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Suggested Read: ASHA Article On Language Development and Impairment in Children With Mild to Moderate Sensorineural Hearing Loss

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Suggested Read: ASHA Article On Language Development and Impairment in Children With Mild to Moderate Sensorineural Hearing Loss

Link to entire article:  https://pubs.asha.org/doi/full/10.1044/2016_JSLHR-L-16-0297

Abstract

Purpose
The goal of this study was to examine language development and factors related to language impairments in children with mild to moderate sensorineural hearing loss (MMHL).  The goal of this study was to examine language development and factors related to language impairments in children with mild to moderate sensorineural hearing loss (MMHL).

Method
Ninety children, aged 8–16 years (46 children with MMHL; 44 aged-matched controls), were administered a battery of standardized language assessments, including measures of phonological processing, receptive and expressive vocabulary and grammar, word and nonword reading, and parental report of communication skills. Group differences were examined after controlling for nonverbal ability.

Results
Children with MMHL performed as well as controls on receptive vocabulary and word and nonword reading. They also performed within normal limits, albeit significantly worse than controls, on expressive vocabulary, and on receptive and expressive grammar, and worse than both controls and standardized norms on phonological processing and parental report of communication skills. However, there was considerable variation in performance, with 26% showing evidence of clinically significant oral or written language impairments. Poor performance was not linked to severity of hearing loss nor age of diagnosis. Rather, outcomes were related to nonverbal ability, maternal education, and presence/absence of family history of language problems.

Conclusions
Clinically significant language impairments are not an inevitable consequence of MMHL. Risk factors appear to include lower maternal education and family history of language problems, whereas nonverbal ability may constitute a protective factor.


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Article of Interest: Chemical Exposure in Utero May Impact Child’s Language Acquisition

Check out this article of interest…Chemical Exposure in Utero May Impact Child’s Language Acquisition

To access the article, follow this link:  https://hearingreview.com/inside-hearing/research/acquisition


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Participate in a short survey about how SLPs are using audiology information in their work with families

Our interdisciplinary research team from the University of Iowa, Boystown National Research Hospital, University of North Carolina, and Idaho State University are inviting TODHH and SLPs to participate in a short survey about how they use audiology info in their work with families. We want to develop customized resources that make audiological information easy to understand and share!
May be an image of one or more people and text that says "TODHH & SLP HELP US UNDERSTAND HOW YOU USE AUDIOLOGY INFO IN YOUR WORK! WE WANT TO MAKE AUDIO INFO EASIER TO UNDERSTAND & SHARE WITH FAMILIES."
docs.google.com/forms/d/e/…

Please feel free to forward the link on to colleagues in your wider networks.

With thanks,

Caitlin Sapp, Kristina Blaiser, Meredith Spratford, & Elizabeth Walker


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University of Delaware Seeking Participants For Two Studies

The University of Delaware is currently conducting two research studies, one is a study on voice therapy in children with vocal fold nodules and the other is a study on speech breathing, which involves remote group sessions for older speakers experiencing dyspnea when speaking.

Hoarse or Scratchy Voice? Voice Therapy Research Study for Boys and Girls

Are any of your patients currently experiencing a scratchy voice or hoarseness that is getting worse for at least three months or more? Your patient may be eligible to participate in a research study if they are between 4 and 11 years old, both boys and girls are welcome!

Click here for a flyer providing additional details about the study on voice therapy in children with vocal fold nodules.

Are you having a hard time with your breathing when you speak or sing?

The VOICE LAB @ University of Delaware is looking for people for a study on speech breathing.  The study involves 3 individual sessions and 6 group sessions —all conducted remotely from the comfort of your home!

Click here for a flyer providing additional details about the study on speech breathing in older speakers experiencing dyspnea when speaking.

