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Ren AZ, Sung V. Factors that influence health service access in deaf and hard-of-hearing children: a narrative review. Int J Audiol 2024; 63:171-181. [PMID: 37335176 DOI: 10.1080/14992027.2023.2223357] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Revised: 05/31/2023] [Accepted: 06/05/2023] [Indexed: 06/21/2023]
Abstract
OBJECTIVES Early diagnosis and intervention of deaf and hard-of-hearing (DHH) children leads to improved language and psychosocial outcomes. However, many child, parent and provider related factors can influence access to early intervention services, including hearing devices. This narrative review aims to explore factors that influence health service access in DHH children. DESIGN A systematic search was conducted to identify articles that explored factors that influenced health service access in DHH children in countries with Universal Newborn Hearing Screening, published between 2010 and 2022. STUDY SAMPLES Fifty-nine articles met the inclusion criteria for data extraction. This included 4 systematic reviews, 2 reviews, 39 quantitative and 5 mixed methods studies and 9 qualitative studies. RESULTS The identified factors were grouped into the following themes: (a) demographic factors, (b) family related factors, (c) child related factors, (d) factors specific to hearing devices, (e) service delivery, f) telehealth and (g) COVID-19. CONCLUSION This review provided a comprehensive summary of multiple factors that affect access to health services in DHH children. Psychosocial support, consistent clinical advice, allocation of resources to rural communities and use of telehealth are possible ways to address barriers and improve health service access.
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Affiliation(s)
- Angela Z Ren
- Department of Paediatrics, University of Melbourne, Parkville, Victoria, Australia
| | - Valerie Sung
- Department of Paediatrics, University of Melbourne, Parkville, Victoria, Australia
- Population Health, Murdoch Children's Research Institute, Parkville, Victoria, Australia
- Centre for Community Child Health, Royal Children's Hospital, Parkville, Victoria, Australia
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Kawar K, Walters J, Fichman S. Evaluation devices in the narratives of deaf/hard of hearing and hearing Arabic-speaking adolescents. Int J Lang Commun Disord 2024; 59:180-194. [PMID: 37501380 DOI: 10.1111/1460-6984.12938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2022] [Accepted: 07/11/2023] [Indexed: 07/29/2023]
Abstract
BACKGROUND Pragmatic language use in general and the use of evaluation devices (EDs) are very important components in everyday communication and expressing thoughts and feelings in narrative production. However, very little is known about the use of evaluative devices in the narratives of Arabic-speaking adolescents, especially those who are deaf and hard of hearing (DHH). AIMS The present study investigated the use of EDs in personal oral narratives elicited from 124 hearing and DHH Arabic-speaking adolescents. METHODS & PROCEDURES Each participant was asked to tell a personal story about a time he or she was in a dangerous situation. Narratives were transcribed and coded for nine different types of evaluation. OUTCOMES & RESULTS A three-way interaction of group (hearing/DHH) by gender (Female/Male) by evaluation type emerged such that female hearing adolescents' narratives contained significantly more frames of mind than the narratives of DHH females and hearing males and more hedges than DHH females. In addition, hearing males' narratives contained more hedges than those of DHH males and more negative comments than the narratives of both hearing females and DHH males. CONCLUSIONS & IMPLICATIONS The present research identifies factors that facilitate narrative abilities by DHH. Discussion centres on explanations for group and gender differences in terms of exposure and language socialization. WHAT THIS PAPER ADDS What is already known on this subject Although narratives have been researched extensively in comparisons of hearing and deaf and hard of hearing (DHH) children, only a few studies have examined pragmatic language use in general and evaluation devices in particular. These studies show that the narratives of DHH children and adolescents contain fewer figurative expressions, frames of mind and hedges and that children who are DHH have difficulty comprehending and producing metaphors. Very little is known about the use of evaluative devices in the narratives of Arabic-speaking adolescents, especially those who are DHH. What this study adds The present study found that hearing participants produced significantly more evaluation devices (Eds) than their DHH peers, and female participants produced significantly more EDs than their male peers. Moreover, hearing females' narratives contained more frames of mind and more hedges than did the narratives of DHH females; also, hearing females' narratives contained more frames of mind than those of hearing males. In addition, hearing males' narratives contained more hedges than those of DHH males. Finally, hearing males' narratives had more negative comments than both the narratives of hearing females and those of DHH males. Clinical implications The one evaluation device produced in large numbers (hedges) by adolescents who are DHH was expressed in only one of two ways. One important clinical implication of this finding is that pragmatic language in general and use of EDs in particular should be part of any speech and language evaluation. Another takeaway is that intervention should attempt to provide rich exposure to social communicative language, providing many ways to convey each function, enabling adolescents to communicate in different contexts.
