Feasibility of a Recasting and Auditory Bombardment Treatment With Young Cochlear Implant Users

Encinas, Danielle; Plante, Elena

doi:10.1044/2016_lshss-15-0060

Cited by 22 publications

(8 citation statements)

References 41 publications

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“…This study closely followed the methods of previous treatment studies by Encinas and Plante (2016), Plante et al (2014), Meyers-Denman and Plante (2016), and Plante, Tucci, Nicholas, Arizmendi, and Vance (2018) but included new participants. The study included a pretreatment probe period, treatment sessions, and probe sessions that occurred within a 6-week period.…”

Section: Materials and Proceduresmentioning

confidence: 99%

Individual Versus Small Group Treatment of Morphological Errors for Children With Developmental Language Disorder

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Plante

Oglivie

et al. 2019

LSHSS

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Purpose This study examines the effects of enhanced conversational recast for treating morphological errors in preschoolers with developmental language disorder. The study assesses the effectiveness of this treatment in an individual or group ( n = 2) setting and the possible benefits of exposing a child to his or her partner's treatment target in addition to his or her own. Method Twenty children were assigned to either an individual ( n = 10) or group ( n = 10, 2 per group) condition. Each child received treatment for 1 morpheme (the target morpheme) for approximately 5 weeks. Children in the group condition had a different target from their treatment partner. Pretreatment and end treatment probes were used to compare correct usage of the target morpheme and a control morpheme. For children in the group condition, the correct usage of their treatment partner's target morpheme was also examined. Results Significant treatment effects occurred for both treatment conditions only for morphemes treated directly (target morpheme). There was no statistically significant difference between the treatment conditions at the end of treatment or at follow-up. Children receiving group treatment did not demonstrate significant gains in producing their partner's target despite hearing the target modeled during treatment. Conclusions This study provides the evidence base for enhanced conversational recast treatment in a small group setting, a treatment used frequently in school settings. Results indicate the importance of either attention to the recast or expressive practice (or both) to produce gains with this treatment. Supplemental Material https://doi.org/10.23641/asha.7859975

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Section: Materials and Proceduresmentioning

confidence: 99%

Individual Versus Small Group Treatment of Morphological Errors for Children With Developmental Language Disorder

Eidsvåg

Plante

Oglivie

et al. 2019

LSHSS

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“…In addition, she found that the rate of maternal use of open-ended language elicitation positively correlated with child language. In addition, Encinas and Plante (2016) have shown that specific types of reformulations (i.e., restating a grammatically incorrect child verbalization with corrected grammar) appear beneficial for facilitating morphosyntax for young children with cochlear implants when used in one-on-one settings with clinicians.…”

Section: Language-supporting Interactions With Dhh Childrenmentioning

confidence: 99%

Relations Between Teacher Talk Characteristics and Child Language in Spoken-Language Deaf and Hard-of-Hearing Classrooms

Duncan

Lederberg

2018

J Speech Lang Hear Res

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Purpose The aim of this study was to examine relations between teachers' conversational techniques and language gains made by their deaf and hard-of-hearing students. Specifically, we considered teachers' reformulations of child utterances, language elicitations, explicit vocabulary and syntax instruction, and wait time. Method This was an observational, longitudinal study that examined the characteristics of teacher talk in 25 kindergarten through second-grade classrooms of 68 deaf and hard-of-hearing children who used spoken English. Standardized assessments provided measures of child vocabulary and morphosyntax in the fall and spring of a school year. Characteristics of teacher talk were coded from classroom video recordings during the winter of that year. Results Hierarchical linear modeling indicated that reformulating child statements and explicitly teaching vocabulary were significant predictors of child vocabulary gains across a school year. Explicitly teaching vocabulary also significantly predicted gains in morphosyntax abilities. There were wide individual differences in the teachers' use of these conversational techniques. Conclusion Reformulation and explicit vocabulary instruction may be areas where training can help teachers improve, and improvements in the teachers' talk may benefit their students.

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“…Further research is required to confirm this hypothesis. Encinas and Plante (2016) demonstrated that techniques such as auditory bombardment, provision of high linguistic variability in the input, and recasting resulted in reducing morpheme errors in children with cochlear implants. Evidence-based interventions like these can be applied in individual sessions to provide focused stimulation (higher rates of auditory-based practice and response) in an auditory environment that is conducive to learning for CHH.…”

Section: Discussionmentioning

confidence: 99%

Service Provision for Children Who Are Hard of Hearing at Preschool and Elementary School Ages

Page

Harrison

Moeller

et al. 2018

LSHSS

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Purpose To characterize preschool and school services for children who are hard of hearing (CHH), we described service setting, amount, and configuration and analyzed the relationship between service receipt and student hearing levels and language scores. Characteristics of professionals providing services were described and then used to predict level of comfort with skills supporting listening and spoken language. The amount of provider communication with children's audiologists was also investigated. Method Participants included parents of CHH (preschool n = 174; school n = 155) and professionals (preschool n = 133; school n = 104) who completed interviews and questionnaires as part of a longitudinal study. Children's hearing, speech, and language data were collected from annual testing and analyzed in relation to service data. Results A majority (81%) of preschool-age CHH received services. Children were more likely to be in a preschool for children who are deaf or hard of hearing (CDHH) or exceptional children than a general education preschool. By elementary school, 70% received services, nearly all in general education settings. Sessions averaged twice a week for a total of approximately 90 min. Children who no longer received services performed significantly better on speech/language measures than those who received services, regardless of service setting. Professionals were primarily speech-language pathologists (SLPs) and teachers of CDHH. SLPs reported significantly less comfort with skills involving auditory development and hearing technologies and less frequent communication with the child's audiologists than teachers of CDHH. Overall communication with audiologists was more frequent in the preschool years. Conclusions As preschool-age CHH transition into school, the majority continue to qualify for services. Congruent with national trends, school-age CHH in the Outcomes of Children with Hearing Loss study were most often in general education settings. Without specialized preprofessional or postgraduate training, SLPs and teachers of CDHH did not report comfort with all the skills critical to developing listening and spoken language. This finding supports the need for increased implementation of interprofessional practice among SLPs and teachers of CDHH, as well as audiologists, to best meet the needs unique to this population.

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Feasibility of a Recasting and Auditory Bombardment Treatment With Young Cochlear Implant Users

Cited by 22 publications

References 41 publications

Individual Versus Small Group Treatment of Morphological Errors for Children With Developmental Language Disorder

Individual Versus Small Group Treatment of Morphological Errors for Children With Developmental Language Disorder

Relations Between Teacher Talk Characteristics and Child Language in Spoken-Language Deaf and Hard-of-Hearing Classrooms

Service Provision for Children Who Are Hard of Hearing at Preschool and Elementary School Ages

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