HomeResearch / Survey Opportunities
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.
Unless otherwise noted, Hands & Voices does not necessarily promote the goals and objectives of listed research/survey opportunities and participants are advised to clarify any questions/concerns prior to participation with contacts listed for each research/survey opportunity.
For information on submitting your project for inclusion on this page please read our Submittal Request Sheet.
Parent Research / Survey Opportunities
- Descriptions of Studies -
AN INVESTIGATION OF THE INFLUENCE OF EXPOSURE TO DEAF COMMUNITIES ON DEAF IDENTITY OF YOUNG ADULT COCHLEAR IMPLANT RECIPIENTS
My name is Heidi Likins, I am a Communication Sciences and Disorders major at the College of Wooster in Ohio. I am currently working on my undergraduate Independent Study research thesis, investigating how Deaf identity is influenced by a person’s amount of contact with culturally Deaf individuals. If you have a cochlear implant (regardless of if you currently use it or not), and are between the ages of 18 and 25, please consider taking my brief survey. The survey should only take approximately 10 minutes. You can skip any question that you do not want to answer. Please feel free to pass his message to any d/D friends or acquaintances who have/had one or two CIs. If you have any questions please feel free to reach out to me at hlikins21@wooster.edu or my advisor at dgoldberg@wooster.edu or goldbed@ccf.org. Thank you for your time and I hope you have a great day.
https://wooster.co1.qualtrics.com/jfe/form/SV_3R7ntVwvI0N1ixD
What is the impact that clear masks have on communication of the Deaf community when communicating with a hearing worker when receiving an essential service?
Dear Hopeful Participant of the Deaf community,
My name is Gabriella Gigante and I am a student from the AP Capstone Research program at Massapequa High School. The Advanced Placement Capstone Research program allows students to develop skills that are required for independent research to produce scholarly work. I am writing to invite you to participate in my research study about the psychological impacts that masks due to Coronavirus pandemic has had on the Deaf community when receiving essential services from hearing workers. You are eligible to participate in this study as you are a member of the Deaf and Hard of Hearing community.
If you decide to participate in this study, you will complete a survey and answer questions about emotions you have associated with receiving essential services from a hearing worker while wearing masks. Questions will be asked about the accommodations that were made while acquiring essential services. Participation in this study is completely voluntary and consequences will not occur as a result of not being a participant in the study.
The link that is provided is the link for the survey. https://docs.google.com/forms/
Thank you so much for your participation in this study. It is beyond appreciated.
Sincerely,
Gabriella Gigante
Family Engagement. Does Provider Identity Matter?
The purpose of this research is to determine if families with children who have hearing loss and with diverse identities feel supported by their early interventionist and whether or not provider identity influences family engagement.
The goal of this research is to promote collaboration and partnerships between caregivers and early interventionists. There is ample research on the professional’s perspectives on family engagement, but very little on the family’s perspectives of their own engagement. More specifically, Klatte, Harding & Roulstone discovered four themes when looking at the therapists’ view on parents’ engagement. These themes include: mutual understanding, creating a constructive relationship between the speech language therapist and parent, parental empowerment, and barriers.
For my dissertation research (approved by Fontbonne FBUIRB110521-CB), I am exploring if provider identity influences family engagement levels from the perspective of the caregivers. I have included below two links to the survey (one in Spanish and one in English), which also includes the informed consent. If you decide to participate in this survey, you will be entered into a drawing for a $100.00 gift card to Amazon. If you are chosen to participate in an interview, you will also receive a $25.00 gift card to Amazon. Any family who has received early intervention services in the past or are currently receiving early intervention services may participate in this study. If you have any questions, please feel free to email Nichole Bosase at nbosas00618@fontbonne.edu.
Spanish Version: https://www.surveymonkey.com/r/WHRKBZ3
English Version: https://www.surveymonkey.com/r/WHB5Y33
Deaf and Hard of Hearing Narrative Project
For this study I am looking to recruit children between the ages of five and seven years old that use English or American Sign Language as their primary language at home and have a diagnosed hearing loss. This study would not be appropriate if your child has vision impairments that would impact them seeing the story or the inability to attend to a story for at least 20 minutes.