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Dall M, Weber C, Holzinger D, Binder D, Hofer J, Horvarth S, Müllegger D, Rosenthaler C, Zöhrer R, Fellinger J. Preschool Children with Hearing Loss: Social Communication and Parenting Stress. J Pers Med 2023; 14:47. [PMID: 38248749 PMCID: PMC10821039 DOI: 10.3390/jpm14010047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Revised: 12/21/2023] [Accepted: 12/26/2023] [Indexed: 01/23/2024] Open
Abstract
Studies on parenting stress (PS) in parents of children with hearing loss (HL) have found relationships between child behavior, language skills and parenting stress. The role of early social communication skills has not been researched before. The aim of this cross-sectional study was to investigate the relationship between child behavior, social communication and PS. The study was performed in a subgroup of a total population sample from the AChild (Austrian Children with Hearing Impairment-Longitudinal Databank) study. Preschool children (n = 81) with all degrees of HL and average cognitive functioning and their families were included, and the Parenting Stress Index (PSI) was used. Through factor component analysis, compound scores for externalizing/internalizing problem behavior and hyperactivity were analyzed. Although mean PS was not elevated, the proportion of those with elevated scores was higher compared with the norm population. There was a strong correlation between child behavior problems and PS (strongest correlation: externalizing problem behavior r = 0.643; p < 0.001). All three problem behaviors accounted for 49.7% of the variance in PS. An indirect effect of social communication on PS was almost completely mediated by problem behavior (especially hyperactivity). The importance of social communication development with respect to problem behavior and PS is highlighted.
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Affiliation(s)
- Magdalena Dall
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, 4020 Linz, Austria; (C.W.); (D.H.); (J.H.); (D.M.); (J.F.)
| | - Christoph Weber
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, 4020 Linz, Austria; (C.W.); (D.H.); (J.H.); (D.M.); (J.F.)
- Department for Inclusive Education, University of Education Upper Austria, 4020 Linz, Austria
| | - Daniel Holzinger
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, 4020 Linz, Austria; (C.W.); (D.H.); (J.H.); (D.M.); (J.F.)
- Institute of Neurology of Senses and Language, Hospital of St. John of God, 4020 Linz, Austria; (D.B.); (S.H.); (C.R.)
- Institute of Linguistics, University of Graz, 8010 Graz, Austria
| | - Doris Binder
- Institute of Neurology of Senses and Language, Hospital of St. John of God, 4020 Linz, Austria; (D.B.); (S.H.); (C.R.)
| | - Johannes Hofer
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, 4020 Linz, Austria; (C.W.); (D.H.); (J.H.); (D.M.); (J.F.)
- Institute of Neurology of Senses and Language, Hospital of St. John of God, 4020 Linz, Austria; (D.B.); (S.H.); (C.R.)
| | - Sonja Horvarth
- Institute of Neurology of Senses and Language, Hospital of St. John of God, 4020 Linz, Austria; (D.B.); (S.H.); (C.R.)
| | - Daiva Müllegger
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, 4020 Linz, Austria; (C.W.); (D.H.); (J.H.); (D.M.); (J.F.)
- Institute of Neurology of Senses and Language, Hospital of St. John of God, 4020 Linz, Austria; (D.B.); (S.H.); (C.R.)
| | - Christoph Rosenthaler
- Institute of Neurology of Senses and Language, Hospital of St. John of God, 4020 Linz, Austria; (D.B.); (S.H.); (C.R.)
| | - Ruth Zöhrer
- Michael Ogon Laboratory for Orthopaedic Research, Orthopaedic Hospital Speising, 1130 Vienna, Austria;
| | - Johannes Fellinger
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, 4020 Linz, Austria; (C.W.); (D.H.); (J.H.); (D.M.); (J.F.)
- Institute of Neurology of Senses and Language, Hospital of St. John of God, 4020 Linz, Austria; (D.B.); (S.H.); (C.R.)
