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10/26/2019  |   9:00 AM - 10:00 AM   |  Ventana Ballroom B

Auditory Intervention after Auditory Deprivation: A Single Case Research Study with Nicaraguan Children who are Hard of Hearing

This study examined the effects of an auditory intervention on the auditory and language skills of five Nicaraguan children with hearing loss who experienced prolonged auditory deprivation before receiving hearing aids. A single-case multiple baseline design across participants was used to examine the intervention effects on auditory detection, discrimination, identification, and comprehension using a weekly probe. A local provider was tele-trained and coached in auditory-verbal therapy strategies to provide the intervention. Non-parametric analyses showed a moderate to high intervention effect for all participants except Participant 3. Children demonstrated gains in detection, discrimination and identification and Participant 5 also showed gains in sentence comprehension. In conclusion, children benefited from this short-intervention, with the majority of the children making gains at the single word level for expressive and receptive skills. Findings provide support for offering auditory training and oral support to children with hearing loss with late identification and amplification in the presence of residual hearing. In addition, tele-training seems to be an effective way to train providers when in-person training is not an option.

• To describe a tele-training program to instruct a provider in auditory-verbal therapy strategies.
• To create assessment tools that capture growth in the auditory skills of late-identified children.
• To discuss how tele-training can be used in countries where speech and hearing disciplines are still emerging.

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M. Adelaida Restrepo (Co-Presenter), Arizona State University , laida.restrepo@asu.edu;
Dr. M. Adelaida Restrepo is the Assistant Dean for Research and Professor in the College of Health Solutions at Arizona State University. She is the director of the Bilingual Language and Literacy Laboratory, whose main mission is to identify best language assessment and intervention practices for bilingual children at risk of academic difficulties. She specializes in oral language and emergent literacy development and in prevention of academic difficulties in bilingual children. She is a bilingual speech-language pathologist who has had ongoing funding for at least 16 years in projects building oral language and literacy in preschool, kindergarten and school-age children who speak Spanish as their native language. She is a former associate editor from Language, Speech and Hearing Services in the Schools, and reviews and publishes in a variety of journals in English and Spanish. She is a certified member of the American Speech Language and Hearing Association. She was funded by Fulbright Scholars grant to conduct a project in Israel on response to intervention.

ASHA DISCLOSURE: Financial - No relevant financial relationship exists. Nonfinancial - No relevant nonfinancial relationship exists.

AAA DISCLOSURE: Financial - No relevant financial relationship exists.

Beatriz de Diego-Lázaro (Primary Presenter), Midwestern University, bdedie@midwestern.edu;
Beatriz de Diego-Lázaro is an Assistant Professor in the Speech-Language Pathology Program at Midwestern University. She completed her doctoral degree in Speech and Hearing Science at Arizona State University (2019) and a Master’s in Early Intervention in Deaf Education at Fontbonne University (Missouri, 2013). She has been working as a speech-language pathologist since 2009 when she obtained a degree in Speech-Language Therapy at Complutense University of Madrid (Spain). Dr. de Diego research interests focus on word learning and vocabulary teaching strategies for children with hearing loss, especially those that come from bilingual families.

ASHA DISCLOSURE: Financial - No relevant financial relationship exists. Nonfinancial - No relevant nonfinancial relationship exists.

AAA DISCLOSURE: Financial -