Agencies, Organizations, Universities and others are often looking for participation of families and professionals for current research and survey projects. Each opportunity listed below has contact information if you would like to participate. Please contact the specific entity that is sponsoring each research/survey opportunity if you would like more information.
For information on submitting your project for inclusion on this page please read our Submittal Request Sheet.
|DATES||NAME OF OPPORTUNITY||TARGET POPULATION|
|Interviews with Parents about Language Access in DHH Children||Nationwide|
|Thru 6-2020||Adverse Childhood Experiences, Parental Self-Efficacy, and Language Outcomes for Children with Hearing Loss||Nationwide|
|Thru July 2021||Families & Hearing Study||Ohio|
|Ongoing||Parent Child Interaction therapy for parents and deaf children||Washington, D.C. and vicinity|
|Ongoing||Towards the Content Validity of the Educational Interpreter Roles and Responsibilities (EIRR) Checklist||Nationwide|
|Ongoing||Binaural pitch fusion in children with cochlear implants and hearing aids||Nationwide|
|Ongoing||The Looking Game: Children’s Social Play, Language Development, and Eye Contact with Adults.||Seattle, WA and surrounding areas- Other national locations in future|
|Ongoing||Language Development in Children with Hearing Loss||Chicago, IL and surrounding areas|
|Ongoing||Research Volunteers Needed for a Study at the University of Chicago Medical Center!||Chicagoland Area|
|Ongoing||National Early Childhood Assessment Project (NECAP – “kneecap”)||AZ, CA, ID, WY, ME, TX, IN, CO, OR, WI, MN|
|Ongoing||Science of Learning Center on Visual Languages and Visual Learning (VL2) at Gallaudet University||Nationwide|
|Ongoing||Survey On FM Use For Children With Hearing Loss||Nationwide|
In order to reach their full developmental potential, all children need to develop mastery of at least one language in early childhood. Children who achieve this are protected against many of the risks in cognitive, social-emotional, and academic domains that befall children who have delayed or incomplete language mastery. Unfortunately, DHH children remain at significant risk of not achieving age-appropriate language mastery by the time they enter school.
A major and enduring question remains: how can we most effectively ensure that all DHH children develop age-appropriate mastery of at least one language in early childhood? While the answer to this question is surely multi-faceted, it is clear that one crucial facet is language input. No child acquires a language to which they do not have access. The child’s proficiency in the language is also likely to be related to the extent of their access to it: both in terms of what proportion of their input belongs to which language(s), and in terms of the degree to which the child has perceptual access to the incoming signal.
Despite the key role that language access is certain to play in promoting language proficiency in DHH children, research to date has never had a good way of describing children’s access with language input. In the face of the tremendous diversity of experiences that DHH children have, most research to date has focused on very homogenous groups: for example, Deaf children from Deaf families, or deaf children whose hearing parents have chosen to focus exclusively on listening and spoken language, and who have no additional diagnoses. While convenient from a research perspective, this approach ends up excluding very large groups of DHH children, which limits the generalizability of the research.
Another approach that is common in the research literature is to group children on the basis of their “communication mode”: most commonly operationalized as “oral-only” or “oral+manual”. However, this distinction is far too coarse to accurately reflect the actual experiences of DHH children, who differ in the relative balance of spoken and signed input, in the type of signed input (e.g ASL, sign-supported speech, Cued Speech, SEE), and in the extent to which they have not had access to any input at all for portions of the 0-3 period. DHH children also differ in the extent of their perceptual access to different types of input: for instance, even in an environment that emphasizes listening and spoken language, a child with a mild unilateral hearing loss has more access to the spoken signal than a child who has no auditory nerve. A child with bilateral cochlear implants is somewhere in between.
The current project aims to improve on this status quo by evaluating two new tools that are designed to capture these more subtle distinctions: the Language Access Profile Tool, and the DHH-Language Exposure Assessment Tool. The aim of the present study is primarily methodological: we are testing the reliability and validity of these measures; we are not attempting to predict outcomes on the basis of this work. However, our current efforts may allow future research to examine how experience with input during infancy and toddlerhood relates to language proficiency and other developmental outcomes during the preschool years and beyond.
