The use of remote technology to provide cochlear implant services has gained popularity in recent years. This article contains a review of research evaluating the feasibility of remote service delivery for recipients of cochlear implants. To date, published studies have determined that speech-processor programming levels and other objective tests…

The provision of consistent high quality home- and community-based services to children with disabilities living in rural and frontier areas is a challenge. Distance, weather, geographic terrain (mountains, canyons), and shortages of pediatric early interventionists are among the challenges to ensuring appropriate and equitable services.…

Over the past 20 years, tremendous strides have been made in establishing and strengthening early hearing detection and intervention (EHDI) programs in all 50 states and the U.S. territories. Although EHDI programs have become more robust, considerable work remains to ensure that all children who do not pass a hearing screening receive the…

This study examines use of the Goldman-Fristoe Test of Articulation-Second Edition (GFTA-2) with children who use cochlear implants to evaluate whether or not it would be appropriate to use this test with this population. Participants included 15 children with cochlear implants who ranged in age of implantation and amount of implant experience.…

Programs preparing teachers of the deaf and hard of hearing are typically housed in schools of education and are subject to university requirements as well as state and national accreditation requirements. This article describes how one program to prepare teachers of the deaf, founded in 2007, navigated those requirements and became part of a…

This article profiles the graduate program in Early Oral Intervention for Children who are Deaf and Hard of Hearing at The University of Southern Mississippi (USM) in Hattiesburg, Mississippi, which is the result of several circumstances: (1) sizeable populations of individuals who are deaf or hard of hearing residing in Mississippi were not being…

The difficulties for students with hearing loss in gaining proficient literacy skills are well documented. However, studies describing the nature and variability of emergent literacy skills for students with hearing loss or the rate at which progress occurs at young ages are limited. We assessed emergent literacy skills and outcomes at the…

This study explores the emotional well-being of older siblings of children who are deaf or hard of hearing and older siblings of children with typical hearing (control group). We interviewed 70 families and had both the parent and the older sibling complete questionnaires on sibling perceptions and relationships. Findings revealed no significant…

Prelinguistic vocal development is "the process by which infants and toddlers produce increasingly more complex, phonetically diverse, and speech-like utterances before they say words on a regular basis" (Ertmer, 2005, p. 85). Research has shown that children with bilateral, moderate-to-profound hearing loss experience delays and deficits in vocal…

The speech and language developmental progress of children with hearing loss educated using an Auditory-Verbal approach was compared to that of a control group of children with normal hearing. The experimental group consisted of 29 children ages 2-6 years with a mean pure tone average in the better ear of 76.17 dB HL at 0.5, 1 and 2 kHz. The 29…

Phonological process use was investigated in five children who used Nucleus 24 cochlear implants (CIs). All participants were less than 3 years of age at the time of cochlear implantation and ranged from 4;2 to 4;7 years of age at onset of study. Speech samples obtained from the GFTA-2 were analyzed using the KLPA-2 to evaluate participants'…

This investigation sought to answer two questions: (1) Do children who receive cochlear implants (CIs) by 3;0 (years; months) improve speech intelligibility significantly during their third year of cochlear implant use? (2) How do the intelligibility scores of young CI recipients compare to those reported in the literature for children who receive…

In the past decade, most studies have reported that children who are deaf and hard of hearing who have parents with typical hearing experience a serious delay in the understanding of false belief. False belief understanding consists of the ability to infer that someone else believes that something is true when one knows it to be wrong. This…

The current study examined the early literacy skills of kindergartners with hearing loss who were enrolled in individual inclusion or group inclusion programs as well as those of children with typical hearing. We also examined the relationship between early literacy skills and background variables such as degree of hearing loss, type of sensory…

This study investigated the application of Reading Recovery for children with hearing loss by measuring and comparing the literacy achievement of 12 children who are deaf or hard of hearing and 12 children with typical hearing who were participating in Reading Recovery interventions in the second year of primary school. Progress was measured by…