Search results

In most classrooms, where information is presented orally via spoken language, accurate knowledge of a student’s hearing status is crucial so that the interdisciplinary team can ensure appropriate service provision. Audiologists play a key role on the interdisciplinary team to provide other professionals with information about children’s hearing status, communication needs, device use, and intervention strategies. Conversely, audiologists gain valuable information and strategies from other team members.

The purpose of this paper is to explore audiologists, views and experiences of working with older adults with dementia.

An online survey was distributed to audiologists working in the UK NHS and private sector via their professional organisations. A total of 312 audiologists took part in the study. The survey collected both quantitative and qualitative data. Basic descriptive statistics summarised the quantitative responses. The qualitative data were analysed using conventional thematic approaches.

The quantitative data demonstrated that the vast majority of audiologists had treated someone with dementia (96 per cent). Despite this, 65 per cent of respondents did not feel adequately supported to help this service user population. Four overarching themes were used to explain the qualitative data: integrated and individualised care; formal (including training) vs experiential knowledge; the interaction between dementia and hearing and using the technology.

The self-selecting nature of the sample is a limitation which needs to be taken into account when considering the transferability and implications of the findings.

Given the anticipated increase in rates of dementia within the population and the potential for hearing impairment to exacerbate the symptoms; this study highlights the unique role audiologists have. The need for more training and development for this professional group is also identified.

This is one of the first papers to explore audiologists, views and experiences of working with people with dementia. As such, it highlights some interesting areas worthy of further research using both quantitative and qualitative methods.

General education and special education teachers may have limited experience working with students who are deaf/hard of hearing and be unaware of the professionals and specialist who may work with those students. When a student has a hearing loss, there are a variety of additional professionals with whom teachers must collaborate. The roles of these professionals may be different than those experienced by other educators. An understanding of the roles of these various professionals is important to ensuring the most appropriate service provision for students with hearing loss. This chapter will specifically discuss the roles of teachers of the deaf, interpreters, and audiologists as well as some other related service providers within the context of a fictional case scenario.

Previous research has shown that business-to-business (B2B) brand image has positive effects on customer loyalty. However, the results have been inconsistent because they have highlighted that B2B brand image has either direct or mediated effects on loyalty. Drawing on the framework of service transition, this study aims to develop and test a model that reconciles previous findings. This model suggests that goods-related and service-related B2B brand images coexist in customers’ perceptions and impact customer loyalty in different ways.

A model was developed and estimated using covariance-based structural equation modeling. The data used in the analysis were collected through a survey in the Italian health-care industry, focusing on the relationship between hearing aid manufacturers and audiologists.

Both goods-related and service-related B2B brand images have positive effects on loyalty. However, while the effects of goods-related image on loyalty are fully mediated by satisfaction, service-related image has both direct and mediated effects on loyalty.

This study reconciles previous work arguing that B2B brand image has either direct or mediated effects on loyalty by focusing on the transition from a goods-oriented logic for branding to service branding. In particular, the analysis focuses on the role of the brand in the co-creation process, suggesting that a service-related brand image reflects the value unfolding over time through co-created experiences. However, additional research needs to be conducted in other industries before the results can be generalized.

The findings provide managers with insights for the co-creation of their B2B brand images. In particular, the results urge managers to integrate the traditional goods-oriented approach to branding with service branding, showing that enriching B2B brand image with service-related aspects will have a direct and positive effect on loyalty. However, brand image cannot be created or changed unilaterally by the firm as it is determined by the customer based on co-creation experiences.

This is the first study to explicitly and separately consider the effects of goods-related and service-related aspects of B2B brand image on loyalty. It also is one of the first studies to apply service logic to B2B branding issues.

This paper aims to discuss a new source of data detailing state level occupational licensing requirements for 50 professions.

This study's research team gathered state level licensing requirements for 50 profession in all 50 states and DC from 2022 to 2023. The authors include the type of regulation, entry requirements like fees, education, training, good moral character provisions and renewal requirements. The authors include Standard Occupational Classification industry codes to allow researchers to merge it with other publicly available data sources. Finally, the authors present descriptive statistics and provide a comparison of licensing requirements for audiologists, an occupation with variation in entry requirements.

