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ABSTRACT INFORMATION
Title: 'Speech Perception Performance in Preschool Children Utilizing the Phonetically Balanced Kindergarten (PBK) Test' Track: 4 - Early Intervention Keyword(s): Learning Objectives: Abstract: • With early intervention, children with hearing loss are demonstrating gains on vocabulary and language measures. More research is needed to learn of the variables that influence performance on speech perception change over time for specifically preschool-age children using hearing technology, and guidance for test-selection criteria protocols. More research is needed on evidence for 'best practices' for children with hearing loss. This study explored how the Phonetically Balanced Kindergarten (PBK) speech perception test can be used with preschool-aged children as: a tool in the clinical setting, a tool to explore the factors related to their changes in speech perception performance, for collaboration purposes. This study investigated speech perception performance of 18 preschool children using hearing aids and/or cochlear implants over time. Speech perception performance was measured using the PBK every three months over the course of one year. A repeated measures ANOVA was used to determine differences over time. Results offer additional guidance on the clinical value of using open-set speech perception tests such as the PBK with younger populations of children. To optimize speech/language development, evaluating speech perception performance prior to when a child can provide specific feedback on hearing technology may be the most critical time for ongoing monitoring and validation of hearing technology. The PBK was sensitive to change which drove collaboration with the team. If a preschool child is given an open-set speech perception test, it can track progress as vocabulary and production ability improves. It can be used as a monitoring tool for a longer period of time to better reveal any changes and drive the implementation of collaboration and the needed intervention. 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
Haleigh White - POC,Primary Presenter,Author Utah State University      Credentials: Haleigh White is a doctoral student of audiology at Utah State University.       Haleigh White is a doctoral student of audiology at Utah State University.       ASHA DISCLOSURE: Financial - Nonfinancial - Kristina Blaiser - Author 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.   Karen Muñoz - Author Utah State University      Credentials: Ed.D., CCC-A      Other Affiliations: Utah State University             ASHA DISCLOSURE: Financial - Nonfinancial - Elizabeth Preston - Author Utah State University      Credentials: AuD      Other Affiliations: Utah State University       Elizabeth Preston, AuD, is an assistant clinical professor and pediatric audiologist at Utah State University. She provides direct services (diagnostic assessment, amplification, cochlear implant mapping, and newborn hearing screening), provides graduate student supervision, and teaches the Electrophysiology course. She also serves the children enrolled in Sound Beginnings, an auditory oral early intervention program and preschool for children who have hearing loss at USU. In this role, she collaborates closely with the teacher's and the speech language pathologists to provide comprehensive and coordinated services.       ASHA DISCLOSURE: Financial - Nonfinancial -