2023 Early Hearing Detection & Intervention Conference
March 5-7, 2023 • Cincinnati, OH
3/10/2020 | 1:45 PM - 2:15 PM | Assessing Pragmatic Language Skills and Factors that Promote More Successful Outcomes | Chicago C
Assessing Pragmatic Language Skills and Factors that Promote More Successful Outcomes
Pragmatic language skills form the foundation for conversational competence. Given that children who are deaf or hard of hearing demonstrate significant delays in this critical area of language, frequent and comprehensive assessment of pragmatic language abilities is warranted. In this presentation we will describe the Pragmatics Checklist developed by Goberis et al. This clinical assessment instrument can be completed by families, early interventionists, and/or teachers to monitor a child’s linguistic progress and to identify pragmatic language goals. Based on assessments from 124 children who are deaf or hard of hearing, specific pragmatic language skills that are most vulnerable to delay will be highlighted. In addition, child and family risk factors associated with delayed pragmatic language development will be discussed as well as EHDI-related variables and intervention strategies that contribute to more typical acquisition of pragmatic language skills.
This presentation is dedicated in memory of our esteemed colleague Dianne Goberis, one of the developers of the Pragmatics Checklist.
- Describe an assessment tool that can be used by parents, early interventionists, and teachers to measure pragmatic language skills
- Identify factors associated with more successful pragmatic language outcomes and list risk factors for pragmatic language delay
- List pragmatic skills that tend to be the most challenging for children who are deaf or hard of hearing
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Presenters/Authors
Allison Sedey
(), University of Colorado-Boulder, Allison.Sedey@colorado.edu;
Allison Sedey is a speech pathologist, audiologist, and research associate. She works at the University of Colorado-Boulder and the Colorado School for the Deaf and the Blind and is currently the director of the Outcomes and Developmental Data Assistance Center for EHDI Programs (ODDACE) supported by the Centers for Disease Control and Prevention. The purpose of this center is to expand public health capacity to gather, analyze, and use intervention and developmental outcome data of children who are deaf or hard of hearing between birth and 5 years of age throughout the United States. The center aims to increase our understanding of factors that impact the outcomes of children who are deaf or hard of hearing at the state and national level.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Christine Yoshinaga-Itano
(), University of Colorado-Boulder, Christie.Yoshi@colorado.edu;
Dr. Christine Yoshinaga-Itano is a Research Professor in the Institute of Cognitive Science at the University of Colorado-Boulder, the Department of Otolaryngology and Audiology at the University of Colorado-Denver and the Marion Downs Center. In 1996 she developed the Marion Downs National Center. Since 1996, Dr. Yoshinaga-Itano has assisted many state departments of education and public health agencies, schools for the deaf and the blind, and early intervention programs throughout the United States and its territories. In addition, she has served as a consultant for many countries currently developing their early hearing detection and intervention programs, including the United Kingdom, Canada, Australia, New Zealand, Japan, China, Korea, Belgium, Poland, Spain, Austria, Denmark, Sweden, Norway, the Netherlands, Mexico, Chile, Argentina, Brazil, Thailand, the Philippines, and South Africa.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Mallene Wiggin
(), University of Colorado-Boulder, Mallene.Wiggin@colorado.edu;
Mallene Wiggin received her Bachelor of Science degree in Communication Sciences and Disorders from University of the Pacific. She continued her studies at University of Kansas and earned her Master of Arts degree in Speech Pathology. Mallene specialized in children with hearing impairment and worked in cochlear implant centers, early intervention, and educational settings prior to completing her Ph.D. at the University of Colorado - Boulder. Her research interests include speech, language and auditory development in young children with cochlear implants.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Craig Mason
(), University of Maine, craig.mason@maine.edu;
Craig A. Mason,Ph.D. is a Professor of Education and Applied Quantitative Methods at the University of Maine. He received his PhD in Clinical Child Psychology from the University of Washington and his interests include informatics, newborn hearing loss, and quantitative methods. Dr. Mason has been PI or Co-PI on $15 million in grants and contracts from the National Science Foundation, the National Institutes of Health, the Centers for Disease Control and Prevention, and the Department of Education. In addition, he has published, presented, and taught on multivariate analysis, multi-level modeling, epidemiological analysis, structural equation modeling, and growth modeling. He has been invited to present on methodology and informatics by the Centers for Disease Control and Prevention, the National Association for Public Health Statistics and Information Systems, the Department of Health and Human Services, the Association of Maternal and Child Health Programs, and other national organizations.
ASHA DISCLOSURE:
Financial -
Nonfinancial -