- Division of Social Psychiatry, University Clinic for Psychiatry and Psychotherapy, Medical University of Vienna, 1090 Vienna, Austria
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James TG, Sullivan MK, McKee MM, Rotoli J, Maruca D, Stachowiak R, Cheong J, Varnes JR. Emergency department patient-centred care perspectives from deaf and hard-of-hearing patients. Health Expect 2023; 26:2374-2386. [PMID: 37555478 PMCID: PMC10632638 DOI: 10.1111/hex.13842] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Revised: 06/20/2023] [Accepted: 07/30/2023] [Indexed: 08/10/2023] Open
Abstract
BACKGROUND Deaf and hard-of-hearing (DHH) patients are a priority population for emergency medicine health services research. DHH patients are at higher risk than non-DHH patients of using the emergency department (ED), have longer lengths of stay in the ED and report poor patient-provider communication. This qualitative study aimed to describe ED care-seeking and patient-centred care perspectives among DHH patients. METHODS This qualitative study is the second phase of a mixed-methods study. The goal of this study was to further explain quantitative findings related to ED outcomes among DHH and non-DHH patients. We conducted semistructured interviews with 4 DHH American Sign Language (ASL)-users and 6 DHH English speakers from North Central Florida. Interviews were transcribed and analysed using a descriptive qualitative approach. RESULTS Two themes were developed: (1) DHH patients engage in a complex decision-making process to determine ED utilization and (2) patient-centred ED care differs between DHH ASL-users and DHH English speakers. The first theme describes the social-behavioural processes through which DHH patients assess their need to use the ED. The second theme focuses on the social environment within the ED: patients feeling stereotyped, involvement in the care process, pain communication, receipt of accommodations and discharge processes. CONCLUSIONS This study underscores the importance of better understanding, and intervening in, DHH patient ED care-seeking and care delivery to improve patient outcomes. Like other studies, this study also finds that DHH patients are not a monolithic group and language status is an equity-relevant indicator. We also discuss recommendations for emergency medicine. PATIENT OR PUBLIC CONTRIBUTION This study convened a community advisory group made up of four DHH people to assist in developing research questions, data collection tools and validation of the analysis and interpretation of data. Community advisory group members who were interested in co-authorship are listed in the byline, with others in the acknowledgements. In addition, several academic-based co-authors are also deaf or hard of hearing.
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Affiliation(s)
- Tyler G. James
- Department of Family MedicineUniversity of MichiganAnn ArborMichiganUSA
- Department of Health Education and BehaviorUniversity of FloridaGainesvilleFloridaUSA
| | | | - Michael M. McKee
- Department of Family MedicineUniversity of MichiganAnn ArborMichiganUSA
| | - Jason Rotoli
- Department of Emergency MedicineUniversity of Rochester Medical CenterRochesterNew YorkUSA
| | | | | | - JeeWon Cheong
- Department of Health Education and BehaviorUniversity of FloridaGainesvilleFloridaUSA
| | - Julia R. Varnes
- Department of Health Services Research, Management, and PolicyUniversity of FloridaGainesvilleFloridaUSA
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Epstein S, Ngo L, Sanders EA, Horn DL. Predictors of Time Spent in Special Education Among Students With Severe-to-Profound Hearing Loss. Otolaryngol Head Neck Surg 2023. [PMID: 36856033 PMCID: PMC10403375 DOI: 10.1002/ohn.301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 11/27/2022] [Accepted: 12/12/2022] [Indexed: 03/02/2023]
Abstract
OBJECTIVE Determine if students with severe-to-profound hearing loss with cochlear implants (CIs) mainstream (transition to general education) more than students with hearing amplification at the population level. STUDY DESIGN Cross-sectional secondary analysis of data from the National Center of Education Statistics. SETTING Special education (SpEd) students in the United States who had severe to profound "hearing impairment" and were 6 to 16 years old at enrollment from 2000 to 2001. METHODS We weighted the data to produce national estimates, performed multiple imputations for missingness, and built a multivariate linear regression model, which was cross-validated with a multivariate Poisson regression model. We used a theory-based approach to model-building using a directed acyclic graph to identify the minimally sufficient adjustment set of variables, which included school district urbanicity, student's age when they started SpEd, other disabilities, home language, and caregiver education. RESULTS We identified 7267 students with CIs and 28,794 students with hearing amplification. CI users mainstreamed more than peers using hearing amplification during secondary school (40.29% less daily time in special education, p = .004) but not during primary school (9.19% less daily time in SpEd, p = .155). Additional significant predictors of mainstreaming varied between the primary and secondary school cohorts and included school district urbanicity and the student's age when they started SpEd. CONCLUSION CI status predicts daily time spent in SpEd among a secondary school cohort. These findings do not establish causation. The National Center of Education Statistics should consider linking to clinical databases in future studies.
