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  • 1
    Online Resource
    Online Resource
    Reflections on How Tinnitus Impacts the Lives of Children and Adolescents
    American Speech Language Hearing Association ; 2021
    In:  American Journal of Audiology Vol. 30, No. 3 ( 2021-09-10), p. 544-556
    Details
    In: American Journal of Audiology, American Speech Language Hearing Association, Vol. 30, No. 3 ( 2021-09-10), p. 544-556
    Abstract: The aim of this study was to generate a conceptual framework describing which aspects of children and adolescents' lives are affected by chronic tinnitus. Design Views and experiences of 32 participants from two participant groups informed this study: (a) a tinnitus group, consisting of adults who had experienced tinnitus during childhood and/or adolescence and primary carers of children/adolescents with tinnitus, and (b) a clinicians' group, consisting of clinicians who provided care for children/adolescents with tinnitus. Participants produced statements describing aspects of children/adolescents' lives that may be affected by chronic tinnitus. Key concepts were identified through the processes of sorting the statements and rating them for degree of associated impact. Result Participants identified 118 unique aspects of the lives of children/adolescents who may be affected by chronic tinnitus. These were clustered into four concepts: (a) emotional well-being, (b) academic performances, (c) social/relationa, and (d) auditory/cognitive processing. At a group level, participants rated the impact of tinnitus as above a slight degree but below a moderate degree of impact. However, individual participant's ratings indicated a range of perceived impact for each statement. Conclusions The experience of chronic tinnitus during childhood and adolescence extends beyond the mere perception of sound. The perception of tinnitus may impact a child's emotional well-being, academic performances, social/relational, and auditory/cognitive processing. The impact of tinnitus in one aspect of a child's life may influence other aspects of their life. While at a group level, participants regarded the impact of tinnitus as “somewhat more than mild” to “less than moderate”; individual participant's ratings indicate that the impact from chronic tinnitus may be highly individual and highlighted the importance of individual assessment and management. Clinically, tinnitus management during childhood and adolescence may be improved if clinicians consider the impact and manifestation of tinnitus within each child's daily life and tailor tinnitus education and management strategies accordingly.
    Type of Medium: Online Resource
    ISSN: 1059-0889 , 1558-9137
    URL: Article
    DOI: 10.1044/2021_AJA-20-00178
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2021
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  • 2
    Online Resource
    Online Resource
    Supporting the Social–Emotional Well-Being of Elementary School Students Who Are Deaf and Hard of Hearing: A Pilot Study
    American Speech Language Hearing Association ; 2022
    In:  Language, Speech, and Hearing Services in Schools Vol. 53, No. 4 ( 2022-10-06), p. 1037-1050
    Details
    In: Language, Speech, and Hearing Services in Schools, American Speech Language Hearing Association, Vol. 53, No. 4 ( 2022-10-06), p. 1037-1050
    Abstract: Children who are Deaf and Hard of Hearing (DHH), their parents, Teachers of the Deaf, and other community stakeholders were involved in co-designing a web-based resource to support students' social–emotional well-being. The resource was designed to provide families and teachers with strategies to enhance the social and emotional well-being of Grade 4–6 students who are DHH. This study reports outcomes of a pilot study of the web-based resource intervention. Method: A pre–post pilot study was conducted to quantitatively examine reported anxiety, well-being, social relationships, school experience, student–teacher relationship, and parent and teacher self-efficacy. A total of 37 students, their parents ( n = 37), and their classroom teachers ( n = 40) participated in the intervention program and were provided access to the resource. Results: In total, 19 students, 22 parents, and 17 teachers completed both pre- and postsurvey measures. Paired t tests revealed that there was a statistically significant increase in parents' self-efficacy scores from pre- to posttest. Multivariate analysis of covariance revealed a significant association between parent use of the website and student-reported improved peer support and reduced school loneliness. No other statistically significant differences were found. Conclusions: The use of a web-based resource codeveloped with students who are DHH, their parents, and teachers could potentially be beneficial for the well-being of students who are DHH as well as parents' self-efficacy. Further research is needed to confirm the benefits.
