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Öğe Developing the computer-based auditory training program for adults with hearing impairment(Springer Heidelberg, 2021) Tuz, Deniz; Işıkhan, Selen Yılmaz; Yücel, EsraAlthough it is known that auditory training is essential for hearing-impaired individuals, patients do not willingly participate in auditory training sessions, because individual training is a time-consuming and costly process. Computer-based auditory training programs are under development for reducing the cost and time. The aim of this study is to develop a computer-based auditory training program and to evaluate the usability of the program by applying it to adults with normal hearing indifferent age groups and professions. The developed auditory training program consists of nine modules: identification, discrimination, recognition, auditory closure, comprehension, auditory sequencing, phonological awareness, auditory memory, and attention. Forty adults (age ranges of 25-34, 35-44, 45-54, and 55-65 years), nine audiologists, and one software engineer were included in this study. The computer-based auditory training program was applied to all individuals. An evaluation form was filled out by the participants to evaluate the usability of and satisfaction with the program, and the average performances of the individuals were calculated for each module. The form measures five usability subscales: ease of use, comprehensibility, design, satisfaction, and motivation. The professionals evaluated the program and found it to be quite positive in terms of design, ease of use, motivation, and comprehensibility, and positive in terms of the satisfaction subscale. The participants evaluated all factors and found them to be quite positive. There were no statistically significant differences between the gender, age, and computer use groups in terms of the average performance value of the modules (p > 0.05). However, a significant difference was found in the average performance for the auditory sequencing module considering the educational status of individuals (p = 0.019). Furthermore, it was determined that computer experience (> 5 years) and having a personal computer have a significant effect on auditory memory (p = 0.049) and identification (p = 0.027). These results show that the instructions and information used in the program are clear and understandable, the colors and texts used in the program are readable, the program is easy to use, and the individuals are not disturbed by the sounds used in the program. However, it would be valuable to apply it to individuals with hearing losses to evaluate the efficacy of the program.Öğe Evaluation of playfulness and motivation in pre-school and primary school children with hearing loss(Routledge Journals, Taylor & Francis Ltd, 2022) Kent, Ali Erman; Tuz, DenizThe purpose of this study is to compare the levels of playfulness and motivation of children with hearing loss in preschool and primary school based on their auditory perception levels. This study included 84 children with hearing loss aged 3-8 years and 50 normal-hearing children with similar demographic characteristics (the control group). The auditory perception levels of children with hearing loss were evaluated with the Parents' Evaluation of Aural/Oral Performance of Children (PEACH) scale. Children with hearing loss were divided into two groups as PEACH well and PEACH worse. The three groups were compared with each other using the 'Children's Playfulness Scale' (CPS) and the 'The Motivation Scale for Preschool Children ' (MSPC). Individuals in the PEACH worse group had lower CPS and MSPC scores than those in the PEACH well and normal groups. it is useful to evaluate the children's playfulness and motivations in order to plan appropriate auditory rehabilitation strategies for children with hearing loss.Öğe Koklear implant topluluğunda sosyal medya olanaklarının kullanımına yönelik bir çalışma: İçerik analizi(2021) Şenli, Fahrettin Deniz; Tuz, Deniz; Ertürk, PınarAmaç: Koklear implant (Kİ) aday ve kullanıcılarının, sosyal medyayı bilgi edinme ve paylaşma amacı ile nasıl kullandıklarının araştırılmasıdır. Gereç ve Yöntemler: Bu çalışmada, Kİ ile ilgili çevrim içi sosyal medya kaynakları hakkında içerik analizi yapılmıştır. Sosyal medya kaynakları Facebook, Twitter, YouTube, bloglar ve çevrim içi forumlarını içermektedir. Google arama motoruna ve sosyal medya kaynaklarına, “koklear implant”, “biyonik kulak”, “koklear implant ve forum”, “biyonik kulak ve forum”, “koklear implant ve blog” ve “biyonik kulak ve blog” arama terimleri girilmiş, çıkan sosyal medya platformları ve internet siteleri incelenmiştir. Her kaynağın kullanımının sınıflaması, çalışmamızda tanımladığımız 5 fonksiyonel kategoriden biri veya birkaçı belirlenerek yapılmıştır. Bulgular: Sosyal medya platformlarından 11 Facebook grubu, 7 Facebook sayfası, 33 Twitter hesabı, 108 YouTube videosu ve web sitelerinden 2 forum olmak üzere dâhil edilme kriterlerini karşılayan 161 kaynak tespit edilmiştir. Sosyal medya platformunda, en fazla genel bilgi/destek ve kişisel hikâye sınıflamasında paylaşım yapılmıştır. Facebook platformunda genel bilgi ve destek ile ilgili paylaşımlar öne çıkmıştır. Twitter platformunda, hastane hesapları en yüksek takipçiye sahip olmuştur. En yüksek sosyal medya etkinliği, YouTube platformunda belirlenmiştir. Sonuç: Kİ topluluğu, çeşitli çevrim içi sosyal medya kaynaklarını genel bilgi, destek, rehabilitasyon bilgileri ve kişisel deneyimlerin paylaşımı için kullanmıştır. Bu bilgiler uzmanlara, gerek hastanın ihtiyacı olan desteği sağlaması için yönlendirmede gerekse hastayı bilgilendirme konusunda yol gösterici olacaktır.Öğe What are the challenges of teaching children with hearing loss during the COVID-19?(Routledge Journals, Taylor & Francis Ltd, 2021) Aslan, Filiz; Tuz, Deniz; Yücel, EsraThis study aimed to determine the difficulties of teaching children with hearing loss in the special education centre during the COVID-19 Pandemic in Turkey. Sixty-three professionals who works children with hearing loss participated in this study. The demographic form included personal information about the professional' and a checklist to determine the effects of the Pandemic on special education. Lastly, the professionals and the teachers completed 'The Special Education Teachers' Sense of Professional Self-Efficacy Scale'. An email or a phone message was sent to potential participants, and interested individuals were requested to complete an online questionnaire by clicking on a link that led them to a secure online data collection service (Google Forms). Statistically significant relationships were determined between professionals using virtual communication tools in the distance education, contact with their students, continuing the rehabilitation with them and providing consultancy support to their parents. While a positive correlation was observed between the professionals contacted with their students during the Pandemic, evaluating their students' development, a negative correlation was found between their competencies to meet their rehabilitation needs and their counselling needs for families. Special education specialists should be supported under special conditions such as the Pandemic and informed about telerehabilitation options.
