Communication outcomes of children with permanent hearing loss developing speaking and signing concurrently: A review

Kumar, Saravana; Young, Gretchen; James, Deborah G. H.

doi:10.1080/17549500802635624

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…The question of the contribution of sign language to the development of spoken language remains elusive, and there has been little growth in studies that include comparator groups since previous reviews. 51,52 Despite strong conclusions based on expert opinion and intervention results without comparator groups, this review indicates that very limited, and hence insufficient, evidence exists to determine whether adding sign language to spoken language is more effective than spoken language intervention alone to foster oral language acquisition.…”

Section: Implications For Practicementioning

confidence: 99%

Sign Language and Spoken Language for Children With Hearing Loss: A Systematic Review

et al. 2016

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CONTEXT: Permanent hearing loss affects 1 to 3 per 1000 children and interferes with typical communication development. Early detection through newborn hearing screening and hearing technology provide most children with the option of spoken language acquisition. However, no consensus exists on optimal interventions for spoken language development. OBJECTIVE:To conduct a systematic review of the effectiveness of early sign and oral language intervention compared with oral language intervention only for children with permanent hearing loss.DATA SOURCES: An a priori protocol was developed. Electronic databases (eg, Medline, Embase, CINAHL) from 1995 to June 2013 and gray literature sources were searched. Studies in English and French were included. STUDY SELECTION:Two reviewers screened potentially relevant articles. DATA EXTRACTION:Outcomes of interest were measures of auditory, vocabulary, language, and speech production skills. All data collection and risk of bias assessments were completed and then verified by a second person. Grades of Recommendation, Assessment, Development, and Evaluation (GRADE) was used to judge the strength of evidence. RESULTS:Eleven cohort studies metinclusion criteria, of which 8 included only children with severe to profound hearing loss with cochlear implants. Language development was the most frequently reported outcome. Other reported outcomes included speech and speech perception.LIMITATIONS: Several measures and metrics were reported across studies, and descriptions of interventions were sometimes unclear.CONCLUSIONS: Very limited, and hence insufficient, high-quality evidence exists to determine whethersign language in combination with oral language is more effective than oral language therapy alone. More research is needed to supplement the evidence base. Ottawa, Ottawa, Ontario, Canada; b Children's Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada; c Centre for Practice-Changing Research, Ottawa Hospital Research Institute, Ottawa, Ontario, Canada; d Translational Research in Biomedicine Graduate Program, University of Split School of Medicine, Split, Croatia; f Consultant, Moncton, New Brunswick; g Audiology Clinic, Children's Hospital of Eastern Ontario, Ottawa, Ontario, Canada; and h Voice for Hearing-Impaired Children, Toronto, Ontario, Canada Dr Fitzpatrick conceptualized the project, fi nalized the protocol, was involved in all stages of the analysis and interpretation, wrote the fi rst draft of this manuscript, and is the study guarantor; Ms Hamel and Ms Pratt were involved in screening articles and extracted data; Ms Hamel conducted the quality assessment; Ms Hamel, Ms Pratt, Ms Stevens, and Dr Moher provided input into the fi nal manuscript; Ms Stevens contributed to the development of the methods, oversaw the screening, Early detection of permanent childhood hearing loss through population-based newborn screening has become standard care in much of the world. Expectations are that early intervention through hearing technolog...

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Section: Implications For Practicementioning

confidence: 99%

Sign Language and Spoken Language for Children With Hearing Loss: A Systematic Review

et al. 2016

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“…However, the way this goal is achieved ‘is pragmatic and involves the choice of whichever communication option is the most effective at a particular time’ (Wheeler et al, 2009: 58). There is very little high quality evidence to advise professionals as to which communication options are best for individual children (Kumar et al, 2009). …”

Section: Introductionmentioning

confidence: 99%

Multilingual children with hearing loss: Factors contributing to language use at home and in early education

Crowe

McKinnon

McLeod

et al. 2013

Child Language Teaching and Therapy

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Understanding the relationship between children’s cultural and linguistic diversity and child, caregiver, and environmental characteristics is important to ensure appropriate educational expectations and provisions. As part of the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study, children’s caregivers and educators completed questionnaires on demographic characteristics, including the communication mode (oral, manual, or mixed) and languages used in home and early educational environments. This article reports an exploratory analysis to examine factors associated with language use and communication mode of children at 3 years of age. A Chi Square Automatic Interaction Detector (CHAID) analysis was performed on data from 406 children to examine factors influencing communication mode and oral language use. The factor that most influenced children’s communication mode at home was the communication mode used by their female caregiver. Children’s communication mode in their early education environment was most related to the communication mode they used at home, and then related to the presence of additional needs in the children, female caregivers’ level of education and the male caregivers’ use of languages other than English (LOTEs). A second exploratory CHAID analysis of data for children from multilingual families (n = 106) indicated that female caregivers’ use of English at home significantly influenced whether children used a LOTE at home. Finally, the use of a LOTE at home was associated with the use of a LOTE in the early education environment. These findings serve as an initial description of the factors that were associated with the communication mode and language use of children with hearing loss.

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Interventions for Multilingual Children With Hearing Loss

Guiberson

Crowe

2018

Topics in Language Disorders

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The aim of this article was to (1) provide a scoping review of the literature addressing speech, auditory, language, and literacy interventions in multilingual children with hearing loss, and (2) identify future research directions. The search conducted for this scoping review yielded a total of 27 sources describing 58 intervention approaches for a range of grade levels (from preschool age through school age). The majority of interventions were obtained from sources describing children with hearing loss (n = 35), followed by multilingual children (n = 32), multilingual children with additional needs (n = 22), and finally multilingual children with hearing loss (n = 17). The scope of the interventions identified and the strength of intervention recommendations are discussed. This scoping review identified a number of compelling and promising research-based interventions from the best available evidence currently available, and this review confirmed the need for more intervention studies with multilingual children with hearing loss.

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Communication outcomes of children with permanent hearing loss developing speaking and signing concurrently: A review

Cited by 3 publications

References 7 publications

Sign Language and Spoken Language for Children With Hearing Loss: A Systematic Review

Sign Language and Spoken Language for Children With Hearing Loss: A Systematic Review

Multilingual children with hearing loss: Factors contributing to language use at home and in early education

Interventions for Multilingual Children With Hearing Loss

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