Nonverbal cognitive development
This information should help audiologists, speech-language pathologists, and educators
make decisions about what kinds of intervention strategies and accommodations best
facilitate typical development for children with hearing loss in this new age of early
intervention and high-tech prostheses.
There is no question that children with hearing loss are achieving levels of spoken language
mastery never before reached by most children with hearing loss. For example, half of all
children with hearing loss read within normal limits for children with normal hearing. A
encouraging as that is, it means that for half of the children with hearing loss, they are still
falling below expectations. The testing on this project is meant to examine whether or not
there are ways that we might tweak what we are currently providing by way of intervention to
children with hearing loss to help move them still further ahead in their language skills.
Testing on this project is designed to see how children with hearing loss who have
benefitted from the best treatment options currently available are faring as they progress
through the elementary grades. All children participating were part of the first phase of this
project in which we tested children between the ages of 12 and 48 months of age. These children, along with one parent each, came to Columbus, Ohio during each summer after completing kindergarten, second, and fourth grade and were tested on a variety of measures.
Outcomes will help professionals identify any difficulties that children with hearing loss
continue to encounter, even with current treatment options.
Testing looks at a variety of developmental outcomes:
Expressive language skills
Auditory comprehension of language
Working memory for verbal material
Processing speed of verbal material