Deaf and hard-of-hearing (DHH) children with cochlear implants (CwCIs) constitute a heterogeneous population. A multitude of factors influence their spoken language development. There is evidence that CwCIs follow similar trajectories in language development as typically developing (TD) children but there is a lack of research on specific types of…

There are over 135,000 deaf/hard of hearing students enrolled in postsecondary institutions in the U.S. However, deaf students who use sign language may not be aware of their sign language skills, resulting in accommodations that do not provide full access to postsecondary course content and reduced degree completion rates compared to their…

This research examined the effect of the Working Memory-based Cognitive Rehabilitation (WMCR) intervention on the spoken language development of deaf and hard-of-hearing (DHH) children. In this clinical trial study, 28 DHH children aged between 5 and 6 years were selected by random sampling method. The participants were randomly assigned to…

Children who are deaf or hard of hearing (DHH) in Sri Lanka have inadequate access to early amplification and language stimulation. As a result, they are at risk of impoverished language development: spoken language and sign language. Thirty DHH children who use Sri Lankan sign language between the ages of 4;4-7;2 years from three classrooms of a…

Purpose: This study examined vocabulary profiles in young cochlear implant (CI) recipients and in children with normal hearing (NH) matched on receptive vocabulary size to improve our understanding of young CI recipients' acquisition of word categories (e.g., common nouns or closed-class words). Method: We compared receptive and expressive…

Few American Sign Language (ASL) assessments are readily available for educators to administer and score to document deaf students' skill levels and direct ASL instruction. Even fewer studies include deaf students with intellectual disabilities or document deaf students' ASL skills across time. The present study reports deaf school-aged students'…

Although reducing visual input to emphasize auditory cues is a common practice in pediatric auditory (re)habilitation, the extant literature offers minimal empirical evidence for whether unisensory auditory-only (AO) or multisensory audiovisual (AV) input is more beneficial to children with hearing loss for developing spoken language skills. Using…

Young deaf and hard-of-hearing children enrolling in school in Sri Lanka often display language delay due to limited amplification and limited language stimulation. The scarcity of speech and language therapy support within the educational context at present necessitates a rethink of service-delivery models to reach more children. Multi-sensory…

Clinical Question: Would young deaf children who participate in Auditory-Verbal Therapy (AVT) provided by a Listening and Spoken Language Specialist (LSLS) certified in AVT demonstrate gains in receptive and expressive language skills similar to their typical hearing peers? Method: Systematic Review. Study Sources: EBSCOhost databases: Academic…

Background: Language outcomes for children with cochlear implants (CIs) vary widely, even for those implanted before 2 years of age. Identifying the main influencing factors that account for some of the variability is important in order to provide information to guide appropriate clinical and intervention services for young children with CIs.…

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…

The American Sign Language Comprehension Test (ASL-CT) is a 30-item multiple-choice test that measures ASL receptive skills and is administered through a website. This article describes the development and psychometric properties of the test based on a sample of 80 college students including deaf native signers, hearing native signers, deaf…

Adopting a bimodal bilingual language acquisition model, this qualitative case study is the first in Germany to investigate the spoken and sign language development of hearing children of deaf adults (codas). The spoken language competence of six codas within the age range of 3;10 to 6;4 is assessed by a series of standardised tests (SETK 3-5,…

In deaf education, the sign language skills of teacher and interpreter candidates are infrequently assessed; when they are, formal measures are commonly used upon preparation program completion, as opposed to informal measures related to instructional tasks. Using an informal picture storybook task, the authors investigated the receptive and…

Children with autism spectrum disorder present with a variety of social communication deficits such as atypicalities in social gaze and verbal and non-verbal communication delays as well as perceptuo-motor deficits like motor incoordination and dyspraxia. In this study, we had the unique opportunity to study praxis performance in deaf children…