New Directions for Auditory Training
New Directions for Auditory Training INTRODUCTION Technological advances have led to a number of options for auditory training for individuals with hearing loss. This self-study, based on articles from a research forum published in the Journal of Speech, Language, and Hearing Research, looks at contemporary issues in auditory training to assist clinicians in developing therapeutic programs that better target individual needs and aid generalization. The first article summarizes a useful framework in which to view developments in auditory training. Two articles examine ways to effectively individualize training materials so that clients will make the most gains in treatment. Finally, a fourth article considers a number of factors that may help clinicians predict who will benefit most from these interventions. LEARNING OUTCOMES You will be able to: explain how the principle of transfer-appropriate training relates to auditory training outcomes describe effective ways of individualizing treatment materials in auditory training discuss the benefit of frequent communication partners in the development of assessment and treatment materials list factors that are likely to predict whether individuals will benefit from auditory training
CONTENTS New Directions for Auditory Training: Introduction, by Mitchell Sommers .................. CE-1 Task- and Talker-Specific Gains in Auditory Training, by Joe Barcroft, Brent Spehar, Nancy Tye-Murray, and Mitchell Sommers ......................................... CE-3 Auditory Training With Frequent Communication Partners, by Nancy Tye-Murray, Brent Spehar, Mitchell Sommers, and Joe Barcroft ............................. CE-12 Examination of Individual Differences in Outcomes From a Randomized Controlled Clinical Trial Comparing Formal and Informal Individual Auditory Training Programs, by Sherri L. Smith, Gabrielle H. Saunders, Theresa H. Chisolm, Melissa Frederick, and Beth A. Bailey .................................... CE-17 Supplemental Data ...................................................................................... CE-28
ASHA Self-Study 2980
New Directions for Auditory Training
PROGRAM HISTORY and IMPORTANT INFORMATION Articles originally published in the Journal of Speech, Language, and Hearing Research Start date: February 10, 2017 Available through: March 20, 2019 To earn continuing education credit, you must complete the test with a passing score on or before March 20, 2019. To see if this program has been renewed after this date, please search by title in ASHA’s online store at www.asha.org/shop.
This course is offered for 0.25 ASHA CEUs (Intermediate level, Professional area).
STATEMENT ON EVIDENCE-BASED PRACTICE It is the position of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidencebased practice in clinical decision making to provide high-quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions. Participants are encouraged to actively seek and critically evaluate the evidence basis for clinical procedures presented in this and other educational programs. Adopted by the Scientific and Professional Education Board, April 2006
ASHA Self-Study 2980
CONTENTS New Directions for Auditory Training: Introduction, by Mitchell Sommers .................. CE-1 Task- and Talker-Specific Gains in Auditory Training, by Joe Barcroft, Brent Spehar, Nancy Tye-Murray, and Mitchell Sommers ......................................... CE-3 Auditory Training With Frequent Communication Partners, by Nancy Tye-Murray, Brent Spehar, Mitchell Sommers, and Joe Barcroft ............................. CE-12 Examination of Individual Differences in Outcomes From a Randomized Controlled Clinical Trial Comparing Formal and Informal Individual Auditory Training Programs, by Sherri L. Smith, Gabrielle H. Saunders, Theresa H. Chisolm, Melissa Frederick, and Beth A. Bailey .................................... CE-17 Supplemental Data ...................................................................................... CE-28
ASHA Self-Study 2980
New Directions for Auditory Training
PROGRAM HISTORY and IMPORTANT INFORMATION Articles originally published in the Journal of Speech, Language, and Hearing Research Start date: February 10, 2017 Available through: March 20, 2019 To earn continuing education credit, you must complete the test with a passing score on or before March 20, 2019. To see if this program has been renewed after this date, please search by title in ASHA’s online store at www.asha.org/shop.
This course is offered for 0.25 ASHA CEUs (Intermediate level, Professional area).
STATEMENT ON EVIDENCE-BASED PRACTICE It is the position of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidencebased practice in clinical decision making to provide high-quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions. Participants are encouraged to actively seek and critically evaluate the evidence basis for clinical procedures presented in this and other educational programs. Adopted by the Scientific and Professional Education Board, April 2006
ASHA Self-Study 2980
