2025 Early Hearing Detection & Intervention Conference
March 9-11, 2025 • Pittsburgh, PA
DAVID L. LAWRENCE CONVENTION CENTER
| Measuring early language acquisition: Assessing visual and spoken languages
Measuring early language acquisition: Assessing visual and spoken languages
Little is formally documented about how young deaf infants and toddlers acquire their early language milestones. When a deaf child has access to sign language during the critical babbling period, the likelihood of age appropriate expressive and receptive vocabulary increases (Caselli et al., 2021). However, research suggests that having only auditory language can limit access to language, and in turn impact the child’s cognitive development (Allen & Morere, 2020).
The Cognition ‘n Context Research Lab, a joint research venture between Lamar and Gallaudet Universities, has been investigating language acquisition in Deaf infants and toddlers. Towards that goal, we have developed the Spoken Language Checklist (Clark et al., 2020) to be used parallel to the Visual Sign Language Communication Checklist (Simms et al., 2013) for bimodal bilingual DHH children. This presentation shares findings from a recent research project using language assessments developed for parents and teachers of deaf children in both American Sign Language (ASL) and English, with norms derived from native users of each language. All languages reported as used by the family were assessed.
Many state and territory EHDI systems are exploring opportunities to meet the requirements in the HRSA grant to report language acquisition outcomes by the end of the grant cycle. This presentation will provide information about two assessments that are developmentally appropriate for DHH children, which when used together capture a spectrum of language developmental skills including expressive and receptive skills, and are relevant and accurate for developmental monitoring. Research findings demonstrate the importance of assessing all deaf children’s languages using appropriate tools for the language and development of the child, setting them up for success within the EHDI system and beyond.
- Attendees will learn about the critical role of early access to sign language and its positive effect on the development of expressive and receptive vocabulary in deaf infants and toddlers.
- Attendees will gain insights into the development and application of the Spoken Language Checklist and the Visual Sign Language Communication Checklist for bimodal bilingual DHH children, including how these tools assess language acquisition in ASL and English.
- Attendees will learn how state and territory EHDI systems can align their practices with the HRSA grant requirements to report language acquisition outcomes effectively, ensuring comprehensive support for deaf children within the EHDI system.
Presentation:
3545975_18085EmilyWojahn Small.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Emily Wojahn Small
(Primary Presenter,Co-Author), Gallaudet University, emily.wojahn@gallaudet.edu;
Emily (Wojahn) Small, a hearing teacher of the deaf by training, has been a classroom teacher, early intervention provider, and regional hearing resource coordinator in Hawaii and Colorado. Emily is currently the program coordinator for DC's EHDI Program while pursuing her PhD in deaf education with a specialization in early intervention at Gallaudet University. Having spent most of her career and higher education in Deaf-centric spaces, Emily is fluent in American Sign Language and an advocate for deaf rights and language access.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with .
Nature: .
Nonfinancial -
No relevant nonfinancial relationship exists.
Ashley Greene
(Co-Presenter,Co-Author), Lamar University, ashley.greene@gallaudet.edu;
Ashley Greene-Woods attended Texas Women's University for her Bachelor's and Master's in Education of the Deaf. She graduated with a doctoral degree from Lamar University in May 2020, where she also serves as a full-time faculty member. She has worked in the field of Deaf Education for ten years serving various roles from Pre-K to 12th grade, teaching different subjects. Her research interests include language acquisition, language assessments, and classroom best practices.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
M. Diane Clark
(Co-Presenter,Co-Author), Lamar University, mclark22@lamar.edu;
M. Diane Clark is a hearing European American with a background in developmental psychology. She has been immersed in ASL and Deaf culture throughout her career. She has extensive experience and knowledge with publishing research in cognition, Deaf culture, and language acquisition.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Lamar University.
Nature: NA.
Nonfinancial -
Non-Financial relationship with Lamar University.
Nature: NA.