 

 


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Phonak video targeted to administrators regarding use of CADS

As educators, optimizing learning for students is key. The requirements of COVID safety protocols can make students have a hard time hearing their teacher and their classmates.  Classroom audio distribution systems are discussed to improve audibility, attention, and comprehension, while decreasing listening effort.  Follow the link for a short discussion:
This technology can be purchased with American Rescue Plan Elementary & Secondary School Emergency Relief (AER ESSER) funds. This fact sheet describes use of these federal funds by schools. https://oese.ed.gov/files/2021/03/FINAL_ARP-ESSER-FACT-SHEET.pdf

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Dysphagia Management on Capitol Hill: Updates for 2021 and Beyond – Live Discussion Sponsored By ASHA SIG 13

Dysphagia Management on Capitol Hill: Updates for 2021 and Beyond
This free event is open to all.
Sponsored by SIG 13, Swallowing and Swallowing Disorders (Dysphagia)

April 14th, 2021
7:00 p.m. ET

Register Now 

This live online Zoom discussion will provide an overview of the outcomes to date of the 2020 United States (US) national election and the new administration’s impact on the role of speech-language pathologists in dysphagia management in the US and its territories. Policy updates for 2021 and beyond will be discussed. In addition, this session will describe the role that ASHA plays in supporting its members who treat people with feeding and swallowing disorders while also featuring ways in which ASHA members and SIG 13 affiliates can become active in public policy advocacy.

This event is not eligible for CEUs.

The following expert will be available for questions:
Mr. Jeffrey Regan, Director of Government Affairs and Public Policy, ASHA, Rockville, Maryland.
This discussion will be moderated by SIG 13, Program Development Manager, Kelly Salmon SLPD, CCC-SLP, BCS-S, CLT-LANA, NDC.


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COVID-19 Vaccine

Speech-language pathologists and Audiologists in Delaware are classified as 1a for access to vaccine for COVID-19. If you are an Audiologist or SLP licensed in Delaware and have not yet had access to the vaccine, you may wish to contact Delaware’s Division of Public Health (DPH) for further information. They can be reached by email at vaccineplanning@delaware.gov or by phone at 1-833-643-1715.


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DSHA Seeking Graduate Student Executive Council Member

The Delaware Speech-Language-Hearing Association is seeking a graduate student who will serve as a non-voting student member of the DSHA executive council.

For additional information, graduate students are invited to click here.


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Transform the materials used by SLPs to reflect the caseloads that they serve with Turn the Page SLPs

Sierrah Harris, Class of 2020, did her capstone project on how often SLPs use books featuring Black, Asian, Hispanic, and Indigenous protagonists – and unfortunately what she found matched her lived experiences…. these books are rarely used by SLPs during clinical practice.

Books serve as a way for children to develop self-identity and understand their role in the world. Books are also frequently used in Speech/Language Therapy to support children with Communication Disorders. Unfortunately, the books available to most Speech Language Pathologists do not feature Black, Asian, Hispanic, and Indigenous children because the books published over the last 20 years are not very diverse.

Sierrah has worked to develop Turn the Page SLPsa program that will allow SLPs in Delaware to request new books featuring diverse protagonists from a curated list of books (https://www.jotform.com/form/201605808120141). She has a vision that includes professional development and book swaps to maximize the use of these resources.  Unfortunately, high quality children’s books are expensive, ranging from $15-$30 each, meaning that it’s expensive to get books in the hands of SLPs. If funded, Turn the Page SLPs has the potential to transform the materials used by SLPs to reflect the caseloads that they serveUD Henfunder recently picked up Turn the Page SLPs as a project that was crowdfunded as part of #GivingTuesday. Books were to be purchased from a local (Delaware based) Black-owned bookstore, keeping the dollars local to our state.

 


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Using personal gender pronouns

“No one set of pronouns fits all. It’s impossible to know what pronoun a person uses without asking them. As speech-language pathologists, we understand the value of pronouns to each individual, as well as how to correctly use them. Using someone’s personal gender pronoun is a vital step toward inclusion.” (March 2020 ASHA Leader)

Check out these resources for more information about using personal gender pronouns:

Talking About Your Pronouns Is One Easy Way To Be A Transgender Ally by Jamie Wareham

a beginner’s guide to being an ally to trans people by Ted Ravago

Level 1 Safe Zone Ally Training Workshop Participant Booklet prepared by ASEE and LGBTQ+ Advocacy in Stem (January 2020)