Technology assisted language intervention (TALI) for children who are deaf/hard of hearing: promising impact on pragmatic skills-Reference-Cited by-同舟云学术

Technology assisted language intervention (TALI) for children who are deaf/hard of hearing: promising impact on pragmatic skills

Published:2022-10-02 Issue:4 Volume:24 Page:334-355
ISSN:1464-3154
Container-title:Deafness & Education International
language:en
Short-container-title:Deafness & Education International

Author:

Mood Deborah¹,Sheldon Rose²,Tabangin Meredith³,Wiley Susan²,Meinzen-Derr Jareen³

Affiliation:

1. Division of Developmental and Behavioral Pediatrics, Children’s Hospital Colorado, Department of Pediatrics, University of Colorado Anschutz, Aurora, CO, USA

2. Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA

3. Division of Biostatistics and Epidemiology, Cincinnati Children’s Hospital Medical Center, Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH USA

Funder

National Institute on Disability, Independent Living, and Rehabilitation Research

National Institute on Deafness and Other Communication Disorders

National Institutes of Health Clinical and Translational Science Award Program

Publisher

Informa UK Limited

Subject

Speech and Hearing,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/14643154.2022.2135731

Reference55 articles.

1. American Speech-Language-Hearing Association (ASHA). (2002). Augmentative and alternative communication: Knowledge and skills for service delivery. https://www.asha.org/policy

2. Social Outcomes of Students Who are Deaf and Hard of Hearing in General Education Classrooms

3. Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms

4. Framework for Selecting Vocabulary for Preliterate Children Who Use Augmentative and Alternative Communication

5. Social and Emotional Development of Deaf Children: Family, School, and Program Effects