Deafness & Education International最新文献_第7页

The Hearing and Talking Scale (HATS): Development and validation with young Aboriginal and Torres Strait Islander children in urban and remote settings in Australia 听力和说话量表(HATS):在澳大利亚城市和偏远地区的年轻土著和托雷斯海峡岛民儿童中的发展和验证

IF 1.4

Deafness & Education International Pub Date : 2020-10-01 DOI: 10.1080/14643154.2020.1830241

T. Ching, Michelle Saetre-Turner, Samantha Harkus, Louise Martin, Meagan Ward, V. Marnane, Caroline Jones, Eugenie Collyer, Chantelle Khamchuang, K. Kong

{"title":"The Hearing and Talking Scale (HATS): Development and validation with young Aboriginal and Torres Strait Islander children in urban and remote settings in Australia","authors":"T. Ching, Michelle Saetre-Turner, Samantha Harkus, Louise Martin, Meagan Ward, V. Marnane, Caroline Jones, Eugenie Collyer, Chantelle Khamchuang, K. Kong","doi":"10.1080/14643154.2020.1830241","DOIUrl":"https://doi.org/10.1080/14643154.2020.1830241","url":null,"abstract":"ABSTRACT Many Aboriginal and Torres Strait Islander children are affected by chronic middle ear infection or otitis media from infancy that has a negative impact on development of listening and communication skills. Deficits in these skills are often not detected until school-age when the opportunity for early intervention is lost. Primary health and early childhood workers need screening tools to assist them with detecting the problem early, but there is a scarcity of tools. This study reports the development and validation of a screening tool for detecting communication problems in young Aboriginal and Torres Strait Islander children. The tool, called the Hearing and Talking Scale (HATS), relies on a systematic use of parent observations of communication behaviours of their children in everyday situations. Developed by using a co-design approach, the HATS is culturally and linguistically appropriate for use with parents/carers of young children by front-line workers not trained in speech-language pathology. We validated the HATS by comparing the HATS score of 68 children (46 Indigenous and 22 non-Indigenous children) with their performance in standardised assessments. The accuracy of the HATS was 80% and 81% when compared to the ASQ-TRAK and the Expressive Vocabulary Test respectively. The HATS takes 5 minutes to administer, and is easy to score and interpret. It can be used as part of a standard ear and hearing health check for young children to support early detection so that those with problems can be referred for specialist diagnosis and treatment at a young age.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"34 1","pages":"305 - 324"},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75079443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Djaalinj Waakinj (listening talking): Rationale, cultural governance, methods, population characteristics – an urban Aboriginal birth cohort study of otitis media Djaalinj Waakinj(听、说):中耳炎的理论基础、文化治理、方法、人口特征——城市原住民出生队列研究

IF 1.4

Deafness & Education International Pub Date : 2020-10-01 DOI: 10.1080/14643154.2020.1826101

Valerie M Swift, June Doyle, Holly J Richmond, Natasha R Morrison, S. Weeks, P. Richmond, C. Brennan-Jones, D. Lehmann, Djaalinj Waakinj Team

{"title":"Djaalinj Waakinj (listening talking): Rationale, cultural governance, methods, population characteristics – an urban Aboriginal birth cohort study of otitis media","authors":"Valerie M Swift, June Doyle, Holly J Richmond, Natasha R Morrison, S. Weeks, P. Richmond, C. Brennan-Jones, D. Lehmann, Djaalinj Waakinj Team","doi":"10.1080/14643154.2020.1826101","DOIUrl":"https://doi.org/10.1080/14643154.2020.1826101","url":null,"abstract":"ABSTRACT The majority of Australian Aboriginal and Torres Strait Islander (hereafter referred to as “Aboriginal”) people live in urban centres. Otitis media (OM) occurs at a younger age, prevalence is higher and hearing loss and other serious complications are more common in Aboriginal than non-Aboriginal children. Despite this, data on the burden of OM and hearing loss in urban Aboriginal children are limited. This project was initiated following a request from urban Aboriginal people who felt the focus on more remote communities often meant urban communities were forgotten. This paper describes the development of an urban Aboriginal birth cohort study of OM that is culturally secure, outlines the process of community consultation and establishment of an Aboriginal Community Advisory Group to provide cultural governance, and presents preliminary results. Djaalinj Waakinj is an ongoing study being conducted in Perth, Western Australia, on Noongar Boodja (country). Aboriginal researchers visit people’s homes to collect sociodemographic and environmental data at enrolment of babies aged <3 months; otoscopy and tympanometry are conducted by an Aboriginal research assistant or a nurse at ages 2–4, 6–8 and 12–18 months, and full audiological assessment conducted at 9–12 months. To date, 125 participants have been enrolled; 39% of 71 children aged 2–4 months and 52% of 44 children aged 6–8 months had evidence of OM. To our knowledge, this is the first prospective cohort study aiming to determine the prevalence and risk factors associated with OM in Aboriginal infants residing in an urban area.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"74 1","pages":"255 - 274"},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74197982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Hear our Heart Ear Bus Project: Supporting families of Australian Indigenous and non-Indigenous children with Otitis Media 倾听我们的心耳朵巴士项目:支持患有中耳炎的澳大利亚土著和非土著儿童的家庭

