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ABSTRACT INFORMATION
Title: 'EHDI Morphosyntactic Development' Track: 3 - Language Acquisition and Development Keyword(s): language assessment, preschool-age kids, morpheme development Learning Objectives: provide results from a recent study (Blaiser 2012) examining the performance of forty-seven preschool children with permanent hearing loss on the CELF-P2 describe findings from an item analysis showing that children with hearing loss have ongoing challenges with morphosyntactic development discuss implications for educational providers (i.e., speech-language pathologists and deaf educations) for interpretation of results and intervention strategies. Abstract: It is recommended that children with hearing loss are assessed using standardized assessments normed on hearing peers (Houston & Caraway, 2009; Joint Commission on Infant Hearing (JCIH), 2007). However, as these assessments are more commonly administered to children with hearing loss there is reason to further investigate the sensitivity of these assessments particularly in their ability to identify weaknesses specific to hearing loss. The Clinical Evaluation of Language Fundamentals – Preschool 2 (CELF-P2; Semel, Wiig, & Secord, 2004) has been found to be a valid tool for diagnosing language impairment in normal hearing children (Spaulding, Plante, & Farinella, 2006). However, this assessment has not been normed on children with hearing loss and the standardized assessment may not successfully identify areas of acoustic weakness that may exist in children with hearing loss, particularly as it relates to the form of language (such as syntax and morphology) (Spencer 2004). Standard and/or scaled scores alone may not provide the information needed to understand a child’s ability to hear across frequencies and to learn and accurately use morphosyntactic structures/information. This presentation will 1) provide results from a recent study (Blaiser 2012) examining the performance of forty-seven preschool children with permanent hearing loss on the CELF-P2; 2) describe findings from an item analysis showing that children with hearing loss have ongoing challenges with morphosyntactic development; and 3) discuss implications for educational providers (i.e., speech-language pathologists and deaf educations) for interpretation of results and intervention strategies. Contact Information: Kristina Blaiser kristina.blaiser@usu.edu (435) 797-9235 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
Angela Anderson - Primary Presenter Utah State University      Credentials: B.S.       Angie Anderson, B.S., is a Speech Language Pathologist graduate student at Utah State University. She is also enrolled in Utah State University’s Listening and Spoken Language emphasis. Angie has been working with Utah State University’s Sound Beginnings program for the past year.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Kristina Blaiser - Co-Presenter Idaho State University      Credentials: Ph.D., CCC-SLP       Kristina Blaiser, Ph.D., CCC-SLP, is an assistant professor of Speech-Language Pathology in the Department of Communication Sciences and Disorders at Idaho State University-Meridian. Dr. Blaiser has extensive experience leading early childhood education programs and evaluating the outcomes of children who are Deaf and Hard-of-Hearing. Her research interests include program evaluation and graduate training related to assessment and early intervention practices of children who are Deaf/Hard-of-Hearing. Dr. Blaiser’s recent work has focused on using telehealth to support families in early intervention. Kristina is the Program Development Manager for ASHA SIG 9: Hearing Loss and Hearing Disorders in Childhood, has served as a consultant for the National Center for Hearing Assessment and Management (NCHAM), and is Vice President for the OPTION Schools network.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - Has a Professional relationship for Board membership.