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Purpose: This study sought to (a) characterize the demographic, audiological, and intervention variability in a population of Deaf and Hard of Hearing (DHH) children receiving state services for hearing loss; (b) identify predictors of vocabulary delays; and (c) evaluate factors influencing the success and timing of early identification and intervention efforts at a state level. Method: One hundred DHH infants and toddlers (aged 4–36 months) enrolled in early intervention completed the MacArthur–Bates Communicative Development Inventories, and detailed information about their audiological and clinical history was collected. We examined the influence of demographic, clinical, and audiological factors on vocabulary outcomes and early intervention efforts. Results: We found that this sample showed spoken language vocabulary delays (production) relative to hearing peers and showed room for improvement in rates of early diagnosis and intervention. These delays in vocabulary and early support services were predicted by an overlapping subset of hearing-, health-, and home-related variables. Conclusions: In a diverse sample of DHH children receiving early intervention, we identify variables that predict delays in vocabulary and early support services, which reflected both dimensions that are immutable, and those that clinicians and caretakers can potentially alter. We provide a discussion on the implications for clinical practice. Supplemental Material: https://doi.org/10.23641/asha.19449839
Purpose: This study sought to (a) characterize the demographic, audiological, and intervention variability in a population of Deaf and Hard of Hearing (DHH) children receiving state services for hearing loss; (b) identify predictors of vocabulary delays; and (c) evaluate factors influencing the success and timing of early identification and intervention efforts at a state level. Method: One hundred DHH infants and toddlers (aged 4–36 months) enrolled in early intervention completed the MacArthur–Bates Communicative Development Inventories, and detailed information about their audiological and clinical history was collected. We examined the influence of demographic, clinical, and audiological factors on vocabulary outcomes and early intervention efforts. Results: We found that this sample showed spoken language vocabulary delays (production) relative to hearing peers and showed room for improvement in rates of early diagnosis and intervention. These delays in vocabulary and early support services were predicted by an overlapping subset of hearing-, health-, and home-related variables. Conclusions: In a diverse sample of DHH children receiving early intervention, we identify variables that predict delays in vocabulary and early support services, which reflected both dimensions that are immutable, and those that clinicians and caretakers can potentially alter. We provide a discussion on the implications for clinical practice. Supplemental Material: https://doi.org/10.23641/asha.19449839
Purpose: Given the critical influence of professionals' beliefs on practice, this pilot study was designed to investigate the extent to which the Beliefs and Attitudes in Deaf Education (BADE) scale ( Clark et al., 2013 ) could offer insight into the influence of a course in cued speech (CS) on preservice teachers' attitudes and beliefs. Method: This study used a retrospective pretest/posttest design. Before the course, participants responded to a brief demographic questionnaire and then completed the BADE. At the conclusion of the course, they took a retrospective BADE postsurvey. Results: Results indicated shifts in perspectives across the instructional approaches examined. Additionally, we found that our cross-perspectives analysis of the data brought researcher bias to the fore in enlightening ways, highlighting the value of collaborative research in our field. Conclusions: As a pilot study of the use of the BADE to investigate the ways in which a course in CS can influence preservice professionals' attitudes and beliefs, this investigation has revealed that a single course in the approach can influence students' perspectives not only on CS but also on a range of instructional approaches used in deaf education. As an unintended case study on the ways in which researcher bias influences empirical investigations, this investigation holds promise as a means of shining a spotlight on epistemological issues that are often discussed but rarely empirically analyzed in our field.
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