Dimensions of Multiskilling Considerations for Educational Audiology Research Article
Research Article  |   January 01, 1999
Dimensions of Multiskilling
 
Author Affiliations & Notes
  • Carole E. Johnson, PhD
    Department of Communication Disorders, 1199 Haley Center, Auburn University, Auburn, AL, 36849-5232
    Associate Professor
  • Corresponding author: e-mail: Johns19@mail.auburn.edu
Article Information
Hearing Disorders / Hearing Aids, Cochlear Implants & Assistive Technology / School-Based Settings / Professional Issues & Training / Research Articles
Research Article   |   January 01, 1999
Dimensions of Multiskilling
Language, Speech, and Hearing Services in Schools, January 1999, Vol. 30, 4-10. doi:10.1044/0161-1461.3001.04
History: Received September 11, 1997 , Accepted August 1, 1998
 
Language, Speech, and Hearing Services in Schools, January 1999, Vol. 30, 4-10. doi:10.1044/0161-1461.3001.04
History: Received September 11, 1997; Accepted August 1, 1998

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

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