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1	Improving communication outcomes for children with hearing loss in their early years: tracking progress and guiding intervention
	Davis, Aleisha Claire. - : Sydney, Australia : Macquarie University, 2021
	Abstract: Theoretical thesis. ; Bibliography: pages 204-232. ; Chapter 1. Improving communication outcomes for children with hearing loss in their early years: tracking progress and guiding intervention -- Chapter 2. The problem with intervention -- Chapter 3. Intervention and training programs to improve the communication skills of children with hearing loss: a systematic review -- Chapter 4. Approaches to improving communication outcomes through intervention -- Chapter 5. A review of existing measures and considerations for development -- Chapter 6. Validity of the FLI® -- Chapter 7. Clinical feasibility and viability of the FLI® -- Chapter 8. Conclusions and considerations -- Chapter 9. Postscript: the development, commercialisation and broader application of the Functional Listening Index -- References -- Appendices. ; A growing number of studies have examined predictive factors to language outcomes for children with hearing loss (Ching, Dillon, Leigh, & Cupples, 2018; Geers & Sedey, 2011; Tomblin, Oleson, Ambrose, Walker, & Moeller, 2014). Findings from these studies have led to best practice position statements and universal shifts in clinical practice, including the introduction of newborn hearing screening, early access to appropriate audiological and educational intervention, and family-centered partnerships with integrated teams of professionals (Joint Committee on Infant Hearing, 2000, 2007, 2013). The level of evidence for effective intervention, therapy and training programs though, still needs to be understood (beyond the comparison of outcomes for children taught using different communication approaches). Data on the use of communication approaches in published studies suggests the majority of child participants (52% to 98%) use a spoken component or oral communication system (Ching, Dillon, et al., 2013b; Gallaudet Research Institute, 2011; Niparko et al., 2010; Percy-Smith et al., 2013; Watson, Archbold, & Nikolopoulos, 2006; Yoshinaga-Itano, Sedey, Wiggin, & Chung, 2017). Despite considerable investment in research, design and development of hearing devices and coding strategies (Scollie et al., 2010; Vandali & van Hoesel, 2011; Wilson & Dorman, 2008), it is difficult to accurately evaluate the effect of device fitting and audibility levels over time in young children. Although there is a wide range of auditory measures available, in practice there are limitations to their use. These include a lack of versatility across age ranges, limited incorporation of real-world skills, minimal detail of how sound is used at a cognitive level, and the lack of ability to visually track progress and provide next steps. How a child with hearing loss detects, uses, and processes linguistic input in their everyday settings, that is, their 'functional listening skills', is critical to understanding how well they are able to develop oral language. As such, the development of an outcome measure, the Functional Listening Index (FLI®) was considered. It was suggested that such a measure could track the acquisition of a child's listening skills over time and provide a trajectory of developing listening competency. This information could be used by parents and caregivers to inform and guide early decisions, enabling and empowering choices regarding their child's intervention. Similarly, such information could be used by professionals to monitor progress and optimise intervention through targeted listening, learning and language experiences in a child's early and critical developmental years. Tracking functional listening acquisition through a tool such as the FLI may have the potential to improve a child's language and communication outcomes through informed, timely decisions, and individually, appropriately targeted intervention -- abstract. ; Mode of access: Internet. ; 1 online resource (251 pages) graphs, diagrams
	Keyword: Children -- Language -- Testing; cochlear implants; communication; Deaf children -- Means of communication; early intervention management; functional listening; hearing aids; Hearing impaired children -- Means of communication; hearing loss; language; Language acquisition; Listening comprehension; outcomes; tracking progress
	URL: http://hdl.handle.net/1959.14/1282790
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2	Facilitating language processing for children with hearing loss
	Holt, Rebecca Jane. - : Sydney, Australia : Macquarie University, 2020
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3	The speech of an older preschool bilingual sibling's influence and impact on the language development of a younger potential bilingual infant sibling
	Landsberry, Lauren Inneke. - : Sydney, Australia : Macquarie University, 2019. : © 2019, 2019
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4	Auditory processing and reading in children with reported reading and/or listening concerns
	Gokula, Rakshita. - : Sydney, Australia : Macquarie University, 2019
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5	Benefits of music training for children with hearing loss
	Lo, Chi Yhun. - : Sydney, Australia : Macquarie University, 2019
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6	Infant-directed speech of Australian English mothers and fathers: a high and variable pitch with a more breathy and less creaky voice quality
	Tobin, Elise Juliet. - : Sydney, Australia : Macquarie University, 2019
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7	Children's acquisition of Mandarin tones in context
	Tang, Ping. - : Sydney, Australia : Macquarie University, 2018
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8	Exploring 'attitude' in information for parents of newly identified deaf and hard of hearing (D/HH) children in NSW: an Appraisal Analysis of two early intervention websites
	Kecman, Emily. - : Sydney, Australia : Macquarie University, 2017
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9	Autism in the classroom: a conversation-analytic study of lesson beginnings in special education
	Yeo, Siang Lee. - : Sydney, Australia : Macquarie University, 2016
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10	Nature and enactment of tasks for early English as a foreign language teaching (EFLT): a collaborative research project with teachers in Germany
	Dreßler, Constanze R. - : Sydney, Australia : Macquarie University, 2016
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11	An investigation into how the acoustics of open plan and enclosed classrooms affect speech perception for kindergarten children
	Mealings, Kiri. - : Sydney, Australia : Macquarie University, 2016
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12	Grammatical knowledge in children with autism
	Khetrapal, Neha. - : Sydney, Australia : Macquarie University, 2015
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13	The development of speech perception tests for children in the Indonesian language
	Sartika, Dahlia. - : Sydney, Australia : Macquarie University, 2015
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14	Dynamics of bilingual early childhood education: parental attitudes and institutional realisation
	Benz, Victoria. - : Sydney, Australia : Macquarie University, 2015
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15	"We really believe that we have given our children a gift": discourses on bilingual child-rearing in an online parenting forum
	Gerber, Livia. - : Sydney, Australia : Macquarie University, 2015
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16	The interpretation of logical connectors by monolingual and bilingual children
	Geçkin, Vasfiye. - : Sydney, Australia : Macquarie University, 2015
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17	Early child bilingualism: cross-linguistic influence in the simultaneous acquisition of German and English
	Genske, Katharina. - : Sydney, Australia : Macquarie University, 2014
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18	The children's acquisition of shenme in Mandarin Chinese
	Liao, Min. - : Sydney, Australia : Macquarie University, 2014
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19	Auditory processing, attention and memory in school aged children with listening difficulties in noise
	Dhamani, Imran. - : Sydney, Australia : Macquarie University, 2013
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20	The Listening in Spatialized Noise - Continuous Discourse test (LISN-CD)® for central auditory processing disorder
	Cameron, Sharon; Dillon, Harvey; Newall, Philip. - : Chatswood, NSW : Australian Hearing, 2005
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