Evidence-Based Practices for Evaluating Preschoolers Who Are Deaf/Hard of Hearing Using Listening and Spoken Language for Special Education Eligibility.
Purpose: Many young children who are deaf/hard of hearing (D/HH) using listening and spoken language (LSL) demonstrate improved spoken language outcomes. Anecdotally, one cascading effect of these improved outcomes is that many children are not qualifying for continued services at the age of 3 years...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 9; no. 5; pp. 1377 - 1398 |
|---|---|
| Autores principales: | , , , |
| Formato: | forms tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Oct2024
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180151765&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180151765 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Oct2024 vid: 9 iid: 5 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 180151765 180151765 180151765 10.1044/2024_PERSP-24-00081 180151765 ppf: 1377 ppct: 21 formats: fmt: @attributes: type: P tig: atl: Evidence-Based Practices for Evaluating Preschoolers Who Are Deaf/Hard of Hearing Using Listening and Spoken Language for Special Education Eligibility. aug: au: Carden, Kameron C. Blaiser, Kristina M. Brooks, Betsy Moog McWilliam, R. A. affil: Department of Psychology, The University of Alabama, Tuscaloosa sug: subj: Professional Practice, Evidence-Based Deafness In Infancy and Childhood Persons with Hearing Disabilities Psychosocial Factors Eligibility Determination Education, Special Speech Listening Child, Preschool Language Disorders Language Development Vocabulary Checklists Individuals with Disabilities Education Act Linguistics Child, Preschool: 2-5 years ab: Purpose: Many young children who are deaf/hard of hearing (D/HH) using listening and spoken language (LSL) demonstrate improved spoken language outcomes. Anecdotally, one cascading effect of these improved outcomes is that many children are not qualifying for continued services at the age of 3 years during the Individuals with Disabilities Education Act (IDEA) of 2004 Part C to Part B transition due to norm-referenced language performance within the average range. Although norm-referenced performance is one metric for determining language delay and is heavily relied on by educational teams, these siloed measures do not reflect listening, language, and learning demands of a typical preschool classroom. This tutorial highlights the research-to-practice gap currently existing in school-based contexts when evaluating a young child who is D/HH using LSL for special education services. Conclusions: An evidence-based framework for ecologically valid, schoolbased evaluations during the transition period from IDEA (2004) Part C to Part B for young children who are D/HH using LSL between 30 and 35 months of age is presented that balances sensitivity with feasibility. With a particular emphasis on assessment practices for spoken language, the framework connects the purpose of special education eligibility evaluations with evidencebased practice guidance from the literature. pubtype: Academic Journal doctype: forms tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|