Exposure to Disability and Hearing Loss Narratives in Undergraduate Audiology Curriculum
Pace University, New York, and College of Physicians and Surgeons, Columbia University, New York Maryrose Canellas Pace University and Teachers College, Columbia University Stephen Salbod and Richard Velayo Pace University Contact author: Abbey L. Berg, Communication Sciences & Disorders Program...
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| Veröffentlicht in: | American journal of audiology 2008-12, Vol.17 (2), p.123-128 |
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| container_title | American journal of audiology |
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| creator | Berg, Abbey L Canellas, Maryrose Salbod, Stephen Velayo, Richard |
| description | Pace University, New York, and College of Physicians and Surgeons, Columbia University, New York
Maryrose Canellas
Pace University and Teachers College, Columbia University
Stephen Salbod and
Richard Velayo
Pace University
Contact author: Abbey L. Berg, Communication Sciences & Disorders Program, Department of Biology & Health Sciences, Pace University, 1 Pace Plaza, New York, NY 10038. E-mail: aberg{at}pace.edu .
Purpose: To determine whether exposure to disability and hearing loss narratives increased undergraduate communication sciences and disorders (CSD) students' affective responses to scenarios of individuals with hearing impairment.
Method: Thirty-five CSD undergraduates responded to 8 scenarios (K. English, L. L. Mendel, T. Rojeski, & J. Hornak, 1999). Sixteen students completed a course in audiologic rehabilitation with no exposure to disability and hearing loss narratives; 19 students completed the same course with exposure. Two audiologists, independent and blind to group status, rated the 35 student responses for affective and technical content.
Results: Students exposed to the narratives incorporated more affective elements into their technical responses than students not exposed.
Conclusions: Narratives appear to be effective in increasing affective elements in students' technical/informational responses and may have a place and be of value in undergraduate CSD curriculum.
Key Words: narratives, undergraduate curriculum, audiology
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| doi_str_mv | 10.1044/1059-0889(2008/08-0001) |
| format | Article |
| fullrecord | <record><control><sourceid>gale_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_85686761</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A190851789</galeid><sourcerecordid>A190851789</sourcerecordid><originalsourceid>FETCH-LOGICAL-c500t-edf6e8d2ba9bf8b71ac7b90482d6dceffc3feb296a16b497635e8a90aec47e9c3</originalsourceid><addsrcrecordid>eNqFkl-L1DAUxYso7h_9ChoUFhW6m6RtmjwO4-oKg7644FtIk9s2Q6eZTRp1vv2mdERXBEkgl_A7F-49J8teEnxJcFleEVyJHHMu3lCM-RXmOcaYvH2UnZKq4rkgRf041b-ok-wshG0iqOD0aXZCOC9xjelp9u36596F6AFNDr23QTV2sNMBqdGgG1Dejh3auBDQZ-W9mux3CMiO6HY04DuvTFQToFU01g2uO6B19N7qOMTds-xJq4YAz4_veXb74frr-ibffPn4ab3a5LrCeMrBtAy4oY0STcubmihdNwKXnBpmNLStLlpoqGCKsKYUNSsq4EpgBbqsQejiPLtY-u69u4sQJrmzQcMwqBFcDJJXjLOakf-CTHDGS1ok8NVf4NZFP6YhJE27p7xkZYJeL1CnBpB2bN3klZ47yhURmFek5iJRl_-g0jGws9qN0Nr0_0Bw8YegBzVMfXBDnKwbw0OQLaD2yR0Prdx7u1P-IAmWc0TkbL6czZdzROR8UwCS8MVxutjswPyWHSORgHcL0Nuu_2E9yLAH0H2_pEGqrZKkllSStKt7ypLEbg</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>204428464</pqid></control><display><type>article</type><title>Exposure to Disability and Hearing Loss Narratives in Undergraduate Audiology Curriculum</title><source>MEDLINE</source><source>EBSCOhost Education Source</source><creator>Berg, Abbey L ; Canellas, Maryrose ; Salbod, Stephen ; Velayo, Richard</creator><creatorcontrib>Berg, Abbey L ; Canellas, Maryrose ; Salbod, Stephen ; Velayo, Richard</creatorcontrib><description>Pace University, New York, and College of Physicians and Surgeons, Columbia University, New York
Maryrose Canellas
Pace University and Teachers College, Columbia University
Stephen Salbod and
Richard Velayo
Pace University
Contact author: Abbey L. Berg, Communication Sciences & Disorders Program, Department of Biology & Health Sciences, Pace University, 1 Pace Plaza, New York, NY 10038. E-mail: aberg{at}pace.edu .