Researchers at UMass-Dartmouth and the University of Oregon are conducting a study whose goal is to improve the ways that we (researchers) describe access to language during infancy and toddlerhood for children with hearing loss. We are interested in interviewing parents whose child is younger than 12 years old, and has a hearing loss that is known or suspected to have begun before age 3. We conduct this interview by phone or internet. This interview can either be in English, Spanish, or ASL. The interview takes 60-90 minutes, and pays $10/hour, in the form of an electronic gift card to Target. Also, your child does not need to be present during this interview.
We know that every child is unique, and we want to hear about your child’s story. If you’re interested, email email@example.com to see if you qualify.
How do early childhood experiences and parenting affect English language outcomes for children with hearing loss?
If you are the maternal caregiver (biological/foster/adoptive mother) of a child ages 3-5 with any degree or type of permanent hearing loss, you may qualify to participate in this study.
What will I be asked to do?
Mothers will fill out demographic information and surveys about childhood experiences and parenting online. This should take no more than 30 minutes of your time and can be completed at home.
Children will take a standardized language test (Clinical Evaluation of Language Fundamentals - Preschool, 2nd Edition; CELF-P2) administered by your child’s speech-language pathologist. This should take no more than 45-60 minutes, depending on your child’s skill level. If your child’s SLP has administered this test recently, there may not be a need for re-testing.
The enormous variability in developmental outcomes of children with hearing loss is a significant clinical problem. Research efforts to account for individual differences that focus almost exclusively on hearing loss- or child-related factors are a critical barrier to progress in the field of pediatric audiology. In this 5-year project (funded by the NIH-NIDCD #DC014956), we are examining the influence of family dynamics on spoken language and executive function outcomes in children with hearing loss.
Who we are recruiting and what is involved:
The Developmental Speech Lab at The Ohio State University and the DeVault Otologic Research Lab at the Indiana University School of Medicine are jointly recruiting families of children age 3-8 years, who have an English-speaking parent and who wear hearing aids or cochlear implants OR have typical hearing and language development.
Help us learn more about the contribution of family environment to developmental outcomes in children.
Caregivers complete questionnaires. Caregivers and children participate in games and exercises involving language and thinking. All sessions happen in the home with two clinical researchers from Ohio State or the Indiana University School of Medicine. Families participate in 3 sessions over the next 2 years, at their convenience.
Participants receive up to $625 in gift cards.
For more information in or near Ohio, contact The Developmental Speech lab at 614-688-2235 or firstname.lastname@example.org
For more information in or near Indiana, contact the DeVault Otologic Research Lab at 317-274-4915 or email@example.com
PCIT is an empirically-supported treatment for young children with emotional and behavioral disorders that focus on improving the quality of the parent-child relationship. Treatment lasts a minimum of 12 weeks.
If you are interested in learning more about PCIT to see if your family qualifies please contact firstname.lastname@example.org
These services will be offered at no charge to families who are willing to commit to the program. The sessions are held weekly at Gallaudet University and are supervised by licensed psychologist.
This research has been approved by Gallaudet University’s Institutional Review Board. If you would like to receive PCIT services for you and your family, please contact me us at email@example.com.
Participants needed By George Washington University Researchers
Hello! We are researchers from the George Washington University Cochlear Implant Communication Lab located in Washington, D.C. The goal of our research is to better understand how young, deaf children with cochlear implants and/or hearing aids develop their speaking and listening abilities. We are currently obtaining data on both hearing children and those with cochlear implants. Our research will investigate characteristics of language, sound production, voice, rhythm, and inflections during various speaking tasks.
We are looking for participants with normal hearing, hearing aids, or cochlear implants who exhibit reliance on spoken English in the home and who meet the following criteria:
What is involved if my child participates?
Following completion of data collection:
If you have questions or are interested in participating in this study please contact:
James Mahshie, Ph.D.
Professor, George Washington University
Sangsook Choi, Ph.D.
