Development in Children Who Are Deaf and Hard of Hearing

Aswathy.A.P. II BASLP

Early Intervention and Language

Moeller M P 2000 Pediatrics Sep;106(3):E43.

AIM
The primary purpose of this study was to examine the relationship between age of enrollment in intervention and language outcomes at 5 years of age in a group of deaf and hard-ofhearing children.

Participants in this study were 112 children (5 males! 5" females# with prelingual-onset hearing losses

PARTICIPANT

ranging from mild to profound (mean ((. #

better ear pure tone average $PT%& '

These children were included if they had) 1# hearing loss! confirmed bilateral* sensorineural

2# participated in the +,-P program between 1. 1 and 1.."! /# received formal language evaluations through 5 years of age! "# lived in a home where ,nglish was spo0en! 5# hearing parent(s#! and disabilities* including nonverbal intelligence scores*(3. 1# no evidence of ma2or secondary

Demography of the !ample

Identifi"ation#Enrollment
They were identified through such procedures as high-ris0 registries*neonatal intensive care unit screening* child find programs* and parental self-referral.

Age of

They ranged in age of identification from the second day of life to 5" months of age.

%ge at amplification and enrollment in intervention services ranged from 41 months. month to 5" months with a mean of 22

The average time that elapsed between age of identification and initiation of services across the group of children was / months.

$o"a%ulary !&ill! at 5 years of age were examined in a group of 112 enrolled at various ages in a children with hearing loss who were comprehensive intervention program. 3 of these children.

METH'D

$er%al rea!oning !&ill! were explored % rating scale was developed to in a subgroup of

characteri5e the level of family involvement in the intervention for children in the study.

program

RE (LT
6hildren who were enrolled earliest 11 months of age# had

(eg* by

better vocabulary and verbal reasoning s0ills at 5 yrs of age than did laterenrolled children.

early-enrolled children achieved scores on these measures that approximated those of their hearing peers

7egardless of degree of hearing loss*

factors explained a significant

The analyses revealed that only 2

amount of the variance in language scores obtained at 5 yrs of age) family involvement and age of enrollment

Vocabulary scores plotted as a function of the two key variables, age of enrollment and family involvement ratings

The rating 4 to 5 (filled circle) represents the highest levels of family involvement; (filled triangle) represents average family involvement; ! to " (open s#uare) represents below average family involvement

The figure clearly shows that) ,arly enrollment was of benefit to

children across all levels of family involvement. 8owever* the mo!t !u""e!!ful

"hildren in thi!

)ith high level! of family in intervention !ervi"e!

.

!tudy )ere tho!e

involvement )ho )ere enrolled early

C'NCL( I'N
9etter language scores were associated with early enrollment in intervention. 8igh levels of family involvement correlated with positive language outcomes. :imited family involvement was

associated with significant child especially when enrollment in intervention was late.

language delays at 5 years of age*

C'NCL( I'N
The results suggest that success is paired with early interventions that actively involve families. families achieved when early identification is

;ary Pat ;oeller* ;oeller Ph.+.* +irector* 6enter for 6hildhood +eafness

A%out the author of the paper

,ducation) Purdue <niversity 9.=. 1.(2 =peech and 8earing =ciences Purdue <niveristy ;.=. 1.(/ %udiology>%ural 7ehabilitation <niversity of ?ebras0a-:incoln Ph.+. 2332 Psychological =tudies) 6hild :anguage>+eafness Professional %ffiliations) @ellow of the %merican =peech-:anguage-8earing %ssociation (1. 1#! 6ertificates) 6ertificate of 6linical 6ompetence in %udiology* %m. =peech A 8earing %ssoc.! :icense to Practice %udiology* =tate of -ndiana! :icense to Practice %udiology* =tate of ?ebras0a.