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Research / Survey OpportunitiesAgencies, 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.
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Thank you, Emily Gamez |
Link to English survey: https://wooster.co1.qualtrics.com/ Enlace a la encuesta en español: https://wooster.co1.qualtrics.com/ |
Dear Parents,
We are looking for signing D/HH children, ages 4-18, to participate in our research study. We are investigating assessment strategies that identify typical vs. delayed sign language acquisition and learn how they relate to attainment of academic skills. We are looking for sign language and academic skills of all levels.
What is the purpose of the study?
The purpose of the study is to identify neural factors that influence hearing aid benefit in children with hearing loss. Specifically, the study will use brain waves (EEG) to measure how well a child hears through his/her hearing aids. Using brain waves could help identify children who have difficulty hearing speech through hearing aids earlier than routine hearing tests and therefore help improve clinical care.
Who is eligible? 5 to 17 year old children with permanent (sensorineural) hearing loss in one or both ears. Children with hearing aids and/or one cochlear implant are eligible. Children with two cochlear implants are not eligible.
What does participation involve?
What can I expect for my participation?
Contact if you have any questions or are interested in participating:
Name: Emma McGrath
Email: childhearing@waisman.wisc.edu
Phone: 608-263-2697
Dear Parents,
My name is Morgan Faldowski and I am a senior Communication Sciences and Disorders major at The College of Wooster in Ohio. I am currently working on my Independent Study, a faculty-mentored research project that all seniors complete. With my advisors, Donald Goldberg, Ph.D., CCC-SLP/A and Joan Furey, Ph.D., CCC-SLP, I am exploring the perceptions of parents of children who are d/Deaf or hard of hearing on the balance between different types of counseling used by their pediatric audiologist. Specifically, I am investigating parents’ perceptions of personal adjustment counseling and informational counseling during diagnosis, hearing aid dispensing, and enrollment in early intervention.
I am looking for parents of children who are currently five years of age or younger and have a sensorineural hearing loss in both ears (hearing loss caused by damage to the inner ear and/or auditory nerve).
I am writing to invite you to complete this survey. It will take about 10 to 15 minutes to complete. The results of this study may help audiologists better understand how their counseling is perceived by parents, which will help them better support parents and families.
This protocol has been approved by The College of Wooster’s Human Subjects Research Committee (HSRC) or IRB. Thank you very much for your consideration. If you have any questions or concerns, please contact me at mfaldowski20@wooster.edu or my advisors at dgoldberg@wooster.edu AND goldbed@ccf.org or jfurey@wooster.edu.
Thank you in advance for your participation!
Morgan Faldowski
The College of Wooster, Class of 2020
Mfaldowski20@wooster.edu
Survey Link: https://wooster.co1.qualtrics.com/jfe/form/SV_2afoEdqhGfmVijX
The Lurie Institute for Disability Policy at Brandeis University’s Heller School for Social Policy and Management and the University of Michigan Department of Family Medicine are currently studying pregnancy outcomes and experiences in women with a hearing loss. The purpose of the study is to learn more about pregnancy experiences, maternal and birth outcomes as well as associated healthcare costs with women who have a hearing loss. Recruitment is currently underway, and we are looking for deaf and hard of hearing women to be interviewed. Interviews will be conducted in English, Spanish or ASL. If you, or anyone you may know who might be interested in the study, please sign up online by following this link:
Dear Parents and Caregivers,
Greetings from Gallaudet University! My name is Zoe Aquilino, I am a clinical master’s student in Gallaudet’s Speech-Language Pathology program. I am currently seeking families who have D/HH infants and toddlers to participate in a research study for my master’s thesis project. My study is about the relationship between home language environment, parent-child relationship, and language and social skills for young children from different backgrounds, including D/HH children. Participants will be asked to complete a few questionnaires and demonstrate how they communicate with their child during play sessions at home and in our lab. Children will complete two speech and language tasks appropriate for infants and toddlers. The study involves two visits to our lab lasting up to 4 hours total. We will pay $20/hour for participation.
We would love to have you and your child participate in the study if:
Your child is between the ages of 18-24 months
Your child uses spoken English and no other languages
Your child is deaf/hard of hearing and utilizes amplification (such as hearing aids or CIs)
Your child meets some of our medical history criteria
You have typical hearing
To participate or learn more about this research, please contact the Developmental Neurolinguistic and Cognition Lab at DNC.lab@gallaudet.edu
Thank you and we hope to hear from you!
