Research Collaborations
Project ROC: Research Opportunities through Collaboration
Project ROC was developed to foster interdisciplinary research opportunities through active discussions. One faculty or student per colloquium will present an ongoing project or idea for 30 minutes with 30 minutes for discussion. While our disciplines may differ in content, we can learn much from each other on learning the nuts and bolts of research (i.e. various methodologies, finding subjects, etc.). So come join us and contribute to our scholarly conversations.
Upcoming Colloquiums
Grounded Theory
Oct. 19, 2015, 4 p.m.
SPHS Building, Room 117
Dr. Jamie Hartwell will introduce the topic followed by a discussion of how this method has been applied in our various disciplines. We will conclude with a discussion of how this method can address some possible research questions in our disciplines.
Previous Colloquiums
Teachers’ Experiences with Deaf Students with Additional Disabilities:
Implications to Teacher Preparation in Deaf Education
September 26, 2014, 11:30 a.m.
Speech and Hearing Building, Room 102
Dr. Millicent Musyoka and Dr. Mary Anne Gentry will present their research proposal regarding teachers’ experiences with deaf students with additional disabilities. Join us for the conversation on barriers and solutions to successful research projects!
Abstract
The proposed project will investigate experiences of teachers of deaf students with additional disabilities. Currently, 40-50% of deaf students have an additional disability (Bruce,
Severity of Voice Problems in School Teachers across Grade Levels
Nandhu Radhakrishnan, Ph.D., Department of Speech & Hearing Sciences
Ashlee Collins, SLP thesis student, B.S., Department of Speech & Hearing Sciences
November 14, 2014, 11:30 a.m.
Speech and Hearing Building, Room 102
Voice problems affect professional voice users more than those who do not use their voice to make a living. Some of the prominent professions that fall under this category include, singers, actors, teachers, politicians, attorneys, and ministers. Literature suggests that school teachers are frequently seen by physicians for problems with their voice. Vocal demand on teachers is high due to the number of students and hours they teach. This research project intends to survey school teachers of Southeast Texas and
Internet-based health interventions: Examples from hearing healthcare
Vinaya Manchaiah, Au.D., M.B.A., Ph.D., Department of Speech & Hearing Sciences
January 30, 2015, 11:30 a.m.
Speech and Hearing Building, Room 102
In the last
In this talk, I discuss some applications of Internet-based interventions in hearing and balance disorders. However, the focus of the talk would also include some futuristic comments on how such a mode of treatment could be helpful in other areas of health and disability. This talk also highlights the interdisciplinary nature of contributions from hearing healthcare professionals, psychologists, computer scientists and learning technologists.
The relationship between comfortable loudness range and behavioral auditory dynamic range in older listeners with and without sensorineural hearing loss
Ashley Dockens, Au.D., Department of Speech & Hearing Sciences
Audiology Instructor
March 6, 2015, 11:30 a.m.
Speech and Hearing Building, Room 102
Abstract
Hearing aid technology, fitting science, and professional education have improved vastly over the last ten years, but studies are indicating very little progress in satisfied and very satisfied hearing aid patients. While audibility, comfort, and tolerance of sound are goals in hearing aid fittings, loudness issues are a leading cause of hearing aid rejection. Researchers have suggested that it is curious that most hearing aid fittings are “based on measurement of what the listener can just detect and/or what the listener finds uncomfortably loud instead of what the listener wants to hear” (Blamely & Martin, 2009). Though most audiologists evaluate most comfortable loudness and uncomfortable loudness, very few measure a range of comfort although research supports evaluation of a comfortable loudness range. Researchers further suggest that this range of comfort should resemble the dynamic range of hearing; however, no investigation has been done to support that the two are related. My current research is evaluating any relationship between a range of comfort and a listener’s dynamic range of hearing (softest heard to point of discomfort) in listeners with and without hearing loss. If no relationship exists, it may be necessary for additional comfort measures to be added to the current standard hearing aid evaluation test battery. Furthermore, results should give greater understanding to
Spatial skills and mathematics achievement in deaf and hard of hearing students: Educational Implications
ChongMin Lee, Ph.D., Department of Deaf Studies & Deaf Education
March 13, 2015, 11:30 a.m.
Speech and Hearing Building, Room 102
Abstract
Over the past a half of century, low mathematics achievement by deaf or hard of hearing (DHH) students has been well documented in the literature (Blatto-Vallee et al., Frostad & Ahlberg, 1999; Kelly & Mousley, 2001; Qi & Mitchell, 2012; Mitchell, Qi, & Traxler, 2007; Traxler, 2000). Even though deaf students generally perform better in mathematics than in English, they still fall significantly behind their hearing peers in mathematics (Qi & Mitchell, 2012). The underlying causes for these difficulties remain unclear. Recent studies indicated that spatial skills are highly correlated with mathematics achievement in hearing students. Therefore, the purpose of this study is to examine 1) the difference in spatial skills between deaf and hearing students, and 2) relationships between spatial skills and mathematics achievement in deaf and hard of hearing students. 352 students’ responses obtained from three different studies were analyzed using statistical techniques. Overall, the results indicated that hearing students performed better than deaf students in the spatial task. Interestingly, there was no significant difference in the easy items scores for the both groups but
Dana Pitman, SLP thesis student, Department of Speech & Hearing Sciences
April 24, 2015, 11:30 a.m.
Speech and Hearing Building, Room 102