Abstract
This study explores the impact of the type and dosage of listening and spoken language (LSL) services on speech and language outcomes in children with cochlear implants or hearing aids in two LSL programs. Identical demographic variables were collected across the two programs for use in the statistical analyses. Speech and language outcomes were examined at ages 3 and 5 using standardized test measures. At age 3, significant differences in LSL outcomes existed between programs for children using cochlear implants but not for children using binaural hearing aids. However, at age five, outcomes were similar between the different LSL programs for children with hearing aids and cochlear implants. Total hours of LSL services do not serve as a predictor of LSL outcomes at five years of age. However, early identification of hearing loss, early amplification, and early enrollment in a LSL program were highly influential factors affecting LSL outcomes at three and five years of age. Non-verbal IQ and maternal education levels also influence LSL outcomes. Children with earlier access to hearing technology and LSL intervention may need fewer hours of LSL services to achieve age-appropriate LSL outcomes. Overall, both of these LSL programs supported age-appropriate speech and language outcomes by age 5.
Recommended Citation
Wolfe, J. Miller, S. Schafer, E. C. Rudge, A. M. Brooks, B. M. Smith, J. Stowe, D. Birath, A. L. Wilson, P. Fales, E. & Elder, T. (2021). Intervention and Outcomes of Children in Different Types of Listening and Spoken Language Programs. Journal of Early Hearing Detection and Intervention: Volume 9 Issue 1, pages 1-53, 6(2), 9-27. DOI: https://doi.org/10.26077/7874-5589
Retrieved from https://digitalcommons.usu.edu/jehdi/vol6/iss2/3
