Feasibility of a Supplemental Phonological Awareness Intervention via Telepractice for Children with Hearing Loss: A Preliminary Study
The goal of the current study was to examine the feasibility of a telepractice intervention to improve phonological awareness skills in children with hearing loss as compared to a conventional in-person intervention. Twenty children with hearing loss participated in this study. Two groups of ten ch...
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| Format: | Article |
| Language: | English |
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Hawaii Pacific University Library
2017-06-01
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| Series: | International Journal of Telerehabilitation |
| Online Access: | http://telerehab.pitt.edu/ojs/index.php/Telerehab/article/view/6216 |
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| author | Sue Ann S. Lee Brittany Hall Sherry Sancibrian |
| author_facet | Sue Ann S. Lee Brittany Hall Sherry Sancibrian |
| author_sort | Sue Ann S. Lee |
| collection | DOAJ |
| description | The goal of the current study was to examine the feasibility of a telepractice intervention to improve phonological awareness skills in children with hearing loss as compared to a conventional in-person intervention. Twenty children with hearing loss participated in this study. Two groups of ten children each received a supplemental phonological awareness intervention either via telepractice or an in-person service delivery model. Within each of the two groups, five children were enrolled in preschool or kindergarten and five children were enrolled in first or second grade. The two groups of children demonstrated similar phonological awareness, non-verbal IQ, and vocabulary skills during pre-tests. After a 12-week intervention children with hearing loss showed improved phonological awareness skills as measured by a standardized post-test. No significant differences were found between the performance of the telepractice group and in-person group. Nor was a significant interaction found between the two age groups (PreK/K vs. 1st /2nd grade) and the two types of service delivery models (in-person vs. telepractice). The results suggest that a telepractice service delivery model is feasible for young children with hearing loss, and that telepractice may be as effective as in-person intervention in improving phonological awareness skills. |
| format | Article |
| id | doaj-art-8efe2a8c6bb34d6fac37da47e239cce9 |
| institution | OA Journals |
| issn | 1945-2020 |
| language | English |
| publishDate | 2017-06-01 |
| publisher | Hawaii Pacific University Library |
| record_format | Article |
| series | International Journal of Telerehabilitation |
| spelling | doaj-art-8efe2a8c6bb34d6fac37da47e239cce92025-08-20T02:09:21ZengHawaii Pacific University LibraryInternational Journal of Telerehabilitation1945-20202017-06-0191233810.5195/ijt.2017.62166022Feasibility of a Supplemental Phonological Awareness Intervention via Telepractice for Children with Hearing Loss: A Preliminary StudySue Ann S. Lee0Brittany Hall1Sherry Sancibrian2Texas Tech University Health Sciences CenterTexas Tech University Health Sciences CenterTexas Tech University Health Sciences CenterThe goal of the current study was to examine the feasibility of a telepractice intervention to improve phonological awareness skills in children with hearing loss as compared to a conventional in-person intervention. Twenty children with hearing loss participated in this study. Two groups of ten children each received a supplemental phonological awareness intervention either via telepractice or an in-person service delivery model. Within each of the two groups, five children were enrolled in preschool or kindergarten and five children were enrolled in first or second grade. The two groups of children demonstrated similar phonological awareness, non-verbal IQ, and vocabulary skills during pre-tests. After a 12-week intervention children with hearing loss showed improved phonological awareness skills as measured by a standardized post-test. No significant differences were found between the performance of the telepractice group and in-person group. Nor was a significant interaction found between the two age groups (PreK/K vs. 1st /2nd grade) and the two types of service delivery models (in-person vs. telepractice). The results suggest that a telepractice service delivery model is feasible for young children with hearing loss, and that telepractice may be as effective as in-person intervention in improving phonological awareness skills.http://telerehab.pitt.edu/ojs/index.php/Telerehab/article/view/6216 |
| spellingShingle | Sue Ann S. Lee Brittany Hall Sherry Sancibrian Feasibility of a Supplemental Phonological Awareness Intervention via Telepractice for Children with Hearing Loss: A Preliminary Study International Journal of Telerehabilitation |
| title | Feasibility of a Supplemental Phonological Awareness Intervention via Telepractice for Children with Hearing Loss: A Preliminary Study |
| title_full | Feasibility of a Supplemental Phonological Awareness Intervention via Telepractice for Children with Hearing Loss: A Preliminary Study |
| title_fullStr | Feasibility of a Supplemental Phonological Awareness Intervention via Telepractice for Children with Hearing Loss: A Preliminary Study |
| title_full_unstemmed | Feasibility of a Supplemental Phonological Awareness Intervention via Telepractice for Children with Hearing Loss: A Preliminary Study |
| title_short | Feasibility of a Supplemental Phonological Awareness Intervention via Telepractice for Children with Hearing Loss: A Preliminary Study |
| title_sort | feasibility of a supplemental phonological awareness intervention via telepractice for children with hearing loss a preliminary study |
| url | http://telerehab.pitt.edu/ojs/index.php/Telerehab/article/view/6216 |
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