The mean number of the 50 professions licensed in states is 36. On average, these professions require a bachelor's degree, $271 in licensing fees and 26 h of continuing education to renew. For the audiologist profession, there is considerable variation between states in entry requirements like fees and education.

Despite a large body of work on occupational licensing, data limitations still exist. Most analysis focuses on whether a profession is licensed or not. However, there is considerable variation between states for the same profession, providing an avenue for work estimating the effects of specific licensing requirements. A new source of data is introduced and discussed for researchers to use in future analyses of occupational licensing.

The authors investigate the role of people-related Total Quality Management (TQM) practices, specifically metaperceptions, in hearing care students' vocational decision-making. In Italy, audiologists are health professionals and must hold a degree in hearing care. They operate according to clinical principles but must also develop marketing and commercial skills. While employers take these aspects for granted, the expectations of hearing care students often differ from reality. Thus, the authors aim to investigate the vocational expectations of hearing care students.

A survey was distributed to 600 hearing care students. Multiple regression analysis with bootstrapped confidence intervals was employed to test the hypotheses.

Students who perceived audiology as their calling were more interested in the clinical aspects than the marketing and commercial aspects of audiology. Moreover, those desiring a meaningful career path in audiology were more interested in becoming a store owner or franchisee.

Universities and recruiters should consider the influence of relevant others' metaperceptions on students' self-perceptions of their aptitudes for different careers. Universities should assist students to identify aptitudes that are relevant to career-related decision-making. In this context, people-related TQM can help students avoid incorrect aspirations and expectations.

This study is the first to investigate the role of metaperceptions from a people-related TQM perspective. Metaperceptions play a crucial role in determining the correct course of study as well as job satisfaction and expectations.

Students with communication disorders present unique challenges to educators working toward fostering an inclusive classroom. For children with speech/language impairments, expressing themselves either academically or socially may present obstacles requiring communicative support and facilitation. For children with hearing loss, full access to educational material will be difficult without technological and/or visual support. Many children may have a combination of disorders, requiring a team of educators and other professionals to provide educational content and classroom support in the most inclusive way possible. This chapter is intended to provide an overview of variety of communication disorders, along with guidelines for improving student access across educational settings.

With a push toward inclusion of students with disabilities in the general education classroom, students who are d/Deaf or hard of hearing (DHH) are exposed to greater educational opportunities. Given the largely verbal nature of traditional classroom instruction, there has been a need for advancements in technology to provide more access to the material covered by teachers and in class discussions. In addition, the COVID-19 pandemic and the transition to virtual learning also brought to light many additional challenges for the DHH population, which can, in part, be lessened through technological advancements.

Assessing learning outcomes for students who are d/Deaf or hard of hearing presents ongoing challenges given the largely verbal nature of classrooms and the presentation of information. Educators should carefully consider several factors when assessing their students who are d/Deaf or hard of hearing. Those factors include, but are not limited to: the format of the assessment, the format in which the student is expected to respond, classroom acoustics, as well as how to continue monitoring learning outcomes based on classroom instruction.

Disorders of speech and language include myriad diagnoses that vary in incidence and prevalence across age span and cultures. Disorders can range from those that do not impinge upon general communication, learning or psychosocial function, such as a mild speech disturbance, like a lisp, to global aphasia with a complete lack of communication ability. The short- and long-term effects of these impairments are often directly related to the age at onset, duration, co-morbidities, access to intervention by qualified professionals, and the societal response to the disability. In cultures that take a dim view of any type of deviation from the norm, there may be less access to diagnosis and treatment, as well as a hesitancy to seek out available options for treatment. Additionally, for those countries in which there are larger issues of general health, economic support, and quality of care, the nature of the disability may receive little or no attention simply due to national priorities or limited access to resources. Although, globally, disorders of speech and language are not exclusively limited to those countries with poorer health outcomes, in general, speech and language services may be less accessible or absent in poverty-stricken nations of the world. In many cases, these countries are at greater risk for many of the disorders simply due to environmental and social conditions, such as lack of early access to health care and preventative interventions. This chapter explores Global Perspectives on Speech and Language Impairments.