A5090061717- Hearing Impairment and Communication
- Hearing Loss and Rehabilitation
- Language Development and Disorders
- Family and Disability Support Research
- Reading and Literacy Development
- Infant Development and Preterm Care
- Assistive Technology in Communication and Mobility
- Child Development and Digital Technology
- Inclusion and Disability in Education and Sport
- Speech and Audio Processing
- Early Childhood Education and Development
- Williams Syndrome Research
- Autism Spectrum Disorder Research
- Body Image and Dysmorphia Studies
- Hearing, Cochlea, Tinnitus, Genetics
- Cognitive and developmental aspects of mathematical skills
- Noise Effects and Management
- Multisensory perception and integration
- Facial Rejuvenation and Surgery Techniques
- Nasal Surgery and Airway Studies
- Parental Involvement in Education
- Tactile and Sensory Interactions
- Genetics and Neurodevelopmental Disorders
Moravian University
2010-2023
Boys Town National Research Hospital
2020
Indiana University School of Medicine
2017
Indiana University – Purdue University Indianapolis
2017
House Clinic
2006-2009
Canisius College
2008-2009
Google (United States)
2007
NC Department of Health and Human Services
2006
Bar-Ilan University
2006
Utah State University
2006
Abstract The development of language and communication may play an important role in the emergence behavioral problems young children, but they are rarely included predictive models development. In this study, cross-sectional relationships between language, attention, behavior were examined using parent report, videotaped observations, performance measures a sample 116 severely profoundly deaf 69 normally hearing children ages 1.5 to 5 years. Secondary analyses performed on data collected as...
The principal goal of this study was to investigate the relationships between maternal contributions (e.g., involvement, self-efficacy, linguistic input) and receptive expressive (oral sign) language skills in young children with cochlear implants.Relationships children's were investigated by using correlation regression analyses. Thirty-two mothers (mean age = 36.0 yr) their 4.8 videotaped during free play storybook interactions. Mothers' quantitative (MLU, number word-types) mothers'...
Parental involvement and communication are essential for language development in young children. However, hearing parents of deaf children face challenges providing input to their This study utilized the largest national sample receiving cochlear implants, with aim identifying effective facilitative techniques. Ninety‐three (≤ 2 years) were assessed at 6 implant centers prior 3 years following implantation. All parent–child interactions videotaped, transcribed, coded each assessment....
The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness reading skills 3 years later in a group young children with cochlear implants (N = 16). Mothers were videotaped during two storybook interactions, oral language assessed using the "Reynell Developmental Language Scales, third edition." Three later, awareness, skills, "Phonological Awareness Test," "Woodcock–Johnson-III Diagnostic...
Purpose To examine the validity of MacArthur–Bates Communicative Development Inventories (CDI) for measuring language abilities in children with profound hearing loss who are using cochlear implants. Method Twenty-four implants and their mothers participated this study. Children ranged age from 32 months to 86 (the majority were 66 old). The number postimplantation 3 60 around 24 months). Mothers completed CDI before behavioral testing. Behavioral measures included Reynell Developmental...
Parent and child joint book reading (JBR) characteristics parent facilitative language techniques (FLTs) were investigated in two groups of parents their young children; children with normal hearing (NH; n = 60) loss (HL; 45). Parent-child dyads videotaped during JBR interactions, behaviors coded for specific using a scale developed this study. Children's oral skills assessed the Preschool Language Scale-4 (PLS-4). Parents HL scored higher on four subscales JBR: Literacy Strategies Teacher...
The value of identifying permanent hearing loss during the first few months life and providing effective treatment to ameliorate or even eliminate negative consequences has been recognized for many decades.Unfortunately, improvements in achieving this goal were very gradual until early 1990s.At that time, combination technological advances screening diagnostic equipment technologies created a revolution our ability identify provide intervention children with life.Evidence continues...
Objective: To develop a speech recognition index that summarizes data collected through an array of age-appropriate hierarchical tests in longitudinal study. Study Design: Prospective cohort. Setting: Six tertiary referral centers the Childhood Development after Cochlear Implantation (CDaCI) Study. Patients: One hundred eighty-eight children implanted at age 5 years or younger and 97 age-comparable normal-hearing controls. Intervention: implantation. Main Outcome Measures: measures were...
The goal of this study was to examine the relationships between scores obtained from measures speech perception and language in a group young children with hearing loss (HL). Eighteen (mean age = 4.3 years) their mothers participated study. Speech measured using online imitative test pattern contrast (OLIMSPAC). Standardized equivalent were Reynell developmental scales-III. Number word tokens, types, mean length utterance (MLU) extracted children's spontaneous samples. Significant positive...
