Department of Veterans Affairs (VA) audiologists were surveyed regarding their perceptions and evaluations of hearing aid (HA) brands on seven factors previously published in peer-reviewed research as important to the HA brand preference decision of audiologists. One of the seven factors formed a distinct dimension of brand differentiation based on Contract Pricing (dimension 1). Brand perceptions for the other six factors were highly correlated with one another; this dimension of correlated perceptions was labeled Propensity to Dispense Based on a Gestalt Percept (dimension 2). That is, a direct relation exists between the collective perception of HA brand and its likelihood of being dispensed. These two dimensions accounted for 93.1% of the variance in the perceived differences among the HA brands surveyed. Joint-space mapping was used to model the effect of altering perceptions on VA HA brand dispensing. Results indicate that few VA audiologists (7.7%) dispense HA brands in majority association with contract pricing. Instead, the vast majority (77%) form brand preferences in majority association with their individualized perceptions.

In South Africa, the current movement towards the inclusion of children with disabilities, including children with hearing loss, is likely to have far-reaching consequences for both teachers and learners. Undoubtedly, needs will arise from teachers during the transition, especially in the areas pertaining to the audiological and educational management of children with hearing loss. A hearing loss often negatively impacts on the development of the child’s auditory, language, speech, communication, literacy, academic, and psychosocial skills. The educational audiologist is uniquely skilled in managing the effects of hearing loss on the child’s educational development, and is a crucial member on the educational team. The educational audiologist as specialist in the management of children with hearing loss, is able to offer a wide range of support and assistance to teachers as well as children with hearing loss in the inclusive educational system. When teachers receive appropriate educational audiology services, they are enabled to provide quality education that strives to reach the full potential of every child with hearing loss. Therefore, an urgent need existed to determine the needs of teachers of children with hearing loss regarding an educational audiology service delivery model for use within the inclusive educational system. In order to comply with this need, a descriptive research design was developed comprising of a questionnaire survey followed by focus group interviews. The questionnaire survey explored the needs of 664 teachers of children with hearing loss. Focus group interviews were conducted with 19 teachers of children with hearing loss and these results were used to substantiate findings from the questionnaire survey. The results of the study indicated that the needs of teachers differ according to the sub-groups found among teachers, namely those teachers who mainly promote the use of spoken language and those who mainly promote Sign Language. Findings revealed that, although participants realised the importance of various aspects of development of the child with hearing loss, they generally did not realise the importance of receiving support from an educational audiologist. With respect to specifics in term of support, participants strongly recommended that teachers receive support in the acquisition of knowledge re the trouble-shooting of hearing aids, advocacy for the implementation of FM systems in inclusive classrooms and the development of speech production skills of the child with hearing loss in the inclusive environment. In addition, various suggestions were made regarding the structure of services rendered within the educational context. These findings were utilised in order to propose an educational audiology service delivery model for South Africa in the current timeframe. / Thesis (DPhil (Communication Pathology))--University of Pretoria, 2005. / Speech-Language Pathology and Audiology / unrestricted

