Luigi Tesio, Antonio Caronni, Anna Simone, Dinesh Kumbhare, Stefano Scarano
Interpreting results from Rasch analysis 2. Advanced model applications and the data-model fit assessment
Disability and rehabilitation
characterize preschool school services children hard hearing chh described service setting amount configuration analyzed relationship service receipt student hearing levels language scores characteristics professionals providing services described used predict level comfort skills supporting listening spoken language amount provider communication childrens audiologists also investigated participants included parents chh preschool n 174 school n 155 professionals preschool n 133 school n 104 completed interviews questionnaires part longitudinal study childrens hearing speech language data collected annual testing analyzed relation service data majority 81 preschoolage chh received services children likely preschool children deaf hard hearing cdhh exceptional children general education preschool elementary school 70 received services nearly general education settings sessions averaged twice week total approximately 90 min children longer received services performed significantly better speechlanguage measures received services regardless service setting professionals primarily speechlanguage pathologists slps teachers cdhh slps reported significantly less comfort skills involving auditory development hearing technologies less frequent communication childs audiologists teachers cdhh overall communication audiologists frequent preschool years preschoolage chh transition school majority continue qualify services congruent national trends schoolage chh outcomes children hearing loss study often general education settings without specialized preprofessional postgraduate training slps teachers cdhh report comfort skills critical developing listening spoken language finding supports need increased implementation interprofessional practice among slps teachers cdhh well audiologists best meet needs unique population