Computer and Internet Interventions to Optimize Listening and Learning for People With Hearing Loss: Accessibility, Use, and Adherence

Ferguson, Melanie A.; Henshaw, Helen

doi:10.1044/2015_aja-14-0090

Cited by 28 publications

(44 citation statements)

References 16 publications

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“…The physical environment includes financial resources, material resources, time pressure, physical cues, location, the healthcare system and policy. Time [86, 92, 93, 114] and access to hardware or the Internet [30, 115] have been hypothesised to be positively associated with engagement.…”

Section: Resultsmentioning

confidence: 99%

Conceptualising engagement with digital behaviour change interventions: a systematic review using principles from critical interpretive synthesis

Perski

Blandford

West

et al. 2016

Behav. Med. Pract. Policy Res.

913

1,079

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“Engagement” with digital behaviour change interventions (DBCIs) is considered important for their effectiveness. Evaluating engagement is therefore a priority; however, a shared understanding of how to usefully conceptualise engagement is lacking. This review aimed to synthesise literature on engagement to identify key conceptualisations and to develop an integrative conceptual framework involving potential direct and indirect influences on engagement and relationships between engagement and intervention effectiveness. Four electronic databases (Ovid MEDLINE, PsycINFO, ISI Web of Knowledge, ScienceDirect) were searched in November 2015. We identified 117 articles that met the inclusion criteria: studies employing experimental or non-experimental designs with adult participants explicitly or implicitly referring to engagement with DBCIs, digital games or technology. Data were synthesised using principles from critical interpretive synthesis. Engagement with DBCIs is conceptualised in terms of both experiential and behavioural aspects. A conceptual framework is proposed in which engagement with a DBCI is influenced by the DBCI itself (content and delivery), the context (the setting in which the DBCI is used and the population using it) and the behaviour that the DBCI is targeting. The context and “mechanisms of action” may moderate the influence of the DBCI on engagement. Engagement, in turn, moderates the influence of the DBCI on those mechanisms of action. In the research literature, engagement with DBCIs has been conceptualised in terms of both experience and behaviour and sits within a complex system involving the DBCI, the context of use, the mechanisms of action of the DBCI and the target behaviour.Electronic supplementary materialThe online version of this article (doi:10.1007/s13142-016-0453-1) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

Conceptualising engagement with digital behaviour change interventions: a systematic review using principles from critical interpretive synthesis

Perski

Blandford

West

et al. 2016

Behav. Med. Pract. Policy Res.

913

1,079

View full text Add to dashboard Cite

show abstract

“…This article concentrates on (i)–(iii). Motivations of individuals to participate in, engage with, and adhere to home-delivered training are discussed elsewhere (Henshaw et al, in review; Ferguson and Henshaw, in press ).…”

Section: Cognition and The Clinical Management Of People With Hearingmentioning

confidence: 99%

Auditory training can improve working memory, attention, and communication in adverse conditions for adults with hearing loss

Ferguson

Henshaw

2015

Front. Psychol.

Self Cite

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Auditory training (AT) helps compensate for degradation in the auditory signal. A series of three high-quality training studies are discussed, which include, (i) a randomized controlled trial (RCT) of phoneme discrimination in quiet that trained adults with mild hearing loss (n = 44), (ii) a repeated measures study that trained phoneme discrimination in noise in hearing aid (HA) users (n = 30), and (iii) a double-blind RCT that directly trained working memory (WM) in HA users (n = 57). AT resulted in generalized improvements in measures of self-reported hearing, competing speech, and complex cognitive tasks that all index executive functions. This suggests that for AT related benefits, the development of complex cognitive skills may be more important than the refinement of sensory processing. Furthermore, outcome measures should be sensitive to the functional benefits of AT. For WM training, lack of far-transfer to untrained outcomes suggests no generalized benefits to real-world listening abilities. We propose that combined auditory-cognitive training approaches, where cognitive enhancement is embedded within auditory tasks, are most likely to offer generalized benefits to the real-world listening abilities of adults with hearing loss.

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“…83 Finally, with the increasing use of the Internet and smartphone technologies, even in older people, 84 and the growing interest in the concept of tele-audiology, auditory-cognitive training is ideally suited for online delivery that can be tailored to meet an individual's needs, can be easily accessed when needed, with increased game play and interaction elements, and delivered alongside other hearing management strategies. 85 But that's another story, for another day.…”

Section: Where To Next?mentioning

confidence: 99%

How Does Auditory Training Work? Joined-Up Thinking and Listening

Ferguson

Henshaw

2015

Semin Hear

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Auditory training aims to compensate for degradation in the auditory signal and is offered as an intervention to help alleviate the most common complaint in people with hearing loss, understanding speech in a background noise. Yet there remain many unanswered questions. This article reviews some of the key pieces of evidence that assess the evidence for whether, and how, auditory training benefits adults with hearing loss. The evidence supports that improvements occur on the trained task; however, transfer of that learning to generalized real-world benefit is much less robust. For more than a decade, there has been an increasing awareness of the role that cognition plays in listening. But more recently in the auditory training literature, there has been an increased focus on assessing how cognitive performance relevant for listening may improve with training. We argue that this is specifically the case for measures that index executive processes, such as monitoring, attention switching, and updating of working memory, all of which are required for successful listening and communication in challenging or adverse listening conditions. We propose combined auditory-cognitive training approaches, where training interventions develop cognition embedded within auditory tasks, which are most likely to offer generalized benefits to the real-world listening abilities of people with hearing loss.

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Computer and Internet Interventions to Optimize Listening and Learning for People With Hearing Loss: Accessibility, Use, and Adherence

Cited by 28 publications

References 16 publications

Conceptualising engagement with digital behaviour change interventions: a systematic review using principles from critical interpretive synthesis

Conceptualising engagement with digital behaviour change interventions: a systematic review using principles from critical interpretive synthesis

Auditory training can improve working memory, attention, and communication in adverse conditions for adults with hearing loss

How Does Auditory Training Work? Joined-Up Thinking and Listening

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