Hello parents! My name is Lauren Kelley and I am a graduate student researcher at Gallaudet studying speech-language pathology. I am currently seeking a deaf child aged 4-11 years old who is having unexplained difficulty with ASL acquisition to participate in my study about ASL language disorder. The purpose of my study is to inform ASL language intervention for children with language disorder to ultimately provide effective treatment for this population. If your child is 4-11 years old, uses ASL and has one Deaf parent, you may be eligible to participate in this study. If eligible, your child will receive free evidence-based therapy in ASL.
If interested please contact me, Lauren Kelley, at lauren.kelley@gallaudet.edu.
Who can participate?
Parents of children under three years of age who have been diagnosed with permanent hearing loss and recently received or will soon receive hearing aids.
Who is conducting this study?
This research study is being conducted by Dr. Karen Muñoz, a Professor in the Department of Communicative Disorders and Deaf Education at Utah State University, Dr. Michael Levin, an Associate Professor in the Department of Psychology at Utah State University, and Dr. Michael Twohig, a Professor in the Department of Psychology at Utah State University.
What is the purpose of this study?
The purpose of this research is to test if participating in an eHealth intervention in addition to treatment as usual will be beneficial to parents of children newly diagnosed with hearing loss. Your participation is entirely voluntary.
What will I need to do if I participate?
All participants will complete online assessments at pretreatment (Week 1), posttreatment (Week 8), and one-month follow-up (Week 12). Each assessment is expected take 15-30 minutes. The total assessment time is expected to take approximately an hour. Participants will be randomly assigned to either the intervention condition or waitlist condition.
Intervention Condition
You will complete a six-week eHealth program that contains videos (total of 58 minutes) and six weekly coaching phone calls (the first and last coaching calls will be 30 minutes long and the four in between will each be 10 minutes long; total of 100 minutes) in additional to treatment as usual. The intervention is expected to take 2.6 hours
Waitlist Condition
You will continue with treatment as usual. You will be given the option to also participate in the eHealth intervention after your initial participation in the study.
All participants will receive up to $50 in Amazon eGift cards.
How do I sign up for the study?
You can call the researchers at (435) 797-2318 or email Karen Muñoz at karen.munoz@usu.edu
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.
Dear Parents/Caregivers,
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 leptstudy@gmail.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.
Study is ongoing -- accepting participants until 6/2020. To learn more and sign up for the study, visit: bit.ly/researchfamilies.
Questions?
Contact Principal Investigator Elizabeth Rosenzweig MS CCC-SLP LSLS Cert. AVT ear2178@tc.columbia.edu - flier
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Description:
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 devspech_lab@osu.edu
For more information in or near Indiana, contact the DeVault Otologic Research Lab at 317-274-4915 or devinfo@iupui.edu
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 pcit@gallaudet.edu
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 pcit@gallaudet.edu.
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.
Researcher
2115 G St., NW
Washington, DC 20052
(202) 994-3195 or email cistudy@gwu.edu
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.
Principal Investigator
reiss@ohsu.edu
(503) 494-2917
This study is funded by the National Institute on Deafness and Other Communication Disorders
The Looking Game:
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.
Participation Details:
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:
Contact information:
Dawn Hathaway
jalab@uw.edu
(206) 685-2045
Our Flyer: http://ilabs.washington.edu/DHHLookStudy.pdf
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
megan.roberts1@northwestern.edu
(315) 481-9605
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
Program Benefits
If you have questions or are interested in becoming involved in this project, please contact:
Allison Sedey
University of Colorado-Boulder
409 UCB
Boulder, CO 80309
303: 492-0078
Allison.Sedey@Colorado.edu
Hands & Voices Contact: Janet DesGeorges
303-492-6283
janet@handsandvoices.org
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
Phone: 202-651-5866
Email: VL2@gallaudet.edu
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
https://www.surveymonkey.com/s/FMkids
Jane R. Madell, PhD
Director, Pediatric Audiology Consulting
Jane@JaneMadell.com
Carol Flexer, PhD
Distinguished Professor Emeritus
University of Akron
cflexer@uakron.edu
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