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ABSTRACT INFORMATION
Title: 'Intervention Efficacy: What does intervention really look like?'
Track: 9 - Program Evaluation and Quality Improvement
Keyword(s): LENA (Language Environment Analysis), intervention efficacy, early intervention, therapy, preschool
Learning Objectives:
  1. Participants will be able to describe how LENA (Language Environment Analysis) can be used to quantify intervention.
  2. Participants will be able to consider whether LENA (Language Environment Analysis) may be a useful tool for evaluating or measuring program improvement within their own state.

Abstract:
With the advent of universal newborn infant screening, many children with hearing loss are able to attain speech and language skills commensurate to age-matched hearing peers. Therapy targeting speech, language, and/or auditory skills is typically a component of treatment program during the birth to 3 years. This study is an initial investigation into quantitatively describing the characteristics of this intervention using LENA (Language Environment Analysis). The preschool setting and therapy setting will be discussed. The first study demonstrates benefit of access to summer preschool services for children with hearing loss. In general, it is difficult to demonstrate language change over a short period of time on standardized tests that are designed to be administered annually. However, use of LENA proved to be a powerful tool in documenting the language environment of the preschool and home. Within a single day, the language stimulation that occurred during the preschool experience was equivalent to the average language stimulation that a hearing child is exposed to in a 10-16 hour day. For the children in the most enriched home language environments, preschool allowed them to double their amount of access to spoken language and that in turn, doubled their conversational turns and their child vocalizations. Results indicate that summer educational programs can significantly increase amount of language exposure. The second study uses LENA and demonstrates that it is a promising tool to characterize therapy sessions by number of adult word count, child word count, and conversational turns of a therapy session. Two specific models with preliminary data will be presented. First, we will consider the characteristics of a master clinician as compared to a novice clinician. Second, we will consider whether LENA can quantify the impact of continuing education.
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PRESENTER(S) / AUTHOR(S) INFORMATION
Mallene Wiggin - POC,Primary Presenter,Co-Presenter,Author
University of Colorado-Boulder
     Credentials: M.A., CCC-SLP
      Mallene Wiggin received her Bachelor of Science degree in Communication Sciences and Disorders from University of the Pacific. She continued her studies at University of Kansas and earned her Master of Arts degree in Speech Pathology. Mallene specialized in children with hearing impairment and worked in cochlear implant centers, early intervention, and educational settings prior to returning to pursue her Ph.D. at University of Colorado, Boulder. Her research interests include speech, language and auditory development in young children with cochlear implants.
      ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.
Christine Yoshinaga-Itano - Co-Presenter,Author
University of Colorado-Boulder
     Credentials: Ph.D., CCC-A, CED
     Other Affiliations: Marion Downs Center, Institute of Cognitive Science
      Dr. Christine Yoshinaga-Itano is a Research Professor in the Department of Speech, Language and Hearing Sciences, faculty of the Institute of Cognitive Science, Center for Neurosciences at the University of Colorado, Boulder, Department of Otolaryngology and Audiology at the University of Colorado, Denver and the Marion Downs Center. In 1996 she developed the Marion Downs National Center. Since 1996, Dr. Yoshinaga-Itano has assisted many state departments of education and public health agencies, schools for the deaf and blind, and early intervention programs throughout the United States and its territories. In addition, she has served as a consultant for many countries currently developing their early hearing detection and intervention programs, including the United Kingdom, Canada, Australia, New Zealand, Japan, China, Korea, Belgium, Poland, Spain, Austria, Denmark, Sweden, Norway, Netherlands, Mexico, Chile, Argentina, Brazil, Thailand, Philippines, and South Africa.
      ASHA DISCLOSURE:

Financial - Receives Other financial benefit for Membership on advisory committee or review panels,Other activities from grant recipient from AUCD/CDC.  

Nonfinancial -