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Affiliation(s)
- Sherise Epstein
- Department of Otolaryngology-Head and Neck Surgery, University of Washington School of Medicine, Seattle, Washington, USA
| | - LizAnne Ngo
- Measurement and Statistics, College of Education, University of Washington, Seattle, Washington, USA
| | - Elizabeth A Sanders
- Measurement and Statistics, College of Education, University of Washington, Seattle, Washington, USA
| | - David L Horn
- Department of Otolaryngology-Head and Neck Surgery, University of Washington School of Medicine, Seattle, Washington, USA.,Division of Otolaryngology-Head and Neck Surgery, Seattle Children's Hospital and Research Institute, Seattle, Washington, USA
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Yao R, Guan CQ, Smolen ER, MacWhinney B, Meng W, Morett LM. Gesture-Speech Integration in Typical and Atypical Adolescent Readers. Front Psychol 2022; 13:890962. [PMID: 35719574 PMCID: PMC9204151 DOI: 10.3389/fpsyg.2022.890962] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Accepted: 05/09/2022] [Indexed: 11/24/2022] Open
Abstract
This study investigated gesture-speech integration (GSI) among adolescents who are deaf or hard of hearing (DHH) and those with typical hearing. Thirty-eight adolescents (19 with hearing loss) performed a Stroop-like task in which they watched 120 short video clips of gestures and actions twice at random. Participants were asked to press one button if the visual content of the speaker's movements was related to a written word and to press another button if it was unrelated to a written word while accuracy rates and response times were recorded. We found stronger GSI effects among DHH participants than hearing participants. The semantic congruency effect was significantly larger in DHH participants than in hearing participants, and results of our experiments indicated a significantly larger gender congruency effect in DHH participants as compared to hearing participants. Results of this study shed light on GSI among DHH individuals and suggest future avenues for research examining the impact of gesture on language processing and communication in this population.
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Affiliation(s)
- Ru Yao
- China National Institute of Education Sciences, Beijing, China
| | - Connie Qun Guan
- School of Foreign Studies, Beijing Language and Culture University, Beijing, China
| | - Elaine R. Smolen
- Teachers College, Columbia University, New York, NY, United States
| | - Brian MacWhinney
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, United States
| | - Wanjin Meng
- Department of Moral, Psychological and Special Education, China National Institute of Education Sciences, Beijing, China
| | - Laura M. Morett
- Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama, Tuscaloosa, AL, United States
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DeJonckheere M, McKee MM, Guetterman TC, Schleicher LS, Mulhem E, Panzer K, Bradley K, Plegue MA, Rapai ME, Green LA, Zazove P. Implementation of a Hearing Loss Screening Intervention in Primary Care. Ann Fam Med 2021; 19:388-395. [PMID: 34546945 PMCID: PMC8437567 DOI: 10.1370/afm.2695] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Revised: 11/16/2020] [Accepted: 12/03/2020] [Indexed: 11/09/2022] Open
Abstract
PURPOSE Hearing loss (HL) is underdiagnosed and often unaddressed. A recent study of screening for HL using an electronic prompt showed efficacy in increasing appropriate referrals for subsequent testing. We build on the results of this study using a qualitative lens to explore implementation processes through the perspectives of family medicine clinicians. METHODS We collected clinic observations and semistructured interviews of family medicine clinicians and residents who interacted with the HL prompt. All data were analyzed using thematic, framework, and mixed methods integration strategies. RESULTS We interviewed 27 clinicians and conducted 10 observations. Thematic analysis resulted in 6 themes: (1) the prompt was overwhelmingly viewed as easy, simple to use, accurate; (2) clinicians considered prompt as an effective way to increase awareness and conversations with patients about HL; (3) clinician and staff buy-in played a vital role in implementation; (4) clinicians prioritized prompt during annual visits; (5) medical assistant involvement in prompt workflow varied by health system, clinic, and clinician; (6) prompt resulted in more conversations about HL, but uncertain impact on patient outcomes. Themes are presented alongside constructs of normalization process theory and intervention outcomes. CONCLUSION Integration of a HL screening prompt into clinical practice varied by clinician buy-in and beliefs about the impact on patient outcomes, involvement of medical assistants, and prioritization during clinical visits. Further research is needed to understand how to leverage clinician and staff buy-in and whether implementation of a new clinical prompt has sustained impact on HL screening and patient outcomes.