This study takes place entirely on ZOOM at a time that is convenient for your family. The meeting will take roughly 30 minutes. During our meeting time, your child will be shown two stories, in either static book or silent movie format, and then asked to retell what they observed. Following our zoom meeting with your child, we will analyze his/her language at the microstructural and macrostructural level to determine how their narrative productions differ across each condition. A similar study was done by Dr. Puhlman and her colleagues with typical children and they found that children had significantly better language at both the micro and macro levels in the movie format. I am predicting that this will be seen with children who are Deaf or hard of hearing. As a thank you for their participation, your child will be sent a book of their choice.
Interested families are asked to contact Jane Puhlman (jane.puhlman@maine.edu).
[ For More Information - download our flyer here. ]
DHOH Narrative Project
The University of Maine
Lauren Sabatino
A Study on the Impact of Genetic Testing for Deaf Adults and Parents of Deaf Children
This research is studying the impact of genetic testing on individuals and parents of children who are d/Deaf or hard-of-hearing. Participants will complete a single anonymous online survey that takes approximately 10-15 minutes to complete. The survey will ask questions about your (or your child’s) hearing status, experiences with genetic testing and if any decisions were made as a result of the genetic testing. No personal identifiers will be collected in this survey. The information collected from this study will provide healthcare professionals, such as genetic counselors, deeper insight into how individuals and families are impacted by genetic testing and how they utilize their results.
Survey Link: https://is.gd/deafgenetictesting
You are eligible to complete this survey if you are:
- 18 years or older AND
- Living in the United States AND
- Identify as an adult who is d/Deaf or hard-of hearing
OR
Identify as a parent of a child who is d/Deaf or hard-of hearing
CONTACT INFORMATION
Attn: Alaina Heinen
Phone: (714) 456-5837
Fax: (714) 456-5330
Email: aheinen@hs.uci.edu
Caregivers’ Experiences in Accessing Mental Health Treatment for their Children
Our names are Kim Hager, LICSW, and Maria Martinez Calderon, LMHC. We both work as outpatient therapists at Children’s Friend, Inc., an affiliate of Seven Hills Foundation, in Worcester, MA. We are interested in studying the experiences in and barriers to accessing mental health services for families, especially with children who are deaf or hard of hearing. The hope is the survey results will assist mental health providers in tailoring services to meet families’ needs.
We are asking caregivers to complete a free and anonymous online survey, which takes approximately 10 to 20 minutes. Caregivers include biological parents, adoptive parents, foster parents, step-parents, and guardians with children under the age of 18 living anywhere within the United States. The survey is in both English and Spanish.
The link to the English survey is: https://www.surveymonkey.com/r/PQFSMVV
The link to the Spanish survey is: https://es.surveymonkey.com/r/2DXD5TX
You are welcome to pass on the links and/or give the attached flyers to anyone willing to participate in the survey.
Please contact us at Children’s Friend, Inc. at 508-753-5425 or by e-mail at khager@childrensfriend.org or mmartinez@childrensfriend.org with any further questions.
We appreciate your assistance in making this research study possible!
Kim Hager, LICSW, and Maria Martinez Calderon, LMHC
The Impact of Screen Time/Technology on Children with Hearing Impairments
This study explores the correlation of screen exposure on the executive functioning and social skills of children with hearing impairments between the ages 8-12. Executive functioning includes mental skills utilized in learning and development such as impulse/emotional control, working memory, prioritizing, and task organization. These skills are crucial to understanding positive behavior and achieving goals. Social skills are the ability to communicate with others verbally and non-verbally. These skills provide the foundations for academic and life success. This research seeks to determine if a correlation exists between technology/screen time and executive functioning and social skills in children with hearing impairments.
A survey will be administered to children with hearing impairments who will be assessed using the Social Skills Improvement System (SSIS) and the Behavior Rating Inventory of Executive Function (BRIEF) tests. Using the SSIS, I will be able to determine an individual's social competence from an outside perspective as well as a self-evaluation. The BRIEF will assess behavioral regulation (control impulse, shift attention, regulate responses) and metacognition. The data collection instruments will include a survey about screen exposure, the Behavior Rating Inventory of Executive Function (BRIEF), and the Social Skills Improvement System (SSIS) Rating Scale. These materials will be sent via mail and include a stamped and return address envelope. Once the materials are mailed back, children’s screen time surveys will be assessed, as well as the test data to determine the effects of screen time/technology exposure on children with hearing impairments. This data will then be compared to existing data for typically developing children. Children and parents who send back their fully completed materials packet will be entered into a raffle for the chance to win a $100 Visa gift card.
