18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
3/09/2015 | 11:05 AM - 11:35 AM | Supporting Pragmatic Language Development 0 - 3 | French | 3
Supporting Pragmatic Language Development 0 - 3
Recently published research by Christine Yoshinaga-Itano, et al, in Colorado has confirmed that children who are deaf and hard of hearing are not only at risk for delays in syntax and vocabulary development, but frequently lag significantly behind their hearing peers in the social use of language. This delay in turn has implications for both the social-emotional development and the academic development of the child during the preschool and early education years. One of the interesting findings of this research is that this delay is evident regardless of the degree of hearing loss.
This presentation will include highlights of this study of children birth – age seven, as well as sharing the assessment instrument utilized to gather this information. Implications of this research for early intervention will be explored. The Colorado Home Intervention Program (CHIP) has used these findings to develop additional strategies and resources that early interventionists can use with families to foster the development of pragmatics in young children.
- contrast the development of pragmatic language between children who are deaf and hard of hearing and children who have normal hearing
- Describe the potential impact of a delay in pragmatics
- Identify specific early intervention strategies that can be used to support the development of pragmatic language skills
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Presenters/Authors
Dinah Beams
(Primary Presenter,POC), Colorado School for the Deaf and the Blind, dbeams@csdb.org;
Dinah Beams is the program coordinator for the Colorado Home Intervention Program (CHIP), a statewide, in-home, family-centered early intervention program for families with children who are deaf or hard of hearing that is part of the Outreach Department of the Colorado School for the Deaf and the Blind (CSDB). Previous experience includes working as an Outreach Specialist at Beginnings for Parents of Children who are Deaf and Hard of Hearing in North Carolina and as both a classroom and itinerant teacher in Colorado. Dinah is the author of the CHIP Parent Manual and the Curriculum for Sign Language Instructors, and co-developer of materials for the Integrated Reading Project, part of CSDB’s Early Literacy Development Initiative for young children who are deaf or hard of hearing. Dinah also serves on the board for Colorado Families for Hands and Voices.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Denise Davis-Pedrie
(Co-Presenter), Consultant, ddped@msn.com;
Denise Davis-Pedrie is a speech-language pathologist and teacher of the deaf with a specialist certification in Infant/Toddler Special Education. She served for more than twenty years as a Colorado Hearing Resource Coordinator with the Colorado School for the Deaf and the Blind, supporting families with newly identified children, birth to three years of age. Additionally, Denise has more than 20 years of experience as a preschool teacher for children with hearing loss in an inclusive classroom. Denise is a member of the Board of Directors for Colorado Families for Hands and Voices.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.