Children who are Deaf or Hard-of-Hearing (DHH) are at-risk for language delays and associated developmental challenges that impact academic, social, and communication skills. Technology Assisted Language Intervention (TALI) is a novel approach that focuses on using augmentative and alternative communication (AAC) as an intervention for children who are DHH. Results from a recent pilot study suggested that TALI may be a viable approach for enhancing spoken language and communication. In this study, we examined the social validity of TALI using interviews and focus groups. We collected qualitative data from parents, caregivers, and professionals working with children who are DHH to gain their perspectives on the feasibility of TALI outside of formal therapy (e.g., school, home, community) and as a supplement to existing spoken and sign language interventions. Participants’ responses were documented through written and audio recordings, and qualitative analysis of focus groups was conducted by researchers in a consensus approach. Parents/caregivers reported that TALI was feasible to implement in home and therapy settings, while professionals suggested that TALI may enhance reading and writing curricula. Professionals also reported that implementing TALI may be challenging to incorporate into manual or total communication academic settings. Overall, results suggest that TALI is a promising, socially valid supplementary intervention for children who are DHH and communicate primarily through spoken language.
Grether, S. Hunter, L. L. Gibler, R. C. Wiley, S. Wysocki, B. Desai, R. & Meinzen-Derr, J. (2019). Social Validity of Technology Assisted Spoken Language Intervention for Deaf and Hard-of-Hearing Children. Journal of Early Hearing Detection and Intervention, 4(3). DOI: https://doi.org/10.26077/m98z-sj93
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