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  Subjects -> EDUCATION (Total: 1753 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1465 journals)
    - HIGHER EDUCATION (118 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

SPECIAL EDUCATION AND REHABILITATION (34 journals)

Showing 1 - 34 of 34 Journals sorted alphabetically
Autismo e disturbi dello sviluppo     Full-text available via subscription   (Followers: 1)
Bilingual Research Journal     Hybrid Journal   (Followers: 8)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Clinical Psychology and Special Education     Open Access   (Followers: 2)
Dislessia. Giornale italiano di ricerca clinica e applicativa     Full-text available via subscription   (Followers: 1)
Disturbi di Attenzione e Iperattività     Full-text available via subscription   (Followers: 2)
Exceptional Children     Full-text available via subscription   (Followers: 7)
Exceptionality Education International     Full-text available via subscription  
Frühförderung interdisziplinär     Full-text available via subscription   (Followers: 1)
Gifted and Talented International     Hybrid Journal  
Gifted Child Today     Partially Free   (Followers: 6)
Gifted Children     Open Access   (Followers: 3)
Global Journal of Health and Physical Education Pedagogy     Full-text available via subscription   (Followers: 2)
Journal for the Education of the Gifted     Hybrid Journal   (Followers: 9)
Journal of Applied School Psychology     Hybrid Journal   (Followers: 15)
Journal of Correctional Education     Full-text available via subscription   (Followers: 2)
Journal of Early Hearing Detection and Intervention     Open Access   (Followers: 1)
Journal of Gifted Education Research     Open Access   (Followers: 7)
Journal of Language Teaching and Research     Open Access   (Followers: 29)
Journal of Nonformal Education     Open Access  
Journal of Special Education and Rehabilitation     Open Access   (Followers: 22)
Journal of Special Education Technology     Full-text available via subscription  
Journal of Teaching in Physical Education     Hybrid Journal   (Followers: 5)
Learning & Perception     Full-text available via subscription   (Followers: 5)
Learning Disabilities : A Multidisciplinary Journal     Full-text available via subscription   (Followers: 4)
Learning Disability Quarterly     Hybrid Journal   (Followers: 18)
Lernen und Lernstörungen     Hybrid Journal   (Followers: 1)
Multiple Voices for Ethnically Diverse Exceptional Learners     Full-text available via subscription   (Followers: 4)
New Zealand Physical Educator     Full-text available via subscription  
TEACHING Exceptional Children     Full-text available via subscription   (Followers: 2)
Tizard Learning Disability Review     Hybrid Journal   (Followers: 28)
unsere jugend     Full-text available via subscription   (Followers: 1)
Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete     Full-text available via subscription  
Zeitschrift für Psychodrama und Soziometrie     Hybrid Journal   (Followers: 1)
Journal Cover Journal of Early Hearing Detection and Intervention
  [1 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2381-2362
   Published by Utah State University Homepage  [6 journals]
  • What Are Others Publishing About Early Hearing Detection and
           Intervention?

    • PubDate: Tue, 09 May 2017 13:36:08 PDT
       
  • Implementing a Two Class System for Monitoring Risk Indicators for
           Delayed-Onset Hearing Loss

    • Authors: Jessica Renee Stich-Hennen et al.
      Abstract: Purpose: This manuscript discusses the importance of establishing risk indicator monitoring guidelines for state Early Hearing Detection and Intervention programs.Method: Idaho Sound Beginnings (ISB) implemented a guideline which divided risk indicators associated with delayed-onset hearing loss into two classes (Class A and Class B). From 2012-2013, the incidence of delayed-onset hearing loss in the presence of Class A and Class B risk indicators were evaluated. For Class B risk indicators, ototoxic medication exposure and family history were analyzed.Results: Of the 10,634 infants born, 1,175 were found to have passed the newborn hearing screening and have at least one risk indicator. Of the infants evaluated with Class A risk indicators, 21 children had an educationally significant hearing loss. Of the 345 children who received ototoxic medications, 55 children were diagnosed with educationally significant hearing loss. An educationally significant hearing loss was found in 10 children who returned for diagnostic evaluation who had family history of childhood hearing loss.Conclusion: ISB's risk monitoring classification system has enhanced Idaho’s EHDI program by early identification of children who are at higher risk for delayed-onset hearing loss. Early identification has ultimately lead to early intervention.
      PubDate: Tue, 09 May 2017 13:36:03 PDT
       
