L Cupples1, T Y C Ching2,3, G Leigh2,4,5, L Martin2,3, M Gunnourie2,3, L Button2,3, V Marnane2,3, S Hou2,3, V Zhang2,3, C Flynn2,3, P Van Buynder2,3. 1. Department of Linguistics, Macquarie University, Sydney, NSW, Australia. 2. HEARing Cooperative Research Centre, Carlton, Vic., Australia. 3. National Acoustic Laboratories, Australian Hearing, Macquarie Park, NSW, Australia. 4. Renwick Centre, Royal Institute for Deaf and Blind Children, Sydney, NSW, Australia. 5. Department of Educational Studies, Macquarie University, Sydney, NSW, Australia.
Abstract
BACKGROUND: This study examined language development in young children with hearing loss and different types of additional disabilities (ADs). METHOD: A population-based cohort of 67 children who were enrolled in the Longitudinal Outcomes of Children with Hearing Impairment study took part. Language ability was directly assessed at 3 and 5 years of age using the Preschool Language Scale, Fourth Edition and the Peabody Picture Vocabulary Test, Fourth Edition. Standard scores were used to enable comparison with age-based expectations for typically developing children. RESULTS: Analysis of variance showed that, across the total cohort, children's language scores remained stable over the 2-year period. However, this overall stability masked a significant difference between children with different types of ADs; in particular, children with autism, cerebral palsy and/or developmental delay showed a decline in standard scores, whereas children with other disabilities showed a relative improvement. In addition, larger improvements in receptive vocabulary were associated with use of oral communication only. CONCLUSIONS: The results suggest that type of AD can be used to gauge expected language development in the population of children with hearing loss and ADs when formal assessment of cognitive ability is not feasible.
BACKGROUND: This study examined language development in young children with hearing loss and different types of additional disabilities (ADs). METHOD: A population-based cohort of 67 children who were enrolled in the Longitudinal Outcomes of Children with Hearing Impairment study took part. Language ability was directly assessed at 3 and 5 years of age using the Preschool Language Scale, Fourth Edition and the Peabody Picture Vocabulary Test, Fourth Edition. Standard scores were used to enable comparison with age-based expectations for typically developing children. RESULTS: Analysis of variance showed that, across the total cohort, children's language scores remained stable over the 2-year period. However, this overall stability masked a significant difference between children with different types of ADs; in particular, children with autism, cerebral palsy and/or developmental delay showed a decline in standard scores, whereas children with other disabilities showed a relative improvement. In addition, larger improvements in receptive vocabulary were associated with use of oral communication only. CONCLUSIONS: The results suggest that type of AD can be used to gauge expected language development in the population of children with hearing loss and ADs when formal assessment of cognitive ability is not feasible.
Authors: Jessica Beer; Michael S Harris; William G Kronenberger; Rachael Frush Holt; David B Pisoni Journal: Int J Audiol Date: 2012-04-17 Impact factor: 2.117
Authors: Linda Cupples; Teresa Y C Ching; Kathryn Crowe; Mark Seeto; Greg Leigh; Laura Street; Julia Day; Vivienne Marnane; Jessica Thomson Journal: J Deaf Stud Deaf Educ Date: 2013-10-21
Authors: Teresa Y C Ching; Harvey Dillon; Vivienne Marnane; Sanna Hou; Julia Day; Mark Seeto; Kathryn Crowe; Laura Street; Jessica Thomson; Patricia Van Buynder; Vicky Zhang; Angela Wong; Lauren Burns; Christopher Flynn; Linda Cupples; Robert S C Cowan; Greg Leigh; Jessica Sjahalam-King; Angel Yeh Journal: Ear Hear Date: 2013-09 Impact factor: 3.570