Papers by Cynthia Richburg
Language Speech and Hearing Services in Schools
This article is a showcase of titles and abstracts seen in the Journal of Educational Audiology o... more This article is a showcase of titles and abstracts seen in the Journal of Educational Audiology over the past ten years (2000-2009). The purpose of this compilation is to illustrate the diversity of article topics. In addition, this article documents some of the changes in technology, theories, and implementation of therapies/protocols over the past decade.
Perspectives on School-Based Issues, 2005
Perspectives on Hearing and Hearing Disorders in Childhood, 2014
Journal of Neurologic Physical Therapy, 2009
This case report describes the use of an electrotactile vestibular substitution system (ETVSS; Br... more This case report describes the use of an electrotactile vestibular substitution system (ETVSS; BrainPort Balance Device, Wicab, Inc., Middleton, WI) to facilitate balance and gait of an individual with bilateral vestibular hypofunction and bilateral transtibial amputation. A 69-year-old man with a 2.5-year history of bilateral vestibular hypofunction, due to gentamicin toxicity, participated in a rehabilitation program using an ETVSS. Because of lower extremity infection, the patient had bilateral prosthetic legs after bilateral transtibial amputation. Focused on the following three phases of training with the ETVSS during 12 months: orientation, clinical training, and in-home training. The patient was periodically assessed with balance and gait tests, in addition to surveys of patient confidence and perception of handicap. All testing was performed without ETVSS. : Improvements were demonstrated in all outcome measures used with this patient. Sensory Organization Test composite scores increased from 23 to 48, Dynamic Gait Index scores increased from 11/24 to 21/24, and distance walked during six minutes increased from 212 to 363 m. Standing balance with eyes-closed improved from less than two seconds to more than 20 minutes. The patient reported improved confidence and lower perception of handicap with fewer functional limitations. For this patient, an intervention program of sensory substitution using the ETVSS improved outcome measures beyond those previously achieved with vestibular rehabilitation therapy and balance training. The feedback provided by the ETVSS may have facilitated the patient's ability to use proprioception, thus allowing better balance control.
Language, Speech, and Hearing Services in Schools, 2011
The main goals of this study were to determine if school-based speech-language pathologists (SLPs... more The main goals of this study were to determine if school-based speech-language pathologists (SLPs) have access to the services of an audiologist and if those SLPs felt they obtained benefit from the audiologist's services. Additional goals included gathering information about SLPs' (a) understanding of basic audiological concepts typical for a school setting, (b) added job responsibilities brought about by lack of access to an audiologist, and (c) collaboration with audiologists. A 36-item survey was e-mailed to 1,000 SLPs listed with the American Speech-Language-Hearing Association as being employed in schools. Two-hundred and nine respondents from 42 states returned the survey. Seventy-six percent of the responding SLPs had access at some time to an audiologist, with 88% of them believing they received benefit from the services provided by that audiologist, primarily in the areas of hearing screenings and in-services. Thirty-eight SLPs (58%) who did not have access to an audiologist reported having additional job responsibilities. Many school-based SLPs believed they received benefit from an audiologist when they had access to one. Collaboration between these professionals was strong, yet findings indicate that audiologists could improve their collaborative efforts with SLPs and assist them in working within their scope of practice and maintaining their ethical standards.
Language, Speech, and Hearing Services in Schools, 2013
Purpose: Eight English-language, student-or parent proxyadministered questionnaires for (central)... more Purpose: Eight English-language, student-or parent proxyadministered questionnaires for (central) auditory processing disorders, or (C)APD, were analyzed for readability. For student questionnaires, readability levels were checked against the approximate reading grade levels by intended administration age per the questionnaires' developers. For proxy questionnaires, results were compared to the reading grade level for the average U.S. adult and the minimum 5th-to 6th-grade reading level for health materials as recommended by adult health literacy experts. Method: This was a descriptive study that was based on the results of a commercially available readability calculations software package. Text-based files of the 8 questionnaires were analyzed using 3 readability formulas: FORCAST , Flesch Reading Ease (FRE;, and Gunning's Fog index (FOG;.
Communication Disorders Quarterly, 2004
Page 1. 152 Communication Disorders Quarterly 25:3 • pp. 152–160 Minimal Hearing Impairment: Majo... more Page 1. 152 Communication Disorders Quarterly 25:3 • pp. 152–160 Minimal Hearing Impairment: Major Myths With More Than Minimal Implications Lynette R. Goldberg and Cynthia McCormick Richburg Southwest Missouri State University ...
Communication Disorders Quarterly, 2012
ABSTRACT A 36-item survey was used to determine whether special educators have access to the serv... more ABSTRACT A 36-item survey was used to determine whether special educators have access to the services of an audiologist and whether they obtained benefit from the audiologist’s services. Additional goals included gathering information about special educators’ understanding of basic audiological concepts related to a school setting, added job responsibilities brought about by lack of access to an audiologist, and collaboration between these teachers and audiologists. The survey was emailed to special educators identified through online school district directories. A total of 39% of the surveyed special educators had access to an educational/contractual audiologist, with 71% of them believing they received benefit from these services. These benefits included provision of hearing screenings, in-services, and aural (re)habilitation. In all, 73% of the special educators judged their own background understanding of basic audiological information within the “low” range, and most of the special education teachers surveyed did not feel prepared to assist students with hearing aids, FM systems, or cochlear implants. Less than half of the special educators (47%) reported that collaboration between these professionals was strong where available. Special educators consider themselves unprepared to handle the audiological maintenance needs of their students’ equipment and are often unaware of the audiologist’s role, including their availability in schools.
Communication Disorders Quarterly, 2005
Page 1. Communication Disorders Quarterly 27:1 pp. 419 4 Teachers' Perceptions About Minim... more Page 1. Communication Disorders Quarterly 27:1 pp. 419 4 Teachers' Perceptions About Minimal Hearing Loss: A Role for Educational Audiologists Cynthia McCormick Richburg and Lynette R. Goldberg Missouri State University ...
Communication Disorders Quarterly, 2006
Asia Pacific Journal of Speech, Language and Hearing, 2012
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Papers by Cynthia Richburg