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ABSTRACT INFORMATION
Title: 'Auditory Skill Development of Toddlers with Permanent Bilateral Hearing Loss ' Track: 3 - Language Acquisition and Development Keyword(s): ASC, auditory skills Learning Objectives: Determine performance of toddlers with permanent bilateral hearing loss on the ASC as a function of degree of hearing loss, cognitive status and maternal level of education. Abstract: Currently there is little data on the auditory skills of children birth to three years with various degrees of hearing loss. While the Cincinnati Auditory Skills Checklist (ASC) has been used to describe the auditory skills of children with cochlear implants, it has not been used to describe the skills of children using hearing aids. The purpose of this study is to determine the item-by-item performance on the ASC of toddlers aged two to three years with permanent bilateral hearing loss as a function of degree of loss, cognitive status and maternal level of education. Performance on the ASC items will be analyzed for all subjects at each age the checklist was administered. Degree of hearing loss will be categorized as hard of hearing, with thresholds between mild and moderate-severe, and deaf, with thresholds between severe and profound. Cognitive status will be determined using the most recent Child Development Inventory (CDI) score while maternal level of education will be documented as highest grade completed. Descriptive statistics will determine the mean and standard deviation scores for each of the 35 ASC items. The relationships of degree of hearing loss, cognitive status and maternal level of education will be investigated through statistical analyses, including multiple regression and repeated measures analysis. It is expected that toddlers in the deaf category, toddlers with low CDI scores and those whose mothers did not complete the 12th grade will demonstrate the lowest performance on the ASC. The results of this study will provide insight into the auditory skills of toddlers with various degrees of hearing loss and may also be used to adapt intervention to the hard of hearing/deaf population’s specific deficits to maximize progress. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
Alison Meagher - Primary Presenter,Author,POC SLHS University of Colorado at Boulder      Credentials: BA       Alison Meagher is a fourth year AuD student at the University of Colorado at Boulder. Her research interests include speech/language development in children with developmental disabilities and hearing loss as well as bilingualism. She is a past chapter president of the Student Academy of Audiology (SAA) and a past member of the national SAA Humanitarian Committee. Her fourth year externship is at the Marion Downs Center.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Christine Yoshinaga-Itano - 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 - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Allison Sedey - Author University of Colorado-Boulder      Credentials: Ph.D., CCC-SLP, CCC-A      Other Affiliations: Colorado School for the Deaf and the Blind       Allison Sedey is a speech pathologist, audiologist, and research associate. She works for the University of Colorado-Boulder and the Colorado School for the Deaf and the Blind tracking speech and language outcomes of children who are deaf or hard of hearing between birth and 3 years of age throughout the state of Colorado. She is currently managing a project (NECAP) that involves establishing a national database of language outcomes for children with hearing loss from birth to 4. As part of this project she is assisting interested states in implementing statewide outcomes assessment.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.