Frequency of Early Intervention Sessions and Vocabulary Skills in Children with Hearing Loss
| Autor: | Marcus Gaffney, Mallene Wiggin, Christine Yoshinaga-Itano, Winnie Chung, Allison L. Sedey, Craig A. Mason |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Longitudinal study
Vocabulary expressive vocabulary Hearing loss media_common.quotation_subject predictors of outcomes Session (web analytics) Article frequency of intervention language outcomes Intervention (counseling) deafness Health care medicine Time point media_common business.industry General Medicine intervention dosage early intervention Expressive vocabulary Medicine medicine.symptom business Clinical psychology |
| Zdroj: | Journal of Clinical Medicine, Vol 10, Iss 5025, p 5025 (2021) Journal of Clinical Medicine; Volume 10; Issue 21; Pages: 5025 Journal of Clinical Medicine |
| ISSN: | 2077-0383 |
| Popis: | Background: A primary goal of early intervention is to assist children in achieving age-appropriate language skills. The amount of intervention a child receives is ideally based on his or her individual needs, yet it is unclear if language ability impacts amount of intervention and/or if an increased frequency of intervention sessions results in better outcomes. The purpose of this study was to determine the relationship between the frequency of early intervention sessions and vocabulary outcomes in young children with hearing loss. Methods: This was a longitudinal study of 210 children 9 to 36 months of age with bilateral hearing loss living in 12 different states. Expressive vocabulary skills were evaluated using the MacArthur–Bates Communicative Development Inventories. Results: A higher number of intervention sessions reported at the first assessment predicted better vocabulary scores at the second assessment, and more sessions reported at the second assessment predicted better scores at the third assessment. For each increase in the number of sessions reported, there was a corresponding, positive increase in vocabulary quotient. In contrast, children’s vocabulary ability at an earlier time point did not predict intervention session frequency at a later point in time. Conclusions: A significant prospective effect was apparent with more therapy sessions resulting in improved vocabulary scores 9 months later. These findings underscore the importance of early intervention. Pediatricians and other health care professionals can help apply these findings by counseling parents regarding the value of frequent and consistent participation in early intervention. |
| Databáze: | OpenAIRE |
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