Social Outcomes of Children with Cochlear Implants in an Inclusive Setting

Transcription

1 Social Outcomes of Children with Cochlear Implants in an Inclusive Setting Sharlene Wilson Ottley, Ph.D, CCC-SLP Nancy Mellon, M.S. Meredith Ouellette, M.S., CCC-SLP The River School

2 Disclosure Director of Early Childhood Research and Practice and Bilingual Speech-Language Pathologist at The River School

3 Background Children with CIs have been observed to have more difficulty with social interactions 11. Often occurs when they do not have the language skills needed to navigate social interactions with peers 11,12.

4 Background Positive outcomes in academic and social skills have been observed for children with CIs in inclusive settings 6,8,12. Interventions targeting SEL have also been observed to improve overall social skills 11.

5 Purpose Examine benefits of a fully inclusive model on the social emotional development of children with hearing loss including those with CIs.

6 Methodology Data is collected at 12-month intervals: Teacher questionnaires DECA-I/T 9, DECA-P 4, and DESSA 3 Formalized assessment of pragmatic language Pragmatic Judgment subtest of the CASL

7 Participants Participants included 232 children between the ages of 10 months through 9 years old. 23 children with CIs 15 children with hearing aids

8 65 DECA/DESSA Mean Results by Raters 60 Mean t-scores Educator Ra:ngs (n=232) SLP

9 65 DECA/DESSA Mean Results by Raters and Groups 60 Mean t-scores ED Ra:ngs SLP Ra:ngs CI (n=23) HA (n=15) NH (n=192) Students

10 Pragmatic Judgment Subtest Scores by Groups 140 * p = Mean Standard Scores CI (n=23) HA (n=15) NH (n=192) Students

11 Conclusion Baseline data revealed that there were no statistically significant differences between groups and raters on the DECA/DESSA. Differences were noted in the mean scores of the students with CIs and their peers without hearing loss on the Pragmatic Judgment subtest of the CASL. Baseline results suggest that the integration of a SE curriculum contributed to scores on both measures.

12 Acknowledgements Special thanks to The River School For more information please contact: Sharlene Wilson Ottley, Ph.D, CCC-SLP

13 References 1. Durlak, J.A., Weissberg, R.P., Dymnick, A.B., Taylor, R.D., Schellinger, K.B. (2011). The impact of enhancing students social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, Kluwin, T. (1999). Coteaching deaf and hearing students: Research on social integration. American Annals of the Deaf, 144, LeBuffe, P.A., Shapiro, V. B., & Naglieri, J.A. (2008). The Devereux Student Strengths Assessment (DESSA). Lewisville, NC: Kaplan Early Learning Company. 4. LeBuffe, P.A & Naglieri, J.A. (2012). The Devereux Early Childhood Assessment for Preschoolers, Second Edition (DECA-P2). Lewisville, NC: Kaplan Early Learning Company. 5. Martin, D. & Bat-Chava, Y. (2003). Negotiating deaf hearing friendships: Coping strategies of deaf boys and girls in mainstream schools. Child: Care, Health & Development, 29, Martin, D., Bat-Chava,Y., Lalwani, A. & Waltzman, S.B. (2010). Peer relationships of deaf children with cochlear implants: Predictors of peer entry and peer interaction. Journal of Deaf Studies and Deaf Education, 16,

14 References 7. Moog, J.S., Geers, A.E., Gustus, C.H., & Brenner, C.A. (2010). Psychosocial adjustment in adolescents who have used cochlear implants since preschool. Ear and Hearing, 32, Oh-Young, C. & Filler, J. (2015). A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities. Research in Developmental Disabilities, 47, Powell, G., Mackrain, M., & LeBuffe, P. (2007). Devereux Early Childhood Assessment for Infants and Toddlers (DECA-I/T). Lewisville, NC: Kaplan Early Learning Corporation. 10. Punch, R. & Hyde, M. (2011). Social participation of children and adolescents with cochlear implants: A qualitative analysis of parent, teacher, and child interviews. Journal of Deaf Studies and Deaf Education, 16, Sorkin, D. L., Gates-Ulanet, P., Mellon, N.K. (2015). Psychosocial aspects of hearing loss in children. Otolaryngologic Clinics of North America, 49, Wauters, L.N. & Knoors, H. (2007). Social integration of deaf children in inclusive settings. Journal of Deaf Studies and Deaf Education, 13,