Purpose: To determine whether exposure to disability and hearing loss narratives increased undergraduate communication sciences and disorders (CSD) students' affective responses to scenarios of individuals with hearing impairment.
Method: Thirty-five CSD undergraduates responded to 8 scenarios (K. English, L. L. Mendel, T. Rojeski, & J. Hornak, 1999). Sixteen students completed a course in audiologic rehabilitation with no exposure to disability and hearing loss narratives; 19 students completed the same course with exposure. Two audiologists, independent and blind to group status, rated the 35 student responses for affective and technical content.
Results: Students exposed to the narratives incorporated more affective elements into their technical responses than students not exposed.
Conclusions: Narratives appear to be effective in increasing affective elements in students' technical/informational responses and may have a place and be of value in undergraduate CSD curriculum.
Key Words: narratives, undergraduate curriculum, audiology
CiteULike Connotea Del.icio.us Digg Facebook Reddit Technorati Twitter What's this?</description><identifier>ISSN: 1059-0889</identifier><identifier>EISSN: 1558-9137</identifier><identifier>DOI: 10.1044/1059-0889(2008/08-0001)</identifier><identifier>PMID: 18840702</identifier><identifier>CODEN: AJALFZ</identifier><language>eng</language><publisher>United States: ASHA</publisher><subject>Academic Ability ; Affect ; Assistive Technology ; Audiology ; Audiology - education ; Cochlear implants ; Cochlear Implants - psychology ; Communication Aids for Disabled - psychology ; Curricula ; Curriculum ; Deafness ; Disability ; Disabled students ; Education, Higher ; Educational aspects ; Empathy ; Evaluation ; Family (Sociological Unit) ; Feedback (Response) ; Female ; Hearing aids ; Hearing Aids - psychology ; Hearing Impairments ; Hearing loss ; Hearing Loss - psychology ; Hearing Loss - rehabilitation ; Humans ; Knowledge Level ; Narration ; Professional-Patient Relations ; Professionalism ; Reading Assignments ; Reflection ; Social Distance ; Students ; Study and teaching ; Undergraduate Students ; Undergraduate Study ; Visual Stimuli ; Young Adult</subject><ispartof>American journal of audiology, 2008-12, Vol.17 (2), p.123-128</ispartof><rights>COPYRIGHT 2008 American Speech-Language-Hearing Association</rights><rights>Copyright American Speech-Language-Hearing Association Dec 2008</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c500t-edf6e8d2ba9bf8b71ac7b90482d6dceffc3feb296a16b497635e8a90aec47e9c3</citedby><cites>FETCH-LOGICAL-c500t-edf6e8d2ba9bf8b71ac7b90482d6dceffc3feb296a16b497635e8a90aec47e9c3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27923,27924</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/18840702$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Berg, Abbey L</creatorcontrib><creatorcontrib>Canellas, Maryrose</creatorcontrib><creatorcontrib>Salbod, Stephen</creatorcontrib><creatorcontrib>Velayo, Richard</creatorcontrib><title>Exposure to Disability and Hearing Loss Narratives in Undergraduate Audiology Curriculum</title><title>American journal of audiology</title><addtitle>Am J Audiol</addtitle><description>Pace University, New York, and College of Physicians and Surgeons, Columbia University, New York
Maryrose Canellas
Pace University and Teachers College, Columbia University
Stephen Salbod and
Richard Velayo
Pace University
Contact author: Abbey L. Berg, Communication Sciences & Disorders Program, Department of Biology & Health Sciences, Pace University, 1 Pace Plaza, New York, NY 10038. E-mail: aberg{at}pace.edu .
Purpose: To determine whether exposure to disability and hearing loss narratives increased undergraduate communication sciences and disorders (CSD) students' affective responses to scenarios of individuals with hearing impairment.
Method: Thirty-five CSD undergraduates responded to 8 scenarios (K. English, L. L. Mendel, T. Rojeski, & J. Hornak, 1999). Sixteen students completed a course in audiologic rehabilitation with no exposure to disability and hearing loss narratives; 19 students completed the same course with exposure. Two audiologists, independent and blind to group status, rated the 35 student responses for affective and technical content.
Results: Students exposed to the narratives incorporated more affective elements into their technical responses than students not exposed.
