UCLA

This exploratory study looked at the listening and spoken language outcomes of 28 children with hearing loss who received Listening and Spoken Language Intervention (LSLI) in the Public School Setting. Results showed that, while children demonstrated growth in most of the assessments, there were no significant correlations between listening and spoken language outcomes and parent participation in the sessions. Furthermore, SES and language of the home did not seem to have a significant relationship with parent participation. Statistical significance was established between some assessment subtests and parent education, SES, and ethnicity. In addition, language of the home seemed to influence how parents felt about LSLI sessions and their working relationship with the teachers. Findings showed support for previous studies that suggest that earlier diagnosis appears to have a positive effect on listening and spoken language outcomes.