18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
Exploring Language Exposure's Relationship to Neurobiological Linguistic Outcomes in d/Deaf Infants
The advantages of early exposure to language in order to firmly establish a first language during early childhood have long been documented for d/Deaf children, as this is critical in future language development and literacy skill. In comparison to hearing bilingual populations, very little research has focused on the properties of dual language exposure and home language experience that may prove crucial to the optimization of language outcomes for d/Deaf infants and children. This pilot study seeks to describe D/deaf children’s language experience and exposure, to explore how these factors may contribute to successful language development. The proposed study will recruit 5 d/Deaf babies of both hearing and Deaf parents, ages 6-36 months to participate in a battery of language measures. Infant language exposure in American Sign Language (ASL) and spoken English will be reported utilizing the Language Exposure Assessment Tool (LEAT) and parents will also complete the Language Experience and Proficiency Questionnaire (LEAP-Q) to report their own language abilities. Language measures will include: a language sample, the Battelle Developmental Inventory-2nd Ed, parent report of infant language ability using the MacArthur-Bates Communicative Development Inventory-ASL (ASL-CDI), and a vowel contrast speech perception event-related potential (ERP) task. Due to small sample size, results from all measures will be analyzed as components of a linguistic profile of each participant. This information has clinical relevance in early intervention for d/Deaf infants, especially for families who pursue a bimodal-bilingual approach.
- At the conclusion of this presentation, learners will be able to define bimodal-bilingualism.
- At the conclusion of this presentation, learners will be able to describe neurophysiological methods for vowel-contrast tasks.
- At the conclusion of this presentation, learners will be able to describe language exposure’s role in early intervention practices.
Poster:
18878_10344VeronicaCristiano.pdf
Presenter: Veronica Cristiano
Master's student and researcher in Gallaudet University's Speech Language Pathology Program.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Karen Garrido-Nag, Ph.D., CCC-SLP is an Associate Professor at Gallaudet University. Her main area of teaching is on pediatric child language development and disorders. She has also worked as a Speech-Language Pathologist in early intervention, school systems and private practice. Her areas of research are in typical and disordered neurophysiology of speech and language processing. She is the director of the Developmental Neurolinguistics and Cognition Lab.
ASHA DISCLOSURE:
Financial -
Nonfinancial -