For more information or to reach out to participate, please email ang020@uark.edu
Parenting Interfaces with Stress, Social Support, Resilience, Reflective Functioning, and Child Temperament During the COVID-19 Pandemic
And a Follow-up Study of Parenting Interfaces with Stress, Social Support, Resilience, Reflective Functioning, and Child Temperament, Emotional Availability, Referential Activity, and Interaction Patterns During and After the COVID-19 Pandemic
Hello! We are the Mind, Movement, Interaction, and Development lab at Pace University. Our research group is conducting a study on how parents have adapted to various factors affecting home life during the novel Coronavirus (COVID-19) pandemic.
We are inviting parents with at least one child aged 3 and under to participate in our study about parent feelings, perceptions, and coping during the COVID-19 pandemic. Participation will allow reflection upon changes in parent-child interactions during these unprecedented and stressful times. Findings of this study will add significantly to the professional knowledge base and aid in the understanding of family development during these times.
Clicking on the link below will direct you to the consent form for the study. Participation takes about 45-60 minutes of your time. Click here to get started! Thank you!
Feel free to reach out to us with any questions at MMIDResearchGroup@gmail.com! Click here for our website!
Communication Intervention for Toddlers with Hearing Loss
The Early Intervention Research Group (EIRG) at Northwestern University is conducting a virtual language development study for children with hearing loss and their parents, funded by the National Institute of Deafness and Other Communication Disorders (NIDCD). Infants with bilateral hearing loss younger than 19 months old would be eligible to participate with a parent. Families can use any communication modality. Participation in this study is in addition to other services families may already receive. Parents will receive tips about how to support their child’s language development, reports about their child’s development, compensation for their time (up to $950), and an iPad and equipment to help with virtual visits. Some families may also receive virtual parent coaching to work on communication strategies with their child.
To learn more about your eligibility and the study, you can do any of the following and Laura from the Early Intervention Research Group will be in touch!
- Complete this recruitment survey link
- Text ‘info’ 847-750-3440
- Email ei@northwestern.edu
Phonological Awareness Intervention for Children with Minimal Hearing Loss
Dear Parents,
My name is Gabriella Reynolds, a speech-language pathologist and PhD candidate in the Written Language Lab at the University of South Carolina. I am conducting an intervention study focusing on phonological-awareness skills. The study will take place remotely using Zoom for healthcare, which is HIPAA compliant.
I am recruiting children starting first grade who have “minimal hearing loss,” which for the purposes of this study includes: mild hearing loss (40 dB or lower) in at least one ear, unilateral hearing loss (of any degree), unilateral or bilateral high-frequency hearing loss, or permanent or temporary conductive hearing loss.
Participants will complete three 30-minute intervention sessions targeting phonological awareness per week for six to eight weeks. The dates and times of the sessions are flexible, depending on participants’ schedules.
Participation is limited to students within the United States. A virtual testing session with standardized language and literacy measures will be used to determine if your child is eligible to participate and parents will receive these results at the end of the study.
For additional information or questions please contact:
Gabriella Reynolds, MS, CCC-SLP
gir1@email.sc.edu
Prosody and Literacy in Children with Cochlear Implants
Seeking participants for an online study on listening and reading!
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 develop their listening and reading abilities. We are currently obtaining data from children with cochlear implants. Our research will investigate characteristics of language, listening, reading, and cognitive development. This research will be conducted online – no in-person visit is necessary.
Who is eligible for this research?
We are looking for participants with cochlear implants who exhibit reliance on spoken English in the home and who meet the following criteria:
- Are 7 to 12 years old
- Are profoundly deaf with the deafness detected at or near birth
- Have at least one cochlear implant, received prior to 3 years of age
- Rely on spoken English for communication
- Have no motor or cognitive difficulties that would affect development
What is involved if my child participates?
- Your child will be involved in a number of tasks aimed at sampling their listening, language, reading and cognitive abilities. These include standardized testing, computerized listening games, and play activities.