With the worldwide increase in numbers of individuals infected with the human-immune deficiency virus (HIV) and acquired immune deficiency syndrome (AIDS), the need for more information became essential. The devastating influences and fatal outcome of this disease is inevitable. These individuals are confronted with mortality and various disabling conditions. One of these disabling conditions is the possible development of a hearing loss. Loss of hearing sensitivity related to HIV/AIDS is only one of numerous effects the virus may have on humans and their quality of life. Therefore increased awareness of HIV/AIDS and the influences of this disease is inevitable for the modern audiologist. The precise nature and the extent of the influence that HIV/AIDS and antiretroviral therapy (ART) has on the hearing ability of a person are unknown to date. Even though a relationship between hearing loss, HIV/AIDS and the administration of relevant medication is expected, no clear explanation is available to provide the public or clinicians with the necessary information on assessments, interventions and aural rehabilitation techniques. Without being able to identify the specific cause, symptoms and place of lesion of the hearing loss, it will be difficult to ensure appropriate monitoring and treatment. Information regarding the influences of HIV/AIDS and ART on hearing sensitivity had to be established to ensure appropriate intervention and rehabilitation options. The first part of this research project reviews the evidence available regarding the possible influences of HIV/AIDS on hearing. Throughout the research a cross-sectional design with quantitative and qualitative approaches were followed comprising of a structured interview, basic and specialized audiometric battery to obtain the necessary case history, as well as results for these different audiological tests that were conducted. The specialised tests included immittance measurements, distortion-product otoacoustic emission (DPOAE) and auditory brainstem response (ABR). The results of this study were discussed in terms of the three sub aims in accordance with the different audiological tests that were conducted. The results indicated that those participants with ART exposure had a significantly higher incidence of hearing loss. The pure tone averages were mainly found within normal limits but decreased with the progression of the final stages of HIV/AIDS. The high and low frequencies of the audiogram were often affected with loss of hearing sensitivity suggesting the presence of a high and low frequency slope. The final three stages of HIV/AIDS had a significantly higher incidence of bilateral hearing loss. ART exposure were associated with more severe degrees of hearing loss. The DPOAE and ABR indicated that cochlear and retro-cochlear damage existed often among these participants. Only 20% participants had abnormal tympanograms suggestive of conductive pathology. The results revealed that the type of pathology varied across the stages of HIV/AIDS. The conclusions and implications of this study are discussed. Recommendations incorporate the development of HIV/AIDS awareness campaigns that includes audiological information on the possible influences, where to refer or where to seek assistance; issues regarding the improvement of the modern audiologists’ knowledge in terms of the management of the audiological needs of individuals with HIV/AIDS and the application of these results in the industrial setting to utilize when they consider granting compensation claims. / Dissertation (MCommunication Pathology)--University of Pretoria, 2008. / Speech-Language Pathology and Audiology / unrestricted

No description available.

Currently a need for auditory processing test material for the identification of auditory processing disorders in children exists in the South African context. The purpose of this study was the Afrikaans translation and cultural adaptation of the SCAN-C: Test for Auditory Processing Disorders in Children-Revised (Keith, 2000a) and to determine the appropriateness thereof for preschool children. To achieve the objective of this study the research was performed in three phases and quantitative-descriptive research was utilized, with different methods for each of the phases. In Phase I the SCAN-C (Keith, 2000a) was translated and culturally adapted into Afrikaans for learners in Grade R. In Phase II the Siftingstoets vir Ouditiewe Prosesseringsafwykings (STOPA) was reviewed by speech-language therapists and/or audiologists as well as Grade R teachers (n = 11) by means of a customized questionnaire to determine appropriateness of the STOPA. A pilot study was conducted on Grade R learners (n = 10) before the STOPA was finalized and recorded. In Phase III the STOPA was performed on Grade R learners identified with normal auditory processing (n = 16) as well as Grade R learners identified with an auditory processing disorder (n = 14) to determine the validity and accuracy of the STOPA. The results indicated that the STOPA is age and culturally appropriate but that the validity and accuracy of the STOPA could not yet be proved. Clinical implications for identification, diagnosis and intervention for children with auditory processing disorders were discussed in order to provide the audiologist and speech-language therapist with evidence-based principles for clinical practice. Implications for further research include refining the STOPA during which normative data should be obtained. This study can therefore be viewed as the first step to standardize the STOPA, as well as to develop test material for other language and culture groups for the early identification of auditory processing disorders in children. / Dissertation (M (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / Unrestricted

