Oral Communication Skills of Children Who Are Hard of Hearing

Elfenbein, Jill L.; Hardin-Jones, Mary; Davis, Julia M.

doi:10.1044/jshr.3701.216

Cited by 117 publications

(92 citation statements)

References 20 publications

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“…[12][13][14][15][16][17] Findings of suboptimal academic skills have been reported in school age children with mild bilateral HL. [27][28][29][30][31][32][33][34][35] Other investigators have reported delayed development of vocabulary and speech skills in children with unilateral HL. 36,37 Although it has been reported that children with unilateral rightsided HL have poorer performance on verbal tests than children with left ear unilateral HL, 16 our cohort was too small and diverse to test this hypothesis.…”

Section: Discussionmentioning

confidence: 99%

Expressive vocabulary of children with hearing loss in the first 2 years of life: impact of early intervention

et al. 2010

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Objective: The aim of this study was to determine the expressive vocabulary of children with hearing loss (HL) enrolled in early intervention (EI) p3 vs >3 months in the first 24 months and to compare with hearing controls. It was hypothesized that the number of words produced would be higher for children with HL enrolled in EI p3 vs >3 months.Study Design: This is a prospective longitudinal matched cohort study.Result: The children with HL produced fewer words than the children with hearing. In addition, children with HL enrolled in EI p3 months had a larger expressive vocabulary percentile score compared with children with HL enrolled >3 months. Children with mild HL enrolled in EI p3 months had the greatest growth in vocabulary between 12 to 16 and 18 to 24 months. Conclusion:Although multiple factors are associated with expressive vocabulary growth of children with HL, enrollment in EI p3 months has sustained beneficial effects on expressive vocabulary at 18 to 24 months.

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Section: Discussionmentioning

confidence: 99%

Expressive vocabulary of children with hearing loss in the first 2 years of life: impact of early intervention

et al. 2010

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“…In another study, Elfenbein et al 49 examined the oral language skills of school-aged children with varying degrees of hearing loss. Children with mild hearing loss and those with normal hearing had similar semantic and syntactic skills.…”

Section: Speech Language and Auditory Characteristics Of Children Wmentioning

confidence: 99%

Unilateral and Mild Bilateral Hearing Loss in Children: Past and Current Perspectives

Tharpe

2008

Trends in Amplification

161

122

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Since the early 1980s, audiologists have become increasingly aware of the potential effect of even mild degrees of hearing loss on the psychoeducational and psychosocial outcomes of children. This review describes some of the key research findings during the past several decades that have led us to our current thinking about unilateral and mild bilateral hearing loss in children. The first section addresses unilateral hearing loss. This is followed by a review of the literature on mild bilateral hearing loss. Specifically, the issues addressed include the significance of permanent mild degrees of hearing loss on children's psychoeducational and psychosocial development and the speech, language, and auditory characteristics of children with mild degrees of hearing loss. Finally, some recommendations regarding the direction of future research are offered. This review is followed by 2 articles summarizing the proceedings of a 2005 workshop convened by the Centers for Disease Control and Prevention (CDC), Early Hearing Detection and Intervention (EHDI) program, and the Marion Downs Hearing Center to address concerns about the underidentification of—and professionals' apparent lack of awareness of—permanent unilateral and minimal to mild hearing loss in children. 56,57

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“…1,2 Advocates of early intervention emphasize the importance of maximizing sensitive periods of development to prevent the communication, language, and literacy delays frequently observed in children with mild to moderate/severe losses [3][4][5][6][7] and those with severe to profound losses. 8 -13 Early detection and intervention are believed to be critical steps toward proactive management of these children.…”

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confidence: 99%

Early Intervention and Language Development in Children Who Are Deaf and Hard of Hearing

2000

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ABSTRACT.Objective. The primary purpose of this study was to examine the relationship between age of enrollment in intervention and language outcomes at 5 years of age in a group of deaf and hard-of-hearing children.Method. Vocabulary skills at 5 years of age were examined in a group of 112 children with hearing loss who were enrolled at various ages in a comprehensive intervention program. Verbal reasoning skills were explored in a subgroup of 80 of these children. Participants were evaluated using the Peabody Picture Vocabulary Test and a criterion-referenced measure, the Preschool Language Assessment Instrument, administered individually by professionals skilled in assessing children with hearing loss. A rating scale was developed to characterize the level of family involvement in the intervention program for children in the study.Results. A statistically significant negative correlation was found between age of enrollment and language outcomes at 5 years of age. Children who were enrolled earliest (eg, by 11 months of age) demonstrated significantly better vocabulary and verbal reasoning skills at 5 years of age than did later-enrolled children. Regardless of degree of hearing loss, early-enrolled children achieved scores on these measures that approximated those of their hearing peers. In an attempt to understand the relationships among performance and factors, such as age of enrollment, family involvement, degree of hearing loss, and nonverbal intelligence, multiple regression models were applied to the data. The analyses revealed that only 2 of these factors explained a significant amount of the variance in language scores obtained at 5 years of age: family involvement and age of enrollment. Surprisingly, family involvement explained the most variance after controlling for the influence of the other factors (r ‫؍‬ .615; F change ‫؍‬ 58.70), underscoring the importance of this variable. Age of enrollment also contributed significantly to explained variance after accounting for the other variables in the regression (r ‫؍‬ ؊.452; F change ‫؍‬ 19.24). Importantly, there were interactions between the factors of family involvement and age of enrollment that influenced outcomes. Early enrollment was of benefit to children across all levels of family involvement. However, the most successful children in this study were those with high levels of family involvement who were enrolled early in intervention services. Lateidentified children whose families were described as limited or average in involvement scored >2 standard deviations below their hearing peers at 5 years of age. Even in the best of circumstances (eg, early enrollment paired with high levels of family involvement), the children in this study scored within the low average range in abstract verbal reasoning compared with hearing peers, reflecting qualitative language differences in these groups of children.Conclusions. Consistent with the findings of Yoshinaga-Itano et al, 1 significantly better language scores were associated with early enrollment in i...

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Oral Communication Skills of Children Who Are Hard of Hearing

Cited by 117 publications

References 20 publications

Expressive vocabulary of children with hearing loss in the first 2 years of life: impact of early intervention

Expressive vocabulary of children with hearing loss in the first 2 years of life: impact of early intervention

Unilateral and Mild Bilateral Hearing Loss in Children: Past and Current Perspectives

Early Intervention and Language Development in Children Who Are Deaf and Hard of Hearing

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