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Evaluation Perceptions and Practices...

Carden, Kameron Clark.

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Evaluation Perceptions and Practices for Preschoolers Who Are Deaf/Hard of Hearing Using Listening and Spoken Language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Evaluation Perceptions and Practices for Preschoolers Who Are Deaf/Hard of Hearing Using Listening and Spoken Language./
Author:	Carden, Kameron Clark.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	199 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
Contained By:	Dissertations Abstracts International85-03B.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30527335
ISBN:	9798380329972

Evaluation Perceptions and Practices for Preschoolers Who Are Deaf/Hard of Hearing Using Listening and Spoken Language.
Carden, Kameron Clark.

Evaluation Perceptions and Practices for Preschoolers Who Are Deaf/Hard of Hearing Using Listening and Spoken Language. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 199 p.

Source: Dissertations Abstracts International, Volume: 85-03, Section: B.

Thesis (Ph.D.)--The University of Alabama, 2023.

This item must not be sold to any third party vendors.

Earlier identification, advancements in hearing technology, and more widespread enrollment in early intervention programs have led to improved speech and language outcomes for many young children who are deaf or hard of hearing (DHH) using listening and spoken language (LSL). One cascading effect of these outcomes is that many young children who are DHH using LSL are not qualifying for special education services during the preschool years. Despite norm-referenced performance often within the average range, the literature shows that these children continue to demonstrate language delays using more ecologically valid assessment practices that could adversely affect equitable access in the classroom. The present study aimed to determine how school-based practitioners are assessing and determining eligibility for preschoolers who are DHH using LSL, as well as the relationship between practitioner perceptions and their implementation of recommended and evidence-based practices. I used a questionnaire with a summated rating scale to gather information from a nationally representative sample of practitioners, consisting of early childhood special education (ECSE) and special education (SPED) teachers, teachers of the deaf (TOD), and speech-language pathologists (SLP). Descriptive and inferential analyses showed that practitioners are consistently following recommended practices for the quantity of developmental assessments used, but the evidence-based quality of those assessments is often lacking, particularly for language assessment. Results indicated that general practitioners might demonstrate limited knowledge of eligibility criteria for hearing impairment, whereas TODs with specialized knowledge are often underused when making these determinations. Preliminary findings from this study could inform policy and practice for assessing preschoolers who are DHH using LSL.

ISBN: 9798380329972Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Evaluation

Evaluation Perceptions and Practices for Preschoolers Who Are Deaf/Hard of Hearing Using Listening and Spoken Language.
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500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
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506 $a This item must not be sold to any third party vendors.
520 $a Earlier identification, advancements in hearing technology, and more widespread enrollment in early intervention programs have led to improved speech and language outcomes for many young children who are deaf or hard of hearing (DHH) using listening and spoken language (LSL). One cascading effect of these outcomes is that many young children who are DHH using LSL are not qualifying for special education services during the preschool years. Despite norm-referenced performance often within the average range, the literature shows that these children continue to demonstrate language delays using more ecologically valid assessment practices that could adversely affect equitable access in the classroom. The present study aimed to determine how school-based practitioners are assessing and determining eligibility for preschoolers who are DHH using LSL, as well as the relationship between practitioner perceptions and their implementation of recommended and evidence-based practices. I used a questionnaire with a summated rating scale to gather information from a nationally representative sample of practitioners, consisting of early childhood special education (ECSE) and special education (SPED) teachers, teachers of the deaf (TOD), and speech-language pathologists (SLP). Descriptive and inferential analyses showed that practitioners are consistently following recommended practices for the quantity of developmental assessments used, but the evidence-based quality of those assessments is often lacking, particularly for language assessment. Results indicated that general practitioners might demonstrate limited knowledge of eligibility criteria for hearing impairment, whereas TODs with specialized knowledge are often underused when making these determinations. Preliminary findings from this study could inform policy and practice for assessing preschoolers who are DHH using LSL.
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