  • Hearing and Vision Screening in Pediatric Primary Care and the Sharing of
           Results with Early Care and Education Programs

    • Authors: Susan J. Macary et al.
      Abstract: This study explores the extent to which pediatric primary care (PPC) providers share hearing and vision screening results with early care and education (ECE) programs and report being unable to assess hearing and vision among pre-kindergarten children. Reports of hearing and vision screening are assessed to explore whether national support for early hearing detection and intervention has similarly promoted vision screening in PPC. We evaluated the reporting of hearing and vision screening data from 4,119 Early Childhood Health Assessment records, which were obtained from licensed ECE programs in Connecticut. Records were stratified by age group into younger or older per national recommendations for screening type by age. Overall, most PCC providers shared screening results with ECE programs. However, rates of sharing results and inability to assess hearing and vision were lower among younger compared to older children (p
      PubDate: Tue, 09 May 2017 13:35:59 PDT
       
  • Evaluating Loss to Follow-Up in Newborn Hearing Screening in a Southern
           State

    • Authors: Elizabeth L. Crouch et al.
      Abstract: Objective: The aim of this study was to examine loss to follow-up on the usage of diagnostic or intervention services for South Carolina infants screened or diagnosed with hearing loss and the risk factors associated with loss to follow up.Design: A cross sectional analysis of data from South Carolina was used to examine loss to follow-up on the use of audiologic evaluation services after initial newborn hearing screening and receipt of intervention services after confirmation of hearing loss.Results: Three percent (3.1%) of all children screened in the state of South Carolina did not pass their newborn hearing screening test in 2013 with less than half (49.1%) of those children not reported to have used audiologic diagnostic services within one month of their initial screening test. Factors significant with receipt of services include birth weight, mother’s education, insurance type, and rurality. The degree of hearing loss was a significant determinant of receiving intervention at some point in time.Conclusions: The highest risk children are “lost follow-up” for both the initial diagnostic services and follow-up intervention services in South Carolina. Interventions targeted at specific groups are needed to improve the delivery of hearing services and prevent a public health shortfall.
      PubDate: Tue, 09 May 2017 13:35:54 PDT
       
  • Information Given to Parents of Neonatal-Intensive Care Unit Graduates on
           Hearing

    • Authors: Cydney E. Gehring et al.
      Abstract: Preterm infants and neonatal intensive care unit (NICU) graduates are more likely to have risk factors associated with hearing loss than their full-term, healthy peers, making them more prone to experience hearing loss (Behrman & Butler, 2007). This study examined information presented to parents during and after the newborn hearing screening (NBHS). A 22 question survey was posted on NICU and preemie support websites for parents to access and participate in anonymously. Results of the survey were analyzed for respondents indicating that their child was born in the year 2007 to the present. Thirty-nine percent of responding parents were unaware their child had a risk factor for hearing loss. Parents reported that nurses most often delivered NBHS results, although all medical professionals listed in the survey were equally likely to educate parents on risk factors pertaining to their child. Data indicated a gap between medical professionals and parents concerning NBHS follow-up information. Written follow-up procedures after NBHS test results are given to the parents should be included in a discharge packet as well as information relating to the normal development of auditory, speech and language milestones.
      PubDate: Tue, 09 May 2017 13:35:50 PDT
       
  • Audiology Students’ Perception of Hybrid Simulation Experiences:
           Qualitative Evaluation of Debriefing Sessions

    • Authors: Ahmad A. Alanazi et al.
      Abstract: Simulation-based research is still new in the audiology field and requires more research to better understand students’ perspectives on standardized patients/parents (SPs) and manikins use. There is also limited research about debriefing practices in audiology. This qualitative study used a baby simulator and SPs to evaluate audiology students’ reflection during three debriefing sessions conducted at the University of Arkansas for Medical Science (UAMS) Simulation Center. Seventeen Doctor of Audiology (AuD) students participated in the simulation event, and the data were collected using the transcripts of videotaped debriefing sessions. The qualitative content analysis of the transcripts revealed eight sub-themes: support, compassion, respect, teamwork, limited academic knowledge and practice, insufficient communication skills, low self-confidence, and undesirable emotional reactions. These items, in turn, fell under two main themes of Qualification and Lack of Preparation. Both main themes were included in one core category named Professional Dispositions and Competencies. Study findings indicated that audiology students demonstrated both promising professional dispositions and competencies as well as characteristics that may hinder students from developing their professional abilities. Thus, audiology programs will benefit from simulation use, including debriefing sessions, to emphasize professional efficiency.
      PubDate: Tue, 09 May 2017 13:35:45 PDT
       
