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Intervention Settings for Children with Cochlear Implants and Developmental Disabilities

Clayton, Lynn E.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243189468

Abstract Details

2009, MA, University of Cincinnati, Allied Health Sciences : Speech-Language Pathology.
This study examined the relationship between educational environment (communication approach and mainstream setting) and receptive and expressive language outcomes for twenty-two children, ages three to six, with developmental disabilities who had received a cochlear implant. Existing data for children with developmental disabilities and cochlear implants are extremely limited. Thus, statistical analyses, including Spearman's rank correlations, General linear model unadjusted and adjusted means, and Wilcoxon rank sum tests were conducted on data gathered for the twenty-two children. The data included results of language assessments (PLS-4), results of developmental testing (RGDS), and responses from simple questionnaires completed by caregivers. Analysis attempted to determine the impact that type of communication and mainstreaming (independent variables) had on the receptive and expressive language acquisition and growth of these children (dependent variable). Conclusions drawn from data analyzed include: 1. No clear indication that one educational setting or communication mode produces better language outcome scores for children with developmental disabilities, 2. No clear indication that the longer these children have had their implant, the better their language outcomes, and 3. Enlightenment regarding the importance of more detailed investigation into the parent's goals for their child when considering implantation. Thus, the ability to catch-up that is seen with the language outcomes of typical children with cochlear implants may not be seen in children with developmental disabilities. Findings indicate that, in addition to investigating language outcomes, it is extremely important to explore other positive impacts that the cochlear implant may have on children with developmental disabilities, such as enhanced quality of life, improved behavior, and increased level of arousal to determine the true benefits of implanting children with developmental disabilities.
Sandra Grether, PhD (Committee Chair)
Jareen Meinzen-Derr, PhD (Committee Member)
Carolyn Sotto, PhD (Committee Member)
68 p.
Communication; Language; Special Education; Speech Therapy
Intervention Settings; Children; Cochlear Implants; Developmental Disabilities, Communication Mode; Language Outcomes

Recommended Citations

Citations

  • Clayton, L. E. (2009). Intervention Settings for Children with Cochlear Implants and Developmental Disabilities [Master's thesis, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243189468

    APA Style (7th edition)

  • Clayton, Lynn. Intervention Settings for Children with Cochlear Implants and Developmental Disabilities. 2009. University of Cincinnati, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243189468.

    MLA Style (8th edition)

  • Clayton, Lynn. "Intervention Settings for Children with Cochlear Implants and Developmental Disabilities." Master's thesis, University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243189468

    Chicago Manual of Style (17th edition)

ucin1243189468
478
© 2009, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.