IF 1.4

Deafness & Education International Pub Date : 2020-10-01 DOI: 10.1080/14643154.2020.1827764

D. Rees, Rachel Mills, L. Paatsch

{"title":"Hear our Heart Ear Bus Project: Supporting families of Australian Indigenous and non-Indigenous children with Otitis Media","authors":"D. Rees, Rachel Mills, L. Paatsch","doi":"10.1080/14643154.2020.1827764","DOIUrl":"https://doi.org/10.1080/14643154.2020.1827764","url":null,"abstract":"ABSTRACT Otitis Media (OM) is an important global issue that can have a long-lasting impact on a child’s life. There is no easy fix! For a family who has a child with OM, the ramifications can be short term and have minimal consequences, or they can be very complex and involve medical, educational, behavioural and wellbeing issues, and may even be life-threatening. Navigating diagnosis and then the combinations of interventions in all areas is just the start of a very daunting journey. As a preventable disease, we have the opportunity to make a difference. This paper presents the development and implementation of the Hear our Heart Ear Bus Project (HoHEBP) within a regional city in western New South Wales (NSW), Australia. The HoHEBP supports families of Australian Indigenous and non-Indigenous children with OM through a transdisciplinary approach incorporating health and education, in partnership with families and communities to ensure the best possible outcomes for children and young people. We present how the HoHEBP provides a unique vehicle for change in the way we approach OM as a transdisciplinary team. Longitudinal data from 2014 to 2019 shows that numbers of children and young people being tested and diagnosed with OM, and referred to medical and educational specialists through the HoHEBP have increased, with over one third identifying as Indigenous (in this paper Indigenous is used respectfully to refer to Australian Aboriginal and Torres Strait Islander peoples).","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"61 1","pages":"325 - 343"},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83930405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Indigenous people and ear disease 土著人与耳部疾病

IF 1.4

Deafness & Education International Pub Date : 2020-10-01 DOI: 10.1080/14643154.2020.1827536

K. Kong

引用次数: 0

The Parents’ evaluation of Listening and Understanding Measure (PLUM): Development and normative data on Aboriginal and Torres Strait Islander children below 6 years of age 6岁以下原住民和托雷斯海峡岛民儿童家长听力理解评价量表的发展与规范数据

IF 1.4

Deafness & Education International Pub Date : 2020-09-25 DOI: 10.1080/14643154.2020.1823609

Teresa Y. C. Ching, Sanna Hou, Mark Seeto, Samantha Harkus, Meagan Ward, Vivienne Marnane, Kelvin Kong

{"title":"The Parents’ evaluation of Listening and Understanding Measure (PLUM): Development and normative data on Aboriginal and Torres Strait Islander children below 6 years of age","authors":"Teresa Y. C. Ching, Sanna Hou, Mark Seeto, Samantha Harkus, Meagan Ward, Vivienne Marnane, Kelvin Kong","doi":"10.1080/14643154.2020.1823609","DOIUrl":"https://doi.org/10.1080/14643154.2020.1823609","url":null,"abstract":"ABSTRACT Ear infection or otitis media (OM) occurs in many Aboriginal and Torres Strait Islander children at a young age and tends to persist over a long period of time. Chronic OM is associated with conductive hearing loss that reduces a child’s access to sounds. This can have a negative impact on development of listening and communication skills. Primary health and early childhood workers are best positioned to detect children with hearing and listening problems. However, they lack appropriate tools to screen and triage young children for early referral. By using a co-design approach with Aboriginal primary health workers and early childhood teachers, we have developed the Parents’ Evaluation of Listening and Understanding Measure (PLUM) listening skills questionnaire. The PLUM provides a systematic framework for front-line workers to explore a parent’s observations of their child’s listening behaviour in everyday situations to detect hearing and listening problems in young Aboriginal children. This paper reports the development of the scale. PLUM scores for 438 children from urban, regional and remote communities in Australia were collected. The internal consistency reliability was 0.87. Normative data from 235 children with normal hearing (hearing thresholds averaged between 0.5 and 4 kHz in the better ear to be no greater than 20 dB HL) were used to define the relationship between PLUM scores and age. The functions allow performance of individual children to be related to their normal-hearing peers.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"132 ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

“I was isolated and this was difficult”: Investigating the communication barriers to inclusive further/higher education for deaf Scottish students “我被孤立了，这很困难”:调查聋哑苏格兰学生包容性继续/高等教育的沟通障碍

IF 1.4

Deafness & Education International Pub Date : 2020-09-08 DOI: 10.1080/14643154.2020.1818044

G. Hendry, A. Hendry, Henri Ige, N. McGrath

{"title":"“I was isolated and this was difficult”: Investigating the communication barriers to inclusive further/higher education for deaf Scottish students","authors":"G. Hendry, A. Hendry, Henri Ige, N. McGrath","doi":"10.1080/14643154.2020.1818044","DOIUrl":"https://doi.org/10.1080/14643154.2020.1818044","url":null,"abstract":"ABSTRACT Deaf students are no less likely than their hearing counterparts to obtain good grades and pass courses in higher education. Despite this, under half the number of deaf pupils, compared to hearing pupils, go straight from school to university, and when there, face an array of challenges that hinder their HE experience [Sachs, D. (2011). Inclusion of students with disabilities in higher education: Performance and participation in student’s experiences. Disability Studies Quarterly, 31(2). https://doi.org/10.18061/dsq.v31i2]. The project reported on explored deaf students’ experiences of Further and Higher (FE/HE) education, with the aim of identifying the communication barriers to inclusivity being faced by deaf students. Sixteen interviews (face to face using British Sign Language or written responses over email) with current and former Scottish deaf students were conducted then analysed using thematic analysis, revealing themes of (1) A lack of deaf awareness, (2) The English language, and (3) Access to interpreters, as barriers to inclusive FE/HE for deaf students. The findings demonstrate specific ways in which deaf students are being excluded in and outside the classroom in FE/HE. It is crucial that FE/HE institutions are aware of these, and are prepared to support their deaf students more effectively.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"24 1","pages":"295 - 312"},"PeriodicalIF":1.4,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74745904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

A Model of Targeted Transition Planning for Adolescents who are Deaf or Hard of Hearing 失聪或听障青少年针对性过渡规划模型

IF 1.4

Deafness & Education International Pub Date : 2020-09-07 DOI: 10.1080/14643154.2020.1816595

Renée Punch, Jill Duncan

引用次数: 6

Research in deaf education: Contexts, challenges, and considerations 聋人教育研究:背景、挑战与思考

IF 1.4

Deafness & Education International Pub Date : 2020-09-04 DOI: 10.1080/14643154.2020.1816596

William Choi

引用次数: 0

The effectiveness of using multi-sensory children’s stories on vocabulary development in young deaf and hard-of-hearing children 多感官儿童故事对失聪和听障儿童词汇发展的影响

IF 1.4

Deafness & Education International Pub Date : 2020-08-21 DOI: 10.1080/14643154.2020.1808275

S. Hettiarachchi, M. Ranaweera, H. M. Lalani N. Disanayake

{"title":"The effectiveness of using multi-sensory children’s stories on vocabulary development in young deaf and hard-of-hearing children","authors":"S. Hettiarachchi, M. Ranaweera, H. M. Lalani N. Disanayake","doi":"10.1080/14643154.2020.1808275","DOIUrl":"https://doi.org/10.1080/14643154.2020.1808275","url":null,"abstract":"ABSTRACT Young deaf and hard-of-hearing children enrolling in school in Sri Lanka often display language delay due to limited amplification and limited language stimulation. The scarcity of speech and language therapy support within the educational context at present necessitates a rethink of service-delivery models to reach more children. Multi-sensory stimuli and traditional children’s stories have been used in speech and language therapy to promote vocabulary development in children experiencing language-learning difficulties. Fifteen deaf or hard-of-hearing children from three different educational contexts were offered a three week “Katha malu” multi-sensory children’s story programme through the class teacher. The programme focused on developing receptive and expressive vocabulary of a set of 30 target words. The programme was offered using a combination of Sri Lankan Sign Language and Spoken Sinhala. The participants' receptive and expressive vocabulary knowledge on the target words was assessed using a specially devised picture-based vocabulary assessment pre- and post-intervention. The results show positive gains at both group and individual levels on receptive and expressive vocabulary skills. There was a positive effect of familiarity with the story with the overall vocabulary gains more prominent for the older, more traditional story. The findings of this study highlight the possibility of offering access to language stimulation programmes at classroom-level facilitated by the class teacher, under the guidance of a speech and language therapist.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"1 1","pages":"145 - 168"},"PeriodicalIF":1.4,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76190868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Co-Enrollment in Deaf Education 聋人教育的联合招生

IF 1.4

Deafness & Education International Pub Date : 2020-08-05 DOI: 10.1080/14643154.2020.1804710

K. Snoddon

引用次数: 0