  • Using formative research to develop a hospital-based perinatal public
           health intervention in the US: The Thirty Million Words Initiative Newborn
           Parent Education Curriculum

    • Authors: Eileen Graf et al.
      Abstract: Parents and caregivers do not exist in a vacuum, and with regard to crafting impactful interventions, it is increasingly being recognized that there are no one-size-fits-all approaches to behavior change. Implementing research to practice is a complex endeavor and requires the adaptation of basic research findings to different cultural and environmental contexts of intended beneficiaries (Sepinwall, 2002; Weisner & Hay, 2014). The practice of formative research allows for the systematic assessment of diverse implementation contexts and provides insights into responsive adaptations of content and delivery. In this study, we detail the use of formative testing to inform the development of a curriculum designed to support the Universal Newborn Hearing Screening (UNHS): the Thirty Million Words Initiative Newborn (TMW-Newborn) Parent Education Curriculum provides caregivers of newborns with information on the UNHS and illustrates the importance of identifying if a newborn is deaf or hard of hearing (D/HH) to ensure that caregivers learn how to promote early language development. The information provided could potentially reduce lost-to-follow up (LFU) rates for newborns who may be D/HH. Using qualitative methods, we collected and responded to feedback obtained from caregivers of newborns and were able to gear content, messaging and delivery of the intervention to stakeholder needs. A subsample of participants also completed a knowledge survey testing their understanding of intervention content prior to receiving the intervention, as well as the day after. The results showed that participant scores increased significantly post-intervention.
      PubDate: Tue, 09 May 2017 13:35:41 PDT
       
  • The Journal of Early Hearing Detection and Intervention: Volume 2 Issue 1

    • PubDate: Tue, 09 May 2017 13:35:37 PDT
       
  • What Are Others Publishing About Early Hearing Detection and
           Intervention?

    • PubDate: Wed, 02 Nov 2016 15:48:49 PDT
       
  • A Review of Internet Resources Related to Spoken Language Intervention for
           Spanish-Speaking Parents of Children who are Deaf or Hard of Hearing

    • Authors: Karen F. Munoz et al.
      Abstract: Objective: The purpose of this study was to identify website information related to hearing loss, hearing technology, and spoken language development available to Spanish-speaking parents of children who are deaf or hard of hearing (DHH).Design: An exploratory, descriptive design was used to determine the presence or absence of parent education information on a variety of websites. Study Sample: The study explored Internet resources provided by national, state, and parent support organizations in the United States.Results: A total of 53 organization websites were identified that had information for parents of DHH children learning spoken language, eight of which were international. Fifteen content areas were reviewed for each website. Of the 53 websites, 25 had information in Spanish. Conclusions: Results of the current study revealed website resources are often fragmented and less in depth for Spanish speaking parents with children who are DHH learning spoken language.
      PubDate: Wed, 02 Nov 2016 15:48:45 PDT
       
  • Infant Diagnostic Evaluation Via Teleaudiology Following Newborn Screening
           In Eastern North Carolina

    • Authors: Andrew Stuart
      Abstract: Universal newborn hearing screening in North Carolina began in 2000 under the auspices of the North Carolina Department of Health and Human Services Early Hearing Detection and Intervention Program (NC-EHDI). Despite initial success, loss to follow-up/lost to documentation for diagnostic testing was problematic. To address this, the NC-EHDI received U.S. Department of Health and Human Services Health Resources and Services Administration lost to follow-up funding to in part fund a pilot “Teleaudiology Project” in 2010 to provide services for infants in eastern North Carolina. This part of the state is a traditionally underserved area. The project involved a partnership with East Carolina University. The project’s goals were to provide infant diagnostic evaluations in rural eastern counties and to establish a coordinated system for the delivery of audiological evaluations for infants whose families experience economic and geographic barriers to service. Project planning preparation and preliminaries, project service model, and outcome data are presented. From 2011 to 2015, outcome data provide positive proof-of-concept for a teleaudiology model in meeting national recommendations for providing diagnostic testing of infants following screening referral in a timely manner. In addition, the endeavor provides graduate audiology students with a unique didactic and clinical experience in teleaudiology.
      PubDate: Wed, 02 Nov 2016 15:48:42 PDT
       
