2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
3/05/2019 | 4:20 PM - 4:45 PM | Narrative Skills in School-Age Children who are Hard of Hearing | DaVinci A/B
Narrative Skills in School-Age Children who are Hard of Hearing
The ability to effectively tell a story is a central component of language and a considerable predictor of academic success for children. Due to their reduced access to auditory-linguistic input, children who are hard of hearing (CHH) are at risk for delays in language development. Previous research suggests that CHH lag behind their peers with typical hearing in narrative language development, however, few studies focus specifically on children with mild-to-moderately-severe hearing loss. The current study examined multiple aspects of narrative skills and their underlying mechanisms in CHH compared to same-age hearing peers at 7 years of age and again in second grade. Our research aims addressed the following questions: 1) Are CHH delayed in their narrative skills compared to hearing peers? 2) Does degree of hearing loss have an impact on narrative skills? 3) How does working memory, vocabulary, and grammar impact narrative skills in CHH? 4) How do CHH compare to age-matched hearing peers on measures of mean length of utterance (MLU), total number of utterances, and correct production of high-frequency morphemes in their narrative productions? Results suggested that CHH showed deficits in both narrative comprehension and production. Children with moderate HL demonstrated performance most consistent with age-matched hearing peers. For CHH, verbal working memory, vocabulary size, and grammar skills were all positively correlated with narrative comprehension and oral narration scaled scores. After adjusting for shared variance, vocabulary size and grammar skills contributed unique variance to narrative comprehension and oral narration. Service providers should consider including narratives in assessment and intervention for school-age CHH. Strategies for assessment and intervention will be discussed.
- Compare narrative outcomes in children who are hard of hearing and children with typical hearing
- Identify predictors of narrative skills in children who are hard of hearing
- Identify assessment tools for narrative comprehension and production
Presentation:
This presentation has not yet been uploaded.
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Elizabeth Walker
(Primary Presenter), University of Iowa, Elizabeth-walker@uiowa.edu;
Elizabeth Walker, PhD, CCC-A/SLP is an associate professor in the Department of Communication Sciences and Disorders at the University of Iowa. Her research focuses on pediatric aural habilitation, specifically examining malleable factors that relate to individual differences in speech perception and language outcomes for children who are deaf or hard of hearing. For the past few years, she has been an investigator on several NIH-funded research grants, including the University of Iowa Cochlear Implant project, Outcomes of Children with Hearing Loss study, and Complex Listening in School Age Children who are Hard of Hearing.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with .
Nature: .
Nonfinancial -
No relevant nonfinancial relationship exists.
Kathryn Gabel
(Author), University of Iowa, kathryn-gabel@uiowa.edu;
Kathryn Gabel, BA, is a graduate student in the master's of arts program in the Department of Communication Sciences and Disorders at the University of Iowa, Iowa City, IA.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -
Mary Pat Moeller
(Author), Director, Center for Childhood Deafness, Language & Learning at Boys Town National Research Hospital , marypat.moeller@boystown.org;
Mary Pat Moeller, Ph.D. is the former Director of the Center for Childhood Deafness, Language & Learning and the Language Development Laboratory at Boys Town National Research Hospital in Omaha, Nebraska. Her research explores factors influencing the outcomes of children who are deaf or hard of hearing. She was co-principal investigator with J. Bruce Tomblin of an NIH-funded, prospective, multi-site, longitudinal study of spoken language development in children who are hard of hearing. Dr. Moeller conducted NIH-funded health communication research related to Newborn Hearing Screening and early intervention. She and her colleagues at Boys Town National Research Hospital developed parallel websites (www.babyhearing.org and www.audiciondelbebe.org) as part of their efforts to disseminate information on early identification. Dr. Moeller has published and lectured internationally on topics related to developmental outcomes and early intervention practices for children who are deaf or hard of hearing.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -