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Best practices in family-centered early intervention for children who are deaf or hard of hearing: an international consensus statement.

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TLDR
The goal of this effort was to promote widespread implementation of validated, evidence-based principles for family-centered early intervention with children who are deaf and hard of hearing and their families.
Abstract
A diverse panel of experts convened in Bad Ischl, Austria, in June of 2012 for the purpose of coming to consensus on essential principles that guide family-centered early intervention with children who are deaf or hard of hearing (D/HH). The consensus panel included parents, deaf professionals, early intervention program leaders, early intervention specialists, and researchers from 10 nations. All participants had expertise in working with families of children who are D/HH, and focus was placed on identifying family-centered practice principles that are specific to partnering with these families. Panel members reported that the implementation of family-centered principles was uneven or inconsistent in their respective nations. During the consensus meeting, they identified 10 agreed-upon foundational principles. Following the conference, they worked to refine the principles and to develop a document that described the principles themselves, related program and provider behaviors, and evidence supporting their use (drawing upon studies from multiple disciplines and nations). The goal of this effort was to promote widespread implementation of validated, evidence-based principles for family-centered early intervention with children who are deaf and hard of hearing and their families.

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Learning from the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study: summary of 5-year findings and implications

TL;DR: The LOCHI study has shown that early fitting of hearing devices is key to achieving better speech, language and functional performance outcomes for children with hearing loss.
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Quantity and Quality of Caregivers' Linguistic Input to 18-Month and 3-Year-Old Children Who Are Hard of Hearing.

TL;DR: Differences when compared with CNH suggest that some caregivers may need additional support to provide their children with optimal language learning environments, and quality, but not quantity, of caregiver linguistic input at 18 months was related to child language abilities at 3 years.
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Sign Language and Spoken Language for Children With Hearing Loss: A Systematic Review.

TL;DR: Very limited, and hence insufficient, high-quality evidence exists to determine whethersign language in combination with oral language is more effective than oral language therapy alone, and more research is needed to supplement the evidence base.
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Major findings of the LOCHI study on children at 3 years of age and implications for audiological management

TL;DR: Although prescription did not have a significant effect on outcomes, its influence on loudness and hearing aid safety has implications for management.
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A meta-analysis of the predictability of LENA™ automated measures for child language development.

TL;DR: A meta-analysis evaluates the predictability of LENA's automated measures for language skills in young children and suggests certain predictive strength of Lena's automated Measures for child language.
References
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Journal ArticleDOI

The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech

TL;DR: The hypothesis was tested that children whose families differ in socioeconomic status (SES) differ in their rates of productive vocabulary development because they have different language-learning experiences and properties of maternal speech that differed as a function of SES fully accounted for this difference.
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Language of Early- and Later-identified Children With Hearing Loss

TL;DR: Significantly better language development was associated with early identification of hearing loss and early intervention and the variable on which the two groups differed must be considered a potential explanation for the language advantage documented in the earlier-identified group.
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Early vocabulary growth: Relation to language input and gender.

TL;DR: This article examined the role of exposure to speech in children's early vocabulary growth and found a substantial relation between individual differences in vocabulary acquisition and variations in the amount that particular mothers speak to their children.
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Joint Attention and Early Language.

TL;DR: The authors explored the role of joint attentional processes in the child's acquisition of language and found that words referring to objects on which the child was already focused were learned better than words presented in an attempt to redirect the attentional focus.
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