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ABSTRACT INFORMATION
Title: 'Fast Mapping and Word Learning in Noise' Track: 3-Early Intervention and Beyond Audience: Primary Audience: Secondary Audience: Tertiary Audeince: Keyword(s): preschool, language, mainstream, noise Learning Objectives: increase understanding of how noise impacts the learning of preschool children with hearing loss Abstract: It is well documented that educational environments are noisy environments and children with hearing loss have more difficulty with noise than their hearing peers. Yet, as communication outcomes of children with hearing loss improve due to early identification through newborn hearing screening and advanced hearing technology, parents and educational professionals face the question of when to mainstream a child with hearing loss at younger ages. The purpose of this study was to better understand how preschool children with hearing loss compare to their age-matched normal hearing peers in learning new information in quiet and noise conditions. The study examines this question through two tasks: fast mapping and word learning. Fast mapping is a child’s ability to learn a new word when given only brief exposure to the word. Word learning, for the purpose of this study, is defined as the child’s ability to label a word following multiple exposures to the word in a supported learning context. Each of the children in this study were exposed to eight words in a quiet condition and eight words in a noise condition over five sessions. Children were asked to label the items during each session. The first session (i.e., Time 1) was reflective of a child’s fast mapping scores; and the last session (i.e., Time 2) was reflective of a child’s word learning. Results in noise indicated that children with hearing loss were poorer at fast mapping words, but this group difference was not found at Time 2 when children received ongoing support with the new words (i.e., word learning). This presentation will discuss the factors that were correlated to success in noise for both groups of children as well as educational implications for decision-making regarding service provision for children with hearing loss as they enter mainstream environments. Handouts: Handout is not Available
SPEAKER INFORMATION
PRESENTER(S): Kristina Blaiser - 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.   AUTHOR(S): Kathryn Kohnert - University of Minnesota      Credentials: Ph.D.       BIO: Kathryn Kohnert, Ph.D. is Professor in Speech-Language-Hearing Sciences at the University of Minnesota. She is also a bilingual speech-language pathologist and has been a certified member of the American Speech-Language-Hearing Association (ASHA) since 1992. Dr. Kohnert received a McKnight Professorship award for her research, the Arthur “Red” Motley Award for teaching excellence, and the ASHA Certificate of Recognition for Contributions to Multicultural Affairs. She is a past Associate Editor for the Journal of Speech, Language, and Hearing Research. Dr. Kohnert’s research program is designed to advance understanding of language acquisition and use in diverse populations, including bilingual children and adults with and without language impairment. Her publications include more than 70 articles, intervention curricula and review chapters as well as the recently published book Language Disorders in Bilingual Children and Adults. Peggy Nelson - University of Minnesota      Credentials: Ph.D.       BIO: Peggy Nelson is the Department Chair of the Department of Speech-Language-Hearing Sciences at the University of Minnesota. She was awarded the doctoral degree in Audiology from the University of Kansas, Lawrence. Dr. Nelson’s research program is designed to advance understanding of speech perception in noise, particularly with hearing aid and cochlear implant users. Kristina Blaiser - Idaho State University      Credentials: Ph.D., CCC-SLP       BIO: 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.