susan nittrouer - cdn.ymaws.com
TRANSCRIPT
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Susan Nittrouer
Supported by grant R01 DC006327 National Institute of Deafness and Other Communication Disorders
The Ohio State University
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Early Intervention
The McCowen School for Young Deaf Children (1883)
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Means of Demographic Variables
NH CI
SES (64-point scale) 35.0 (13.3) 33.4 (11.2)
Age ID (months) 6.7 (7.2)
Age 1st CI (months) 21.4 (16.2)*
* 50% had 1st CI before 15 months; 70% before 18 months
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Cohen’s d = .78
2nd grade
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Cohen’s d = 1.00
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Cohen’s d = .88 Cohen’s d = .88
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Cohen’s d = .65 Cohen’s d = .56
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Cohen’s d = 1.54 Cohen’s d = 1.20 Cohen’s d = .87
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Factor Analysis Initial Consonant Choice
Final Consonant Choice
Phoneme Deletion
Expressive Vocabulary
Auditory Comprehension
Reading Comprehension
Word Reading
Reading Fluency
Working Memory
Number Different Words
Mean Length Utterance
Number Conjunctions
Number Pronouns
2nd Grade
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Factor Analysis Phonological Morphosyntactic Lexical
Initial Consonant Choice .737 .097 .438
Final Consonant Choice .755 .182 .203
Phoneme Deletion .742 .102 .411
Expressive Vocabulary .409 .086 .772 Auditory Comprehension .257 .253 .800 Reading Comprehension .305 .294 .800 Word Reading .673 .065 .394
Reading Fluency .376 .144 .737 Working Memory .729 .103 .121
Number Different Words .047 .841 .334
Mean Length Utterance .087 .798 .305
Number Conjunctions .119 .910 .005
Number Pronouns .180 .776 .063
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Mean Latent Scores at 2nd Grade
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Acquisition After Starting School
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Child Phonologists Agree
…the segment emerges as an independently controlled element only in later childhood, well after the preschool years.
(page 2)
The word or syllable is the first unit of linguistic organization for the child.
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The young girl chased the happy puppy. The young girl pushed the old man.
The young girl who pushed the old man chased the happy puppy.
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Designing School- Age Intervention
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Amount of Intervention
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• Collectively advocate for more and more appropriate services for children with CIs after they start school.
• Collectively advocate for more services for children with CIs after they start school.
• Better training for personnel.
• Intervention should focus on developing sensitivity to phonological structure.
• Grammatical skills need to be strengthened, even when considered acceptable for children with NH.
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• Collectively advocate for more and more appropriate services for children with CIs after they start school.
• Better training for personnel.
• Intervention should focus on developing sensitivity to phonological structure, with care.
• Grammatical skills need to be strengthened, even when considered acceptable for children with NH.
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The Summary