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Incorporating Language Access Profiles Into Assessments of Children Who Are Deaf/Hard of Hearing (PD102521)

Presenter(s): Matthew Hall, PhD; Stephanie DeAnda, PhD, CCC-SLP
Course Description

Language assessment in children who are deaf or hard of hearing often focuses on language outcomes without a precise characterization of the child’s language learning history. Speech-language pathologists and other early interventionists need support in ensuring that the child’s cumulative experience with linguistic input (or lack thereof) is also captured. This session presents a practical approach for this process that follows emerging research on language access profiles.

This course is a recorded technical session from the 2021 ASHA Convention Virtual Library (session 4064V).

Learning Outcomes
You will be able to:

  • Discuss the importance of assessing language input and access for researchers and clinicians, including emerging research on language access profiles as a measurement construct 
  • Recognize the steps involved in a valid evaluation and assessment of language access profiles in children who are deaf/hard of hearing 
  • Interpret language access profiles in the context of real-world scenarios and case studies

Presenter Information

Stephanie De Anda, PhD, CCC-SLP (Presenting Author), is an Assistant Professor in Communication Disorders and Sciences at the University of Oregon. Dr. De Anda has published scientific articles focused on single and dual language learning infants and toddlers in Mexico, the U.S., and Canada. She has been funded by grants from the National Institutes of Health to study language development in Spanish-speaking children in the U.S. with typical learners and those at risk for language disorders.

Financial Disclosures:

  • None

Nonfinancial Disclosures:

  • None

Matt Hall, PhD (Presenting Author), is an Assistant Professor of Communication Sciences & Disorders in the College of Public Health at Temple University. He received his PhD in Psychology from UC San Diego. He applies knowledge from cognitive/developmental psychology and linguistics to questions that concern DHH children. He is committed to increasing the quality of the empirical evidence so that clinicians and families can make better-informed decisions toward the shared goal of promoting the long-term and holistic well-being of DHH children.

Financial Disclosures:

  • Salaried employee of Temple University, which holds the intellectual property rights to two tools discussed in the presentation (the D-LEAT and LAPT) 
  • Co-creator of D-LEAT and creator of LAPT 
  • Invited speaker at this conference, for which financial compensation was provided

Nonfinancial Disclosures:

  • No nonfinancial relationships relevant to the content of the session

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by March 9, 2028.

Program History and CE Information

Content origination date: November 2021
End date: March 9, 2028

Subscribers Ratings
PDH: 0.5
ASHA CEU*: 0.05
Item #(s): PD102521
Available Through: March 09, 2028