Objectives: The principle goal of this longitudinal study was to examine parent perceptions home literacy environment (e.g., frequency book reading, ease reading with child) and observed behaviors during shared (SBR) interactions between parents their children hearing loss (HL) as compared normal (NH) across 3 time points (12, 24, 36 months old). Relationships were also explored among factors SBR later language outcomes, all three for without HL. Design: Participants a group HL (N = 17)...
Maternal ratings of self-efficacy and involvement in early intervention were compared across two groups mothers with young children prelingual deafness: 24 hearing aids 30 a cochlear implant. Although implants rated their child's program lower quality, they perceived themselves as more efficacious the care maintenance sensory device developing speech-language skills. Mothers had self-ratings related to program. Implications for interventionists are discussed.
Objective: We had an opportunity to evaluate American child whose family traveled Italy receive auditory brainstem implant (ABI). The goal of this evaluation was obtain insight into possible benefits derived from the ABI and begin developing assessment protocols for pediatric clinical trials. Study Design: Case study. Setting: Tertiary referral center. Patient: Pediatric Patient 1 born with nerve agenesis. Auditory surgery performed in December, 2005, Verona, Italy. assessed at House Ear...
The goal of this longitudinal study is to examine the relationships between early child factors (i.e., age at identification, enrollment in intervention, oral language skills) and school readiness skills conceptual knowledge) a group young children with hearing loss (HL). Standardized language, cognition, knowledge measures were administered eight preschool HL (age M = 4.0 years). Significant negative observed identification intervention later skills. Positive associations emerged children’s...
The aims of this study were to examine the development visual attention in deaf and hearing infants toddlers, assess whether improvements observed sample after 12 months cochlear implantation. A novel puppet task, based on a measure developed with normally infants, was administered 88 42 normal-hearing children at three time points: baseline, six post-implantation for sample. At demonstrated significantly more inattentive looks during skits than children, these longer duration, confirming...
For many families of young children who are deaf, a cochlear implant may be the most viable option for promoting spoken language development. Children qualify as 12 months if they have demonstrated minimal benefit from conventional amplification. In order oral to occur, however, parents need fully involved in their children's early-intervention program. This article presents 2 family constructs that associated with learning implants: parental involvement and maternal self-efficacy. After...
Objective: To evaluate mapping characteristics of children with cochlear implants who are enrolled in the Childhood Development After Cochlear Implantation (CDACI) multicenter study. Study Design: Longitudinal evaluation during 24 months speech processor maps prospectively Setting: Six tertiary referral centers. Subjects: One hundred eighty-eight CDACI study were 5 years old or younger at time enrollment. Of these children, 184 received unilateral implants, and 4 simultaneous bilateral...
Four-year-old Olivia, who is deaf and has used a cochlear implant for 3 years, her mother, Laura, enjoy looking at storybooks together home. During storybook reading, Laura notices that Olivia tries to imitate some words she reads yet does not seem understand many or story events. unsure whether stop the interaction encourage Olivia’s attempts word imitation directly teach new vocabulary continue reading pleasure. preschool teacher, Ms. Lynn, also displays keen interest in but able answer...
Over the past 20 years, increasing numbers of studies have examined etiology-related behaviors in children with genetic mental retardation syndromes. In this article, we focus on clinical aspects such for interventionists working young children. After reviewing concept behavioral phenotype, discuss how strengths and weaknesses gradually emerge age and, potentially, interact environmental input (emergentism). Second, given that different disorders show diverse profiles weaknesses, article...
The presence of disabilities in addition to deafness poses unique challenges for evaluating outcomes young children who receive cochlear implants. We describe two cases which measures joint attention and symbolic play contributed our understanding progress language acquisition following implantation with additional developmental disabilities.Prospective case study.Tertiary referral center.Case 1, identified global delays implanted at age 2 years 8 months; Case 2, diagnosed autism spectrum...
This study examines the home literacy environment in a group of mothers and their early-school-age children with cochlear implants ( N = 16). The goals this investigation are to (a) describe characteristics (b) relationships between factors children’s reading skills. Mothers completed inventory were videotaped during joint book reading. Children’s skills assessed using Phonological Awareness Test Woodcock-Johnson III Diagnostic Reading Battery. Mothers’ perceived activities home, defined as...
Objectives: This study examined the psychosocial, adaptive behavior, and language outcomes of young children who are hard hearing (HH) without additional disabilities or neurocognitive impairments. Relations between early developmental child parent demographic variables, parenting stress self-efficacy were also explored. Design: Participants 39 with identified, permanent mild to severe loss, ages 2 3 years, a comparison group 47 normal (NH). Developmental measured using...