17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
| Longitudinal Outcomes of Children who are DHH who Attended an LSL Preschool Program
Longitudinal Outcomes of Children who are DHH who Attended an LSL Preschool Program
Early intervention and preschool services that promote kindergarten readiness and age-appropriate academic achievement in the K-12 setting have been the focus of much research and national interest, particularly for children with disabilities or those who are at-risk for developmental delays. Children who are deaf or hard of hearing (DHH) are at particular risk for speech, language, and academic delays compared with their hearing peers.
As part of graduate training in Deaf Education, Speech-Language Pathology, and Pediatric Audiology, Utah State University (USU) has a campus-based program called Sound Beginnings. This program began in November 2007, providing early intervention, preschool, and kindergarten services for children who use hearing technology and who are developing listening and spoken language. Since its inception, 48 children who attended Sound Beginnings for at least one year of preschool, have transitioned to mainstream K-12 settings, and the faculty at USU were interested in documenting their current language and academic development. Standardized assessments were completed on Sound Beginnings graduates who met study inclusion criteria to explore language, vocabulary, and literacy achievement, including a parent questionnaire to query perceptions of their child’s social skills development. Study data will be reported to compare current study participant outcomes with the standardization sample for each assessment. In addition, longitudinal data will be described to document growth of present performance compared with data collected at the time each participant was a preschool student in the program. Study participants are children ranging from kindergarten to 9th grade; study approved by USU Institutional Review Board.
- Participants will describe components of LSL early intervention and preschool programs.
- Participants will discuss results of longitudinal outcomes study of children who attended at least one year in a specialized LSL preschool program.
- Participants will discuss the implications of the longitudinal study findings.
Presentation:
15805_8034LauriNelson.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Lauri Nelson
(), Utah State University, lauri.nelson@usu.edu;
Lauri Nelson is a Professor in the Department of Communicative Disorders and Deaf Education at Utah State University. She is the Deaf Education Division Chair, the Director of the Listening and Spoken Language Deaf Education graduate training program and Sound Beginnings. She was one of the co-founders of the Hear to Learn website. She has a dual background as both a pediatric audiologist and LSL deaf educator.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Kaytlin Cook-Ward
(), Westwind School District, Raymond Elementary School, kaytie.cook@gmail.com;
Kaytie Cook-Ward is a graduate of the Utah State Listening and Spoken Language graduate program. Her interests are in the linguistic and academic achievement of young children for the success of involvement in their chosen and home communities. She is passionate about providing services to rural communities and working towards quality inclusion programming.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.