19th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 8-10, 2020 • Kansas City, MO
3/10/2020 | 1:45 PM - 2:15 PM | Assessing Pragmatic Language Skills and Factors that Promote More Successful Outcomes | Chicago C
Assessing Pragmatic Language Skills and Factors that Promote More Successful Outcomes
Pragmatic language skills form the foundation for conversational competence. Given that children who are deaf or hard of hearing demonstrate significant delays in this critical area of language, frequent and comprehensive assessment of pragmatic language abilities is warranted. In this presentation we will describe the Pragmatics Checklist developed by Goberis et al. This clinical assessment instrument can be completed by families, early interventionists, and/or teachers to monitor a child’s linguistic progress and to identify pragmatic language goals. Based on assessments from 124 children who are deaf or hard of hearing, specific pragmatic language skills that are most vulnerable to delay will be highlighted. In addition, child and family risk factors associated with delayed pragmatic language development will be discussed as well as EHDI-related variables and intervention strategies that contribute to more typical acquisition of pragmatic language skills.
This presentation is dedicated in memory of our esteemed colleague Dianne Goberis, one of the developers of the Pragmatics Checklist.
- Describe an assessment tool that can be used by parents, early interventionists, and teachers to measure pragmatic language skills
- Identify factors associated with more successful pragmatic language outcomes and list risk factors for pragmatic language delay
- List pragmatic skills that tend to be the most challenging for children who are deaf or hard of hearing
Presentation:
This presentation has not yet been uploaded.
Handouts:
21060_12770AllisonSedey.pdf
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Allison Sedey
(), University of Colorado-Boulder, Allison.Sedey@colorado.edu;
Allison Sedey is a speech pathologist, audiologist, and researcher at the University of Colorado-Boulder and is the assessment and accountability coordinator for the Early Intervention Outreach Program at the Colorado School for the Deaf and the Blind. Dr. Sedey received her Ph.D. from the University of Wisconsin-Madison where she studied language acquisition in children who are deaf/hard of hearing as well as in children who have Down syndrome. Since that time, she has served as the project coordinator on a variety of grant-funded research projects examining predictors of developmental outcomes in young children who are deaf or hard of hearing. Dr. Sedey is currently the director of the Outcomes and Developmental Data Assistance Center for EHDI Programs (ODDACE) funded by the Centers for Disease Control and Prevention.
ASHA DISCLOSURE:
Financial -
• Receives Grants for Employment from Centers for Disease Control.
Nonfinancial -
No relevant nonfinancial relationship exist.
Christine Yoshinaga-Itano
(), University of Colorado-Boulder, Christie.Yoshi@colorado.edu;
Dr. Christine Yoshinaga-Itano is a Research Professor, Institute of Cognitive Science, Professor Emerita, Department of Speech, Language & Hearing Sciences, at the University of Colorado, Boulder, and Visiting Professor, University of Witwatersrand, South Africa, Centre for Deaf. She has over 125 published articles and chapters with a focus on universal newborn hearing screening and predictors of developmental outcomes of children with hearing loss with an emphasis on children and families from multicultural/linguistic backgrounds, and those with socio-economic and linguistic challenges. She presented on this topic throughout the United States and globally. She received Honors from the American Speech/Language & Hearing Association and was a Jerger Career Research Awardee from the American Academy of Audiology. She serves as an Associate Editor for the International Journal of Audiology and is a member of the Audiology committee for the International Association of Communication Sciences and Disorders (IALP).
ASHA DISCLOSURE:
Financial -
• Receives Salary,Grants for Employment,Other activities from University of Colorado, Boulder Disability Research Dissemination Center.
Nonfinancial -
• Has a Professional (Advisory Board member)
relationship for Board membership.
Mallene Wiggin
(), University of Colorado-Boulder, Mallene.Wiggin@colorado.edu;
Mallene Wiggin received her Bachelor of Science degree in Communication Sciences and Disorders from University of the Pacific. She continued her studies at University of Kansas and earned her Master of Arts degree in Speech Pathology. Mallene specialized in children with hearing impairment and worked in cochlear implant centers, early intervention, and educational settings prior to completing her Ph.D. at the University of Colorado - Boulder. Her research interests include speech, language and auditory development in young children with cochlear implants.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Craig Mason
(), University of Maine, craig.mason@maine.edu;
Craig A. Mason, Ph.D. is a Professor of Education and Applied Quantitative Methods at the University of Maine. He is a research methodologist with interests in quantitative methods and informatics, including large-scale, longitudinal, population-based data collection and analysis. As a methodologist, he has published, presented, and taught on multivariate analysis, multi-level modeling, epidemiological analysis, structural equation modeling, and growth modeling. He has been PI or Co-PI on $20 million in grants and contracts from the National Science Foundation, the National Institutes of Health, the Centers for Disease Control and Prevention, the U.S. Department of Education, and others. He has over 100 publications on topics ranging from the impact of the prenatal environment on child health and development, to designing healthy communities for Hispanic seniors.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.