    Type of Medium: Online Resource
    ISSN: 0161-1461 , 1558-9129
    URL: Article
    DOI: 10.1044/2022_LSHSS-21-00178
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2022
    SSG: 7,11
    SSG: 5,3
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  • 3
    Online Resource
    Online Resource
    Teleaudiology Services for Rehabilitation With Hearing Aids in Adults: A Systematic Review
    American Speech Language Hearing Association ; 2018
    In:  Journal of Speech, Language, and Hearing Research Vol. 61, No. 7 ( 2018-07-13), p. 1831-1849
    Details
    In: Journal of Speech, Language, and Hearing Research, American Speech Language Hearing Association, Vol. 61, No. 7 ( 2018-07-13), p. 1831-1849
    Abstract: This review examined (a) the current evidence from studies on teleaudiology applications for rehabilitation of adults with hearing impairment with hearing aids and (b) whether it is sufficient to support the translation into routine clinical practice. Method A search strategy and eligibility criteria were utilized to include articles specifically related to hearing aid fitting and follow-up procedures that are involved in consultations for the rehabilitation of adults, where the service was provided by the clinician by teleaudiology. A search using key words and Medical Subject Headings (MeSH) was conducted on the main electronic databases that index health-related studies. The included studies were assessed using validated evaluation tools for methodological quality, level of evidence, and grade recommendations for application into practice. Results Fourteen studies were identified as being within the scope of this review. The evaluation tools showed that none of these studies demonstrated either a strong methodological quality or high level of evidence. Analysis of evidence identified 19 activities, which were classified into service outcomes categories of feasibility, barriers, efficiency, quality, and effectiveness. Recommendations could be made regarding the (a) feasibility, (b) barriers, and (c) efficiency of teleaudiology for the rehabilitation of hearing loss with hearing aids. Conclusion This review provides up-to-date evidence for teleaudiology hearing aid services in new and experienced hearing aid users in different practice settings. Findings direct future research priorities to strengthen evidence-based practice. There is a need for further studies of many aspects of teleaudiology services for rehabilitation with hearing aids to support their implementation into clinical practice. Supplemental Material https://doi.org/10.23641/asha.6534473
    Type of Medium: Online Resource
    ISSN: 1092-4388 , 1558-9102
    URL: Article
    DOI: 10.1044/2018_JSLHR-H-16-0397
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2018
    detail.hit.zdb_id: 2070420-3
    SSG: 5,2
    SSG: 7,11
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    Online Resource
  • 4
    Online Resource
    Online Resource
    Does Otitis Media Affect Later Language Ability? A Prospective Birth Cohort Study
    American Speech Language Hearing Association ; 2020
    In:  Journal of Speech, Language, and Hearing Research Vol. 63, No. 7 ( 2020-07-17), p. 2441-2452
    Details
    In: Journal of Speech, Language, and Hearing Research, American Speech Language Hearing Association, Vol. 63, No. 7 ( 2020-07-17), p. 2441-2452
    Abstract: The aim of the study was to examine whether otitis media (OM) in early childhood has an impact on language development in later childhood. Methods We analyzed data from 1,344 second-generation (Generation 2) participants in the Raine Study, a longitudinal pregnancy cohort established in Perth, Western Australia, between 1989 and 1991. OM was assessed clinically at 6 years of age. Language development was measured using the Peabody Picture Vocabulary Test–Revised (PPVT-R) at 6 and 10 years of age and the Clinical Evaluation of Language Fundamentals–Third Edition at 10 years of age. Logistic regression analysis accounted for a wide range of social and environmental covariates. Results There was no significant relationship between bilateral OM and language ability at 6 years of age (β = −0.56 [−3.78, 2.66], p = .732). However, while scores were within the normal range for the outcome measures at both time points, there was a significant reduction in the rate of receptive vocabulary growth at 10 years of age (PPVT-R) for children with bilateral OM at 6 years of age (β = −3.17 [−6.04, −0.31] , p = .030), but not for the combined unilateral or bilateral OM group (β = −1.83 [−4.04, 0.39], p = .106). Conclusions Children with OM detected at 6 years of age in this cohort had average language development scores within the normal range at 6 and 10 years of age. However, there was a small but statistically significant reduction in the rate of receptive vocabulary growth at 10 years of age (on the PPVT-R measure only) in children who had bilateral OM at 6 years of age after adjusting for a range of sociodemographic factors.
    Type of Medium: Online Resource
    ISSN: 1092-4388 , 1558-9102
    URL: Article
    DOI: 10.1044/2020_JSLHR-19-00005
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2020
    detail.hit.zdb_id: 2070420-3
    SSG: 5,2
    SSG: 7,11
    Location Call Number Limitation Availability
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    Online Resource
  • 5
    Online Resource
    Online Resource
    A Qualitative Exploration of the Role and Needs of Classroom Teachers in Supporting the Mental Health and Well-Being of Deaf and Hard-of-Hearing Children
    American Speech Language Hearing Association ; 2019
    In:  Language, Speech, and Hearing Services in Schools Vol. 50, No. 3 ( 2019-07-12), p. 399-415
    Details
    In: Language, Speech, and Hearing Services in Schools, American Speech Language Hearing Association, Vol. 50, No. 3 ( 2019-07-12), p. 399-415
    Abstract: Children who are deaf and hard of hearing (DHH) face a wide array of issues that can impact their mental health and well-being. This study aimed to explore the role of schools and classroom teachers in supporting the mental health and well-being of DHH children. Method A qualitative study comprising telephone and semistructured interviews with 12 mainstream school classroom teachers who directly support the education and well-being of DHH children was conducted. Thematic analysis was used to analyze the data. Result Classroom teachers indicated they play an important role in supporting the mental health and well-being of DHH children but identified a range of constraints to providing this support. Four themes were identified: (a) “culture of professional practice,” (b) “operationalized practice,” (c) “constraints to practice,” and (d) “solutions for constraints.” Conclusions Classroom teachers play an important role in supporting the mental health and well-being of DHH children but face several constraints in their practice, including limited training and awareness and access to resources. While further research is needed, this study suggests that classroom resources and teacher professional development are needed to enhance classroom teachers' understanding of how to support the mental health and well-being of DHH children.
    Type of Medium: Online Resource
    ISSN: 0161-1461 , 1558-9129
    URL: Article
    DOI: 10.1044/2019_LSHSS-18-0085
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2019
    SSG: 7,11
    SSG: 5,3
    Location Call Number Limitation Availability
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    Online Resource
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