18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
4/16/2013 | 1:45 PM - 2:45 PM | Functional social and communication abilities in young children who are deaf/hard of hearing | Cascade G | 3
Functional social and communication abilities in young children who are deaf/hard of hearing
Background: Despite advances of early identification and intervention, our understanding of functional communication skills in children who are deaf/hoh is limited. The study objective was to assess how language levels impact functional skills in young children who are deaf/hoh.
Methods: Children with prelingual bilateral hearing loss, ages 3-6 were evaluated with Preschool Language Scales -5, Leiter International Performance Scale-R (for IQ). Social/communication functional skills were measured using Pediatric Evaluation of Disability Inventory (PEDI) [mean 50+10] and Vineland Adaptive Behavior Scales (VABS) [mean 100+15]. Language relative to cognitive abilities was evaluated as a ratio of language score to cognitive score (language “gap” defined as ratio<0.85; low language relative to cognitive abilities).
Results: Mean(SD) nonverbal IQ (NVIQ) for 40 children was 94(20). Mean receptive language score was 80(21). Receptive language was significantly (p<.0001) lower than NVIQ; 50% had a language gap. Mean PEDI Social Function score was lower than population mean (40, p=0.0002). Mean VABS Communication domain score was lower than population mean (89, p<0.001); 33% had social or communication function scores >2SD below the mean.
In multiple linear regression, NVIQ and receptive language accounted for >60% of the variance in communication functioning, after controlling for hearing loss severity, access to sound, and socioeconomic status. Communication function scores were lower among children with a language gap compared to children without a gap (80 vs. 96;p=0.007). This difference was the largest among children with the highest IQ (>100) (88 vs. 106). Children with normal/above normal IQ and low language levels had similar functional standard scores as children at lower IQ groups who had appropriate language.
Conclusion: UNHS has provided us with great opportunities to intervene early enough to establish a good language foundation. We need to identify when language levels are not meeting the child’s capabilities to set appropriate expectations for language growth.
- Participants will be able to describe how low language impacts social and communication functional skills.
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Presenters/Authors
Jareen Meinzen-Derr
(POC,Primary Presenter,Author), Cincinnati Children's Hospital Medical Center, jareen.meinzen-derr@cchmc.org;
Dr. Meinzen-Derr is quantitative epidemiologist at the Cincinnati Children's Hospital Medical Center. She has focused her research on outcomes of children who are deaf or hard of hearing, and specifically those who have additional developmental disabilities.
ASHA DISCLOSURE:
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Nonfinancial -
Susan Wiley
(Author), Cincinnati Children's Hospital Medical Center, susan.wiley@cchmc.org;
Dr. Susan Wiley is a developmental pediatrician with extensive expertise in children who are deaf/hard of hearing. She has many years of experience serving children with multiple disabilities. Dr Wiley provides leadership and guidance to the National American Academy of Pediatrics, the Ohio Department of Health Early Hearing Detection and Intervention Program, the Ohio Center for Deaf-Blind Education, and the Outreach Center for Deafness and Blindness in the Ohio Center for Low Incidence.
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No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Sandra Grether
(Author), Cincinnati Children's Hospital Medical Center, sandra.grether@cchmc.org;
Dr. Grether is a Speech and Language Pathologist who works with children with developmental disabilities. Her expertise is in the field of augmentative and alternative communication.
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Jannel Phillips
(Author), Cincinnati Children's Hospital Medical Center, jannel.phillips@cchmc.org;
Dr. Phillips is a neuropsychologists with experience assessing children with both hearing loss and developmental disabilities.
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Nonfinancial -