Digital Commons Network^™

Using The Home Visit Rating Scale Hovrs - A+ To Compare Tele-Intervention And In-Person Intervention In Children With Hearing Loss, Katie Ann Weller

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Early parent-child interactions are a critical part of typical speech and language development. These interactions can be negatively affected if the child is diagnosed with a hearing loss. Therefore, a primary goal of early intervention services, especially if the family has a child with hearing loss, is to support parent-child communication development. However, access to an early interventionist with specialized experience with children who are deaf/hard-of-hearing (DHH) may not always be an option due to increase demand for services or the location of the family. Recently, there has been growing support from professional organizations for the use of tele-intervention (TI) …

Picture Books And Literacy Development For Children Who Are Deaf Or Hard Of Hearing, Lichelle Slater

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

In the past decade, research has focused on children’s literature and how it can facilitate literacy development (LaCour, McDonald, Tissington, Thomason, 2013; Lee, 2010). Although current research has identified the importance of age-appropriate literacy development for children who are deaf or hard of hearing (DHH), few studies have explored the character representations depicted in current picture books, and their cultural and individual impact on children who are DHH. To gain a better understanding of the availability of books in which deafness or hearing loss is addressed, or books in which children who are DHH are featured characters, a search of …

The Mainstream Kindergarten Teacher's Perspective Of Pragmatic Skills Of Children Who Are Deaf Or Hard Of Hearing Aligned With Common Core Standards, Marianne Ingram Huish

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Pragmatics, or social/emotional skills are learned early in life by most typically developing children (DeLuzio, Girolametto, 2011). According to the American SpeechLanguage-Hearing Association (ASHA), social/emotional skills involve three major communication strategies. These include 1) using language for different purposes such as greeting, informing, requesting, 2) changing language depending on the relationship with the listener, and 3) following conversational and storytelling rules such as taking turns in conversation, staying on topic, using non-verbal signals, and maintaining appropriate body position and eye contact (ASHA, 2013). Social/emotional skills among children entering into the mainstream kindergarten setting, according to early childhood core state standards, …

Bridging Music And The Early Childhood Curriculum In Listening And Spoken Language Programs For Children Who Are Deaf Or Hard Of Hearing, Whitney Wright

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Music is an integral aspect of human life. Its impact weaves through arts, culture, communication, recreation, and education. In addition to benefits of enjoyment and entertainment, music is a vital component of early childhood educational settings. Educators routinely utilize music as an embedded component of instruction to meet both group and individual needs of young children in early childhood classrooms. In fact, specialized musical instruction can be particularly beneficial for children with disabilities, including those who are deaf or hard of hearing (DHH) (Gfeller, Driscoll, Kenworthy, & Van Voorst, 2011). Children who are DHH are at significant risk for speech, …

Dramatic Play Affordances Of Natural And Manufactured Outdoor Settings For Preschool-Aged Children, Kimberly K. Cloward Drown

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Concern for child wellness has led play professionals to explore natural playscapes as a means to enhance free play and consequently child development. For preschool children, dramatic or make-believe play is particularly beneficial for enhancing cognitive, social, and emotional skill. Dramatic play in collaboration with other children (sociodramatic play) and, surpassing that, complex socio-dramatic play (group make-believe with a sustained theme that uses sophisticated symbolism) are most valuable for development.

This study compared natural and manufactured outdoor play settings to determine which provided the most opportunity for quality dramatic play. Twenty-four 3- to 5- year olds were observed during daily …

Teacher Perception Of Social/Emotional Skills Of Preschool Children And The Relationship To Common Core Standards, A. Mi'kel Price

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Sampson is a 4-year-old preschooler. It is difficult for him to make friends, understand simple social settings, and interact with peers. He struggles to interpret incoming contextual information (such as talking to a peer about the blocks they are playing with), has difficulty comprehending non-literal/figurative expressions (such as jokes and irony), and implicit messages (such as when a child does not want to play with him). Sampson’s difficulties increase his risk of social isolation and lower self-esteem.

This vignette offers a glimpse into the challenges faced by children with low social/emotional skills. The social use of language, often referred to …