17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
| Language Sampling Trends of Professionals who Specialize in Serving Children who are DHH
Language Sampling Trends of Professionals who Specialize in Serving Children who are DHH
Language sampling can be an invaluable tool for speech-language pathologists to assess the communicative outcomes of children who are Deaf/Hard-of-Hearing (DHH). This is important as, in isolation, norm referenced assessments are not sensitive to identify error patterns in the use or omission of high frequency noun and verb morphology, errors that are common in children who are DHH. However, a recent study reports that professionals who work with children who are DHH do not frequently use language sampling and most often use standardized assessments and checklists to evaluate and monitor progress of children with cochlear implants (Neuss et al., 2013).
Participants (n=153; 91.6%) in this study reported that they use language sampling as a part of their intervention when working with children who are DHH. Despite this, approximately half (n=63; 51.2%) of participants reported using norm-referenced testing most often when evaluating language of children who are DHH. Participants overwhelmingly agreed that they found language samples useful with the populations they serve (n=130; 94.9%) and that they could offer information that norm-referenced assessments could not provide (n=133; 97.1%), despite them being most popularly used for evaluation of children who are DHH. Despite these advantages, they were least likely to use information obtain from language samples to determine eligibility of services (n=27; 23.0%).
Results from the current study reflect that most respondents believe language samples offer a unique look into a child’s language development and abilities. Despite professionals’ frequent use of language samples to evaluate language abilities and monitor progress, the lack of standardization may contribute to the increased use of norm-referenced testing to determine eligibility for children who are DHH. It is proposed that these results may help establish a standardized language sample protocol that would guide practices in the use of language samples with children who are DHH.
- Identify common language sample practices of professionals who work with children who are Deaf/Hard-of-Hearing (DHH)
- Identify how professionals are using information gained from language samples
- Propose clinical utility and a protocol for language samples for clinicians to use with children with hearing loss
Presentation:
15805_8029MeganShannahan.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Kristina Blaiser
(), Idaho State University, Kristina.Blaiser@isu.edu;
Kristina Blaiser, Ph.D., CCC-SLP, is
a Professor of Speech-Language Pathology in the Department of Communication Sciences and Disorders and directs the HATCH (Helping Adults Talk to Children) Lab at Idaho State University. 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 Coordinator for ASHA SIG 9: Hearing Loss and Hearing Disorders in Childhood.
ASHA DISCLOSURE:
Financial -
Receives Grants for Independent contractor from Oberkotter foundation.
Receives Grants for Independent contractor from Oberkotter foundation.
Receives Grants for Independent contractor from Oberkotter foundation.
Receives Grants for Independent contractor from Oberkotter foundation.
Receives Grants for Independent contractor from Oberkotter foundation.
Receives Grants for Independent contractor from Oberkotter foundation.
Receives Grants for Independent contractor from Oberkotter foundation.
Receives Grants for Independent contractor from Oberkotter Foundation.
Receives Grants for Independent contractor from Oberkotter Foundation.
Receives Grants for Independent contractor from Oberkotter Foundation.
Nonfinancial -
Has a Professional
relationship for Board membership.
Has a Professional
relationship for Board membership.
Has a Professional
relationship for Board membership.
Has a Professional,Other relationship (Advisory board member)
relationship for Board membership.
Has a Professional,Other relationship (Advisory board member)
relationship for Board membership.
Has a Professional,Other relationship (Advisory board member)
relationship for Board membership.
Has a Professional,Other relationship (Advisory board member)
relationship for Board membership.
Has a Professional,Other relationship (Advisory board member)
relationship for Board membership.
Has a Professional,Other relationship (Advisory board member)
relationship for Board membership.
Has a Professional,Other relationship (Advisory board member)
relationship for Board membership.
Megan Shannahan
(), The Children's Therapy and Learning Center , shanmega@isu.edu;
Megan Shannahan, MS, CF-SLP is a speech language pathologist who is currently working in an interdisciplinary pediatric clinic in Eagle, Idaho. Her research interests include early language development and disorders, parent coaching as well as language development and intervention practices with children who are Deaf/Hard-of-Hearing.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.