Journal of Speech Language and Hearing Research最新文献

{"title":"Intervention and Sampling Trends in Literacy Research for Young Augmentative and Alternative Communication Users: A Scoping Review.","authors":"Sofia Benson-Goldberg, Karen Erickson","doi":"10.1044/2024_JSLHR-24-00473","DOIUrl":"10.1044/2024_JSLHR-24-00473","url":null,"abstract":"<p><strong>Purpose: </strong>This scoping review aims to characterize the body of literature addressing literacy interventions involving young children (ages 2-8 years) who use or would benefit from aided augmentative and alternative communication (AAC).</p><p><strong>Method: </strong>A systematic search was conducted in six databases. The search yielded 33 intervention studies. Participant characteristics (i.e., age, gender, communication profile) were charted along with intervention characteristics (i.e., focus, outcome variables, settings, interventionists, aided AAC materials).</p><p><strong>Results: </strong>Findings provide insight into intervention and sampling trends. Specifically, studies predominantly investigated shared reading interventions to support expressive communication with children who were already symbolic communicators. There was a noticeable lack of studies involving children with multiple disabilities including intellectual disabilities.</p><p><strong>Conclusions: </strong>The review highlights the necessity for more inclusive research that represents the diverse communication and disability profiles of young children who use or would benefit from aided AAC. Future studies should aim to include participants with varying abilities and access methods. Additionally, the emphasis on emergent literacy, particularly shared reading, should be expanded to include comprehensive emergent literacy skills such as generative writing, phonological awareness, and language comprehension. This broader focus will better support the literacy development of young children who use or would benefit from aided AAC.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"685-704"},"PeriodicalIF":2.2,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142848143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring Talker Age Estimates Through Crowdsourced Listeners' Ratings: A Pilot Study for Voice Research.","authors":"Raquel M A Tripp, Eric J Hunter, Aaron M Johnson","doi":"10.1044/2024_JSLHR-24-00125","DOIUrl":"10.1044/2024_JSLHR-24-00125","url":null,"abstract":"<p><strong>Purpose: </strong>Most auditory-perceptual voice research utilizes the judgments of trained listeners rather than everyday listeners with no previous training in speech pathology. Online crowdsourcing of behavioral data from untrained participants is rapidly increasing in popularity but has yet to be a common procedure for auditory-perceptual studies of the voice. The objective of this pilot study was to assess the functionality of this model for judgments of voice by using an online experiment platform to replicate a lab-based, voice-specific age estimation study.</p><p><strong>Method: </strong>Fifty crowdsourced untrained listeners estimated the age of a single talker based on audio samples taken from 20 speeches over a 48-year span. The primary outcome was overall age estimation accuracy.</p><p><strong>Results: </strong>The crowdsourced age estimations closely matched those of a previous highly controlled in-person laboratory study using the same auditory samples. Listeners generally overestimated the talker's age when the talker was younger and underestimated his age when he was older. The age at which the estimated age equaled the talker's chronological age was 54 years.</p><p><strong>Conclusions: </strong>Online crowdsourcing may be a feasible modality for auditory-perceptual voice ratings with the potential to add low-cost, high-number options to validate and enhance clinical and laboratory-based studies by (a) including a wider diversity of participants and (b) providing the means for rapidly recruiting more participants. Further research investigating crowdsourced ratings of the complex parameters of voice quality using more listeners is needed to continue supporting this methodology as a tool for perceptual voice research.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"531-546"},"PeriodicalIF":2.2,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development, Reliability, and Concurrent Validity of the American Sign Language Version of the Computerized Revised Token Test.","authors":"Emily B Goldberg, Sheila R Pratt, Malcolm R McNeil, Neil Szuminsky, Kenneth DeHaan, Leslie Q Zhen","doi":"10.1044/2024_JSLHR-24-00207","DOIUrl":"10.1044/2024_JSLHR-24-00207","url":null,"abstract":"<p><strong>Purpose: </strong>The present study assessed the test-retest reliability of the American Sign Language (ASL) version of the Computerized Revised Token Test (CRTT-ASL) and compared the differences and similarities between ASL and English reading by Deaf and hearing users of ASL.