2115 G St., NW
Washington, DC 20052
(202) 994-3195 or email firstname.lastname@example.org
Purpose: To examine the content validity of the EIRR Guiding Checklist, a tool devised to assist the IEP Team in determining and documenting the required roles and responsibilities of the Educational Interpreter based on individualized student needs.
Eligible Participants: Expert Stakeholders who currently and/or have previously held state-level certification in educating students with hearing loss and at least three years working with educational interpreters
Recruiting from: anywhere in the United States. (Communication and interviews are conducted online.) Addendums: Consent Form (PDF attachment)
I am writing to invite you to participate in a research study exploring the content validity of the Educational Interpreter Roles and Responsibilities (EIRR) Guiding Checklist, which is used to guide the Individualized Education Program (IEP) Team in determining and documenting the roles and responsibilities of an educational interpreter based on the needs of the individual student.
Research Study Information
The Educational Interpreter Roles and Responsibilities (EIRR) Checklist was developed approximately five years ago and has been revised based on an extensive review of the literature. In order to potentially expand the use of the EIRR Guiding Checklist to other educational programs, content validity must be examined. In order to move towards validation, I am seeking expert participants who are certified in the education of students with hearing loss, who also have at least three years supervising and/or training educational interpreters at the school-, district- or state-level. You have been invited to participate in this research study because you have been identified by colleagues through professional networks as potentially meeting the inclusion requirements. Your input would be significant in determining the validity of this instrument.
Should you wish to participate in this study, you will be asked to review and submit comments on the EIRR Guiding Checklist and participate in a 60 minute interview, with a follow up opportunity for comments. Completion of the EIRR Checklist review activities should take approximately 30 to 60 minutes. Following submission of your written feedback via e-mail, the researcher will set up a date and time to interview you using video conferencing software such as Skype or FaceTime at your convenience. This interview, regarding your suggestions and feedback, should last approximately 60 minutes, and will be audio and video recorded for transcription purposes. To ensure accessibility for all potential participants, including those who may use American Sign Language, both audio (voice) and video will be recorded during the interview. You may still participate in the study even if you elect not to have your voice and/or video recorded. Confidentiality will be maintained by use of a pseudonym throughout the duration of the study, in recorded interviews, and digital documents. Upon completion of the study, personal identifying contact information will be destroyed unless permission is given to be contacted in regard to potential future studies. Approximately one week following the completion of the interview, you will have the opportunity to review the transcription of your interview and provide any clarifying comments to the researcher.
Should you wish to participate in this study, please complete and sign the attached consent form, and e-mail it as an attachment to Kristen.email@example.com. I also invite you to please share this invitation with others who may meet the inclusion criteria and be interested in participating.
Your time and consideration are sincerely appreciated!
Questions and Concerns
Kristen Smith, a doctoral student at Texas Tech University, is conducting the research for this dissertation study, under the direction of Dr. Nora Griffin-Shirley, the Principal Investigator. Dr. Nora Griffin-Shirley will answer any questions you have about the study. You can reach Dr. Nora Griffin-Shirley at 806-834-0225 or e-mail firstname.lastname@example.org. Questions can also be directed to:
The Human Research Protection Program (HRPP)
Office of the Vice President for Research
Texas Tech University, Lubbock, Texas 79409
The goal of our research is to understand how children who wear hearing aids, cochlear implants, or a hearing aid and a cochlear implant combine sounds between the two ears, and how this may explain some of the variability in speech and music perception abilities. We are also studying how age and development in children affect how sounds are combined between the ears.
Your child will be paid $15-$25 per hour for the study, plus travel and overnight costs, as applicable. More information about the study is available online at http://www.ohsu.edu/cihalab.
If your child would like to participate in this study or you would like more information, please contact:
Lina A.J. Reiss, Ph.D.
This study is funded by the National Institute on Deafness and Other Communication Disorders
Is your child deaf or hard of hearing?
Participate in our study!
