18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
| Outcomes of Children who are Deaf or Hard of Hearing at Carle Auditory Oral School
The Joint Commission on Infant Hearing recommends the 1-3-6 model of early identification and early intervention to minimize the negative effects of untreated childhood hearing loss. At the Carle Auditory Oral School (CAOS) children who are deaf or hard of hearing (birth – 8 years) receive intervention to develop listening and spoken language with the goal of attending mainstream educational programs by first grade. A team of professionals including early interventionists, teachers of the deaf, speech-language pathologists, audiologists, and otologists, provides individualized intervention to children at CAOS following a family-centered approach.
In this poster speech, language, and academic outcomes of the children who attended CAOS from 2004 to 2017 (n = 50) will be presented. In addition to examining individual outcomes, growth trajectories of four prototypical student profiles will be shared, 1) Diagnosis and intervention before 18 months, no additional impacting factors, 2) Diagnosis and intervention before 18 months, additional impacting factors present, 3) Diagnosis and intervention between 18 to 48 months, no additional impacting factors, 4) Diagnosis and intervention between 18 to 48 months, additional impacting factors present. (“Additional impacting factors” include child factors such as presence of additional disabilities, and environmental factors such as bilingual home environments.) Preliminary analyses indicate that by age five, a majority of children who attended CAOS, including some who had additional impacting factors had language and academic scores within the average range.
- Review developmental trajectories of children who are deaf or hard of hearing who receive intervention before 18 months
- Review developmental trajectories of children who are deaf or hard of hearing who receive intervention after 18 months
- Examine child factors, environmental factors, and intervention factors that impact long-term speech, language, and academic outcomes
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(), Carle Auditory Oral School, firstname.lastname@example.org;
Uma Soman is an educator of students who are deaf, LSLS mentor, and deaf-education researcher. She received her doctoral degree from Vanderbilt University in 2017, through the National Leadership Consortium in Sensory Disabilities Fellowship (2010-2014), her Masters in Education of the Deaf from Smith College/Clarke School for the Deaf in 2002., and is also Listening and Spoken Language Specialist Auditory Verbal Educator (LSLS Cert AVEd). Dr. Soman is the Outreach Coordinator at Carle Auditory Oral School in Urbana, IL, and works with students who are deaf or hard of hearing their families, and their educational teams in mainstream school environments. She also trains and mentors professionals pursuing listening and spoken language specialist certification in USA and India. Dr. Soman’s research focuses on language, academic, and social outcomes of children who are deaf or hard of hearing. She is an active member of Alexander Graham Bell Association, and OPTION Schools.
Financial - Receives Salary for Employment from Carle Hospital Foundation. Receives Salary for Employment from Carle Hospital Foundation.
Nonfinancial - No relevant nonfinancial relationship exist.
(), Carle Auditory Oral School, email@example.com;
Danielle Chalfant, M.A., CCC-A, is a teacher of the deaf, audiologist, and the Director of Carle Auditory Oral School. She has a Bachelors degree in Deaf Education from Mac Murray College and Masters degree in Audiology from the University of Minnesota. For the past 18 years, she has worked with children and families who attended the CAOS program. Danielle has been a strong advocate for numerous children who are deaf or hard of hearing and their families.