Frequency of Early Intervention Sessions and Vocabulary Skills in Children with Hearing Loss

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 increase...

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Autores principales:	Mallene Wiggin, Allison L. Sedey, Christine Yoshinaga-Itano, Craig A. Mason, Marcus Gaffney, Winnie Chung
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	early intervention deafness frequency of intervention intervention dosage language outcomes expressive vocabulary Medicine R
Acceso en línea:	https://doaj.org/article/b92bdbcb4e654e20b2ff08edb1489bb5
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spelling	oai:doaj.org-article:b92bdbcb4e654e20b2ff08edb1489bb52021-11-11T17:39:26ZFrequency of Early Intervention Sessions and Vocabulary Skills in Children with Hearing Loss10.3390/jcm102150252077-0383https://doaj.org/article/b92bdbcb4e654e20b2ff08edb1489bb52021-10-01T00:00:00Zhttps://www.mdpi.com/2077-0383/10/21/5025https://doaj.org/toc/2077-0383Background: 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.Mallene WigginAllison L. SedeyChristine Yoshinaga-ItanoCraig A. MasonMarcus GaffneyWinnie ChungMDPI AGarticleearly interventiondeafnessfrequency of interventionintervention dosagelanguage outcomesexpressive vocabularyMedicineRENJournal of Clinical Medicine, Vol 10, Iss 5025, p 5025 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	early intervention deafness frequency of intervention intervention dosage language outcomes expressive vocabulary Medicine R
spellingShingle	early intervention deafness frequency of intervention intervention dosage language outcomes expressive vocabulary Medicine R Mallene Wiggin Allison L. Sedey Christine Yoshinaga-Itano Craig A. Mason Marcus Gaffney Winnie Chung Frequency of Early Intervention Sessions and Vocabulary Skills in Children with Hearing Loss
description	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.
format	article
author	Mallene Wiggin Allison L. Sedey Christine Yoshinaga-Itano Craig A. Mason Marcus Gaffney Winnie Chung
author_facet	Mallene Wiggin Allison L. Sedey Christine Yoshinaga-Itano Craig A. Mason Marcus Gaffney Winnie Chung
author_sort	Mallene Wiggin
title	Frequency of Early Intervention Sessions and Vocabulary Skills in Children with Hearing Loss
title_short	Frequency of Early Intervention Sessions and Vocabulary Skills in Children with Hearing Loss
title_full	Frequency of Early Intervention Sessions and Vocabulary Skills in Children with Hearing Loss
title_fullStr	Frequency of Early Intervention Sessions and Vocabulary Skills in Children with Hearing Loss
title_full_unstemmed	Frequency of Early Intervention Sessions and Vocabulary Skills in Children with Hearing Loss
title_sort	frequency of early intervention sessions and vocabulary skills in children with hearing loss
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/b92bdbcb4e654e20b2ff08edb1489bb5
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Frequency of Early Intervention Sessions and Vocabulary Skills in Children with Hearing Loss

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