Audiology and Speech Pathology - Research Publications

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Author: Dettman, Shani × Author: Dowell, Richard × Author: Sarant, Julia ×

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    Understanding typical support practice for students who are deaf or hard of hearing: Perspectives from teachers of the deaf in Australia
    Dettman, S ; Chia, Y ; Budhiraja, S ; Graham, L ; Sarant, J ; Barr, C ; Dowell, R (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2020-11-11)
    While there is a growing level of demand for accountability and documentation of services provided to students who are Deaf or Hard of Hearing (DHH), there is a paucity of evidence on the nature of such support; who (personnel), what (content), and how (delivery). This study describes Teacher of the Deaf (ToD) perspectives on current classroom student support practices across a range of contemporary service delivery models in Victoria, Australia. Maximum variation sampling was used to identify 10 Victorian ToDs; each completed a one-hour semi-structured interview, which focused on an interview topic guide associated with typical practice: pathways to teaching; role of the profession; professional development; role in the classroom; goal setting; professional identity; and one open-ended question regarding wishes for the future. Qualitative content analysis generated six categories from these interviews: scope of practice; content of teaching/support; goal setting; service delivery; communication; and accountability. Three recommendations to improve future service delivery for students who are DHH included: standardisation of goal setting/assessment tools; improved shared language between all student support personnel, students and parents; and implementation of agreed rubrics to determine frequency of service with consistent definitions of decision-making criteria for tiered service delivery.
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    Components of a rehabilitation programme for young children using the Multichannel cochlear implant
    DETTMAN, S ; Barker, E ; Rance, G ; Dowell, R ; Galvin, K ; Sarant, J ; Cowan, R ; Skok, M ; Larratt, M ; Clark, G ; Allum, DJ (John Wiley & sons, Inc., 2006)
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    Speech perception results for children with implants with different levels of preoperative residual hearing.
    Cowan, RS ; DelDot, J ; Barker, EJ ; Sarant, JZ ; Pegg, P ; Dettman, S ; Galvin, KL ; Rance, G ; Hollow, R ; Dowell, RC ; Pyman, B ; Gibson, WP ; Clark, GM ( 1997-11)
    OBJECTIVE: Many reports have established that hearing-impaired children using the Nucleus 22-channel cochlear implant may show both significant benefits to lipreading and significant scores on open-set words and sentences using electrical stimulation only. These findings have raised questions about whether severely or severely-to-profoundly deaf children should be candidates for cochlear implants. To study this question, postoperative results for implanted children with different levels of preoperative residual hearing were evaluated in terms of speech perception benefits. STUDY DESIGN/SETTING: A retrospective study of the first 117 children, sequentially, to undergo implantation in the Melbourne and Sydney Cochlear Implant Clinics was undertaken. All children had been assessed by and received their implants in a tertiary referral centre. MAIN OUTCOME MEASURES: To assess aided residual hearing, the children were grouped into four categories of hearing on the basis of their aided residual hearing thresholds measured preoperatively. To assess benefits, the scores of children on standard speech perception tests were reviewed. As different tests were used for children with different ages and language skills, children were grouped into categories according to the level of postoperative speech perception benefit. RESULTS: The results showed that children in the higher categories of aided preoperative residual hearing showed significant scores on open-set word and sentence perception tests using the implant alone. For children in lower categories of aided residual hearing, results were variable within the groups. More than 90% of children with implants with aided residual hearing thresholds in the speech range above 1 kHz achieved open-set understanding of words and sentences. CONCLUSION: While the results of this preliminary study confirm previous findings of differential outcomes for children with different levels of preoperative residual hearing, they suggest that children with severe to profound hearing impairments should be considered for cochlear implantation.