2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
<< BACK TO INSTRUCTIONAL SESSIONS
| Using the D-LEAT to Collect DHH Children’s Language Histories: A Hands-On Workshop
Using the D-LEAT to Collect DHH Children’s Language Histories: A Hands-On Workshop
According to the Joint Committee on Infant Hearing, the primary goal of the EHDI system is to facilitate language acquisition in deaf and hard-of-hearing (DHH) children. This is reflected in the CDC’s investment in a technical assistance center to help state EHDI programs monitor language outcomes. A crucial question for both EHDI systems and service providers concerns predictors of language outcomes. Regrettably, no state EHDI programs are currently tracking what is arguably the single most powerful predictor of language outcomes: access to language input. This is also a critical gap in most early intervention services. Therefore, the primary goal of this presentation is to introduce a method for characterizing a DHH child’s early access to language input, by using the DHH Language Exposure Assessment Tool (D-LEAT; Hall & De Anda, 2021, JSLHR). The structure of the workshop is described below. Participants are strongly encouraged to bring laptops.
Part 1 (60 min) reviews foundational concepts including what a language access profile is, how it differs from “communication mode”, the distinction between language exposure and language access, and the different categories of communicative input that the D-LEAT uses. Learning is assessed with two quizzes, and followed by discussion and a short (5 minute) break.
Part 2 (90 min) reviews the D-LEAT administration protocol and plays a recording of an example interview. (Example interviews are available in both English and ASL.) Learning is assessed with another short quiz, followed by discussion.
Long (meal?) break: 75 min
Part 3 (75 min) steps through the technical features of the D-LEAT spreadsheet, which is provided to participants at this point. Participants then follow along with another example interview (in English or ASL), to practice using the spreadsheet to enter responses, allowing time for troubleshooting and discussion. Learning is assessed by comparing the profile on the participants’ spreadsheets to the profile on the presenter’s spreadsheet. A brief (5 minute) break follows.
Part 4 (60 min) focuses on implementation, featuring comments from service providers and program administrators who have begun to incorporate the D-LEAT into their work with DHH children in EHDI-relevant contexts. In lieu of a learning assessment, participants have the opportunity to create an action plan to identify their next steps, followed by some closing remarks.
- Explain the rationale behind using language access profiles
- Describe the D-LEAT protocol and its technical features
- Identify potential applications of language access profiles in your context
Presentation:
3420032_15470MatthewHall.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Matthew Hall
(Primary Presenter), Temple University, matthall@temple.edu;
The overarching goal of Matt Hall’s research program is to maximize all d/Deaf children’s developmental potential. As an assistant professor of Communication Sciences & Disorders at Temple University, he applies knowledge from cognitive/developmental psychology and linguistics to questions that concern DHH children, their families, the professionals who serve them, and other stakeholders. He is particularly concerned with the paucity of evidence regarding language acquisition and psychological development in DHH children whose hearing parents have chosen to include ASL as part of their child’s access to language. In his reading of the literature, strong and contradictory claims have been made without sufficient empirical support. He is therefore committed to increasing the quality of the empirical evidence so that clinicians and families can make better-informed decisions.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Stephanie De Anda
(Co-Presenter), University of Oregon, sdeanda@uoregon.edu;
Stephanie De Anda, Ph.D. CCC-SLP, is an Assistant Professor in Communication Disorders and Sciences at the University of Oregon. Her research interests include understanding language acquisition in typically and atypically developing multilinguals. As a certified Speech-Language Pathologist, she strives to bridge research and clinical practice. Toward this end, her research questions are motivated by the need to provide a rich and strong evidence base from which clinicians, educators, and researchers can continue to serve families and their children.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -