Honors Theses

Date of Award

Spring 4-30-2021

Document Type

Undergraduate Thesis

Department

Communication Sciences and Disorders

First Advisor

Ying Hao

Second Advisor

Rebecca Lowe

Third Advisor

Vishakha Rawool

Relational Format

Communication Sciences and Disorders

Abstract

Purpose

Hearing loss can affect many aspects of a child’s life, particularly their language abilities and academic performance. Literature shows that children with hearing loss are more likely to have language deficits compared to their hearing peers (Tomblin et al., 2015). The degree to which language skills are affected has been shown to correlate with various factors, such as age of identification, hearing levels, and amount of speech and language intervention (Delage & Tuller, 2020; Shojaei et al., 2016). The aim of this research study was to assess how cochlear implantation and speech-language intervention affects the language skills and academic grades of one child with hearing loss.

Method

A case study method was utilized in order to gather detailed information on the language development of the child as treatment measures were implemented. Using a pre-and post-test research design, researchers gathered data on the child’s narrative skills and classroom grades before and after her cochlear implantation and continuous modifications and accommodations at school. Language abilities were determined using the story re-tell method in both language samples. The participant’s narrative was transcribed and analyzed using microstructure and macrostructure analysis. Results between the pre- and post-test language samples and the child’s grades in language arts, reading, and mathematics were compared and interpreted.

Results

Regarding microstructure, the child displayed reduction in five out of six microstructural errors and improvement in lexical and morphosyntactic diversity. In regards to macrostructure, the child improved in four out of seven elements, maintained status in two elements, and decreased in one element. The child’s grades increased in language arts from the pre- to post-test period, however decreased in reading and mathematics.

Conclusion The results of the research show that the child’s language skills improved with cochlear implantation and educational audiology services. Overall, the participant showed improvement in both micro- and macrostructural language abilities as the treatment measures were implemented. While the participant’s grades in reading and mathematics decreased, academic growth was seen by both clinicians and researchers.

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