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Affiliation(s)
| | - Michael M McKee
- Department of Family Medicine, University of Michigan, Ann Arbor, Michigan
| | | | | | - Elie Mulhem
- Department of Family Medicine and Community Health, Oakland University William Beaumont School of Medicine, Rochester, Michigan
| | | | - Kathleen Bradley
- Department of Family Medicine and Community Health, Oakland University William Beaumont School of Medicine, Rochester, Michigan
| | - Melissa A Plegue
- Department of Family Medicine, University of Michigan, Ann Arbor, Michigan
| | - Mary E Rapai
- Department of Family Medicine, University of Michigan, Ann Arbor, Michigan
| | - Lee A Green
- Department of Family Medicine, University of Alberta, Edmonton, Alberta, Canada
| | - Philip Zazove
- Department of Family Medicine, University of Michigan, Ann Arbor, Michigan
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Sola AM, Brodie KD, Stephans J, Scarpelli C, Chan DK. Tracking Home Language Production and Environment in Children Who Are Deaf or Hard of Hearing. Otolaryngol Head Neck Surg 2021; 166:171-178. [PMID: 34032520 DOI: 10.1177/01945998211013785] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE To use an automated speech-processing technology to identify patterns in sound environments and language output for deaf or hard-of-hearing infants and toddlers. STUDY DESIGN Observational study based on a convenience sample. SETTING Home observation conducted by tertiary children's hospital. METHODS The system analyzed 115 naturalistic recordings of 28 children <3.5 years old. Hearing ability was stratified into groups by access to sound. Outcomes were compared across hearing groups, and multivariable linear regression was used to test associations. RESULTS There was a significant difference in age-adjusted child vocalizations (P = .042), conversational turns (P = .022), and language development scores (P = .05) between hearing groups but no significant difference in adult words (P = .11). Conversational turns were positively associated with each language development measure, while adult words were not. For each hour of electronic media, there were significant reductions in child vocalizations (β = -0.47; 95% CI, -0.71 to -0.19), conversational turns (β = -0.45; 95% CI, -0.65 to -0.22), and language development (β = -0.37; 95% CI, -0.61 to -0.15). CONCLUSIONS Conversational turn scores differ among hearing groups and are positively associated with language development outcomes. Electronic media is associated with reduced discernible adult speech, child vocalizations, conversational turns, and language development scores. This effect was larger in children who are deaf or hard of hearing as compared with other reports in typically hearing populations. These findings underscore the need to optimize early language environments and limit electronic noise exposure in children who are deaf or hard of hearing.
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Affiliation(s)
- Ana Marija Sola
- School of Medicine, University of California-San Francisco, San Francisco, California, USA
| | - Kara D Brodie
- Department of Otolaryngology-Head and Neck Surgery, University of California-San Francisco, San Francisco, California, USA
| | - Jihyun Stephans
- Division of Pediatric Otolaryngology, Department of Otolaryngology-Head and Neck Surgery, University of California-San Francisco, San Francisco, California, USA
| | - Chiara Scarpelli
- Division of Pediatric Otolaryngology, Department of Otolaryngology-Head and Neck Surgery, University of California-San Francisco, San Francisco, California, USA
| | - Dylan K Chan
- Division of Pediatric Otolaryngology, Department of Otolaryngology-Head and Neck Surgery, University of California-San Francisco, San Francisco, California, USA
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Camminga TF, Hermans D, Segers E, Vissers CTWM. Beyond the Senses: How Self-Directed Speech and Word Meaning Structure Impact Executive Functioning and Theory of Mind in Individuals With Hearing and Language Problems. Front Psychol 2021; 12:646181. [PMID: 33868119 PMCID: PMC8043959 DOI: 10.3389/fpsyg.2021.646181] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/25/2020] [Accepted: 02/23/2021] [Indexed: 11/13/2022] Open
Abstract
Many individuals with developmental language disorder (DLD) and individuals who are deaf or hard of hearing (D/HH) have social–emotional problems, such as social difficulties, and show signs of aggression, depression, and anxiety. These problems can be partly associated with their executive functions (EFs) and theory of mind (ToM). The difficulties of both groups in EF and ToM may in turn be related to self-directed speech (i.e., overt or covert speech that is directed at the self). Self-directed speech is thought to allow for the construction of non-sensory representations (i.e., representations that do not coincide with direct observation). Such non-sensory representations allow individuals to overcome the limits set upon them by the senses. This ability is constrained by the development of word meaning structure (i.e., the way words are understood). We argue that the greater ability to construct non-sensory representations may result in more enhanced forms of EF and ToM. We conclude that difficulties in EF, ToM, and social–emotional functioning in those with hearing and language problems may be accounted for in terms of word meaning impairments. We propose that word meaning structure and self-directed speech should be considered in assigning EF and ToM treatments to individuals with DLD and those who are D/HH.
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Affiliation(s)
- Thomas F Camminga
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands.,Royal Dutch Kentalis, Sint-Michielsgestel, Netherlands
| | - Daan Hermans
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands.,Royal Dutch Kentalis, Sint-Michielsgestel, Netherlands
| | - Eliane Segers
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
| | - Constance T W M Vissers
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands.,Royal Dutch Kentalis, Sint-Michielsgestel, Netherlands
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Mhiripiri NA, Midzi R. Fighting for survival: persons with disabilities’ activism for the
mediatisation of COVID-19 information. Media International Australia 2021; 178:151-167. [PMCID: PMC7686649 DOI: 10.1177/1329878x20967712] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
Crises times have an uncanny way of giving salience to struggles for democracy.
The new coronavirus – also known as COVID-19 – became a global public health
issue that stirred other democratic concerns from persons living with
disabilities who wanted access to health information for their survival. People
living with various types of disabilities have special communication and
information needs, some of which require specific technologies, formats and
language. The pandemic got people concerned about their safety and survival.