A substantial body of research points to the benefits of fitting hearing instruments that provides extended high frequency amplification. Most published research were done on adults or in controlled laboratory settings. It is therefore necessary for peadiatric audiologists to critically assess the effects that this extended high frequency amplification has on the individual child fitted with hearing instruments. A quantitative research method was selected to explore the possible correlations between extended high frequency amplification and the influence this extended high frequency amplification has on speech recognition and functional performance in children with mild to severe sensory neural hearing loss. A quasiexperimental design was selected. This design accommodated a one-group (single-system) pre-test versus post-test design. Baseline assessments were done and all participants were subjected to pre- and post-intervention assessments. Six participants were fitted with hearing instruments which provided extended high frequency amplification. A baseline assessment was done with current hearing instruments after which participants were assessed with the hearing instruments with extended high frequency amplification. Aided audiological assessments were done without the extended high frequencies after which participants were evaluated with the added high frequencies. Speech recognition testing and functional performance questionnaires were used to compare the outcomes obtained with and without the extended high frequency amplification. A t-test was used for hypothesis testing to determine if extended range amplification increased speech recognition abilities and functional performance, and if these increases were statistically significant. Results were varied where some participants performed better and some performed worse with the added extended range amplification during speech recognition testing and functional performances observed at home. These varied results were statistically insignificant. However, statistically significant evidence was obtained to indicate that extended high frequency amplification increased the functional performance observed at school. The study concluded that the paediatric audiologist should know the effect fitting hearing instruments capable of extended high frequency amplification have on speech recognition abilities and functional performances. Fitting hearing instruments with extended high frequency amplification should however be done with caution because not all children benefited from extended bandwidth amplification. This underlines the importance of following a strict evidence-based approach that incorporates objective and subjective assessment approaches. This will provide the paediatric audiologist with real world evidence of the success of the amplification strategy that is followed. / Dissertation (MCommunication Pathology)--University of Pretoria, 2012. / Speech-Language Pathology and Audiology / Unrestricted

The entire context of South African education is undergoing a slow, yet definite metamorphosis, and inclusion is now nationally both a constitutional imperative and an unequivocal reality. Teachers are the key role-players in determining the quality of implementation of this new policy. They are expected to embrace the new philosophy, to think and to work in a new frame of reference. Unfortunately, too often change in education has failed because insufficient attention has been paid to the challenges posed to those who are expected to put the change into effect. Against this background the aim of this study is to determine the challenges posed to the teacher of the child with a hearing loss in inclusive education. In order to attain this aim, the study was divided into two sections: a literature study and an empirical study. The literature study offers a review of the development of the inclusive philosophy, with specific reference to the educational inclusion of the child with a hearing loss. The knowledge and attitude of teachers towards inclusive education as well the responsibilities of the teachers of a child with a hearing loss within the South African education system are critically discussed. During the empirical research a descriptive design was followed comprising of questionnaire surveys followed by focus group discussions. The questionnaire surveys explored the knowledge, attitudes and training needs of 220 teachers and 81 student teachers. Focus group discussions were conducted with four parents, five speech therapist/audiologist and four teachers (all actively involved in inclusion programmes) and these results were used to substantiate findings from the questionnaire survey. The results of this study indicate that the teachers in regular education as well as the student teachers had sufficient knowledge about the theoretical aspects of inclusion but they lack knowledge regarding the child with a hearing loss. Aspects that were significantly related to the teachers’ lack of knowledge were their unwillingness to include a child with hearing loss and to a lesser extent their years of teaching experience. It was clear that both the teachers and student teachers appear to have negative attitudes towards the inclusion of children with hearing loss. The negative attitudes of the teachers were, as in the case of knowledge, significantly related to their unwillingness to include a child with a hearing loss and their years of teaching experience, but also to their personal experience with hearing loss. The teachers and student teachers indicated specific needs in terms of further training and the content of training. A wide variety of demands that are posed to teachers with regard to the unique South African context were identified, for example lack of support, lack of training, high teacher/child ratios etc. The implications of this study, which amongst other factors include the motivation for the promotion of educational audiology in order to support and train the teachers of children with a hearing loss in inclusive education, are discussed. The education system is challenged to address the needs of teachers in order to ensure the successful implementation of inclusive education for children with hearing loss. / Thesis (DPhil (Communication Pathology))--University of Pretoria, 2004. / Speech-Language Pathology and Audiology / unrestricted