2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
| Vocabulary Outcomes for 5-Year-Old Children who are Deaf or Hard of Hearing: Impact of Age at Enrollment in Specialized Intervention
Vocabulary Outcomes for 5-Year-Old Children who are Deaf or Hard of Hearing: Impact of Age at Enrollment in Specialized Intervention
This poster presentation will report the findings of an investigation into vocabulary skills of five-year-old children who are deaf or hard of hearing (DHH), as well as the impact of specialized listening and spoken language (LSL) intervention programs on vocabulary outcomes. Data for this investigation were obtained from the Listening and Spoken Language Data Repository (LSL-DR) managed by OPTION. Receptive and expressive vocabulary scores were extracted for 342, 5-year-old children who are DHH. Outcomes were measured using Peabody Picture Vocabulary Test (PPVT) and Expressive Vocabulary Test (EVT) scores. Statistical analyses were conducted to examine differences in vocabulary scores by degree of hearing loss, hearing device, and age at enrollment. Regression analyses were utilized to examine the effects of age at enrollment and age at device fitting on vocabulary outcomes.
This poster will report on the receptive and expressive vocabulary achievement of 5-year-old children enrolled in specialized LSL programs. Findings will include how degree of hearing loss and early enrollment into intervention programs influenced vocabulary outcomes. In addition, the impact of specialized LSL programs on children’s lexical readiness to participate in general education settings by kindergarten will be discussed.
- After visiting this poster presentation, participants will be able to identify factors associated with higher vocabulary skills.
- After visiting this poster presentation, participants will be able to explain the importance of intervention for vocabulary development for children who are deaf or hard of hearing.
- After visiting this poster presentation, participants will be able to describe the vocabulary achievement of 5-year-old children who are deaf or hard of hearing and enrolled in specialized listening and spoken language programs.
Presentation:
3353554_14900AmandaRudge.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Amanda Rudge
(Primary Presenter,Author), Moog Center for Deaf Education, arudge@moogcenter.org;
Amanda Rudge, PhD, is a research scientist and an educator of students who are deaf or hard of hearing. She is the Director of Research and Development at the Moog Center for Deaf Education in St. Louis, a nonprofit organization which supports children who are deaf or hard of hearing and their families. She received her Master of Science degree in Deaf Education and her Doctor of Philosophy degree in Speech and Hearing Sciences from the Program in Audiology and Communication Sciences (PACS) at Washington University in St. Louis. Before completing her doctorate, Dr. Rudge worked full-time as a Teacher of the Deaf and research collaborator. In her current role, she develops new research projects, optimizes data management, analyzes program outcomes, and engages in community and professional outreach. Her research interests include early intervention and caregiver coaching for families of infants and toddlers who are deaf or hard of hearing; speech perception and development of spoken language in children who are deaf or hard of hearing; and language, academic, and psychosocial outcomes for children and young adults who are deaf or hard of hearing. In addition to her work at the Moog Center, Dr. Rudge is an instructor in the Audiology and Communication Sciences graduate program at Washington University School of Medicine.
ASHA DISCLOSURE:
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AAA DISCLOSURE:
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Jennifer Coto
(Co-Author), University of Miami Department of Otolaryngology, jennifercoto@med.miami.edu;
Dr. Jennifer Coto is a Postdoctoral Associate in the Department of Otolaryngology at University of Miami. She completed her residency in pediatric psychology at the Children’s Hearing Program (CHP) at the University of Miami Miller School of Medicine under the mentorship of Dr. Ivette Cejas. Dr. Coto provides clinical services, psychoeducational evaluations, and conducts research activities with children with hearing loss and their families.
ASHA DISCLOSURE:
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Mona Oster
(Co-Author), Listen and Talk, monao@listentalk.org;
Mona Oster holds a M.A. in Early Intervention in Deaf Education from Fontbonne University (St. Louis, MO) and a Ph.D. in Developmental Psychoacoustics from the University of Washington (Seattle, WA). She currently works at Listen and Talk in Seattle, where she supports families of children with hearing loss and their teachers, as well as investigates hearing development in children with hearing loss.
ASHA DISCLOSURE:
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Betsy Moog Brooks
(Co-Presenter,Co-Author), The Moog Center for Deaf Education, bbrooks@moogcenter.org;
Betsy Moog Brooks is the Executive Director of the Moog Center for Deaf Education. She received her Master degree in Speech and Hearing from Washington University and is certified in Deaf Education, Behavior Disorders, Learning Disabilities, Early Childhood Education, and is a Listening and Spoken Language Specialist. She holds a Doctorate of Education in Instructional Leadership with an emphasis in Andragogy, the study of adult learners. She has been in the field of early intervention for more than 35 years. Betsy is the author of the book, My Baby and Me: A Book About Teaching Your Child to Talk. She has lectured throughout the US, South America, and Europe. Betsy continues to provide direct child service and parent support to families with children birth to three. She has provided parent support through teleintervention for more than 10 years.
ASHA DISCLOSURE:
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• Receives Salary for Employment,Board membership from The Moog Center for Deaf Education.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
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Financial relationship with Moog Center for Deaf Education.
Nature: salary.
Nonfinancial -
No relevant nonfinancial relationship exists.
Uma Soman
(Co-Author), Listening Together, uma.soman@listeningtogether.com;
Dr. Uma Soman is an educator of deaf or hard of hearing students and a Listening and Spoken Language Specialist, Auditory-Verbal Educator (LSLS Cert. AVEd). Over the last twenty years, Dr. Soman has worked directly with children and families in a variety of settings. She has also worked with graduate students and mentored professionals pursuing Listening and Spoken Language Specialist certification.
Currently, Dr. Soman serves in two roles. She is the co-founder and the Director of Listening Together, a nonprofit organization that advances the education and rehabilitation of children who are deaf and hard of hearing around the world through parent empowerment, professional development, and public awareness. She is also an assistant professor in the Communication Disorders and Deaf Education Department at Fontbonne University in St. Louis, MO, USA. In both of these roles Dr. Soman works to prepare teachers, speech-language pathologists, and audiologists to work with children who are deaf or hard of hearing and their families in a variety of settings. Dr. Soman has served on the boards of OPTION Schools and AG Bell Academy for Listening and Spoken Language.
ASHA DISCLOSURE:
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No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
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Financial relationship with Fontbonne University.
Nature: Salary.
Nonfinancial -
No relevant nonfinancial relationship exists.
Ronda Rufsvold
(Co-Author), CCHAT Center, rondarufsvold@gmail.com;
Ronda Rufsvold, Ph.D., LSLS Cert AVEd, a certified teacher of the deaf and listening and spoken language specialist, earned her BS in Speech Language Pathology from University of the Pacific in Northern California and MEd in Special Education from University of San Diego/John Tracy Clinic. She completed her Ph.D. in Deaf and Hard of Hearing From Columbia University in NYC. She is currently a special education administrator in Northern California.
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Ivette Cejas
(Co-Author), University of Miami Department of Otolaryngology, icejas@med.miami.edu;
Dr. Ivette Cejas is an Associate Professor and Director of Family Support Services at the University of Miami Ear Institute. She is a Licensed Psychologist in the state of Florida. Dr. Cejas is a well-known researcher in pediatric hearing loss, publishing extensively in this area and at numerous conferences. As part of the UM Children’s Hearing program she provides therapeutic services to children and families coping with a hearing loss diagnosis or comorbid disorders. She is an advocate for all children with hearing loss and organizes a comprehensive family program at UHealth to assist families through their journey with hearing loss. She is on the Board of Directors at AG Bell and is a member of the American Cochlear Implant Alliance.
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