  • How Many Babies with Hearing Loss Will Be Missed by Repeated Newborn
           

    • Authors: Karl R. White et al.
      Abstract: Objective: People who manage newborn hearing screening programs are often told that repeating OAE hearing screening more than two or three times per ear unacceptably increases the probability of false-negatives (i.e., passing babies who have permanent hearing loss). This study evaluated the accuracy of that recommendation.Design: A 2.0 cc coupler and three human ears with hearing loss were used to estimate the number of false-negative results per 1,000 OAE screening tests. Using those results, together with the prevalence of hearing loss among newborns, we calculated the number of babies that would be missed due to repeated testing.Results: If 100,000 newborn ears were each tested 10 times, only 1% of the ears with hearing loss would be missed due to statistical probability of false-negatives resulting from repeated testing.Conclusions: Excessive repeated testing in a newborn hearing screening program waste time, raises questions about the accuracy of the test, and may disturb the infant, family, or hospital staff. However, repeated OAE testing does not cause a significant number of babies with hearing loss to pass the test. Additionally, not repeating screening tests often enough can cause serious problems.
      PubDate: Wed, 02 Nov 2016 15:48:38 PDT
       
  • Late Newborn Hearing Screening, Late Follow-up, and Multiple Follow-Ups
           Increase the Risk of Incomplete Audiologic Diagnosis Evaluation

    • Authors: Tri Tran et al.
      Abstract: This study aimed to determine whether the following factors were associated with an incomplete audiologic diagnosis evaluation (IAD): age at newborn screening, length of time between newborn screening and first follow-up, and total number of follow-ups. 2011-2013 linked Louisiana Early Hearing Detection and Intervention data and birth records were analyzed. Logistic regression models were used to evaluate different effects of the predictors on IAD among birth weight groups. In very low birth weight newborns, there were no statistical associations of IAD with age at NHS or length of time between NHS and first follow-up, but there was with the number of follow-up appointments. Among low birth weight or normal weight newborns, risk of IAD was significantly increased in babies with NHS> 30 days of age; length of time between NHS and first follow-up> 30 days; and having more than 1 follow-up. In order to reduce the number of infants who fail to complete the audiologic diagnosis evaluation, it is necessary to conduct NHS early, expedite follow-up, and decrease the number of follow-ups.
      PubDate: Wed, 02 Nov 2016 15:48:33 PDT
       
  • Losing Ground: Awareness of Congenital Cytomegalovirus in the United
           States

    • Authors: Sara M. Doutre et al.
      Abstract: One in 150 infants is born with cytomegalovirus (CMV) and one in 750 will have lifelong disabilities due to CMV. Even though congenital CMV is the leading viral cause of congenital disabilities and the leading non-genetic cause of childhood hearing loss, most adults have never heard of it. Data from the 2015 and 2016 HealthStylesTM surveys were analyzed and compared to data from similar studies and show an awareness rate of 7% for US adults (5% for men and 9% for women), a statistically significant decrease from 2005 and 2010 studies. Predictors of awareness include gender and education level. The presence of a child ages 0-5 in the household does not increase the chance that an adult in the household is aware of CMV. CMV presents a large public health burden and further research needs to be focused on awareness and prevention of the negative sequela associated with congenital CMV.
      PubDate: Wed, 02 Nov 2016 15:48:29 PDT
       
  • Home Visiting Programs for Families of Children who are Deaf or Hard of
           Hearing: A Systematic Review

