2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
Vocabulary Outcomes for 5-Year-Old Children who are Deaf or Hard of Hearing: Impact of Age at Enrollment in Specialized Intervention
This poster presentation will report the findings of an investigation into vocabulary skills of five-year-old children who are deaf or hard of hearing (DHH), as well as the impact of specialized listening and spoken language (LSL) intervention programs on vocabulary outcomes. Data for this investigation were obtained from the Listening and Spoken Language Data Repository (LSL-DR) managed by OPTION. Receptive and expressive vocabulary scores were extracted for 342, 5-year-old children who are DHH. Outcomes were measured using Peabody Picture Vocabulary Test (PPVT) and Expressive Vocabulary Test (EVT) scores. Statistical analyses were conducted to examine differences in vocabulary scores by degree of hearing loss, hearing device, and age at enrollment. Regression analyses were utilized to examine the effects of age at enrollment and age at device fitting on vocabulary outcomes.
This poster will report on the receptive and expressive vocabulary achievement of 5-year-old children enrolled in specialized LSL programs. Findings will include how degree of hearing loss and early enrollment into intervention programs influenced vocabulary outcomes. In addition, the impact of specialized LSL programs on children’s lexical readiness to participate in general education settings by kindergarten will be discussed.
- After visiting this poster presentation, participants will be able to identify factors associated with higher vocabulary skills.
- After visiting this poster presentation, participants will be able to explain the importance of intervention for vocabulary development for children who are deaf or hard of hearing.
- After visiting this poster presentation, participants will be able to describe the vocabulary achievement of 5-year-old children who are deaf or hard of hearing and enrolled in specialized listening and spoken language programs.
Poster:
3353554_14900AmandaRudge.pdf
Presenter: Amanda Rudge
Amanda Rudge, PhD, is a research scientist and an educator of students who are deaf or hard of hearing. She is the Director of Research and Development at the Moog Center for Deaf Education in St. Louis, a nonprofit organization which supports children who are deaf or hard of hearing and their families. She received her Master of Science degree in Deaf Education and her Doctor of Philosophy degree in Speech and Hearing Sciences from the Program in Audiology and Communication Sciences (PACS) at Washington University in St. Louis. Before completing her doctorate, Dr. Rudge worked full-time as a Teacher of the Deaf and research collaborator. In her current role, she develops new research projects, optimizes data management, analyzes program outcomes, and engages in community and professional outreach. Her research interests include early intervention and caregiver coaching for families of infants and toddlers who are deaf or hard of hearing; speech perception and development of spoken language in children who are deaf or hard of hearing; and language, academic, and psychosocial outcomes for children and young adults who are deaf or hard of hearing. In addition to her work at the Moog Center, Dr. Rudge is an instructor in the Audiology and Communication Sciences graduate program at Washington University School of Medicine.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Moog Center for Deaf Education.
Nonfinancial -
No relevant nonfinancial relationship exist.
Dr. Jennifer Coto is a Postdoctoral Associate in the Department of Otolaryngology at University of Miami. She completed her residency in pediatric psychology at the Children’s Hearing Program (CHP) at the University of Miami Miller School of Medicine under the mentorship of Dr. Ivette Cejas. Dr. Coto provides clinical services, psychoeducational evaluations, and conducts research activities with children with hearing loss and their families.
ASHA DISCLOSURE:
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Nonfinancial -
Mona Oster holds a M.A. in Early Intervention in Deaf Education from Fontbonne University (St. Louis, MO) and a Ph.D. in Developmental Psychoacoustics from the University of Washington (Seattle, WA). She currently works at Listen and Talk in Seattle, where she supports families of children with hearing loss and their teachers, as well as investigates hearing development in children with hearing loss.
ASHA DISCLOSURE:
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Nonfinancial -
Betsy Moog Brooks is the Executive Director of the Moog Center for Deaf Education. She received her Master degree in Speech and Hearing from Washington University and is certified in Deaf Education, Behavior Disorders, Learning Disabilities, Early Childhood Education, and is a Listening and Spoken Language Specialist. She holds a Doctorate of Education in Instructional Leadership with an emphasis in Andragogy, the study of adult learners. She has been in the field of early intervention for more than 35 years. Betsy is the author of the book, My Baby and Me: A Book About Teaching Your Child to Talk. She has lectured throughout the US, South America, and Europe. Betsy continues to provide direct child service and parent support to families with children birth to three.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment,Management position from The Moog Center for Deaf Education.
Nonfinancial -
• Has a Professional
relationship for Board membership.
Uma Soman, PhD, LSLS Cert AVEd. is an educator of students who are deaf and hard of hearing. She is the Co-Founder and Director of Programs at Listening Together, a nonprofit organization that advances the education and rehabilitation of children who are deaf or hard of hearing through parent empowerment, professional development, and public awareness around the world. She teaches online courses related to development of listening and spoken language in children who are deaf and hard of hearing to professionals around the world. She also trains and mentors teachers and therapists pursuing LSL Specialist certification. Additionally, Dr. Soman is an Assistant Professor at Fontbonne University. She has served on the board of OPTION Schools and AGBell Academy for Listening and Spoken Language.
ASHA DISCLOSURE:
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Nonfinancial -
Ronda Rufsvold, Ph.D., LSLS Cert AVEd, a certified teacher of the deaf and listening and spoken language specialist, earned her BS in Speech Language Pathology from University of the Pacific in Northern California and MEd in Special Education from University of San Diego/John Tracy Clinic. She completed her Ph.D. in Deaf and Hard of Hearing From Columbia University in NYC. She is currently a special education administrator in Northern California.
ASHA DISCLOSURE:
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Dr. Ivette Cejas is an Associate Professor and Director of Family Support Services at the University of Miami Ear Institute. She is a Licensed Psychologist in the state of Florida. Dr. Cejas is a well-known researcher in the area of pediatric cochlear implantation, publishing extensively in this area and at numerous conferences. As part of the UM Children’s Hearing program she provides therapeutic services to children and families coping with a hearing loss diagnosis or comorbid disorders. She is an advocate for all children with hearing loss and organizes a comprehensive family program at UHealth to assist families through their journey with hearing loss. She is on the Board of Directors at AG Bell and is a member of the American Cochlear Implant Alliance.
ASHA DISCLOSURE:
Financial -
Nonfinancial -