scholarly journals Speech and language assessment in adult cochlear implant candidates and users

2020 ◽  
Vol 4 (2) ◽  
pp. 16-29
Author(s):  
Lucie Nohová ◽  
Julie Čefelínová
Keyword(s):  
Cochlear Implant ◽  
Language Assessment ◽  
Speech And Language

Speech and language assessment scales of deaf children

1978 ◽  
Vol 11 (2-3) ◽  
pp. 215-226 ◽  
Author(s):  
Donna S. Geffner ◽  
Harry Levitt ◽  
Lisa Rothman Freeman ◽  
Sr.Rosemary Gaffney
Keyword(s):  
Language Assessment ◽  
Deaf Children ◽  
Speech And Language ◽  
Assessment Scales

Assessment and Management of Communication Skills in Individuals with Intellectual Disability

2016 ◽  
pp. 156-185 ◽  
Author(s):  
Krupa M. ◽  
Prakash Boominathan
Keyword(s):  
Intellectual Disability ◽  
Communication Skills ◽  
Language Skills ◽  
Language Assessment ◽  
Speech And Language ◽  
Research And Practice ◽  
Hybrid Approaches ◽  
Communication Difficulties ◽  
Recent Trends ◽  
The Relationship

The relationship between communication and cognition which has been explored since mid-1900s is a highly contentious topic. Hypotheses from various researchers have experienced a gradual shift from cognitive/innate bases to social perspective of acquisition and development of speech and language skills in individuals with intellectual disability. This acquisition tends to be delayed or deviant (qualitative and /or quantitative). In the recent years, research in this area is experiencing a paradigm shift evolving from ‘incapacity' to ‘functioning' which is obvious in the clinical practice of assessment and intervention of speech and language skills in these individuals. Further, the rehabilitation process is experiencing a transition from clinician directed to child-oriented or hybrid approaches of intervention. This chapter will be a comprehensive document of recent trends in research and practice related to acquisition of language, assessment and intervention of communication difficulties for professionals working with intellectual disability.

Speech-Language Assessment in the Clinical Setting

2002 ◽  
Vol 11 (3) ◽  
pp. 215-220 ◽  
Author(s):  
Ann A. Tyler ◽  
Leslie C. Tolbert
Keyword(s):  
Clinical Judgment ◽  
Speech Intelligibility ◽  
Planning Process ◽  
Language Assessment ◽  
Relevant Information ◽  
Time Frame ◽  
Assessment Process ◽  
Speech And Language ◽  
Parent Questionnaire ◽  
Language Measures

Time constraints are a significant factor for clinic-based and school-based speech-language pathologists. Yet, with a planning process that incorporates parent information and accounts for child temperament, a comprehensive speech and language assessment can be completed within a 90-minute time frame. A parent questionnaire is completed prior to the assessment date, focusing on developmental history, including information about family history of learning difficulties and episodes of otitis media. Standardized and nonstandardized procedures are included in the assessment process in order to obtain clinically relevant information and provide parents and public service agencies with necessary qualifying scores. The Bankson-Bernthal Test of Phonology (BBTOP; Bankson & Bernthal, 1991) is the choice of instruments for standardized articulation/phonology testing, whereas the Preschool Language Scale-3 (PLS-3; Zimmerman, Steiner, & Pond, 1992) and a spontaneous language sample are recommended as language measures. A spontaneous sample also provides opportunity for clinical judgment regarding speech intelligibility, pragmatic skills, voice, and fluency. A recommendation session concludes the evaluation with a discussion of the child's performance on speech and language measures, overall impressions, and recommendations. This discussion includes strengths and weaknesses, with focus on answering parents' questions and addressing their concerns.

Speech and Language Results in Children with a Cochlear Implant

1985 ◽  
Vol 6 (SUPPLEMENT) ◽  
pp. 36S-47S ◽  
Author(s):  
Karen ller Kirk ◽  
Carolyn Hill-Brown
Keyword(s):  
Cochlear Implant ◽  
Speech And Language

Pediatric Bilateral Sensorineural Hearing Loss: Minimum Test Battery and Referral Criteria for Cochlear Implant Candidacy Evaluation

2021 ◽  
pp. 019459982110273
Author(s):  
Samantha Anne ◽  
Kevin D. Brown ◽  
Donald M. Goldberg ◽  
Oliver F. Adunka ◽  
Margaret Kenna ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Cochlear Implant ◽  
Sensorineural Hearing Loss ◽  
Hearing Aids ◽  
Early Years ◽  
Sensorineural Hearing ◽  
Speech And Language ◽  
Bilateral Sensorineural Hearing Loss ◽  
Speech And Language Development

Among the various cochlear implant systems approved by the Food and Drug Administration, current labeling for pediatric usage encompasses (1) bilateral profound bilateral sensorineural hearing loss in children aged 9 to 24 months and bilateral severe to profound sensorineural hearing loss in children older than 2 years; (2) use of appropriately fitted hearing aids for 3 months (this can be waived if there is evidence of ossification); and (3) demonstration of limited progress with auditory, speech, and language development. Pediatric guidelines require children to have significantly worse speech understanding before qualifying for cochlear implantation. The early years of life have been shown to be critical for speech and language development, and auditory deprivation is especially detrimental during this crucial time. Level of evidence: 2.

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