We are looking for children who are deaf or hard of hearing to play during a Looking-Game Study. We want to learn about children’s social play, language development, and eye contact with adults. Parents can learn about related research discoveries. Children play with researchers and toys. Parents are with their child for the whole visit. Paperwork for parents is in English. Participation is completely voluntary.
Involves a one time, one hour visit to the University of Washington. Parents will be compensated for travel and parking expenses. The child will receive a thank you gift for participating in our study.
Child may be eligible to participate if:
All children will receive at no cost to you:
Participants will be randomly chosen to receive either parent training and monthly language check-ups OR monthly language check-ups only.
Only children assigned to the parent training intervention group will receive:
Megan Roberts, Ph.D., CCC-SLP
This study is funded by the National Institute on Deafness and Other Communication Disorders
Dr. Suskind and her research team at the University of Chicago Medical Center are interested in learning more about toddler sound environments. As part of this study, you will complete recordings of your child’s sound environment and the research team will analyze the recordings using special software. Information gathered will help find ways to improve children’s sound environments and help them reach their potential!
You and your child may qualify if:
Hands & Voices is pleased to announce it’s Partnership with the:
Principal Investigator: Christine Yoshinaga-Itano, Ph.D.
Project Coordinator: Allison Sedey, Ph.D.
We are excited to announce a new project awarded to Dr. Christine Yoshinaga-Itano at the University of Colorado-Boulder by the Centers for Disease Control (CDC). The aims of this project are to:
All children from 6 months to 4 years of age with permanent hearing loss are eligible to participate. Children whose loss is not permanent (e.g., cases where the hearing loss is solely a result of otitis media) are not eligible. Eligible children may have:
Individual Child and Family Benefits
If you have questions or are interested in becoming involved in this project, please contact:
University of Colorado-Boulder
Boulder, CO 80309
Hands & Voices Contact: Janet DesGeorges
ANNOUNCING the launch of a longitudinal study of young deaf and hard of hearing children by the Science of Learning Center on Visual Languages and Visual Learning (VL2) at Gallaudet University. The three-year study will involve gathering detailed information and collecting data regarding young deaf and hard of hearing children’s language development, communication, and developmental profiles.
Along with surveys of parents, teachers, and school administrators, a comprehensive battery of assessments administered by trained evaluators from Gallaudet University will be given to deaf and hard of hearing children whose families agree to participate.
VL2 is seeking schools to participate in the study. Parents are encouraged to talk to their school administrators and inform them about the study. Participation is not limited to children who sign; all communication approaches are eligible to participate.
I have set up a blog on the VL2 Public Wiki http://vl2wiki.editme.com/ to provide updates about the project and to answer questions that you may have.
Sharon Baker, Research-Practice Integration Team member
Thomas Allen, Ph.D., Principal Investigator
Science of Learning Center on Visual Language and Visual Learning
Gallaudet University SLCC 1200
800 Florida Avenue NE, Washington, DC 20002
Science of Learning Center on Visual Language and Visual Learning (VL2)
The VL2 Center, located on the campus of Gallaudet University in Washington, DC, is one of six Science of Learning Centers (SLC) funded by the National Science Foundation grant # SBE-0541953. The Center brings together deaf and hearing researchers and educators from national and international institutions to conduct interrelated studies across disciplines. VL2’s primary mission is to gain a greater understanding of the biological, cognitive, linguistic, sociocultural, and pedagogical conditions that influence visual language and visual learning. More information may be found at www.vl2.gallaudet.edu.
We are trying to understand how many children with hearing loss are using FM systems. If they are using them, at what ages, and in what conditions they are used. We have developed a quick and easy survey that we want to distribute to parents of children with hearing loss (assuming that they will know best how and where their children are using FM's). We would appreciate it if you could share this survey link with the parents of children you work with in the hope that they will be willing to complete the information. Families with more than one child with hearing loss should complete the form separately for each child. We are really grateful for your help
Thank you, Jane Madell and Carol Flexer
Jane R. Madell, PhD
Director, Pediatric Audiology Consulting
Carol Flexer, PhD
Distinguished Professor Emeritus
University of Akron