2025 Early Hearing Detection & Intervention Conference
March 9-11, 2025 • Pittsburgh, PA
DAVID L. LAWRENCE CONVENTION CENTER
| Parental Communication and Auditory Skill Development: Longitudinal Insights into Early Language Acquisition for Deaf and Hard of Hearing Children
Parental Communication and Auditory Skill Development: Longitudinal Insights into Early Language Acquisition for Deaf and Hard of Hearing Children
Parental communication behaviors are critical in supporting language development for children who are deaf or hard of hearing (D/HH). The Early Language Acquisition Project is a longitudinal study of D/HH children’s development including auditory skills and language acquisition. Parent-child dyads were recorded for 10 minutes to capture communication behavior. This study aims to examine the relationship between auditory skill development, as assessed by the Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS), and the specific communication behaviors of parents in facilitating language acquisition among D/HH children aged 0-3 years. The research will include children with varying degrees of auditory skill development, including those utilizing hearing aids, cochlear implants, and sign language.
Data will be collected from parents of D/HH children to analyze key parental behaviors that influence language development. These behaviors encompass attention-getting strategies, joint engagement during interactions, sensitivity to the child’s communicative attempts, and the frequency, type, and complexity of parental input. The IT-MAIS, a parent-report measure on ten target behaviors, will be utilized to evaluate their child’s response to sound in their environment.
A significant aspect of this study is the exploration of pre/post amplification effects, allowing for a comparative analysis of auditory access and parental communication behaviors over time. For some parent-child dyads this included before and after the implementation of hearing assistive technology. By identifying potential changes in these areas, this research aims to highlight the importance of parental involvement and effective communication strategies in fostering language development for D/HH children. The findings of this study may contribute to the development of best practices for supporting families and professionals in enhancing language acquisition for children who are D/HH, ensuring they receive the necessary support during this developmental stage.
- The participant will identify specific parental behaviors (such as attention-getting, joint engagement, and sensitivity) that facilitate effective communication and language learning for D/HH children.
- The participant will identify the key components of the Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) and explain how it can be utilized to monitor and assess auditory development in young children who are deaf or hard of hearing.
- The participant will compare pre- and post-amplification effects on parental communication behaviors and language acquisition in D/HH children.
Presentation:
3545975_18238TianaDixon.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Tiana Dixon
(Primary Presenter), Gallaudet University, tiana.dixon@gallaudet.edu;
Tiana Dixon is a practicing speech-language pathologist currently pursuing a doctorate in audiology at Gallaudet University. She has experience working in an auditory/oral setting as well as a bilingual bicultural school for the deaf.
ASHA DISCLOSURE:
Financial -
• Receives Other financial benefit for Other activities from Gallaudet University.
Nonfinancial -
• Has a Institutional
(Student at Gallaudet University)
relationship for Other volunteer activities.
AAA DISCLOSURE:
Financial -
Financial relationship with .
Nature: .
Nonfinancial -
No relevant nonfinancial relationship exists.
James McCann
(Co-Presenter), Gallaudet University, james.mccann@gallaudet.edu;
James McCann, Ed.D., CCC-SLP, is a faculty member at Gallaudet University in the SLP program. His teaching and research areas are language acquisition in D/HH children, identifying evidence-based practices to support D/HH children and their families, and working with D/HH children with complex communication needs which may include AAC. Prior to coming to Gallaudet, he worked as an SLP in infant-toddler, early childhood, elementary, and HS D/HH programs.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Gallaudet University.
• Receives Salary for Employment from HRSA .
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Health Resources and Services Administration.
Nature: The three authors receive a full-time salary from Gallaudet University. Part of the salary and participation in the EHDI conference are funded through the Implementation and Change Center Cooperative Agreement (Beacon Center). .
Nonfinancial -
No relevant nonfinancial relationship exists.