Conclusions: Narratives appear to be effective in increasing affective elements in students' technical/informational responses and may have a place and be of value in undergraduate CSD curriculum.
Key Words: narratives, undergraduate curriculum, audiology
CiteULike Connotea Del.icio.us Digg Facebook Reddit Technorati Twitter What's this?</description><subject>Academic Ability</subject><subject>Affect</subject><subject>Assistive Technology</subject><subject>Audiology</subject><subject>Audiology - education</subject><subject>Cochlear implants</subject><subject>Cochlear Implants - psychology</subject><subject>Communication Aids for Disabled - psychology</subject><subject>Curricula</subject><subject>Curriculum</subject><subject>Deafness</subject><subject>Disability</subject><subject>Disabled students</subject><subject>Education, Higher</subject><subject>Educational aspects</subject><subject>Empathy</subject><subject>Evaluation</subject><subject>Family (Sociological Unit)</subject><subject>Feedback (Response)</subject><subject>Female</subject><subject>Hearing aids</subject><subject>Hearing Aids - psychology</subject><subject>Hearing Impairments</subject><subject>Hearing loss</subject><subject>Hearing Loss - psychology</subject><subject>Hearing Loss - rehabilitation</subject><subject>Humans</subject><subject>Knowledge Level</subject><subject>Narration</subject><subject>Professional-Patient Relations</subject><subject>Professionalism</subject><subject>Reading Assignments</subject><subject>Reflection</subject><subject>Social Distance</subject><subject>Students</subject><subject>Study and teaching</subject><subject>Undergraduate Students</subject><subject>Undergraduate Study</subject><subject>Visual Stimuli</subject><subject>Young Adult</subject><issn>1059-0889</issn><issn>1558-9137</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNqFkl-L1DAUxYso7h_9ChoUFhW6m6RtmjwO4-oKg7644FtIk9s2Q6eZTRp1vv2mdERXBEkgl_A7F-49J8teEnxJcFleEVyJHHMu3lCM-RXmOcaYvH2UnZKq4rkgRf041b-ok-wshG0iqOD0aXZCOC9xjelp9u36596F6AFNDr23QTV2sNMBqdGgG1Dejh3auBDQZ-W9mux3CMiO6HY04DuvTFQToFU01g2uO6B19N7qOMTds-xJq4YAz4_veXb74frr-ibffPn4ab3a5LrCeMrBtAy4oY0STcubmihdNwKXnBpmNLStLlpoqGCKsKYUNSsq4EpgBbqsQejiPLtY-u69u4sQJrmzQcMwqBFcDJJXjLOakf-CTHDGS1ok8NVf4NZFP6YhJE27p7xkZYJeL1CnBpB2bN3klZ47yhURmFek5iJRl_-g0jGws9qN0Nr0_0Bw8YegBzVMfXBDnKwbw0OQLaD2yR0Prdx7u1P-IAmWc0TkbL6czZdzROR8UwCS8MVxutjswPyWHSORgHcL0Nuu_2E9yLAH0H2_pEGqrZKkllSStKt7ypLEbg</recordid><startdate>20081201</startdate><enddate>20081201</enddate><creator>Berg, Abbey L</creator><creator>Canellas, Maryrose</creator><creator>Salbod, Stephen</creator><creator>Velayo, Richard</creator><general>ASHA</general><general>American Speech-Language-Hearing Association</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88I</scope><scope>8AF</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>HCIFZ</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2P</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope><scope>8BM</scope><scope>7T9</scope></search><sort><creationdate>20081201</creationdate><title>Exposure to Disability and Hearing Loss Narratives in Undergraduate Audiology Curriculum</title><author>Berg, Abbey L ; Canellas, Maryrose ; Salbod, Stephen ; Velayo, Richard</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c500t-edf6e8d2ba9bf8b71ac7b90482d6dceffc3feb296a16b497635e8a90aec47e9c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2008</creationdate><topic>Academic Ability</topic><topic>Affect</topic><topic>Assistive Technology</topic><topic>Audiology</topic><topic>Audiology - education</topic><topic>Cochlear implants</topic><topic>Cochlear Implants - psychology</topic><topic>Communication Aids for Disabled - psychology</topic><topic>Curricula</topic><topic>Curriculum</topic><topic>Deafness</topic><topic>Disability</topic><topic>Disabled students</topic><topic>Education, Higher</topic><topic>Educational aspects</topic><topic>Empathy</topic><topic>Evaluation</topic><topic>Family (Sociological Unit)</topic><topic>Feedback (Response)</topic><topic>Female</topic><topic>Hearing aids</topic><topic>Hearing Aids - psychology</topic><topic>Hearing Impairments</topic><topic>Hearing loss</topic><topic>Hearing Loss - psychology</topic><topic>Hearing Loss - rehabilitation</topic><topic>Humans</topic><topic>Knowledge Level</topic><topic>Narration</topic><topic>Professional-Patient