15th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 13-15, 2016 • San Diego, CA
2/22/2011 | 11:20 AM - 11:50 AM | Topical Session 5 | Juniper (M2) | 3 - Language Acquisition and Development
Pragmatic Language Development of Children with hearing Loss
Language development of children with hearing loss has consisted predominantly of analysis of their expressive/receptive vocabulary and receptive/expressive syntax. Because of the lack of language assessment tools for the analysis of pragmatic language skills, very little if anything is known about very young children with hearing loss and their language development in this area. Early intervention providers, teachers, therapists and parents have provided information about the difficulties that children with hearing loss have with the socially appropriate use and understanding of language. This session will provide longitudinal information about over 100 children with hearing loss from 2 to7 years of age.
The pragmatic language development from over 480 developmental checklists on children with hearing loss and preliminary information about children with normal hearing will also be presented. The information will be presented in the following pragmatic categories: States needs I Want), Gives Commands (Do as I tell you), Personal (Expresses Feelings), Interactional (Me and You), Wants Explanation (Tell me Why), and Shares Knowledge and Imaginations (I’ve got something to tell you). The parent and/or teacher responds to the parent questionnaire rating each of the 53 items as 1) Not Present, Uses no words (Preverbal), Uses 1-3 words, and More complex Language.
The relationship between the Pragmatic Language Development Score, other aspects of communication and demographic information will be described. Scores on the Expressive One Word Picture Vocabulary Test, the Test of Auditory Comprehension of Language, the Goldman Fristoe Test of Articulation, degree of hearing loss, age, cognitive status, and maternal level of education will be described.
Information about language strategies to support the development of pragmatic language strategies will be discussed. In addition, those strategies that are the slowest to develop will be presented.
- ;Participants will be able to characterize the pragmatic language development of children with hearing loss. Participants will be able to describe the relationship between pragmatic language skills and other language skills (expressive one word picture vocabulary test, test of auditory comprehension of language, MLU). Participants will be able to identify the relationship between pragmatic language skills and demographic characteristics of children with hearing loss such as degree of hearing loss, non-verbal cognitive development, age, and maternal level of education. Participants will be able to describe how this information can be applied to early intervention strategies.
Presentation:
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Presenters/Authors
Christine Yoshinaga-Itano
(), University of Colorado-Boulder, Christie.Yoshi@colorado.edu;
Dr. Christine Yoshinaga-Itano is a Research Professor in the Department of Speech, Language and Hearing Sciences, faculty of the Institute of Cognitive Science, Center for Neurosciences at the University of Colorado, Boulder, Department of Otolaryngology and Audiology at the University of Colorado, Denver and the Marion Downs Center. In 1996 she developed the Marion Downs National Center. Since 1996, Dr. Yoshinaga-Itano has assisted many state departments of education and public health agencies, schools for the deaf and blind, and early intervention programs throughout the United States and its territories. In addition, she has served as a consultant for many countries currently developing their early hearing detection and intervention programs, including the United Kingdom, Canada, Australia, New Zealand, Japan, China, Korea, Belgium, Poland, Spain, Austria, Denmark, Sweden, Norway, Netherlands, Mexico, Chile, Argentina, Brazil, Thailand, Philippines, and South Africa.
ASHA DISCLOSURE:
Financial -
Receives Salary,Grants for Other activities from Disability Research Dissemination Center.
Receives Salary,Other financial benefit for Other activities from LEND Grant.
Receives Salary for Employment,Other activities from University of Colorado, Boulder.
Nonfinancial -
Has a Professional
(American Academy of Audiology representative on the Joint Committee on Infant Hearing)
relationship for Board membership.
Rosalinda Baca
(Author), University of Colorado, Boulder, Rosalinda.Baca@colorado.edu;
Rosalinda Baca received her B.A. in molecular biology and her Ph.D. in Speech, Language & Hearing Sciences from the University of Colorado, Boulder. She is currently the Research Methodologist for the National Early Childhood Assessment Project for children who are deaf or hard of hearing (NECAP). She characterized the longitudinal language development of children with hearing loss from twelve months through seven years of age and the primary predictors of language outcomes for Experts, Novices, Gap Openers, and Gap Closers.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Molly Dalpes
(Co-Presenter,Author), University of Colorado, Boulder, Molly.Dalpes@colorado.edu;
Molly Dalpes is currently an AuD student at the University of Colorado, Boulder.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Amanda Abrisch
(Co-Presenter,Author), University of Colorado, Boulder, Amanda.Selvey@colorado.edu;
Amanda Abrisch is currently an AuD student at the University of Colorado, Boulder
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Dianne Goberis
(Author), Mountain View Elementary School, Dianne.Goberis@Adams12.org;
Ms. Goberis is a master teacher of the deaf and has taught preschool-aged children who are deaf or hard of hearing for over 25 years.
ASHA DISCLOSURE:
Financial -
Nonfinancial -