This article contextualises and critiques US, Britain and Zimbabwean activists
representing persons living with disabilities’ reactions to the manner their
public authorities availed COVID-19 health messages to disabled constituencies
via mainstream television. It compares how suitable was televised content from
US, Britain, Zimbabwean and New Zealand stations for the Deaf and Hard of
Hearing, before exploring complaints and lawsuits from the disability
constituency pertaining to access to COVID-19 health information.
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Affiliation(s)
- Nhamo Anthony Mhiripiri
- Nhamo Anthony Mhiripiri, Faculty of Social
Sciences, Midlands State University, P. Bag 9055, Gweru, Zimbabwe.
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Kung MS, Lozano A, Covas VJ, Rivera-González L, Hernández-Blanco YY, Diaz-Algorri Y, Chinapen S. Assessing Medical Students' Knowledge of the Deaf Culture and Community in Puerto Rico: A Descriptive Study. J Med Educ Curric Dev 2021; 8:2382120521992326. [PMID: 33614968 PMCID: PMC7871049 DOI: 10.1177/2382120521992326] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/30/2021] [Accepted: 01/12/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Effective communication between health care professionals and Deaf and Hard of Hearing (D&HH) patients remains a challenge. Literature regarding health professionals' knowledge of the D&HH community and their barriers toward health care access is limited in Puerto Rico and suggests a need for research. Therefore, this descriptive study aims to evaluate future physician's knowledge about the Deaf culture and community in a student cohort at San Juan Bautista School of Medicine (SJBSM), with the objective of guiding our results toward improving our curriculum. METHODS Medical students answered a survey to evaluate their knowledge of D&HH patients. The survey consisted of 3 parts testing awareness, exposure, and knowledge of the Deaf community. Responses from the Knowledge section were graded using an answer key, and correct answers were added to create an overall continuous sum score per participant, with higher scores meaning higher knowledge. Participants were also asked to write in possible issues deaf patients may face when hospitalized, apart from communication problems. All data were recorded and used for descriptive analysis. RESULTS 158 (68%) medical students participated. 63% reported exposure to D&HH people, and 80% were aware of the Deaf culture. 21% of students answered to have attended an American Sign Language (ASL) class, and 86% expressed interest in taking an ASL class. The overall percentage of correct answers from all the medical groups evaluated was 39%, with increasing percent knowledge as medical student year increased. The most frequently listed problem by respondents that deaf patients may face when hospitalized was dealing with an emergency in the hospital, such as the fire alarm. CONCLUSION Students from clinical years (MSIII & MSIV) showed a better understanding of the Deaf culture than students in pre-clinical years (MSI & MSII). Nevertheless, the knowledge was limited in all groups. The information generated is not only valuable for our school but the healthcare community as well. The literature related to Deaf culture, particularly in the medical setting in Puerto Rico, is limited. Therefore, there exists a need to continue investigating ways to improve medical students' education of the Deaf culture and community.
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Affiliation(s)
| | | | | | | | | | - Yaritza Diaz-Algorri
- Associate Dean of the MPH Program, San Juan Bautista School of Medicine, Puerto Rico
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Szterman R, Friedmann N. The Effect of Syntactic Impairment on Errors in Reading Aloud: Text Reading and Comprehension of Deaf and Hard of Hearing Children. Brain Sci 2020; 10:E896. [PMID: 33238465 DOI: 10.3390/brainsci10110896] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2020] [Revised: 11/14/2020] [Accepted: 11/16/2020] [Indexed: 11/17/2022] Open
Abstract
Deaf and Hard of Hearing (DHH) children show difficulties in reading aloud and comprehension of texts. Here, we examined the hypothesis that these reading difficulties are tightly related to the syntactic deficit displayed by DHH children. We first assessed the syntactic abilities of 32 DHH children communicating in spoken language (Hebrew) aged 9;1-12;2. We classified them into two groups of DHH children-with and without a syntactic deficit according to their performance in six syntactic tests assessing their comprehension and production of sentences with syntactic movement. We also assessed their reading at the single word level using a reading aloud test of words, nonwords, and word pairs, designed to detect the various types of dyslexia, and established, for each participant, whether they had dyslexia and of what type. Following this procedure, 14 of the children were identified with a syntactic deficit, and 15 with typical syntax (3 marginally impaired); 22 of the children had typical reading at the word level, and 4 had dyslexia (3 demonstrated sublexical reading). The main experiment examined reading aloud and comprehension of 6 texts with syntactic movement (which contained, e.g., relative clauses and topicalized sentences), in comparison to 6 parallel texts without movement. The results indicated a close connection between syntactic difficulties and errors in reading aloud and in comprehension of texts. The DHH children with syntactic deficit made significantly more errors in reading aloud and more comprehension errors than the DHH children with intact syntax (and than the hearing controls), even though most of them did not have dyslexia at the word level. The DHH children with syntactic deficit made significantly more reading errors when they read texts with syntactic movement than on matched texts without movement. These results indicate that difficulties in text reading, manifesting both in errors in reading aloud and in impaired comprehension, may stem from a syntactic deficit and may occur even when reading at the word level is completely intact.
