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McCreery, Ryan W.; Walker, Elizabeth A.; Stiles, Derek J.; Spratford, Meredith; Oleson, Jacob J.; Lewis, Dawna E. – Language, Speech, and Hearing Services in Schools, 2020
Purpose: Because of uncertainty about the level of hearing where hearing aids should be provided to children, the goal of the current study was to develop audibility-based hearing aid candidacy criteria based on the relationship between unaided hearing and language outcomes in a group of children with hearing loss who did not wear hearing aids.…
Descriptors: Hearing Impairments, Assistive Technology, Criteria, Children
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Bagatto, Marlene – Language, Speech, and Hearing Services in Schools, 2020
Purpose: This clinical focus article describes considerations for recommending assistive hearing technology to infants and young children who have mild bilateral or unilateral hearing loss. These conditions present special challenges compared to bilateral permanent hearing losses that are moderate to profound in their degree in that the…
Descriptors: Assistive Technology, Hearing Impairments, Infants, Young Children
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Fitzpatrick, Elizabeth M.; Nassrallah, Flora; Vos, Bénédicte; Whittingham, JoAnne; Fitzpatrick, Jessica – Language, Speech, and Hearing Services in Schools, 2020
Purpose: This study investigated progressive hearing loss in a cohort of children who were identified with permanent mild bilateral hearing loss. Method: This population-based study included 207 children with permanent mild bilateral hearing loss, diagnosed and followed from 2003 to 2016 in 1 region of Canada. Clinical characteristics and initial…
Descriptors: Hearing Impairments, Clinical Diagnosis, Longitudinal Studies, Risk
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Picou, Erin M.; Davis, Hilary; Tharpe, Anne Marie – Language, Speech, and Hearing Services in Schools, 2020
Purpose: Current recommendations for clinical management of school-aged children with limited useable hearing unilaterally primarily focus on remote microphone systems and preferential seating. The purpose of this narrative review is to examine the existing evidence supporting these recommendations. Method: A narrative review was conducted,…
Descriptors: Hearing Impairments, Audio Equipment, Academic Achievement, Elementary School Students
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Peters-Sanders, Lindsey A.; Kelley, Elizabeth S.; Biel, Christa Haring; Madsen, Keri; Soto, Xigrid; Seven, Yagmur; Hull, Katharine; Goldstein, Howard – Language, Speech, and Hearing Services in Schools, 2020
Purpose: This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method: Seventeen…
Descriptors: Preschool Children, Intervention, Small Group Instruction, Vocabulary Development
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Al-Salim, Sarah; Moeller, Mary Pat; McGregor, Karla K. – Language, Speech, and Hearing Services in Schools, 2020
Purpose: The aims of this study were to (a) determine if a high-quality adaptation of an audiovisual nonword repetition task can be completed by children with wide-ranging hearing abilities and to (b) examine whether performance on that task is sensitive to child demographics, hearing status, language, working memory, and executive function…
Descriptors: Children, Hearing Impairments, Repetition, Performance
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Petersen, Douglas B.; Tonn, Penny; Spencer, Trina D.; Foster, Matthew E. – Language, Speech, and Hearing Services in Schools, 2020
Purpose: Educators often use results from static norm-referenced vocabulary assessments to aid in the diagnosis of school-age children with a language disorder. However, research has indicated that many of these vocabulary assessments yield inaccurate, biased results, especially with culturally and linguistically diverse children. This study…
Descriptors: Classification, Language Impairments, Bilingualism, Spanish
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Griffin, Amanda; Poissant, Sarah F.; Freymen, Richard L. – Language, Speech, and Hearing Services in Schools, 2020
Purpose: The purpose of this study was to measure auditory comprehension performance in school-aged children with unilateral hearing loss (UHL) and with normal hearing (NH) in quiet and in the presence of child-produced two-talker babble (TTB). Method: Listeners were school-aged children (7-12 years) with permanent UHL (n = 25) or NH (n = 14).…
Descriptors: Listening Comprehension, Hearing Impairments, Auditory Perception, Language Tests
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Guo, Ling-Yu; Eisenberg, Sarita; Schneider, Phyllis; Spencer, Linda – Language, Speech, and Hearing Services in Schools, 2020
Purpose: The purpose of this study was to provide reference data and evaluate the psychometric properties for the finite verb morphology composite (FVMC) measure in children between 4 and 9 years of age from the database of the Edmonton Narrative Norms Instrument (ENNI; Schneider, Dubé, & Hayward, 2005). Method: Participants included 377…
Descriptors: Verbs, Morphology (Languages), Measures (Individuals), Narration
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James, Karen; Munro, Natalie; Togher, Leanne; Cordier, Reinie – Language, Speech, and Hearing Services in Schools, 2020
Purpose: Working with students with emotional behavioral disorders is a challenging area of speech-language pathology practice. In this study, we compare and profile the narrative discourse, structural language, and social communication characteristics of adolescents attending behavioral support and mainstream schools. We also examine…
Descriptors: Emotional Disturbances, Behavior Disorders, Adolescents, Special Schools
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Walker, Elizabeth A.; Sapp, Caitlin; Dallapiazza, Margaret; Spratford, Meredith; McCreery, Ryan W.; Oleson, Jacob J. – Language, Speech, and Hearing Services in Schools, 2020
Purpose: There is ambiguity in the clinical and research communities regarding whether children with mild bilateral hearing loss (MBHL) are at risk for delays. The goal of the current article is to expand the evidence base surrounding outcomes for the current generation of children with MBHL. Method: Using independent-samples "t" tests,…
Descriptors: Grade 4, Hearing Impairments, Elementary School Students, Language Skills
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Pezold, Mollee J.; Imgrund, Caitlin M.; Storkel, Holly L. – Language, Speech, and Hearing Services in Schools, 2020
Purpose: Although language sample analysis is widely recommended for assessing children's expressive language, few school-based speech-language pathologists routinely use it, citing a lack of time, resources, and training (Pavelko, Owens, Ireland, & Hahs-Vaughn, 2016). The purpose of this clinical tutorial is (a) to describe options for…
Descriptors: Computer Use, Preschool Children, Child Language, Language Usage
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Bess, Fred H.; Davis, Hilary; Camarata, Stephen; Hornsby, Benjamin W. Y. – Language, Speech, and Hearing Services in Schools, 2020
Purpose: Listening-related fatigue is an understudied construct that may contribute to the auditory, educational, and psychosocial problems experienced by children with unilateral hearing loss (UHL). Herein, we present an overview of listening-related fatigue in school-age children with hearing loss (CHL), with a focus on children with UHL.…
Descriptors: Hearing Impairments, Fatigue (Biology), Listening, Elementary School Students
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Duff, Dawna – Language, Speech, and Hearing Services in Schools, 2019
Purpose: Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading…
Descriptors: Vocabulary Development, Reading Comprehension, Middle School Students, Grade 6
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Storkel, Holly L.; Komesidou, Rouzana; Pezold, Mollee J.; Pitt, Adrienne R.; Fleming, Kandace K.; Romine, Rebecca Swineburn – Language, Speech, and Hearing Services in Schools, 2019
Purpose: The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word during a book reading session) and dose frequency (i.e., the number of repeated book reading sessions) and whether pretreatment…
Descriptors: Vocabulary Development, Definitions, Developmental Disabilities, Language Impairments
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