scholarly journals Feasibility of a Supplemental Phonological Awareness Intervention via Telepractice for Children with Hearing Loss: A Preliminary Study

2017 ◽  
Vol 9 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Sue Ann S. Lee ◽  
Brittany Hall ◽  
Sherry Sancibrian
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Phonological Awareness ◽  
Age Groups ◽  
Second Grade ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Post Test ◽  
Children With Hearing Loss ◽  
Delivery Models

The goal of the current study was to examine the feasibility of a telepractice intervention to improve phonological awareness skills in children with hearing loss as compared to a conventional in-person intervention.  Twenty children with hearing loss participated in this study. Two groups of ten children each received a supplemental phonological awareness intervention either via telepractice or an in-person service delivery model. Within each of the two groups, five children were enrolled in preschool or kindergarten and five children were enrolled in first or second grade. The two groups of children demonstrated similar phonological awareness, non-verbal IQ, and vocabulary skills during pre-tests.  After a 12-week intervention children with hearing loss showed improved phonological awareness skills as measured by a standardized post-test. No significant differences were found between the performance of the telepractice group and in-person group. Nor was a significant interaction found between the two age groups (PreK/K vs. 1st /2nd grade) and the two types of service delivery models (in-person vs. telepractice). The results suggest that a telepractice service delivery model is feasible for young children with hearing loss, and that telepractice may be as effective as in-person intervention in improving phonological awareness skills. 

The Speech-Language Pathologist Evaluating Appropriateness of Learning Apps as a Service Delivery Model for Children With Hearing Loss

2021 ◽  
pp. 1-7
Author(s):  
Katrina Flinner ◽  
Jessica Sullivan
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Service Delivery Model ◽  
Speech And Language ◽  
Delivery Model ◽  
Future Design ◽  
Speech Language Pathologist ◽  
Key Stakeholders ◽  
Children With Hearing Loss ◽  
App Design

Purpose: This study aimed to gain insight from speech-language pathologists (SLPs) regarding appealing features of speech and language applications to use as a service delivery model in schools for children who have a hearing loss. Method: A 1-hr focus group was conducted with three SLPs to identify appealing design features of speech and language apps, their benefits, and potential concerns. Participants were provided two speech and language applications to navigate through and review. Participants responded to Likert scale surveys and verbally provided benefits and drawbacks of the features as part of the structured discussion. Results: SLPs identified a range of appealing features for speech and language apps to utilize as a service delivery model for children with hearing loss. They preferred interfaces that allowed the opportunity for SLP and student collaboration rather than student isolation. Conclusions: SLPs have valuable input in regard to future speech and language app design informed by their experiences with children with hearing loss. SLPs are key stakeholders in the design process and should be included in future design and research endeavors.

TeleIntervention: Improving Service Delivery to Young Children With Hearing Loss and Their Families Through Telepractice

2011 ◽  
Vol 21 (2) ◽  
pp. 66-72 ◽  
Author(s):  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Service Delivery ◽  
Spoken Language ◽  
Service Delivery Model ◽  
Auditory Learning ◽  
Early Intervention Services ◽  
Telecommunication Technology ◽  
Children With Hearing Loss ◽  
Communication Needs

As telecommunication technology continues to evolve, opportunities are emerging for telepractice to meet the communication needs of children with hearing loss. As well, documented shortages of well-trained speech-language pathologists and pediatric audiologists are leading some centers to augment their service delivery through telepractice as a means to meet a need for qualified providers. For families of young children with hearing loss, obtaining services that support auditory learning and spoken language can be a challenge in some communities. One form of telepractice, teleintervention, provides early intervention services to families of children with hearing loss using internet-based videoconferencing to model and coach parents in language facilitation techniques. Though it is a relatively new service delivery model, preliminary results are promising.

The Five W's Meet the Three R's: The Who, What, When, Where, and Why of Telepractice Service Delivery for School-Based Speech-Language Therapy Services

2021 ◽  
Vol 42 (02) ◽  
pp. 162-176
Author(s):  
Sue Grogan-Johnson
Keyword(s):  
Service Delivery ◽  
School Setting ◽  
Service Delivery Model ◽  
Language Therapy ◽  
Delivery Model ◽  
Service Delivery Models ◽  
School Based ◽  
Therapy Services ◽  
Why Questions ◽  
Delivery Models

AbstractSchool-based speech-language pathologists (SLPs) are implementing telecommunication technologies for service provision. Telepractice is one among an array of service delivery models that can be successfully implemented in the public-school setting. While many school-based SLPs have been plunged into telepractice with the recent pandemic, this temporary shift to emergency instruction is not the same as fully implementing a telepractice service delivery model. SLPs who recognize the potential application of telecommunications would profit from additional training and experience to take advantage of the benefits of this service delivery model. The purpose of this article is to explore the concept of telepractice as a service delivery model, and to answer the who, what, when, where, and why questions of school-based telepractice. Telepractice is one of several service delivery models that school-based SLPs can confidently utilize to provide effective speech and language therapy services to school-age students.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model

2021 ◽  
pp. 1-16
Author(s):  
Erika M. Timpe ◽  
Jennifer Kent-Walsh ◽  
Cathy Binger ◽  
Debbie Hahs-Vaughn ◽  
Nancy Harrington ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Service Delivery ◽  
Service Delivery Model ◽  
Delivery Model

Coaching Co-Teachers: Increasing Specialized Instruction in Inclusive Settings

2021 ◽  
pp. 004005992199747
Author(s):  
Sara Cothren Cook ◽  
Lauren W. Collins ◽  
Jennifer Madigan ◽  
Kimberly McDuffie Landrum ◽  
Lysandra Cook
Keyword(s):  
Service Delivery ◽  
Students With Disabilities ◽  
Educational Outcomes ◽  
Service Delivery Model ◽  
Instructional Coaches ◽  
Delivery Model ◽  
Effective Professional Development ◽  
Inclusive Settings ◽  
Need Support ◽  
The Individual

Although the co-teaching service delivery model is the most commonly used service delivery model used to support co-teachers in the inclusive setting (Cook et al., 2017), research indicates that co-teachers may need support in order to increase the use of specialized instruction to meet the individual needs of students with disabilities (Scruggs et al., 2007). In this manuscript, we provide a process for instructional coaches to use to (a) develop and deliver effective professional development and (b) coach co-teachers. This process maximizes the potential of the co-teaching service delivery model in improving educational outcomes for students with disabilities.

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