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Appenzeller MC, Ambrose SE. Using Technology to Monitor Hearing Device Use and Linguistic Environments: Early Intervention Providers' Perspectives. J Early Hear Detect Interv 2020; 5:62-72. [PMID: 32968696 PMCID: PMC7507746] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
To improve outcomes for children with hearing loss, early intervention professionals must work with families to optimize children's hearing device use and the linguistic and auditory features of children's environments. Two technologies with potential use in monitoring these domains are data logging and Language Environment Analysis (LENA) technology. This study, which surveyed early intervention providers, had two objectives: (a) to determine whether providers' experiences, perspectives, and current practices indicated there was a need for tools to better monitor these domains, and (b) to gain a better understanding of providers' experiences with and perspectives on use of the two technologies. Most providers reported that they used informal, subjective methods to monitor functioning in the two domains and felt confident that their methods allowed them to know how consistently children on their caseloads were wearing their hearing devices and what their environments were like between intervention visits. Although most providers reported limited personal experience with accessing data logging information and with LENA technology, many reported receiving data logging information from children's audiologists. Providers generally believed access to the technologies could be beneficial, but only if coupled with proper funding for the technology, appropriate training, and supportive administrative policies.
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Smit L, Knoors H, Hermans D, Verhoeven L, Vissers C. The Interplay Between Theory of Mind and Social Emotional Functioning in Adolescents With Communication and Language Problems. Front Psychol 2019; 10:1488. [PMID: 31333537 PMCID: PMC6616194 DOI: 10.3389/fpsyg.2019.01488] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2019] [Accepted: 06/11/2019] [Indexed: 12/13/2022] Open
Abstract
Adolescents with developmental language disorders (DLDs) and adolescents who are deaf or hard of hearing (D/HH) are at greater risk of social emotional problems. These problems may not only be attributed to communication and language problems but, at least in part, to Theory of Mind (ToM) deficits as well. In this mini review, an overview is provided of studies on social emotional functioning and ToM performance in adolescents with DLD and D/HH adolescents. A possible interplay between social emotional functioning and Theory of Mind is discussed. There is empirical evidence for social emotional problems and ToM problems in both adolescents with DLD and D/HH. We hypothesized that language deficits as seen in adolescents with DLD and impoverished exposure to language and communication, as seen in adolescents who are D/HH can explain differences in social emotional functioning and ToM performance. The present mini review provides a possible framework for the relation between ToM and social emotional functioning in adolescents with communication and language problems, which is mediated by their limited linguistic ability or restricted language exposure and gives suggestions for future research.
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Affiliation(s)
- Lidy Smit
- Royal Dutch Kentalis, Kentalis Academy, St. Michielsgestel, Netherlands.,Behavioural Science Institute, Learning and Plasticity, Radboud University, Nijmegen, Netherlands
| | - Harry Knoors
- Royal Dutch Kentalis, Kentalis Academy, St. Michielsgestel, Netherlands.,Behavioural Science Institute, Learning and Plasticity, Radboud University, Nijmegen, Netherlands
| | - Daan Hermans
- Royal Dutch Kentalis, Kentalis Academy, St. Michielsgestel, Netherlands.,Behavioural Science Institute, Learning and Plasticity, Radboud University, Nijmegen, Netherlands
| | - Ludo Verhoeven
- Royal Dutch Kentalis, Kentalis Academy, St. Michielsgestel, Netherlands.,Behavioural Science Institute, Learning and Plasticity, Radboud University, Nijmegen, Netherlands
| | - Constance Vissers
- Royal Dutch Kentalis, Kentalis Academy, St. Michielsgestel, Netherlands.,Behavioural Science Institute, Learning and Plasticity, Radboud University, Nijmegen, Netherlands
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Yates L, Dreany-Pyles L. Addiction Treatment with Deaf and Hard of Hearing People: An Application of the CENAPS Model. J Soc Work Disabil Rehabil 2017; 16:298-320. [PMID: 28976292 DOI: 10.1080/1536710x.2017.1372243] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Alcohol and drug addiction is a significant problem among deaf and hard of hearing people. Looking through a Deaf culture lens, treatment for alcohol and drug addiction is key for providing care for deaf and hard of hearing clients. Using the CENAPS model, an applied cognitive-behavioral therapy program is recommended for addiction treatment. The CENAPS model provides clinicians with tools for stabilizing deaf and hard of hearing clients, supporting their transition to early recovery. Educating the client about the stages of relapse and the stages of recovery, clinicians using this model can better treat and prepare deaf and hard of hearing clients for long-term recovery.
