18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
3/09/2015 | 3:20 PM - 3:50 PM | Utilizing Language Samples for Clinical Decision Making | Clements | 3
Utilizing Language Samples for Clinical Decision Making
Standardized assessments are often used to measure the progress of children enrolled in early education programs. However, these measures are not sensitive enough to identify the specific errors that are often made by children who are deaf/hard-of-hearing. Language samples can provide an excellent supplement to standardized assessments and can be a useful tool for intervention planning and progress monitoring. In addition, language samples can provide useful information on phonological and morphological productions essential to interprofessional and parental collaboration on the validation of hearing technology.
Longitudinal language samples can provide information about changes in language production over time that can help to guide decision clinical decision-making and assist with decisions related to programmatic changes as needed. This presentation will share examples of how language sample results have been used for parent advocacy training and to help support progress monitoring when children enter inclusive settings.
- Identify three specific uses of language samples for ongoing assessment and progress monitoring
- Contrast the information gained in a language sample compared to a standardized assessment
- Develop three goals that can be developed from a language sample case study
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Presenters/Authors
Kristina Blaiser
(Primary Presenter,Author,POC), Idaho State University, Kristina.Blaiser@isu.edu;
Kristina Blaiser, Ph.D., CCC-SLP, is
a Professor of Speech-Language Pathology in the Department of Communication Sciences and Disorders and directs the HATCH (Helping Adults Talk to Children) Lab at Idaho State University. Dr. Blaiser has extensive experience leading early childhood education programs and evaluating the outcomes of children who are Deaf and Hard-of-Hearing. Her research interests include program evaluation and graduate training related to assessment and early intervention practices of children who are Deaf/Hard-of-Hearing. Dr. Blaiser’s recent work has focused on using telehealth to support families in early intervention. Kristina is the Coordinator for ASHA SIG 9: Hearing Loss and Hearing Disorders in Childhood.
ASHA DISCLOSURE:
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Nonfinancial -
Nicole Jacobson
(Co-Presenter,Author), Sound Beginnings at Utah State University, nicole.jacobson@usu.edu;
Nicole Jacobson is the Director of Sound Beginnings at Utah State University. She is also a clinical supervisor for students enrolled in the Listening and Spoken Language Graduate Studies program at Utah State University. She has experience both as a speech-language pathologist and as a special educator and is certified as a listening and spoken language specialist, auditory-verbal educator.
ASHA DISCLOSURE:
Financial -
Nonfinancial -