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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.

This paper discusses the elements of successful university-level, cross-disciplinary course development using best practices to foster richer relational networks and to meet the complex demands of education and treatment for children with autism spectrum disorder (ASD).

The three authors created and taught a class on best practices in autism nine times. The authors assessed the knowledge base and attitudinal changes of undergraduates (most in psychology, speech pathology and audiology, and education) for two of the nine cohorts who were being prepared to work with individuals with ASD.

Pre- and postmeasures indicated significant improvement in knowledge and a predisposition to working in interdisciplinary teams. Anecdotally, a number of students indicated in course evaluations that this was their best undergraduate course.

The program development and research have pertinent implications for faculty who are preparing students for professions in which teamwork will be expected, for faculty preparing students to work with individuals with ASD and for any faculty who wish to engage in cross-disciplinary, collaborative teaching.

This is a unique look at best practices of college course development and best practices of the multiple professional fields for which students were being prepared. It was done across three different colleges within a university.

The purpose of this paper is to determine a tinnitus patient information pack’s (TPIP) usefulness in patients suffering with tinnitus with respect to their need for further tinnitus retraining therapy (TRT) and in reducing TRT cancellations and non-attenders.

The paper consists of prospective case series in a district general hospital ENT out-patient department.

Patients with tinnitus-related symptoms constitute around 2 per cent of the ENT OPD workload at the West Middlesex Hospital, Chelsea & Westminster NHS Trust, London, i.e., 365 patients with intrusive tinnitus were referred by the ENT surgeon for TRT; 56/365 patients (15.3 per cent) failed to attend and 60 (16.4 per cent) cancelled their appointments. The following year, a TPIP was administered to all tinnitus sufferers, despite the affliction’s intrusiveness, and told to contact the audiology department if they felt that TRT was required, which resulted in 43/233 patients (18.5 per cent) over a one-year period self-referring for TRT; 2/233 (0.9 per cent) did not attend, and 1/233 (0.4 per cent) were cancelled appointments.

The patient-focussed TPIP acts as an initial therapy for the tinnitus sufferer by providing reassurance and self-therapy. This results in patients who are less likely to seek TRT, leading to more efficient clinical resource usage (p<0.01).

The data suggest that all tinnitus sufferers presenting to ENT clinics could be handed a TPIP and empowered with the decision whether they require further intervention.

Sensorineural hearing loss is a common sequel of bacterial meningitis in childhood and hearing assessment post‐meningitis is therefore essential. An audit performed of practice in a tertiary centre paediatric unit over 24 months in 1994‐1995 showed an 89 per cent referral and 81 per cent attendance rate for audiological assessment following bacterial meningitis. A repeat retrospective audit was performed over 12 months in 1998‐1999 following the introduction of guidelines and measures to improve education of medical staff and communication between professionals. This achieved a 100 per cent referral and attendance rate in a series of 27 children surviving bacterial meningitis in 1998‐1999, demonstrating the success of the process of the complete audit cycle in improving clinical practice.

This study investigated business-to-business (B2B) repeated purchase intent and its relationships with customer value and customer satisfaction. Additionally, it explored the link between willingness to purchase again, switching costs and product returns management. Modern customers are more likely to switch suppliers; however, previous research suggests that this behaviour can be attenuated by a robust returns management experience. The purpose of this study was to provide a revised model of B2B repeated purchase intent that integrates the concept of product returns management and switching costs with existing B2B customer repurchase intent models.

First, a qualitative inquiry based on semi-structured interviews was conducted to test and develop a quantitative survey. Then a survey was then sent to business owners operating in the audiology industry. Finally, there were 317 responses.

The authors reveal the complex relationship between returns management and repeated purchase intent. Specifically, the authors’ results indicate that the effect of product returns on repurchase intent is opposite to the effect of customer value, depending on the value of customer value. The authors’ findings indicate that even when switching costs are low, firms can positively impact the intent to purchase again in the future if they increase the level of customer satisfaction. In addition, the authors’ findings indicate that in the context of B2B a high/low level of customer satisfaction does not trigger a positive effect of managing product returns on repurchase intent.

This study was the first to introduce the concept of product returns management to research on B2B repurchase intent.

This study synthesizes some preliminary observations made by the clinicians of the Audiology and Phoniatrics Department of Padua-Treviso University on the development of numerical intelligence in deaf children who received cochlear implantation at an early age. This study collected data from clinical observation and standardized instruments, such as Leiter-R and PRCR-Numeri, on a group of 11 preschool deaf children. These data were then compared with those obtained from language performances and audiometric examinations. It is generally recognized that a normal cognitive profile corresponds to scaled scores between 85 and 122. Specifically, the Numerical Intelligence competence is lower in deaf children than in normally hearing children. In particular, the most obvious difference is in the “number comparison” performance, which involves mental operations. In our study, we observed a meaningful connection between Intelligence Quotient (IQ) and the Fluid Reasoning (Fr) score, that is, the ability to solve non-verbal problems independent of previous learning. These results appear to demonstrate a pronounced connectivity of the subcomponents which, taken together, produce visual-spatial functionality.

Transition is an important and ongoing aspect of life that everyone experiences. For students who are deaf/hard of hearing (d/DHH) and their families, transitions related to education can be daunting and, at times, confusing. This chapter will focus on three important educational transitions: early intervention, school age, and adulthood. For each transitional period, recommendations for best practices are made. Additionally, this chapter will discuss the importance of transition planning and supports over time. Overall, communication between service providers, families, and the student is a key element to making these transitions smooth and successful.

Inclusion of deaf/hard of hearing (D/HH) students is more common than ever before. General education teachers need to be aware of strengths and needs of this particular group of students as well as have a few simple strategies to implement in the classroom. This chapter will present strengths and needs relative to language, social/emotional skills, and literacy. Language modalities, educational philosophies, as well as assistive listening technologies are discussed. We will further present important information on changes in technology and support personnel that may be used to improve the education of D/HH students.

This paper aims to analyse the research contributions of the Kingdom of Saudi Arabia in the field of applied linguistics (AL) indexed in the Web of Science core collection for the period between 2011 and 2020.

The author searched key terms in the Social Science Citation Index and Science Citation Index Expanded categories that publish documents in AL. The author compiled the data, classified these documents according to their research focus and investigated different metrics such as keywords analysis, citation analysis, overseas collaboration and productivity over authors, institutions and sources by using VOSviewer and Excel sheet.

Results found that publications in Saudi Arabia have tremendously increased around three times in the years 2016–2020 than before. As unexpected, highly cited researchers, sources and institutions for the social science and arts and humanities disciplines were higher than the scientific disciplines that investigated linguistic issues such as neurology, audiology and computer science. The area of language teaching and learning was the most researched area in which the highly cited author, journals and keywords analysis metrics occurred within its scope. The highly cited articles were those that collaborated with the world contributing authors and acted as corresponding authors.

The study contributes to the body of literature of AL which shares other categories that investigated language as a central issue. The study provides a fine-grained picture about the research productivity of AL in scientific and social science categories in Saudi Arabia.

A simple procedure is used to determine the minimum amount of information required in order to identify a word when contextual information is provided in the form of a sentence with a blank spot into which the word fits. A population of subjects are presented with the sentence and are required to guess at the word which belongs in the blank spot. From the probability with which the expected word is guessed, one can determine the minimum additional information required for the identification of the missing word.