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SKI*HI Home-Based Programming for Children with Hearing Impairments: Demographics, Child Identification, and Program Effectiveness, 1979-1991.

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Title: SKI*HI Home-Based Programming for Children with Hearing Impairments: Demographics, Child Identification, and Program Effectiveness, 1979-1991.
Language: English
Authors: Strong, Carol J., Utah State Univ., Logan. Dept. of Communicative Disorders.
Availability: SKI*HI Institute, Department of Communicative Disorders, Utah State University, Logan, UT 84322-1900.
Peer Reviewed: N
Page Count: 370
Publication Date: 1992
Sponsoring Agency: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Document Type: Reports - Descriptive
Reports - Research
Descriptors: Auditory Perception, Cognitive Development, Communication Skills, Early Intervention, Expressive Language, Handicap Identification, Hearing Aids, Hearing Impairments, Home Programs, Interdisciplinary Approach, Language Acquisition, Parent Child Relationship, Parent Education, Parent Participation, Preschool Education, Program Effectiveness, Receptive Language, Screening Tests, Vocabulary Development
Abstract: SKI*HI is a program designed to identify children with hearing impairments as early as possible and to provide them and their families with complete home programming that will facilitate development. The delivery model includes identification/screening services, home visit services, support services, and program management. A parent advisor makes weekly home visits to families and works closely with parents and other members of a multidisciplinary team to assess, plan, and provide appropriate home-based services for all family members. Data concerning demographic characteristics, testing, identification procedures, and program placement were gathered for 5,178 hearing-impaired preschool children and their families in the SKI*HI program and entered into the SKI*HI National Data Bank. Analysis and synthesis of these data were then conducted to study the relationship of child achievement and home-based intervention, the effectiveness of identification procedures for hearing loss, and impact of home-based intervention on language development. The study concluded that the major accomplishments of SKI*HI were: (1) SKI*HI children showed higher rates of development during intervention than prior to intervention and greater gains in receptive and expressive language development than would be expected due to maturation alone; (2) SKI*HI children showed increased auditory, communication/language, and vocabulary developmental levels and increased full-time hearing aid use; (3) SKI*HI parents showed increased ability to manage their child's hearing handicap, communicate meaningfully with their child, and promote their child's cognitive development; and (4) SKI*HI children were identified at an early age and began to receive home programming services promptly after identification. Appendixes contain data sheets, data coding conventions, a questionnaire, and other project administration materials. (Contains approximately 85 references, and 150 tables.) (JDD)
Entry Date: 1993
Accession Number: ED349750
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED349750
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PubType: Report
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: SKI*HI Home-Based Programming for Children with Hearing Impairments: Demographics, Child Identification, and Program Effectiveness, 1979-1991.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Strong%2C+Carol+J%2E%22">Strong, Carol J.</searchLink><br /><searchLink fieldCode="AR" term="%22Utah+State+Univ%2E%2C+Logan%2E+Dept%2E+of+Communicative+Disorders%2E%22">Utah State Univ., Logan. Dept. of Communicative Disorders.</searchLink>
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SKI*HI Institute, Department of Communicative Disorders, Utah State University, Logan, UT 84322-1900.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 370
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1992
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Descriptive<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Auditory+Perception%22">Auditory Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Handicap+Identification%22">Handicap Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+Aids%22">Hearing Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+Impairments%22">Hearing Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Home+Programs%22">Home Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Education%22">Parent Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Screening+Tests%22">Screening Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: SKI*HI is a program designed to identify children with hearing impairments as early as possible and to provide them and their families with complete home programming that will facilitate development. The delivery model includes identification/screening services, home visit services, support services, and program management. A parent advisor makes weekly home visits to families and works closely with parents and other members of a multidisciplinary team to assess, plan, and provide appropriate home-based services for all family members. Data concerning demographic characteristics, testing, identification procedures, and program placement were gathered for 5,178 hearing-impaired preschool children and their families in the SKI*HI program and entered into the SKI*HI National Data Bank. Analysis and synthesis of these data were then conducted to study the relationship of child achievement and home-based intervention, the effectiveness of identification procedures for hearing loss, and impact of home-based intervention on language development. The study concluded that the major accomplishments of SKI*HI were: (1) SKI*HI children showed higher rates of development during intervention than prior to intervention and greater gains in receptive and expressive language development than would be expected due to maturation alone; (2) SKI*HI children showed increased auditory, communication/language, and vocabulary developmental levels and increased full-time hearing aid use; (3) SKI*HI parents showed increased ability to manage their child's hearing handicap, communicate meaningfully with their child, and promote their child's cognitive development; and (4) SKI*HI children were identified at an early age and began to receive home programming services promptly after identification. Appendixes contain data sheets, data coding conventions, a questionnaire, and other project administration materials. (Contains approximately 85 references, and 150 tables.) (JDD)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1993
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED349750
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED349750
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 370
    Subjects:
      – SubjectFull: Auditory Perception
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Expressive Language
        Type: general
      – SubjectFull: Handicap Identification
        Type: general
      – SubjectFull: Hearing Aids
        Type: general
      – SubjectFull: Hearing Impairments
        Type: general
      – SubjectFull: Home Programs
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Language Acquisition
        Type: general
      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Parent Education
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Receptive Language
        Type: general
      – SubjectFull: Screening Tests
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
    Titles:
      – TitleFull: SKI*HI Home-Based Programming for Children with Hearing Impairments: Demographics, Child Identification, and Program Effectiveness, 1979-1991.
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Utah State Univ., Logan. Dept. of Communicative Disorders.
      – PersonEntity:
          Name:
            NameFull: Strong, Carol J.
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      – BibEntity:
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              M: 08
              Type: published
              Y: 1992
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