Children with hearing loss who use listening and spoken language increasingly reach performance within or above the average range on norm-referenced assessments of language ability prior to school entry but continue to perform below expectations on language-based academic skills such as reading. The purpose of this presentation will be to identify limitations of making service provision decisions primarily on the basis of norm-referenced vocabulary and total language assessments for children with hearing loss.
Course created on July 7, 2017
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Learning Outcomes
- After this course participants will be able to describe the limitations of norm-referenced assessments.
- After this course participants will be able to describe the intralinguistic variability of children with hearing loss who use spoken language.
- After this course participants will be able to identify assessment procedures that may be used to obtain better information about a child's spoken language service provision needs in school.
Agenda
| 0-5 Minutes | Introduction |
| 5-25 Minutes | Study 1: Intralinguistic variability at a single point in time |
| 25-30 Minutes | Limitations of formal assessments |
| 30-50 Minutes | Study 2 |
| 50-55 Minutes | Implications and suggestions for practice |
| 55-60 Minutes | Final Comments and Questions |
Reviews
291 ReviewsPresented By
Michael Douglas
MA CCC-SLP
Michael Douglas, M.A., CCC-SLP, LSLS Cert. AVT, is a speech-language pathologist and a certified auditory-verbal therapist. He received his B.A. in speech-language pathology in 1994 and M.A. in 1996 from the University of North Texas. Currently, he mentors aspiring Cert. AVTs, lectures worldwide and is the Principal of the Mama Lere Hearing School in the Bill Wilkerson Center at Vanderbilt University, Nashville, TN.
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Kaitlyn Johnston Minchin
MS
Kaitlyn Johnston Minchin, MS, CF-SLP is a recent graduate of Vanderbilt University’s Speech-Language Pathology Master’s program. She received her B.H.S. in Communication Sciences and Disorders from the University of Florida. Kaitlyn completed a Fulbright in Hong Kong before entering graduate school. As a graduate student, Kaitlyn was a trainee for a US Department of Education grant for Interdisciplinary Preparation of Audiologists, Speech-Language Pathologists, and Educators of the Deaf to Address the Needs of Infants and Children with Hearing Loss. Kaitlyn’s research during her graduate training focused on the language profiles of preschool children with hearing loss.
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Krystal Werfel
PhD CCC-SLP
Krystal L. Werfel, Ph.D., CCC-SLP is an assistant professor in Communication Sciences and Disorders and director of the Written Language Lab at the University of South Carolina. Her clinical and research interests include literacy acquisition, assessment, and intervention in children with hearing loss. Currently, her research focuses on early language and literacy acquisition of children with hearing loss (funded by NIH), the prevalence of minimal hearing loss in school-age children with literacy impairments, and the mechanisms that lead to fatigue in children with hearing loss (both funded by U of SC).
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Jena McDaniel
MS CCC-SLP
Jena McDaniel, MS, CCC-SLP, is a speech-language pathologist and currently a doctoral student in the Vanderbilt University Department of Hearing and Speech Sciences. She received her B.S.Ed. in Communication Disorders from the University of Virginia and her M.S. in Speech-Language Pathology from Vanderbilt University. Before entering the PhD program at Vanderbilt University to study child language intervention, Jena worked as a speech-language pathologist at The Children’s Hospital of Philadelphia where she served on multidisciplinary teams, including those for CHOP’s Assessment and Treatment Implementation Program for Infants and Children with Hearing Loss - Enhancing Rehabilitation and the Cochlear Implant Program. As a doctoral student, Jena is a leadership trainee for a Training Exemplary Predoctoral Researchers in Language and Literacy training grant funded by the US Department of Education. Her research program focuses on identifying effective and efficient language interventions for young children. She aims to identify factors that predict which children will benefit from specific evidence–based speech and language interventions to optimize outcomes. To date, her research efforts have included children with hearing loss, autism spectrum disorder, Down syndrome, and other developmental disabilities.
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Kaitlyn Johnston Minchin: Financial: Kaitlyn Johnston Minchin has no financial relationships to disclose. Non-financial: Kaitlyn Johnston Minchin has conducted research during her graduate training on the language profiles of preschool children with hearing loss.
Krystal L. Werfel: Financial: Krystal L. Werfel is employed by the University of South Carolina. She has conducted NIH funded research on early language and literacy acquisition of children with hearing loss Non-financial: Krystal L. Werfel has no non-financial relationships to disclose.
Jena McDaniel: Financial: Jena McDaniel conducts research funded by the US Dept. of Education on language interventions for young children. Non-financial: Jena McDaniel has no non-financial relationships to disclose.
Sponsor Disclosure: This Course is presented by MED-EL in partnership with AudiologyOnline.
Content Disclosure: This learning event does not focus exclusively on any specific product or service.
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