2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
| Working Memory and Language Gaps in DHH Children who Utilize Listening and Spoken Language
Working Memory and Language Gaps in DHH Children who Utilize Listening and Spoken Language
Historically, outcomes of deaf and hard of hearing (DHH) children who utilize listening and spoken language (LSL) as their primary communication modality have displayed great variability in language, academic, and social emotional development. Studies examining factors related to the longitudinal outcomes of DHH children are critical for theoretical and educational purposes. Many have investigated language outcomes of small samples of DHH children (e.g. Tomblin et al., 2005; Inscoe et al., 2009; Castellanos et al., 2016; Rudge et al., 2022). The working memory delay and poor recall of young DHH children continues to be explored (e.g. Kronenberger et al., 2013; Beer et al., 2014; Nittrouer et al., 2017; Romano et al., 2021). However, this study closely examines longitudinal aggregate data to define the relationship between individual demographic factors in DHH children and their performance in working memory as well as receptive and expressive language. Inclusion criteria consisted of DHH children from all OPTION programs between the ages of 3;0 to 5;11 years who use hearing technology and have working memory and language scores from the CELF-P2 (Clinical Evaluation of Language Fundamentals-Preschool, Second Edition; Semel et al., 2004), receptive vocabulary scores from the Receptive One-Word Picture Vocabulary Test - Fourth Edition (ROWPVT-4; Martin & Brownell, 2011), expressive vocabulary scores from Expressive One-Word Picture Vocabulary Test - Fourth Edition (EOWPVT-4; Martin & Brownell, 2011), and demographic data. This study’s data were extracted from DHH children’s assessments administered and demographics collected between the 2011 and 2022 academic years. Expanding findings from previous research using this sample of DHH children is critical for their development. The findings highlighted the complexity of early childhood development among the DHH preschool population. Educational and clinical implications will be explored.
- The participant will be able to define and assess working memory, receptive language, and expressive language in DHH preschool children who use listening and spoken language.
- The participant will be able to identify group differences in working memory, receptive language, and expressive language of DHH preschool children, based on caregiver education, number of siblings, hearing technology, age of intervention, and home language.
- The participant will be able to reduce variation in the working memory and language outcomes of DHH children through improving quality of services.
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Presenters/Authors
Mona Oster
(Co-Author), Listen and Talk, monao@listentalk.org;
Mona Oster holds a M.A. in Early Intervention in Deaf Education from Fontbonne University (St. Louis, MO) and a Ph.D. in Developmental Psychoacoustics from the University of Washington (Seattle, WA). She currently works at Listen and Talk in Seattle, where she supports families of children with hearing loss and their teachers, as well as investigates hearing development in children with hearing loss.
ASHA DISCLOSURE:
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Nonfinancial -
AAA DISCLOSURE:
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Elaine Smolen
(Co-Presenter), Teachers College, Columbia University, elaine.smolen@gmail.com;
Elaine Smolen, PhD, CED, LSLS Cert. AVEd, is a Visiting Assistant Professor in the Special Education: Deaf and Hard of Hearing program at Teachers College, Columbia University. Her research work centers around language and literacy development for young deaf and hard of hearing children who use listening and spoken language. Smolen received her PhD in deaf and hard of hearing education from Columbia as a National Leadership Consortium in Sensory Disabilities scholar. An experienced teacher of the deaf and certified Listening and Spoken Language Specialist, Smolen has served young children with hearing loss and their families as a head classroom teacher and in an itinerant role. She holds teaching certification in the areas of deaf education, elementary education, and English.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Teachers College, Columbia University.
• Receives Salary for Employment from University of Connecticut.
Nonfinancial -
• Has a Personal (hard of hearing, wears hearing aids)
relationship for Other volunteer activities.
AAA DISCLOSURE:
Financial -
Financial relationship with Teachers College, Columbia University
University of Connecticut.
Nature: hard of hearing, wears hearing aids.
Nonfinancial -
No relevant nonfinancial relationship exists.
Maria Hartman
(Co-Presenter), Teachers College, Columbia University, mch33@columbia.edu;
Maria Hartman, Ph.D., is a NYS certified Teacher of the Deaf and Hard of Hearing with many years of classroom teaching experience. She is currently a lecturer and the director of the the Program of Education of the Deaf and Hard of Hearing at Teachers College, Columbia University.
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.
Brynne Powell
(Primary Presenter), Teachers College, Columbia University, bp2628@tc.columbia.edu;
Brynne Powell is currently pursuing her PhD in deaf education at Teachers College, Columbia University. Prior to beginning her doctoral studies, she worked as a teacher of the deaf in both public school and OPTION school settings, mostly with preschool-age deaf and hard of hearing children and their families. Brynne received a master’s degree in deaf education from Smith College as well as a Master of Public Health degree from Loyola University Chicago, specializing in public policy and management. Her research interests include theory of mind and social emotional development in deaf and hard of hearing children, spoken language acquisition, caregiver involvement in education, and federal and state policy regarding deaf and hard of hearing education.
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.
Ronda Rufsvold
(Co-Author), CCHAT Center, rondarufsvold@gmail.com;
Ronda Rufsvold, Ph.D., LSLS Cert AVEd, a certified teacher of the deaf and listening and spoken language specialist, earned her BS in Speech Language Pathology from University of the Pacific in Northern California and MEd in Special Education from University of San Diego/John Tracy Clinic. She completed her Ph.D. in Deaf and Hard of Hearing From Columbia University in NYC. She is currently a special education administrator in Northern California.
ASHA DISCLOSURE:
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Nonfinancial -
AAA DISCLOSURE:
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Nonfinancial -