</p><p><strong>Method: </strong>Creation of the CRTT-ASL involved filming, editing, and validating CRTT instructions, sentence commands, and scoring. Deaf proficient (DP), hearing nonproficient (HNP), and hearing proficient sign language users completed the CRTT-ASL and the English self-paced, word-by-word reading CRTT (CRTT-Reading-Word Fade [CRTT-R-wf]). Both tests were administered twice, 7-14 days apart, to assess test-retest reliability.</p><p><strong>Results: </strong>Preliminary findings suggested that the CRTT-ASL was acceptably reliable for the DP group across CRTT metrics. All groups showed adequate test-retest reliability for the CRTT-R-wf. The DP group scored comparably across the two language conditions, and on average, the DP group produced significantly lower scores than the two hearing groups on the CRTT-R-wf. The hearing groups did not differ significantly from each other on the CRTT-R-wf.</p><p><strong>Conclusions: </strong>The CRTT-ASL may be reliable for assessing Deaf ASL users, the target population for its use. These findings serve as preliminary support for clinical and research use of the novel CRTT-ASL to assess language processing in Deaf individuals who use ASL. The CRTT-ASL may be sensitive to lexical processing inefficiencies in the Deaf signing population.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28216259.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"665-684"},"PeriodicalIF":2.2,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143034532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ecological Validity of Self-Perceived Voice Quality and Acoustic Measures During Voice Assessments: An Observational Study on Faculty Teachers.","authors":"Daniel Rodríguez, Marco Guzman, Pedro Brito, Roberto Llorens","doi":"10.1044/2024_JSLHR-24-00524","DOIUrl":"10.1044/2024_JSLHR-24-00524","url":null,"abstract":"<p><strong>Purpose: </strong>This study investigated the ecological validity of conventional voice assessments by comparing the self-perceived voice quality and acoustic characteristics of voice production during these assessments to those in a simulated environment with varying distracting conditions and noise levels.</p><p><strong>Method: </strong>Forty-two university professors (26 women) participated in the study, where they were asked to produce loud connected speech by reading a 100-word text under four different conditions: a conventional assessment and three virtual classroom simulations created with 360° videos, each with different noise levels, played through a virtual reality headset and headphones. The first video depicted students paying attention in class (40 dB classroom noise); the second showed some students talking, generating moderate conversational noise (60 dB); and the third depicted students talking loudly and not paying attention (70 dB). The entire experiment was conducted in a sound-treated room, and the voice of each participant was recorded for acoustic analysis. In each condition, self-perception of voice quality (vocal effort and vocal ease), SPL, fundamental frequency, long-term average spectrum (L1-L0 ratio, alpha ratio, and the 1/5-5/8 ratio), and smooth cepstral peak prominence were measured.</p><p><strong>Results: </strong>Visual distraction and noise level significantly impacted both subjective and acoustic measures of voice production, as shown by numerous statistically significant differences across almost all conditions and variables examined. Specifically, all measures increased with higher levels of distraction and noise, except for the 1/5-5/8 ratio, which showed a decreasing trend.</p><p><strong>Conclusion: </strong>These findings indicate that visual distraction and noise level significantly influence self-perceived and acoustic vocal characteristics and suggest that conventional assessments, typically conducted in silence and without visual distractors, may not accurately represent real-world performance, thus limiting their ecological validity.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"478-490"},"PeriodicalIF":2.2,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142866042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of F1-F2 Frequency Spacing on Spectral Integration in Combined Electric and Acoustic Stimulation.","authors":"Priyanka Jaisinghani, Yang-Soo Yoon","doi":"10.1044/2024_JSLHR-24-00273","DOIUrl":"10.1044/2024_JSLHR-24-00273","url":null,"abstract":"<p><strong>Purpose: </strong>The aim of this study was to measure the effects of frequency spacing (i.e., F2 minus F1) on spectral integration for vowel perception in simulated bilateral electric-acoustic stimulation (BiEAS), electric-acoustic stimulation (EAS), and bimodal hearing.</p><p><strong>Method: </strong>Twenty listeners with typical hearing participated in synthetic vowel recognition. Four vowels were used with varying frequency spacings (/ͻ/: 270 Hz, /ʊ/: 653 Hz, /æ/: 1040 Hz, and /I/: 1607 Hz). F1 was acoustically simulated with a band-pass filtering, while F2 was electrically simulated using an eight-channel sine wave vocoder with matched input and output frequency range. Vowel recognition was measured in five listening conditions: BiEAS (F1 and F2 in both ears), EAS (F1 and F2 in the left ear), bimodal (F1 and F2 in opposite ears), cochlear implant alone (F2 alone in the left ear), and hearing aid alone (F1 alone in the left ear).</p><p><strong>Results: </strong>In EAS, spectral integration was significantly better at a 270-Hz spacing, while in bimodal hearing, spectral integration was significantly poorer at a 1607-Hz frequency compared to other frequency spacings. BiEAS conditions offered the best spectral integration, regardless of frequency spacing. Vowel confusion remained consistent and below chance level across the first three listening conditions. Bimodal interference occurred for the /I/ vowel when the cochlear implant ear perceives the dominant cue and the hearing aid ear perceives the nondominant cue. The F2 place cue is transmitted significantly better than the F1 height cue in BiEAS, EAS, and bimodal conditions.</p><p><strong>Conclusions: </strong>EAS and bimodal hearing integrates narrower frequency ranges better than wider spacings. EAS hearing provided greater outcomes over bimodal hearing, suggesting that within-ear (EAS) integration is more effective than across-ear (bimodal) integration. Bimodal interference may be a factor for variability in bimodal performance. Cautious interpretation and further research with real EAS and bimodal users are suggested to validate and extend these findings.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28127249.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"792-807"},"PeriodicalIF":2.2,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Not All Planes Have Propellers: Using Context Variability to Treat Word Learning in Late Talkers With the Vocabulary Acquisition and Usage for Late Talkers Protocol.","authors":"Mary Alt, Heidi M Mettler, Elissa S Schiff, Nora Evans-Reitz, Rebecca Burton, Sarah R Cretcher, Allison Staib","doi":"10.1044/2024_JSLHR-24-00410","DOIUrl":"10.1044/2024_JSLHR-24-00410","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to determine if the Vocabulary Acquisition and Usage for Late Talkers (VAULT) intervention could be efficaciously applied to a new treatment target: words a child neither understood nor said. We also assessed whether the type of context variability used to encourage semantic learning (i.e., action or object) would affect learning outcomes.</p><p><strong>Method: </strong>Nineteen primarily English-speaking late-talking toddlers received 8 weeks of VAULT intervention. They were quasirandomly assigned to a condition that highlighted either object or action variability. Individual effect sizes were calculated for target (treated) and control (not treated) words for each child. These were combined to assess group-level comparisons of treatment efficacy and treatment conditions. Generalization of the word-learning ability was assessed by comparing rates of learning on a vocabulary checklist prior to and during intervention. Bayesian statistics (e.g., <i>t</i> tests, analysis of variance) were used for the analyses.</p><p><strong>Results: </strong>There was strong evidence for a treatment effect showing that children produced more target than control words and moderate evidence that they understood more target than control words. There was strong evidence for generalization. Children learned an average of 6.8 words per week during treatment. There was anecdotal evidence for no difference between treatment conditions.</p><p><strong>Conclusions: </strong>VAULT, with a focus on context variability, can be used efficaciously to teach children to say words they do not understand at the start of treatment. The effects were most pronounced in the generalization data. Additionally, children were able to learn later-acquired words.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28200074.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"579-601"},"PeriodicalIF":2.2,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143025649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Hydration and a Hyaluronic Acid-Containing Lozenge on Voice Parameters in Conjunction With a Vocal Loading Test.","authors":"Theresa Pilsl, Marie Köberlein, Jonas Kirsch, Michael Döllinger, Matthias Echternach","doi":"10.1044/2024_JSLHR-24-00474","DOIUrl":"10.1044/2024_JSLHR-24-00474","url":null,"abstract":"<p><strong>Purpose: </strong>This study explores the effects of water intake and a hyaluronic acid (HA)-containing lozenge on acoustic measurements and vocal oscillation patterns investigated after a vocal loading test (VLT).</p><p><strong>Method: </strong>Ten healthy subjects (five females, five males) read out loud a standardized text for 10 min at a target level of 80 dB(A), measured 30 cm from the mouth, under three conditions but each after fasting for 2 hr: (a) drinking 0.7 l of water, (b) sucking an HA-containing lozenge, and (c) neither of both before the VLT. The dysphonia severity index (DSI) was assessed before and after the reading task. Additionally, high-speed videolaryngoscopy (HSV), electroglottography, and an audio signal during sustained phonation on the vowel /i/ before and after the VLT were analyzed. The glottal area waveform was derived from the HSV footage.</p><p><strong>Results: </strong>DSI values decreased for the H₂O and HA group, but reached statistical significance only for the H₂O condition, while remaining stable for the control condition. These DSI decreases were driven by increases in minimum sound pressure level intensity (I_min)-again with statistical significance solely for the water intake intervention. Statistically nonsignificant changes were observed regarding periodicity and perturbation parameters across all conditions. No phase differences or aperiodicities were apparent in the phonovibrograms.</p><p><strong>Conclusions: </strong>Hydration and an HA lozenge did not significantly alter vocal fold biomechanics after a VLT. However, the decrease in DSI values with increased I_min suggests a reduced vocal capacity for the H₂O condition.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28271285.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"506-517"},"PeriodicalIF":2.2,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Short-Term Effects of Semi-Occluded Vocal Tract Therapy on the Phonation of Children With Vocal Fold Nodules: A Randomized Controlled Trial.","authors":"Anke Adriaansen, Iris Meerschman, Kristiane Van Lierde, Sofie Claeys, Estella P-M Ma, Imke Kissel, Tine Papeleu, Evelien D'haeseleer","doi":"10.1044/2024_JSLHR-24-00243","DOIUrl":"10.1044/2024_JSLHR-24-00243","url":null,"abstract":"<p><strong>Purpose: </strong>The aim was to determine and compare the short-term effects of two intensive semi-occluded vocal tract (SOVT) programs, \"straw phonation\" (SP) and \"resonant voice therapy\" (RVT), on the phonation of children with vocal fold nodules.</p><p><strong>Method: </strong>A pretest-posttest randomized controlled study design was used. Thirty children aged 6-12 years were randomly assigned to the SP group (<i>n</i> = 11), RVT group (<i>n</i> = 11), or control group receiving indirect treatment (<i>n</i> = 8) for their voice problems. All participants received 11 hr of group voice therapy over four consecutive days. A multidimensional voice assessment consisting of both objective (dysphonia severity index and acoustic voice quality index) and subjective (pediatric voice handicap index and perceptual rating of overall severity) measures was performed pre- and posttherapy. Voice therapy effectiveness was evaluated using group-level analyses (linear mixed models) and individual-level analyses to investigate what proportion of participants changed to a clinically relevant degree.</p><p><strong>Results: </strong>Group-level analyses found no significant Time × Group interactions, indicating that the evolution over time did not differ among the three groups. Within-group effects of time showed a significant and equal improvement in dysphonia severity index in the SP and RVT groups and a significant improvement in perceptual rating of overall severity in the SP group. For dysphonia severity index, individual-level analyses showed that 36% and 45% of participants improved to a clinically relevant degree in the SP and RVT groups, respectively. For acoustic voice quality index, 38% improved to a clinically relevant degree in the SP group.</p><p><strong>Conclusions: </strong>Results suggest that short-term intensive SOVT programs may have a positive effect on voice quality and vocal capacities of children with vocal fold nodules. Participants seem to benefit more from a SP program than a RVT program.