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. 2024 Mar 17;29(2):245-257.
doi: 10.1093/deafed/enad043.

SLPs' perceptions of language learning myths about children who are DHH

Jena McDaniel  1 , Hannah Krimm  2 , C Melanie Schuele  1
Affiliations

SLPs' perceptions of language learning myths about children who are DHH

Jena McDaniel et al. J Deaf Stud Deaf Educ. .

Abstract

This article reports on speech-language pathologists' (SLPs') knowledge related to myths about spoken language learning of children who are deaf and hard of hearing (DHH). The broader study was designed as a step toward narrowing the research-practice gap and providing effective, evidence-based language services to children. In the broader study, SLPs (n = 106) reported their agreement/disagreement with myth statements and true statements (n = 52) about 7 clinical topics related to speech and language development. For the current report, participant responses to 7 statements within the DHH topic were analyzed. Participants exhibited a relative strength in bilingualism knowledge for spoken languages and a relative weakness in audiovisual integration knowledge. Much individual variation was observed. Participants' responses were more likely to align with current evidence about bilingualism if the participants had less experience as an SLP. The findings provide guidance on prioritizing topics for speech-language pathology preservice and professional development.

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Figures

Figure 1
Figure 1
Example visual analogue scale questions from the survey.
Figure 2
Figure 2
Histogram of endorsement scores for statements about bilingualism. An endorsement score of 0 aligns with the “strongly disagree” anchor on the left, and a score of 100 aligns with the “strongly agree” anchor on the right. The vertical dashed line identifies the midpoint (i.e., 50).
Figure 3
Figure 3
Histogram of endorsement scores for statements about hearing technology. An endorsement score of 0 aligns with the “strongly disagree” anchor on the left, and a score of 100 aligns with the “strongly agree” anchor on the right. The vertical dashed line identifies the midpoint (i.e., 50).
Figure 4
Figure 4
Histogram of endorsement scores for statements about audiovisual integration. An endorsement score of 0 aligns with the “strongly disagree” anchor on the left, and a score of 100 aligns with the “strongly agree” anchor on the right. The vertical dashed line identifies the midpoint (i.e., 50).
See this image and copyright information in PMC

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