18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
Language Development in a Hearing Twin & a Deaf Twin: A Case Study
Several studies suggest early cochlear implantation provide children with better outcomes than later implantation (Anderson et al, 2004; Connor et al, 20006; Kirk, et al, 2002; Schramm, B., Bohnert, A., & Keilmann, A. 2010). With the age of cochlear implantation getting younger, there is a proportion of children achieving spoken language levels comparable to their hearing peers (Ching et al, 2009; Nicholas & Geers, 2006; Geers & Nicholas, 2013). There are several factors influencing children’s success with age appropriate speech and language skills including age of implantation (Sharma, Dorman, & Spahr, 2002), parent involvement (Calderon, 2000), and socioeconomic status (Hart and Risley, 1995). This study seeks to investigate the language development of two sets of twins, one twin with normal hearing and the other twin with bilateral cochlear implants. Does the deaf child’s language compare to the hearing sibling? Is the deaf child able to make one year of language growth in one year with specialized intensive speech, language, and listening therapy?
Research Questions:
1. How is language influenced by hearing loss in dizygotic twins?
2. What is the rate of change over time on specific language measures (words spoken in the environment & standardized assessments) for the child with hearing loss and the child with hearing?
3. What are parents' perceptions of the language development of their twins based on hearing status?
Over two time periods (2015 and 2018), both sets of twins participated in a Language ENvironment Analysis (LENA) recording yielding amount of words spoken around the child (adult word counts-AWC), amount of child vocalizations (CVC), and conversational turn counts (CTC). Those data, as well as, standardized tests administered yearly were analyzed. Results will be discussed including themes derived from the parent interviews. Implications for working with children with bilateral cochlear implants will also be explored with the attendees.
- Describe current research in the field focused on twin studies with hearing loss
- Summarize the results of the study including factors associated with language acquisition for twin children using listening and spoken language
- Identify 2 implications this study could have on working with children with profound hearing loss
Poster:
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Presenter: Ronda Rufsvold
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.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from CCHAT Center.
Nonfinancial -
No relevant nonfinancial relationship exist.
Maria Hartman, Ph.D., is a NYS certified Teacher of the Deaf and Hard of Hearing with many years of classroom teaching experience. She is currently a lecturer and the director of the the Program of Education of the Deaf and Hard of Hearing at Teachers College, Columbia University.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Ye Wang, a professor and the director for Education of the d/Deaf and Hard of Hearing (EDHH) Program at Teachers College, Columbia University, earned both of her M.A. and Ph.D. from The Ohio State University. Her primary research interest is the language and literacy development of children and young adults who are d/DHH. She is currently the Senior Associate Editor of American Annals of the Deaf.
ASHA DISCLOSURE:
Financial -
Nonfinancial -