The Outcomes of a University Program to Support Literacy Skills of Children Using Cochlear Implants and Professional Competencies of Future Speech-Language Pathologists ACI December 2014 Paula Gross Susan Lenihan Pgross@fontbonne.edu Slenihan@fontbonne.edu
Camp FIRE (Fontbonne Inspires Reading Excitement) Promotes literacy skills for students with hearing loss ages 8-14 Graduate students develop competencies for working with children who use cochlear implants.
Design of Program Thematic units (fantasy stories, fairy tales, volcanoes, space and advocacy) Graduate students assisted in all areas! Individual and group comprehension exercises Interactive dialogue, vocab and text meaning discussions Fluency measured through use of running records Written language activities, journals Games Hands-on enrichment activities Science experiments Sensory experiences
Assessment Measures Vocabulary: Pre- and post-assessments Comprehension: Pre- and post-assessments Fluency: Running Records / Miscue Analysis Camp Participant Survey at the end of camp Graduate Student Survey: Pre- and post-camp experience Parent Survey at the end of camp Used to inform instruction and guide future planning
# Students # Students Vocabulary Assessment 2 Tools Terms and Pictures- Pre-Test: 7 out of 16 students scored 100% Post-Test: 9 out of 16 students scored 100% Terms and Definitions- Pre-Test: 7 out of 13 students scored 100% (3 students did not complete) Post-test: 8 out of 14 students scored 100% (2 students did not complete) Terms and Pictures Terms and Definitions 18 16 14 12 10 8 6 4 2 0 14 12 10 8 6 4 2 0 Pre: # correct Post: # correct Pre: # correct Post: # correct Words to ponder: tilted, glanced and trembled
# Students Comprehension 10 multiple choice questions Pre-Test: 2 out of 14 students scored 100% 2 students did not complete. Post-Test: 8 out of 15 students scored 100% 1 student did not complete 16 14 12 10 8 6 4 2 0 Mutiple-choice Questions 1 2 3 4 5 6 7 8 9 10 Pre: # Correct Post: # Correct Observation: Question #10 required students to make inferences. Where are Jack and Annie at the end of each Magic Tree House story?
Fluency Parents reported reading levels Matched with passages from, 3-Minute Reading Assessments: Word Recognition, Fluency, and Comprehension from Scholastic Teaching Resources. Running Records/Miscue Analysis
Camp Participant Survey Results I Rating Enjoyed camp. 3.7 Made new friends. 3.4 Enjoyed reading, Midnight on the Moon. 3.4 Improved reading skills. 3.4 Completed homework. 4.0 Enjoyed science experiments. 3.7 Learned new vocabulary. 3.4 Completed writing exercises. 3.6 Worked hard. 3.7 Want to participate in camp again. 3.9 4-Strongly Agree 3-Agree 2-Neutral 1-Disagree 0-Stongly Disagree Favorite things about camp: When we do big, fun experiments each day. Having fun, hanging out with my friends. Building the rocket ship. Egg hunt. Snacks and lunch and bowling. Snacks and hearing tests each day. Least favorite things about camp: Quizzes. Taking a test. Writing.
Graduate Student Survey Results As a graduate student, I have Pre Post Worked with children with cochlear implants. 2.6 3.3 Felt comfortable communicating with them. 3.6 4.0 Worked with children with hearing aids. 3.0 3.3 Felt comfortable communicating with them. 3.6 4.0 Maintained/performed troubleshooting on hearing 2.2 3.0 aids. Maintained/performed troubleshooting on implants. 2.0 3.0 Administered the Ling. 1.6 3.8 Felt comfortable administering the Ling. 2.4 4.0 Helped deaf students complete academic work. 2.4 3.0 Communicated with parents of deaf children. 3.0 3.5 Felt comfortable communicating with them. 3.0 3.8 Enjoyed communicating with parents. 3.6 3.8 4-Frequently 3-Often 2-Sometimes 1-Occasionally 0-Never I can Pre Post Identify teaching strategies. 2.8 3.3 Implement teaching strategies. 2.6 3.3 Identify academic struggles. 2.8 3.3 Feel confident in my career choice. 4.0 4.0 4-Strongly agree 3-Agree 2-Neutral 1-Disagree 0-Strongly disagree
Parent Survey Results My child Rating Enjoyed the program. 4.0 Interacted with other children with deafness. 3.7 Talked about events from camp at home. 3.6 Completed daily homework. 3.6 Enhanced literacy skills. 3.7 Fully participated in reading and extension activities. 3.7 Enhanced social skills. 3.6 Interacted with teachers and SLPs. 3.9 Wants to participate in future programs. 3.9 *As a parent, I was able to interact with others parents of deaf children. *Carpooling 2.7 Survey Scale: 4-Strongly Agree 3-Agree 2-Neutral 1-Disagree 0-Strongly Disagree
Conclusions and Recommendations All parties report overall positive experiences Growth in all areas Suggested improvements: Higher level of text Making inferences Speaking in front of others (presentation) Provide writing samples to parents Pre-training for graduate students Conversational skills Reduce quiz/test anxiety Let older campers tutor younger ones
Commendations and Comments from Parents My child learned how to read better and made great friends. The personal attention, support and encouragement he received really boosted his overall confidence. My daughter has advanced from a 2 nd grade reading level to 7 th grade level in three years. We attribute some of this amazing advancement to FIRE camp! My son absolutely LOVES this camp and looks forward to it every year! He always comes home excited about the day s activities and can t wait for the next day. She enjoyed going to the program and wasn t too stressed which isn t typical. Convenient location and great facility. Friendly teachers and staff. Enthusiastic and positive learning environment. She really loved it.
Comments from Graduate Students I really enjoyed participating in this camp! I feel more comfortable in an academic setting with children this age. I found I love this age group. I thought it was really fun. Perfect! I would do this again next year. It was so much fun.
Camp FIRE is funded through the generous support of Charles and June Gallagher Graduate students participating in Camp FIRE are scholars in two personnel preparation grants from the U.S. Department of Education: H325K120161 Preparing Early Interventionist for Young Children Who Are Deaf/Hard of Hearing and Their Families H325K120408 Preparing Speech-Language Pathologists for Collaborative, Inclusive Education of Two Low-Incidence Groups: Students Who Use Augmentative and Alternative Communication and Students Who Use Cochlear Implants