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":"68 2","pages":"456-477"},"PeriodicalIF":2.2,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143124122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sentence Comprehension in Spanish-Speaking Children With Hearing Loss: On the Integration of Morphosyntactic and Lexico-Semantic Cues.","authors":"Analí Rosa Taboh, Diego Edgar Shalom, Belén Alvares, Carolina Andrea Gattei","doi":"10.1044/2024_JSLHR-24-00444","DOIUrl":"10.1044/2024_JSLHR-24-00444","url":null,"abstract":"<p><strong>Purpose: </strong>Children with hearing loss (CHL) who use hearing devices (cochlear implants or hearing aids) and communicate orally have trouble comprehending sentences with noncanonical order. This study explores sentence comprehension strategies in Spanish-speaking CHL, focusing on their ability to integrate morphosyntactic cues (word order, morphological case marking) with verbs differing in their syntax-to-semantics configuration.</p><p><strong>Method: </strong>Fifty-eight Spanish-speaking CHL and 58 children with typical hearing (CTH) with a hearing age of 3;5-7;8 (years;months; i.e., time of adequate access to sound, in the case of CHL since effective fitting or implantation) were recruited in Argentina. A sentence comprehension task using the truth-value judgment paradigm was designed, including sentences with activity verbs and object-experiencer psych verbs in subject-verb-object (SVO) and object-verb-subject (OVS) orders, thus varying in canonicity.</p><p><strong>Results: </strong>Both groups showed good comprehension of SVO sentences with activity verbs but had difficulties with structures that deviated from canonicity. Comprehension was at chance level in both groups and at all hearing ages for sentences with activity verbs in OVS order and sentences with object-experiencer psych verbs in SVO order (both are noncanonical for the verb type). Sentences with object-experiencer psych verbs in OVS order were also comprehended at chance level by CHL and by the youngest CTH.</p><p><strong>Conclusions: </strong>These results suggest that Spanish-speaking CTH aged 7 years prioritize semantic information over case marking in sentences with a noncanonical syntactic structure. In CHL, difficulties with noncanonical structures seem to extend to semantic deviations, at least until hearing age 7 years. CHL might also struggle with the semantic structures of object-experiencer psych verbs beyond the age when CTH do. These findings are relevant for the linguistic assessment and education of CHL.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"602-617"},"PeriodicalIF":2.2,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hearing Loss Health Literacy in Speech-Language Pathologists: Impact of Academic Training and On-the-Job Experience.","authors":"Ellie Cooper, Lisa Fitton, Krystal Werfel","doi":"10.1044/2024_JSLHR-24-00185","DOIUrl":"10.1044/2024_JSLHR-24-00185","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to explore if academic training and/or on-the-job experience predicts general health literacy, hearing loss health literacy, and self confidence levels of speech-language pathologists (SLPs).</p><p><strong>Method: </strong>Participants included 423 SLPs with differing levels of academic training and on-the-job experience working with children who are deaf or hard of hearing (DHH). General health literacy, hearing loss health literacy, and confidence levels treating children who are DHH were assessed. Data were analyzed using SPSS, with descriptive statistics, Pearson's <i>r</i> correlations, and multiple linear regression models.</p><p><strong>Results: </strong>SLPs had high levels of general health literacy but marginal to low levels of hearing loss health literacy. Neither academic training nor on-the-job experience predicted general health literacy, but they were predictive of hearing loss terminology knowledge. Only on-the-job experience predicted in-depth hearing loss content knowledge. There was an interaction of training and experience for confidence of SLPs in treating children who are DHH. SLPs with greater years of experience exhibited lower confidence with an increasing amount of coursework, whereas SLPs with fewer years of experience displayed higher confidence with an increasing amount of coursework.</p><p><strong>Conclusions: </strong>Results indicated that the driving factor for development of in-depth hearing loss health literacy in SLPs is on-the-job experience. Methods of integrating experiential learning into academic training should be evaluated.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"740-761"},"PeriodicalIF":2.2,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}