http://div7perspectives.asha.org Perspectives on Aural Rehabilitation and Its Instrumentation is published by the American Speech-Language-Hearing Association. 1940-7696 April 2008 Perspectives on Aural Rehabilitation and Its Instrumentation 1940-7688 http://div7perspectives.asha.org:80/icons/banner/title.gif http://div7perspectives.asha.org http://div7perspectives.asha.org/cgi/content/full/15/1/2?rss=1 2008-04-01 info:doi/10.1044/arii15.1.2 1 15 3 2008-04-01 2 Articles http://div7perspectives.asha.org/cgi/content/full/15/1/4?rss=1 2008-04-01 info:doi/10.1044/arii15.1.4 1 15 4 2008-04-01 4 Articles http://div7perspectives.asha.org/cgi/content/abstract/15/1/5?rss=1 This paper examines telepractice aural habilitation for school-age children delivered via videoconferencing. It identifies issues, concerns, and successful teaching behaviors and strategies employed in this unique environment. The paper concludes with a description of the Royal Institute for Deaf and Blind Children's Teleschool and a case study of a 16-year-old cochlear implant user who has received intercontinental auditory-verbal therapy via videoconferencing for 24 months.

]]> 2008-04-01 info:doi/10.1044/arii15.1.5 1 15 17 2008-04-01 5 Articles http://div7perspectives.asha.org/cgi/content/abstract/15/1/18?rss=1 Advances in technology have facilitated development of auditory-oral skills in greater numbers of children who are deaf. In addition, mainstream educational placements are increasing for this population. Since success in the mainstream is largely dependent upon development of oral communication skills, it is imperative that professionals working with these children have competence in auditory-oral methodology. The present study investigated professionals' perceptions of preparedness to develop and implement auditory-oral programs. Professionals using an auditory-oral approach were asked about their perceived levels of knowledge and skills, pre-service training, and on-the-job factors that contributed to their competence to provide auditory-oral programs to children who are deaf. Classification tables, chi-square, and qualitative analyses were used to determine professionals' perceptions of preparedness and to identify significant differences among professional groups (i.e., speech-language pathologists, teachers of the deaf, audiologists), as well as specific aspects of pre-service and occupational training that promoted knowledge and skills. Results indicated that a significant number of professionals in all groups feel unprepared. Specific group differences and needed components for adequate preparation are discussed. Suggestions for further study are presented.

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