- Participation in tasks will require up to 2 ½ hours and can be done in 2 or 3 sessions.
- Due to COVID-19 restrictions, sessions will take place over video call.
Following completion of data collection:
- You will receive $75 per session for your time.
- You will also be able to keep the Bluetooth speaker sent to your home for the purposes of the study.
- Results of standardized testing will be shared with parent.
If you have questions or are interested in participating in this study please contact:
James Mahshie, Ph.D.
Professor, George Washington University
Researcher
April Yoder
Graduate Student, George Washington University
Researcher
Please call at (301) 785-4428, email cistudy@gwu.edu or go to our website at https://gwu-implant.org/ for more information or to enroll in the study.
Profiles of Language and Literacy Acquisition in Deaf and Hard-of-Hearing Children who use Sign
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.
Who is eligible:
- D/HH children who use sign language at school to learn. There are no restrictions on program philosophy (ASL/English bilingual, Total-Communication, etc.)
- Students with home language(s) other than English or ASL are welcome to participate
- Students with additional disabilities (e.g. LD, ED, AD/HD, physical disabilities are welcome to participate
What participation involves:
- Evaluation of language and academic skills at Gallaudet University
- Participation will take approximately 3 hours, depending on age; you may be asked to return for a second session to complete the assessment epending on your child’s age and response to assessment activities
- Parent and teacher questionnaires
What you will get for participating:
- $20/hour of participation (payment will be provided at the end of participation)
- Research report of specific measures and profile of strengths and weaknesses
How to participate:
- Contact James McCann at james.mccann @gallaudet.edu or (202) 651-5688 (v)
- This research has been approved by the Gallaudet IRB
- The research is supported by the Office of Research Support and International Affairs at Gallaudet University
How do little ears with hearing loss hear?
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?
- Attending 1-2 test sessions at the Waisman Center, University of Wisconsin, Madison, WI
- Non-invasive clinically used procedures:
- Routine hearing test
- Watching a video while speech sounds are played in one ear and brain waves are measured
- We will make custom ear molds, if not available
What can I expect for my participation?
- $10/hour compensation
- Travel reimbursement (if driving >7 miles)
- Small prizes throughout test sessions
- Free parking, flexible scheduling, snacks, and beverages
Contact if you have any questions or are interested in participating:
Name: Emma McGrath
Email: childhearing@waisman.wisc.edu
Phone: 608-263-2697
Pregnancy Outcomes and Experiences among Deaf and Hard of Hearing Women
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. Our team of researchers recently launched a new online survey for Deaf and hard of hearing mothers who have given birth in the last 10 years. The goal of this survey is to help us understand what may be driving the increased risk for adverse birth outcomes and improve pregnancy care for Deaf and hard of hearing women.
If you, or anyone you know who might be interested in taking the survey (available in ASL, English or Spanish), please follow this link:
https://sardiprogram.com/DeafPregnancyOutcomes/
Download Flyer - Aqui en espanol
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Families & Hearing Study
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
Parent Child Interaction therapy for parents and deaf children
- Do you have concerns about your child’s behavior?
- Do you feel that you and your child could improve on communication?
- Are you a parent with a deaf child?
- Is your child between the ages of 3 to 6 years?
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.
The George Washington University Cochlear Implant Communication Lab
Washington, D.C.
Participants needed By George Washington University Researchers
Prosody & Voice Characteristics of
Children Using Cochlear Implants
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.
Who is eligible for this research?
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:
- Are 4 to 8 years old
- Have no motor or cognitive difficulties that would affect development
- Are located in the Greater Washington, D.C. area, including Northern VA and MD
- For those who are deaf or hard of hearing:
- Are profoundly deaf with the deafness detected at or near birth
- Have received their first implant or hearing aid prior to 36 months of age
What is involved if my child participates?
- Your child will be involved in a number of tasks aimed at sampling their speech, listening, and language abilities. These include standardized testing, computerized listening games, and play activities aimed at sampling the child’s language skills.
- Participation in tasks will require 1 to 2 visits of 60 to 90 minutes each.
Following completion of data collection:
- You will receive $100 to cover transportation, parking and time involved.
- Your child will receive an educational toy following each session.
- Results of standardized testing will be shared with the parents.
