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Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: This exercise highlights three articles. First, a qualitative research study with multiple high school student participants with deafness/hearing loss examining factors that promoted versus challenged their access to classroom communication and participation is included. The next article is a preliminary study exploring that children with reading impairments are more likely to fail hearing screenings that children with typical reading skills. Finally, the third article looks at shared book reading and its association with language growth aspects for children who are deaf and hard of hearing over a 4-week training program related to caregiver knowledge of emergent literacy features
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This activity has two articles with different foci. The misophonia case study is a contribution to the evidence base for use of sound therapy and coping strategies in treating and managing misophonia. It also shares available tools for diagnosing misophonia. The study about using learning applications in intervention for children with hearing loss shares results of a speech-language pathologists' focus group. The focus group centered on using speech and language application features, benefits, and concerns in school-based service delivery
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This activity includes two articles related to language and literacy intervention for children with hearing loss and deafness. In the first article, Stephanie Mary Raymond and Tring D. Spencer investigate the effect of narrative language intervention on the narrative retelling skills and vocabulary use of children with hearing loss. In the second article, Krystal L. Werfel and Sarah Lawrence describe specific considerations for print-referencing interventions for children with hearing loss along with a case study. The respective authors conclude that print referencing, with specific considerations for children with hearing loss, may be an effective emergent literacy intervention to increase conceptual print knowledge for children preschool-age with hearing loss; and narrative intervention is promising for facilitating language skills improvement for children with hearing loss. Both studies require replication for their findings.