Impact of Meeting Early Hearing Detection and Intervention Benchmarks on Spoken Language

2021 ◽  
pp. 105381512110252
Author(s):  
Brittany Grey ◽  
Elizabeth K. Deutchki ◽  
Emily A. Lund ◽  
Krystal L. Werfel
Keyword(s):  
Hearing Loss ◽  
Early Intervention ◽  
Spoken Language ◽  
Language Outcomes ◽  
Number Of Children ◽  
Predictive Role ◽  
Outcomes For Children ◽  
Children With Hearing Loss ◽  
Unique Predictor

This study compared preschool spoken language outcomes for children with hearing loss who met the Early Hearing Detection and Intervention (EHDI) guidelines to those who did not, as well as compared outcomes for those who met the current EHDI guidelines to those who met the earlier benchmarks. Finally, the predictive role of meeting each component of the guidelines was evaluated relative to language outcomes. Children who met the EHDI guidelines had higher language scores than those who did not; however, there was no difference between children who met the current guidelines and those who met the earlier benchmarks. Entering early intervention by 6 months of age was the only unique predictor of spoken language outcomes. The findings suggest that EHDI programs should target increasing the number of children with hearing loss who meet the current 1-3-6 benchmarks with a particular focus on enrollment in early intervention by 6 months.

The Colorado Journey Towards Optimal Outcomes for Children With Hearing Loss

2010 ◽  
Vol 20 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Christine Yoshinaga-Itano
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Hard Of Hearing ◽  
Diverse Population ◽  
Language Outcomes ◽  
Maternal Bonding ◽  
Level Of Education ◽  
Optimal Outcomes ◽  
Outcomes For Children ◽  
Children With Hearing Loss

Abstract It is possible for children who are deaf or hard of hearing to attain language development comparable to their hearing peers, but these outcomes are not guaranteed. The population of children with hearing loss is a diverse population and although the variable of the age of identification is less variable, there are numerous variables that could potentially and have historically impacted language outcomes of children who are deaf or hard of hearing. Variables such as hearing loss, maternal level of education, and maternal bonding can overcome the benefits of earlier identification and intervention.

Does Access to Visual Input Inhibit Auditory Development for Children With Cochlear Implants? A Review of the Evidence

2017 ◽  
Vol 2 (9) ◽  
pp. 10-24 ◽  
Author(s):  
Jena McDaniel ◽  
Stephen Camarata
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Sensory Deprivation ◽  
Spoken Language ◽  
Visual Input ◽  
Theoretical Argument ◽  
Language Outcomes ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Multisensory Input

Purpose We review the evidence for attenuating visual input during intervention to enhance auditory development and ultimately improve spoken language outcomes in children with cochlear implants. Background Isolating the auditory sense is a long-standing tradition in many approaches for teaching children with hearing loss. However, the evidence base for this practice is surprisingly limited and not straightforward. We review four bodies of evidence that inform whether or not visual input inhibits auditory development in children with cochlear implants: (a) audiovisual benefits for speech perception and understanding for individuals with typical hearing, (b) audiovisual integration development in children with typical hearing, (c) sensory deprivation and neural plasticity, and (d) audiovisual processing in individuals with hearing loss. Conclusions Although there is a compelling theoretical rationale for reducing visual input to enhance auditory development, there is also a strong theoretical argument supporting simultaneous multisensory auditory and visual input to potentially enhance outcomes in children with hearing loss. Despite widespread and long-standing practice recommendations to limit visual input, there is a paucity of evidence supporting this recommendation and no evidence that simultaneous multisensory input is deleterious to children with cochlear implants. These findings have important implications for optimizing spoken language outcomes in children with cochlear implants.

Listening, Language, and Literacy Development and Children With Hearing Loss Who are Learning Spoken Language

2020 ◽  
pp. 36-51
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Literary Criticism ◽  
Meaning Making ◽  
Spoken Language ◽  
Language And Literacy ◽  
Symbol Systems ◽  
Thinking Processes ◽  
Children With Hearing Loss ◽  
The Individual

This chapter explores the acquisition of spoken language and literacy in children with hearing loss whose auditory access through the use of hearing technology enables them to listen, and it examines the relationships among language, thought, and print that offer explanation of the role of spoken language as the foundation for literacy. It defines reading and writing as thinking processes that make use of symbol systems representative of spoken language and gives attention to the numerous cueing systems and conventions comprising representations of meaning. Drawing from cognitive psychology, linguistics, psycholinguistics, sociolinguistics, literary criticism, and critical traditions developed over time through study of people with typical hearing, this chapter argues that meaning making resides in the individual in the presence of symbols both heard and seen and for maximizing spoken language acquisition in children with hearing loss so as to prepare them for lifelong literacy and language use.

Outcomes for Children With HL: Effects of Age of ID, Sign Support, and Auditory Prosthesis

2008 ◽  
Vol 18 (2) ◽  
pp. 74-82 ◽  
Author(s):  
Susan Nittrouer
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Spoken Language ◽  
List Type ◽  
Auditory Prosthesis ◽  
Language Outcomes ◽  
Independent Variables ◽  
Language Style ◽  
Language Input ◽  
Outcomes For Children

Abstract The purpose of the project reported here was to examine the effects of three independent variables on developmental outcomes for children with hearing loss (HL): age of identification of hearing loss, whether or not spoken language input was supported with signs and whether children used hearing aids (HAs) or cochlear implants (CI). Children with and without hearing loss were tested multiple times between 12 and 48 months of age, at their 6-month birthdays. Dependent variables were selected to examine all aspects of child development: receptive and expressive language, psychosocial components of personality, deleterious behaviors, adaptive behaviors, parental language style, and levels of parenting stress. Results support several main findings: None of the independent variables had any significant effect on any dependent variable unrelated to language. Mean levels of all language skills were delayed for all groups of children with HL, even those children identified at birth with only moderate losses that could be appropriately aided with HAs. For children with losses identified at birth, the use or nonuse of signs to support spoken language input did not affect language outcomes in the long run. Within the restricted range examined here, age of identification did not affect language outcomes, if children were not getting sign support; children with late-identified hearing loss receiving sign support were more delayed on all language measures than other children with HL. Regarding prosthesis, some experience using HAs was associated with better outcomes, even if children eventually received CIs. A parental language style that involved being very verbally responsive to the child's communicative attempts was strongly associated with positive language outcomes.

Exploring the Impact of Spoken Language on Social Inclusion for Children with Hearing Loss in Listening and Spoken Language Early Intervention

2015 ◽  
Vol 115 (2) ◽  
pp. 153-181 ◽  
Author(s):  
Gabriella Constantinescu ◽  
Rebecca L. Phillips ◽  
Aleisha Davis ◽  
Dimity Dornan ◽  
Anthony Hogan
Keyword(s):  
Hearing Loss ◽  
Early Intervention ◽  
Social Inclusion ◽  
Spoken Language ◽  
Children With Hearing Loss ◽  
The Impact

scholarly journals Social inclusion for children with hearing loss in listening and spoken Language early intervention: an exploratory study

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Gabriella Constantinescu-Sharpe ◽  
Rebecca L. Phillips ◽  
Aleisha Davis ◽  
Dimity Dornan ◽  
Anthony Hogan
Keyword(s):  
Hearing Loss ◽  
Early Intervention ◽  
Exploratory Study ◽  
Social Inclusion ◽  
Spoken Language ◽  
Children With Hearing Loss
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