Relations</topic><topic>Professionalism</topic><topic>Reading Assignments</topic><topic>Reflection</topic><topic>Social Distance</topic><topic>Students</topic><topic>Study and teaching</topic><topic>Undergraduate Students</topic><topic>Undergraduate Study</topic><topic>Visual Stimuli</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Berg, Abbey L</creatorcontrib><creatorcontrib>Canellas, Maryrose</creatorcontrib><creatorcontrib>Salbod, Stephen</creatorcontrib><creatorcontrib>Velayo, Richard</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Nursing & Allied Health Database</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Science Database (Alumni Edition)</collection><collection>STEM Database</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Science Database</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>MEDLINE - Academic</collection><collection>ComDisDome</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>American journal of audiology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Berg, Abbey L</au><au>Canellas, Maryrose</au><au>Salbod, Stephen</au><au>Velayo, Richard</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Exposure to Disability and Hearing Loss Narratives in Undergraduate Audiology Curriculum</atitle><jtitle>American journal of audiology</jtitle><addtitle>Am J Audiol</addtitle><date>2008-12-01</date><risdate>2008</risdate><volume>17</volume><issue>2</issue><spage>123</spage><epage>128</epage><pages>123-128</pages><issn>1059-0889</issn><eissn>1558-9137</eissn><coden>AJALFZ</coden><abstract>Pace University, New York, and College of Physicians and Surgeons, Columbia University, New York
Maryrose Canellas
Pace University and Teachers College, Columbia University
Stephen Salbod and
Richard Velayo
Pace University
Contact author: Abbey L. Berg, Communication Sciences & Disorders Program, Department of Biology & Health Sciences, Pace University, 1 Pace Plaza, New York, NY 10038. E-mail: aberg{at}pace.edu .
Purpose: To determine whether exposure to disability and hearing loss narratives increased undergraduate communication sciences and disorders (CSD) students' affective responses to scenarios of individuals with hearing impairment.
Method: Thirty-five CSD undergraduates responded to 8 scenarios (K. English, L. L. Mendel, T. Rojeski, & J. Hornak, 1999). Sixteen students completed a course in audiologic rehabilitation with no exposure to disability and hearing loss narratives; 19 students completed the same course with exposure. Two audiologists, independent and blind to group status, rated the 35 student responses for affective and technical content.
Results: Students exposed to the narratives incorporated more affective elements into their technical responses than students not exposed.
Conclusions: Narratives appear to be effective in increasing affective elements in students' technical/informational responses and may have a place and be of value in undergraduate CSD curriculum.
Key Words: narratives, undergraduate curriculum, audiology
CiteULike Connotea Del.icio.us Digg Facebook Reddit Technorati Twitter What's this?</abstract><cop>United States</cop><pub>ASHA</pub><pmid>18840702</pmid><doi>10.1044/1059-0889(2008/08-0001)</doi><tpages>6</tpages></addata></record> |
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| ispartof | American journal of audiology, 2008-12, Vol.17 (2), p.123-128 |
| issn | 1059-0889 1558-9137 |
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| source | MEDLINE; EBSCOhost Education Source |
| subjects | Academic Ability Affect Assistive Technology Audiology Audiology - education Cochlear implants Cochlear Implants - psychology Communication Aids for Disabled - psychology Curricula Curriculum Deafness Disability Disabled students Education, Higher Educational aspects Empathy Evaluation Family (Sociological Unit) Feedback (Response) Female Hearing aids Hearing Aids - psychology Hearing Impairments Hearing loss Hearing Loss - psychology Hearing Loss - rehabilitation Humans Knowledge Level Narration Professional-Patient Relations Professionalism Reading Assignments Reflection Social Distance Students Study and teaching Undergraduate Students Undergraduate Study Visual Stimuli Young Adult |
| title | Exposure to Disability and Hearing Loss Narratives in Undergraduate Audiology Curriculum |
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