HOME    
   ABOUT SRCLD    
     :: History    
     :: Committees    
     :: Contact Us    
   CALL FOR PAPERS    
     :: Guidelines    
     :: Online Submission    
     :: Poster Preparation    
   REGISTRATION    
     :: Guidelines    
     :: Online Registration    
   PROGRAM    
     :: Schedule    
     :: Tutorial    
     :: Oral Presentations    
     :: Invited Speakers    
     :: Poster Presentations    
   MY AGENDA    
     :: Instructions    
     :: My Agenda    
   ACCOMMODATIONS    
     :: General Information    
     :: Lodging    
     :: Directions/Parking    
     :: Convention Center    
   TRAVEL AWARDS    
     :: General Information    
     :: Online Application    
   PUBLISHERS    
     :: Become An Exhibitor    
     :: Recent Publications    
   SEARCH    
     :: Past SRCLDs    
     :: Search    
 SRCLD Presentation Details 

  Title  
       
    The Role of Peer Input on Language Development in an Inclusive Oral Language Classroom  
Author(s)
Lynn Perry - University of Miami
Samantha Mitsven - University of Miami
Stephanie Custode - University of Miami
Daniel Messinger - University of Miami

SRCLD Info
SRCLD Year: 2019
Presentation Type: Special Session
Presentation Time: Sat, Jun 08, 2019 at 01:30 PM
Abstract
Many children with hearing loss (HL) attend intervention schools aimed at improving their oral language. However, there is little research investigating the role of peers on language outcomes in these programs. Here we employ a big data approach to modeling peer input on children’s vocalizations in an inclusion program for children with HL and typical hearing (TH). Data were collected weekly for ten weeks in a classroom of 3-year-olds (seven 3 HL; three TH). Children wore LENA recorders, allowing for automated analysis of vocalizations, and Ubisense tags, allowing for objective continuous measurement of location and social contact. Although children with HL tended to produce fewer vocalizations than TH peers, the more input children heard from their peers, the more they subsequently vocalized to those peers during the following observation—regardless of hearing status or their own previous rate of vocalizations. This study highlights the importance of peer interaction and vocal input on children’s language development and motivates the presence of TH peer models in inclusion classrooms for children who use CI or HA. This work was funded by IES.
Author Biosketch(es)

 

 

 

 

Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders