A Survey of Assessment Tools Used by LSLS Certified Auditory-Verbal Therapists for Children Ages Birth to 3 Years Old

Autor/inn/en	Neuss, Deirdre; Fitzpatrick, Elizabeth; Durieux-Smith, Andree; Moreau, Katherine; Ufholz, Lee-Anne; Whittingham, JoAnne; Schramm, David
Titel	A Survey of Assessment Tools Used by LSLS Certified Auditory-Verbal Therapists for Children Ages Birth to 3 Years Old
Quelle	In: Volta Review, 113 (2013) 1, S.43-56 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-8639
Schlagwörter	Infants; Toddlers; Young Children; Hearing Impairments; Screening Tests; Assistive Technology; Progress Monitoring; Check Lists; Norm Referenced Tests; Observation; Parent Attitudes; Video Technology; Language Skills; Speech Language Pathology; Allied Health Personnel; Test Validity; Listening Skills; Speech Skills + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Frühe Kindheit; Hearing impairment; Hörbehinderung; Screening-Verfahren; Checkliste; Beobachtung; Elternverhalten; Language skill; Sprachkompetenz; Testvalidität; Mündliche Leistung; Sprachfertigkeit
Abstract	Infants 12 months of age or older who have a severe to profound hearing loss frequently receive cochlear implants. Given the inherent challenges of assessing children of this age, this study aims to determine how Listening and Spoken Language Specialists Certified Auditory-Verbal Therapists (LSLS Cert. AVT™) gauge the progress of very young children who use cochlear implants. A survey of LSLS Cert. AVTs was conducted to determine how they assess the progress of young children ages 1 to 3 years old. Respondents indicated that the most commonly used methods of gauging progress in children with hearing loss were: checklists, norm-referenced tests, consultation of scales of typical development, observation, parent report, videotaping, and language sampling. As using checklists is a longstanding practice of listening and spoken language professionals, the survey focused on which checklists are most commonly used as well as the perceived strengths and weaknesses of these assessment tools. Findings indicate that 70% of respondents use checklists regularly for a variety of reasons, including coaching parents, developing goals, and monitoring progress. It is noteworthy that 29.3% of respondents commented on the ease of checklist use. Despite their widespread use, respondents expressed concerns about the lack of clarity and comprehensiveness of the checklists presently available. (As Provided).
Anmerkungen	Alexander Graham Bell Association for the Deaf and Hard of Hearing. 3417 Volta Place NW, Washington, DC 20007. Tel: 202-337-5220; Fax: 202-337-8314; e-mail: periodicals@agbell.org; Web site: http://www.agbell.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01