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
Study: Binaural Pitch Fusion
in Children with Cochlear Implants and Hearing Aids
Portland, Oregon
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 may be eligible to participate if he/she:
- Is between 6-8 years of age
- Has a moderate to profound sensorineural hearing loss in both ears, and:
- Wears hearing aids in both ears, or
- Wears a hearing aid in one ear and a cochlear implant in the other ear, or
- Wears cochlear implants in both ears
- Has no motor or cognitive difficulties that would impact testing
- Resides in the western U.S., including WA, OR, CA, ID, NV, AZ and UT.
What is involved if my child participates?
- Your child will be asked to listen to sounds and words, and respond by pressing the appropriate button on a computer touch screen.
- Your child will receive stickers, prizes, and other motivators during study participation. They will be able to take breaks during testing.
- The time needed to complete the testing each year is a total of 5-6 hours, which can be divided into up to four shorter sessions of 1-2.5 hours per session.
- Your child would return for testing once a year for five years.
Participants will receive:
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:
Children’s Social Play, Language Development, and Eye Contact with Adults.
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:
- He/she is 8-36 months old
- Deaf or hard of hearing
Contact information:
Dawn Hathaway
jalab@uw.edu
(206) 685-2045
Our Flyer: http://ilabs.washington.edu/DHHLookStudy.pdf
Language Development in Children with Hearing Loss Research Project
Your child may be eligible to participate if he/she:
- Is between 6 and 30 months
- Has a hearing loss
Participants will receive:
All children will receive at no cost to you:
- Comprehensive language assessments 4 times over 18 to 30 months
- Monthly speech and language check-ups
- Assessment reports about your child’s language development
- Some money for your time
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:
- Weekly, 1-hour parent training sessions at your home for six months where parents learn language teaching strategies.
Contact:
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
Research Volunteers Needed for
a Study at the University of
Chicago Medical Center!
We are looking for parents of children with hearing loss to participate in a toddler sound environment study
Families who qualify may earn between $350 and $400
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:
- Your child is under 4 ½ years old
- Your child has moderate to profound hearing loss
- Your child uses hearing aid(s), bone-anchored hearing aid, or cochlear implant(s)
- Your family uses spoken language in the home
- You have at least one day per week when you’re home with your child
Call 773-834-8629 to find out if you qualify!
Hands & Voices is pleased to announce it’s Partnership with the:
National Early Childhood Assessment Project (NECAP – “kneecap”)
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:
- support interested states in implementing a standard assessment battery for children from birth to 4 years of age who are deaf or hard of hearing
- examine the feasibility of creating a national database of early childhood outcomes
- assist states in interpreting assessment results and using these results to drive intervention goals and decisions
- characterize the service delivery models of early intervention programs throughout the United States
- determine early intervention program characteristics that are related to more successful language outcomes for children who are deaf or hard of hearing
Eligible Participants
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:
- Unilateral or bilateral loss
- Conductive, senori-neural, or mixed hearing loss
- Any degree of permanent hearing loss from mild to profound
- Multiple disabilities or hearing loss only
- English or Spanish as the language of the home
Benefits of Participation
Individual Child and Family Benefits
- Includes parent input in the assessment process
- Measures children’s skills and abilities across a variety of developmental areas
- Allows parents and interventionists to monitor a child’s progress over time and identify potential delays at their onset
- Compares a child’s language abilities to both children who are hearing and other children with hearing loss
- Provides a data-driven approach to making educational programming decisions
- Assists in the generation of IFSP/IEP goals
Program Benefits
- Provides statewide and program-specific accountability data on an annual basis
- Allows programs to examine outcomes across different subgroups of children
- Informs professional personnel preparation needs
- Includes access to normative test data on children who are deaf or hard or hearing
- Results in networking with program directors and EHDI personnel in other states
- Gives states an opportunity to contribute to a national database which will allow us to characterize the language strengths and weaknesses of children with hearing loss and identify factors that are predictive of more successful language outcomes
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
Science of Learning Center on Visual Languages and Visual Learning (VL2)at Gallaudet University
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
For more information or to register as a partnership school, contact:
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.
SURVEY ON FM USE FOR CHILDREN WITH HEARING LOSS
To our colleagues and to parents of children
with hearing loss
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