Affiliation:
1. Pace University, New York, and College of Physicians and Surgeons, Columbia University, New York
2. Pace University and Teachers College, Columbia University
3. Pace University
Abstract
PurposeTo 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.MethodThirty-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.ResultsStudents exposed to the narratives incorporated more affective elements into their technical responses than students not exposed.ConclusionsNarratives 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.
Publisher
American Speech Language Hearing Association
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