    • Authors: Nannette Nicholson et al.
      Abstract: Prelingual hearing loss greatly restricts a child’s language development, hindering his or her behavioral, cognitive and social functioning. Although technology such as hearing aids and cochlear implants are an option for providing access to sound, they fail to teach the child how to listen or attend, how to process language (whether visual or spoken), or how to produce language and communicate. Home visiting is widely recognized as a cost-effective intervention service delivery model. Home visiting programs for promoting language development in children who are diagnosed as deaf or hard of hearing have been in existence for over 50 years, yet – there is limited evidence of the effectiveness. This review was undertaken to assess the evidence of effectiveness of home visiting in children with prelingual hearing loss. While many studies have examined early intervention for children who are deaf or hard of hearing, few are published from named home visiting programs meeting the criteria for inclusion in this review. Well-designed studies from named home visiting program models designed to meet the needs of the target population are needed to examine the effectiveness of promoting language development within the context of a home visiting program for children who are deaf or hard of hearing and their families.
      PubDate: Wed, 02 Nov 2016 15:48:23 PDT
       
  • Time Trend and Factors Associated with Late Enrollment in Early
           Intervention among Children with Permanent Hearing Loss in Louisiana
           2008-2013

    • Authors: Tri Tran et al.
      Abstract: This study aimed to identify the time trend of and factors associated with late enrollment in early intervention (EI) services among children with permanent hearing loss (HL) born between 2008 and 2013 in Louisiana. 2008-2013 linked Louisiana Early Hearing Detection and Intervention, birth records, EarlySteps (IDEA, Part C), Parent-Pupil Education Program, and Medicaid data were analyzed. Logistic regression models were used to evaluate the trend and associations of mother and child’s demographic and hearing loss characteristics with late EI enrollment. Results of data analyses did not show any trend of late enrollment in EI services from 2008 to 2013. Delayed diagnosis and mild or unilateral HL were strongly associated with late enrollment. Appropriate strategies to resolve problems relating to missed diagnosis during newborn hearing screening and to convince parents of children with HL to enroll soon after diagnosis of HL will contribute to success of early EI enrollment in the state.
      PubDate: Wed, 02 Nov 2016 15:48:18 PDT
       
  • Prevalence and Trends of Childhood Hearing Loss Based on Federally-funded
           National Surveys: 1994–2013

    • Authors: Tyson S. Barrett et al.
      Abstract: A recent highly cited publication, using data from the National Health and Nutrition Examination Survey (NHANES), concluded that the prevalence of childhood hearing loss in the United States is increasing (Shargorodsky, Curan, Curhan, & Eavey, 2010). This article examines the accuracy of that conclusion based on additional data from three nationally-representative surveys of childhood health. Using data from NHANES, the National Survey of Children’s Health (NSCH), and the National Health Interview Survey (NHIS), logistic regression was used to assess trends from audiometry-measured and parent-reported childhood hearing loss.In contrast to prior research, the results were highly conflicting. NHANES suggested both an increasing (audiometry) and decreasing (parent-report) trend, NSCH (parent-report) suggested no trend, and NHIS (parent-report) suggested a possible increasing trend. Given the disagreements among these federally funded national surveys, administrators and policy makers should be very cautious about conclusions drawn from these surveys regarding prevalence and trends related to childhood hearing loss in the United States.
      PubDate: Wed, 02 Nov 2016 15:48:14 PDT
       
  • Progress in Standardization of Reporting and Analysis of Data from Early
           Hearing Detection and Intervention (EHDI) Programs

    • Authors: Suhana Alam et al.
      Abstract: Congenital hearing loss affects one to three of every 1,000 live born infants. If left undetected, it may negatively impact children through delayed speech and language development. To help avoid developmental delays and ensure that deaf or hard of hearing (DHH) infants are identified and receiving services as early as possible, complete and accurate data are crucial. Despite substantial progress made over the years, some children are still delayed in identification and/or lost to the early hearing detection and intervention (EHDI) surveillance and tracking systems. Lack of standardization in data reporting contributes to this issue. This article discusses reasons for lack of standardization in data reporting and gives suggestions for how the situation could be improved.
      PubDate: Wed, 02 Nov 2016 15:48:08 PDT
       
  • The Journal of Early Hearing Detection and Intervention: Volume 1 Issue 2

    • PubDate: Wed, 02 Nov 2016 15:48:05 PDT
       
  • What are Others Publishing about Early Hearing Detection and
           Intervention?

    • PubDate: Tue, 09 Feb 2016 13:51:24 PST
       
 
 
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