Improving Spoken Language Outcomes for Children With Hearing Loss: Data-driven Instruction

Area of Science:

• Pediatric audiology
• Speech-language pathology
• Educational psychology

Background:

• Children with hearing loss often face challenges in spoken language development.
• Data-driven instruction (DDI) is an educational approach that utilizes student data to tailor instruction.
• The effectiveness of DDI for improving spoken language outcomes in children with hearing loss, particularly those using cochlear implants (CIs) and hearing aids, requires further investigation.

Purpose of the Study:

• To evaluate the impact of data-driven instruction (DDI) on the spoken language development of children with cochlear implants and hearing aids.
• To compare the spoken language outcomes of children who received DDI with those who did not.

Main Methods:

• A retrospective, matched-pairs comparison study was conducted.
• Participants included children with hearing loss attending a spoken-language preschool.
• Data were collected over two years, including informal language samples and formal assessments of articulation, vocabulary, and overall language skills.

Main Results:

• The DDI group showed significantly higher scores on the Teacher Assessment of Spoken Language (TASL) annually.
• Statistically significant improvements were observed in the DDI group for overall language (CELF-P) and expressive vocabulary (EOWPVT).
• A higher percentage of students in the DDI group (78%) achieved average range scores compared to the control group (59%).

Conclusions:

• Preliminary findings suggest that DDI may be an effective method for enhancing spoken language skills in children with hearing loss.
• Further research is warranted to confirm these findings and explore the consistent application of DDI.
• DDI holds promise for improving educational and linguistic outcomes for children with hearing impairments.