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Moderators and Predictors in a Parent Hearing Aid Management eHealth Program
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In: Psychology Student Research (2022)
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A Review of Internet Resources Related to Spoken Language Intervention for Spanish-Speaking Parents of Children who are Deaf or Hard of Hearing
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In: Communicative Disorders and Deaf Education Faculty Publications (2017)
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Recognizing Emotional Challenges of Hearing Loss
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In: Psychology Faculty Publications (2017)
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Audiologist practices: Parent hearing aid education & support
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In: Psychology Faculty Publications (2016)
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Audiologist Practices: Parent Hearing Aid Education & Support
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In: Communicative Disorders and Deaf Education Faculty Publications (2016)
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A Review of Internet Resources Related to Spoken Language Intervention for Spanish-Speaking Parents of Children who are Deaf or Hard of Hearing
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In: Journal of Early Hearing Detection and Intervention (2016)
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Satisfaction with Communication Using Remote Face-to-Face Language Interpretation Services with Spanish-Speaking Parents: A Pilot Study
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In: Communicative Disorders and Deaf Education Faculty Publications (2015)
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Monitoring Progress for Children with Hearing Loss
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In: Communicative Disorders and Deaf Education Faculty Publications (2014)
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An Investigation of the Relationship Between Hours of Hearing Aid Use and Phonological and Morphological Development
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In: Communicative Disorders and Deaf Education Faculty Publications (2014)
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Pediatric Hearing Aid Use: How Can Audiologists Support Parents To Increase Consistency?
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In: Communicative Disorders and Deaf Education Faculty Publications (2014)
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The Auditory Perception Test for the Hearing Impaired-Revised: Test-retest reliability, intra-tester reliability, and inter-rater reliability
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In: Communicative Disorders and Deaf Education Faculty Publications (2013)
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Speech perception in preschool children: Practice and performance
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In: Communicative Disorders and Deaf Education Faculty Publications (2013)
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Longitudinal study of speech perception performance in preschool children
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In: Communicative Disorders and Deaf Education Faculty Publications (2013)
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Preschool teachers’ perceptions and use of hearing assistance technology in educational settings
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In: Communicative Disorders and Deaf Education Faculty Publications (2013)
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Aided speech perception testing practices for children three to six years of age with permanent hearing loss
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In: Communicative Disorders and Deaf Education Faculty Publications (2012)
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Audiologists and Speech-Language Pathologists: Making critical cross-disciplinary connections for quality care in EHDI
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In: Communicative Disorders and Deaf Education Faculty Publications (2011)
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Audiologists and Speech-Language Pathologists: MakingCritical Cross-Disciplinary Connections for Quality Care in EHDI
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In: Communicative Disorders and Deaf Education Faculty Publications (2011)
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18 |
Learning to be Interdisciplinary: An Action Research Approach to Boundary Spanning
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In: Communicative Disorders and Deaf Education Faculty Publications (2005)
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Abstract:
Objective This study explored challenges and barriers that need to be addressed in a preprofessional educational setting to provide opportunities for boundary spanning that leads to family-centred interdisciplinary service provision. Design The design employed in this study was participatory action research, an inductive approach. Setting The study took place during a semester-long, one-credit elective graduate seminar course. Method The study included five faculty members and eight graduate students from the fields of audiology, speech-language pathology, and rehabilitation counselling. Data gathering techniques used included observation, dialogue, and reflection. Results Three themes were identified as important in providing an environment conducive to collaboration between professionals and families, namely: 1 the need for acceptance of differing perspectives, 2 empowerment and its contribution to the process of inquiry, and 3 self-awareness in the learning process and the resultant increase in awareness of others. Conclusion While all participants confirmed the importance of trust, empowerment, low risk, and clear definition of process goals, both faculty and students found it extremely difficult to break out of their familiar routines. Given how difficult it was to surface and test assumptions in this context, these findings provided insight into the challenges interdisciplinary teams will face when they try to work with families as equals in the treatment decision-making process.
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Keyword:
action research; Communication Sciences and Disorders; early intervention; family-centred; initial professional education; interdisciplinary; Speech Pathology and Audiology
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URL: https://digitalcommons.usu.edu/comd_facpub/401
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