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Affiliation(s)
- Leo Yates
- a Deaf Addiction Services of Maryland , Baltimore , Maryland , USA
| | - Laura Dreany-Pyles
- b Department of Social Work , Gallaudet University , Washington , DC , USA
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Pollard RQ, Berlinski BT. Forensic Evaluation of Deaf Individuals: Challenges and Strategies. J Soc Work Disabil Rehabil 2017; 16:261-275. [PMID: 28976301 DOI: 10.1080/1536710x.2017.1372240] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Forensic evaluation of deaf individuals presents unique challenges due to many examinees' fund of information deficits, potential for language deprivation, and examiners' frequent lack of creativity regarding communication methods. This article describes challenges most frequently encountered in competency to stand trial and criminal responsibility evaluations and offers strategies for overcoming them. The value of employing multiple communication methods, especially the use of illustrations, is emphasized. Suggestions also are offered regarding preparing evaluation reports and effectively communicating "key deaf fundamentals" to legal personnel. Encouragement is offered for qualified, sign-fluent professionals to engage in forensic work.
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Affiliation(s)
- Robert Q Pollard
- a National Technical Institute for the Deaf , Rochester Institute of Technology , Rochester , New York , USA
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Hosono N, Inoue H, Tomita Y. Co-Creation Learning Procedures: Comparing Interactive Language Lessons for Deaf and Hearing Students. Stud Health Technol Inform 2017; 242:886-889. [PMID: 28873901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This paper discusses co-creation learning procedures of second language lessons for deaf students, and sign language lessons by a deaf lecturer. The analyses focus on the learning procedure and resulting assessment, considering the disability. Through questionnaires ICT-based co-creative learning technologies are effective and efficient and promote spontaneous learning motivation goals.
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Dupire J, Boude Y. Lessons from Helen Keller: How to Make the Comics Accessible? Stud Health Technol Inform 2017; 242:1009-1016. [PMID: 28873920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This paper addresses the lack of accessibility of the comics for deaf or hard-of-hearing readers. Comics are a major cultural object, used in many different contexts with, as much as different purposes (leisure, education, advertising, etc.). We report here the results of an experimentation during a communication operation, including a regular exhibition made of panels and a digital mirroring of the contents, with extra materials and information. This digital part, accessible through our institution website, is the basement of this paper.
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Affiliation(s)
- Jérôme Dupire
- CNAM/CEDRIC, 292, rue Saint Martin, 75003 Paris, France
| | - Yvan Boude
- CNAM, 292, rue Saint Martin, 75003 Paris, France
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Nakeva von Mentzer C, Lyxell B, Sahlén B, Dahlström O, Lindgren M, Ors M, Kallioinen P, Uhlén I. Computer-assisted reading intervention with a phonics approach for children using cochlear implants or hearing aids. Scand J Psychol 2014; 55:448-55. [PMID: 25078707 DOI: 10.1111/sjop.12149] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2013] [Accepted: 05/23/2014] [Indexed: 11/30/2022]
Abstract
The present study examined computer-assisted reading intervention with a phonics approach for deaf and hard of hearing (DHH) children in Sweden using cochlear implants or hearing aids, or a combination of both. The study included 48 children, 5, 6 and 7 years of age. Sixteen children with normal hearing (NH) served as a reference group. The first purpose of the study was to compare NH and DHH children's reading ability at pre and post-intervention. The second purpose was to investigate effects of the intervention. Cognitive and demographic factors were analyzed in relation to reading improvement. Results showed no statistically significant difference for reading ability at the group level, although NH children showed overall higher reading scores at both test points. Age comparisons revealed a statistically significant higher reading ability in the NH 7-year-olds compared to the DHH 7-year-olds. The intervention proved successful for word decoding accuracy, passage comprehension and as a reduction of nonword decoding errors in both NH and DHH children. Reading improvement was associated with complex working memory and phonological processing skills in NH children. Correspondent associations were observed with visual working memory and letter knowledge in the DHH children. Age was the only demographic factor that was significantly correlated with reading improvement. The results suggest that DHH children's beginning reading may be influenced by visual strategies that might explain the reading delay in the older children.
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Affiliation(s)
- Cecilia Nakeva von Mentzer
- Department of Behavioral Sciences and Learning, Swedish Institute for Disability Research, Linköping University, 581 83, Linköping, Sweden
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