Collaborative Approaches to the Support of People with Disabilities: The Underserved and Unserved.

BACKGROUND: Underserved and unserved people are individuals who lack necessary health services. They can be found in both high- and low-income countries with disabilities in areas such as speech, language, hearing, swallowing, physical, and neurological, as well as other health problems. In addition, academic programs that prepare students to serve underserved or unserved communities do not exist in some countries. Collaborative projects allow those with expertise to share their knowledge, strategies, methods, and technologies with health practitioners, administrators, educators, students, and families. The goal is to assist populations who require special services. Collaborative projects can be interdisciplinary, international, or involve academic institutions or organizations. It is also essential that collaboration projects consider the strengths and assets that are present in the environment and in the population. This asset-based approach supports sustainability as long-term solutions can take advantage of existing strengths. Sustainability is essential so that the goals of projects can continue to contribute to a population. OBJECTIVES: The primary objective of this article is to present collaborative projects that positively impact underserved and unserved populations. The strengths of these projects are also presented as a model for further work. SUMMARY: This article presents several collaborative projects, along with the impact of these efforts.

The role of ethics and research integrity in the training of health professionals and in the development of human research / O papel da ética e da integridade da pesquisa na formação dos profissionais da saúde e no desenvolvimento da pesquisa com seres humanos

ABSTRACT This paper presents a review of issues concerning research integrity and ethics. The components of research integrity and ethical behavior are critical for education in institutions. These aspects are essential when engaging in research and for the identification of these elements in research papers. This knowledge will contribute to successful and evidence-based approaches when individuals are working with patients, teaching, or engaging in research.

RESUMO Este artigo apresenta uma revisão das questões relativas à integridade e à ética na pesquisa. Os componentes da integridade da pesquisa e do comportamento ético são críticos para a educação nas instituições. Esses aspectos são essenciais para a pesquisa e a identificação desses elementos em trabalhos de pesquisa. Esse conhecimento contribuirá para o sucesso e abordagens baseadas em evidências quando os indivíduos estiverem trabalhando com pacientes, ensinando ou participando de pesquisas.

Cultural and demographic factors influencing noise exposure estimates from use of portable listening devices in an urban environment.

PURPOSE: This study examined listening levels and duration of portable listening devices (PLDs) used by people with diversity of ethnicity, education, music genre, and PLD manufacturer. The goal was to estimate participants' PLD noise exposure and identify factors influencing user behavior. METHOD: This study measured listening levels of 160 adults in 2 New York City locations: (a) a quiet college campus and (b) Union Square, a busy interchange. Participants completed a questionnaire regarding demographics and PLD use. Ordinary least squares regression was used to explore the significance of demographic and behavioral factors. RESULTS: Average listening level was 94.1 dBA, with 99 of 160 (61.9%) and 92 of 159 (57.5%) exceeding daily (L A8hn) and weekly (L Awkn) recommended exposure limit, respectively. African American participants listened at the highest average levels (99.8 dBA). CONCLUSIONS: A majority of PLD users exceeded recommended exposure levels. Factors significant for higher exposure were ethnicity and age; factors not significantly associated with exposure were gender, education, location, awareness of possible association between PLD use and noise-induced hearing loss, mode of transportation, device manufacturer, and music genre. Efforts to effect behavior changes to lessen noise-induced hearing loss risk from PLD use should be sensitive to the cultural differences within the targeted population.

Portable music player users: cultural differences and potential dangers.

Many studies have examined the use of portable music players portable listening devices (PLDs) from various ethnic groups. Some findings suggest that there may be differences among ethnic groups that lead to louder or longer listening when using PLD devices. For example, some studies found that Hispanic PLD users listen at higher volume levels while other studies found that African American PLD users listen at higher volume levels. No investigator has explained the reasons for differences among ethnic groups in listening intensity. This paper will address the possible reasons for these differences and offer guidelines for the prevention of noise-induced hearing loss.

Noise exposure estimates of urban MP3 player users.

PURPOSE: To examine the sound level and duration of use of personal listening devices (PLDs) by 189 college students, ages 18-53 years, as they entered a New York City college campus, to determine whether noise exposure from PLDs was in excess of recommended exposure limits and what factors might influence exposure. METHOD: Free-field equivalent sound levels from PLD headphones were measured on a mannequin with a calibrated sound level meter. Participants reported demographic information, whether they had just come off the subway, the type of PLD and earphones used, and duration per day and days per week they used their PLDs. RESULTS: Based on measured free-field equivalent sound levels from PLD headphones and the reported PLD use, per day 58.2% of participants exceeded 85 dB A-weighted 8-hr equivalent sound levels (L(Aeq)), and per week 51.9% exceeded 85 dB A-weighted 40-hr equivalent continuous sound levels (L(Awkn)). CONCLUSIONS: The majority of PLD users exceeded recommended sound exposure limits, suggesting that they were at increased risk for noise-induced hearing loss. Analyses of the demographics of these participants and mode of transportation to campus failed to indicate any particular gender differences in PLD use or in mode of transportation influencing sound exposure.

Discrimination and production of English vowels by bilingual speakers of Spanish and English.

The goal of this study was to examine whether listeners bilingual in Spanish and English would have difficulty in the discrimination of English vowel contrasts. An additional goal was to estimate the correlation between their discrimination and production of these vowels. Participants (40 bilingual Spanish- and English-speaking and 40 native monolingual English-speaking college students, 23-36 years of age) participated (M age = 25.3 yr., Mdn = 25.0). The discrimination and production of English vowels in real and novel words by adult participants bilingual in Spanish and English were examined and their discrimination was compared with that of 40 native monolingual English-speaking participants. Stimuli were presented within triads in an ABX paradigm. Novel words were chosen to represent new words when learning a new language and to provide a more valid test of discrimination. Bilingual participants' productions of vowels were judged by two independent listeners to estimate the correlation between discrimination and production. Discrimination accuracy was significantly greater for native English-speaking participants than for bilingual participants for vowel contrasts and novel words. Significant errors also appeared in the bilingual participants' productions of certain vowels. Earlier age of acquisition, absence of communication problems, and greater percentage of time devoted to communication contributed to greater accuracy in discrimination and production.

Comprehension of indirect requests by persons with fluent aphasia.

This study examined the judgments and response latencies of 10 participants with aphasia and 10 participants without aphasia for responses to indirect requests. Modals such as can and should were drawn from 5 indirect request categories. There was a significant difference in judgment errors and response latency between participants with and without aphasia. There were no significant differences between aphasic participants' judgments for literal versus nonliteral contrasts. There was a significant effect among the modals and among the categories of indirect requests. Response latency reflected aphasic participants' understanding of these indirect requests.