Home Literacy Experiences and Shared Reading Practices: Preschoolers With Hearing Loss.

Home literacy experiences and observed parent and child behaviors during shared book reading were investigated in preschool-age children with hearing loss and with typical hearing to examine the relationships between those factors and children's language skills. The methods involved parent-reported home literacy experiences and videotaped parent-child dyads during shared book reading. Children's language skills were tested using the Preschool Language Scale-4.

Developmental Outcomes in Early-Identified Children Who Are Hard of Hearing at 2 to 3 Years of Age.

Objectives: This study examined the psychosocial, adaptive behavior, and language outcomes of young children who are hard of hearing (HH) without additional disabilities or neurocognitive impairments. Relations between early developmental outcomes and child and parent demographic variables, and parenting stress and self-efficacy were also explored.

Design: Participants were 39 children with early identified, permanent mild to severe hearing loss, between the ages of 2 and 3 years, and a comparison group of 47 children with normal hearing (NH).

Beliefs and Self-Efficacy of Parents of Young Children with Hearing Loss.

The purpose of this study was to learn more about the beliefs and self-efficacy of parents of young children with hearing loss. Seventy-two parents completed the Scale of Parental Involvement and Self-Efficacy-Revised (SPISE-R), which queries parents about their child's hearing device use and their perceptions of their own beliefs, knowledge, confidence, and actions pertaining to supporting their child's auditory access and spoken language development. Two beliefs were identified that related to parents' action scores and one belief was identified that related to children's hearing device use.

Maternal Perception of Self-Efficacy and Involvement in Young Children with Prelingual Hearing Loss.

Appropriate intervention needs to support families and consider them as a part of rehabilitation program. Parents who have high self-efficacy are more likely to put their knowledge and skills into action and have positive interactions with their children. In addition, there has been a positive relation between parental involvement and child educational success.

A Longitudinal Investigation of the Home Literacy Environment and Shared Book Reading in Young Children With Hearing Loss.

Objectives: The principle goal of this longitudinal study was to examine parent perceptions of home literacy environment (e.g., frequency of book reading, ease of book reading with child) and observed behaviors during shared book reading (SBR) interactions between parents and their children with hearing loss (HL) as compared with parents and their children with normal hearing (NH) across 3 time points (12, 24, and 36 months old).

Developmental outcomes of early-identified children who are hard of hearing at 12 to 18 months of age.

Aims: To examine the developmental outcomes of early-identified children who are hard of hearing, at 12 to 18 months of age, compared to those for children of similar age with normal hearing; and to investigate parent and child factors that are associated with these developmental outcomes.

Methods: As part of a prospective study, 28 children with mild to severe hearing loss between the ages of 12 and 18 months and 42 children with normal hearing of similar age completed a comprehensive assessment battery. All children with hearing loss were identified by newborn hearing screening and amplified, on average, by 5 months of age.

Parental Support for Language Development During Joint Book Reading for Young Children With Hearing Loss.

Parent and child joint book reading (JBR) characteristics and parent facilitative language techniques (FLTs) were investigated in two groups of parents and their young children; children with normal hearing (NH; = 60) and children with hearing loss (HL; = 45). Parent-child dyads were videotaped during JBR interactions, and parent and child behaviors were coded for specific JBR behaviors using a scale developed for this study. Children's oral language skills were assessed using the (PLS-4).

Identification of effective strategies to promote language in deaf children with cochlear implants.

Parental involvement and communication are essential for language development in young children. However, hearing parents of deaf children face challenges in providing language input to their children. This study utilized the largest national sample of deaf children receiving cochlear implants, with the aim of identifying effective facilitative language techniques.

Relationships between speech perception abilities and spoken language skills in young children with hearing loss.

The goal of this study was to examine the relationships between scores obtained from measures of speech perception and language in a group of young children with hearing loss (HL). Eighteen children (mean age = 4.3 years) and their mothers participated in this study.

Literacy skills in children with cochlear implants: the importance of early oral language and joint storybook reading.

The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness and reading skills 3 years later in a group of young children with cochlear implants (N = 16). Mothers and children were videotaped during two storybook interactions, and children's oral language skills were assessed using the "Reynell Developmental Language Scales, third edition." Three years later, phonological awareness, reading skills, and language skills were assessed using the "Phonological Awareness Test," the "Woodcock-Johnson-III Diagnostic Reading Battery," and the "Oral Written Language Scales.

Assessing joint attention and symbolic play in children with cochlear implants and multiple disabilities: two case studies.

Objective: The presence of disabilities in addition to deafness poses unique challenges for evaluating outcomes in young children who receive cochlear implants. We describe two cases in which measures of joint attention and symbolic play contributed to our understanding of progress in language acquisition following implantation for children with additional developmental disabilities.

Study Design: Prospective case study.

Comprehensive evaluation of a child with an auditory brainstem implant.

Objective: We had an opportunity to evaluate an American child whose family traveled to Italy to receive an auditory brainstem implant (ABI). The goal of this evaluation was to obtain insight into possible benefits derived from the ABI and to begin developing assessment protocols for pediatric clinical trials.

Study Design: Case study.

Maternal contributions: supporting language development in young children with cochlear implants.

Objective: The principal goal of this study was to investigate the relationships between maternal contributions (e.g., involvement, self-efficacy, linguistic input) and receptive and expressive (oral and sign) language skills in young children with cochlear implants.

Validity of the MacArthur-Bates Communicative Development Inventories for measuring language abilities in children with cochlear implants.

Purpose: To examine the validity of the MacArthur-Bates Communicative Development Inventories (CDI) for measuring language abilities in children with profound hearing loss who are using cochlear implants.

Method: Twenty-four children with cochlear implants and their mothers participated in this study. Children ranged in age from 32 months to 86 months (the majority were 32 to 66 months old).

A quality rating scale for aesthetic surgical procedures.

Background: Cosmetic dermatologic procedures offer the promise of visible aesthetic enhancement with minimal risk. While in recent years the number of available procedures has proliferated, there are few objective methods for evaluating the relative quality of these procedures for particular indications or specific patients.

Objective: (A) To develop a simple, easy-to-use numerical rating scale to assess the quality of cosmetic surgical procedures on a range of parameters pertaining to clinical efficacy and patient satisfaction; (B) to statistically validate the discriminative value of this rating scale.