A concept knowledge intervention for children with hearing loss

Abstract

This study employed a single-subject design across behaviors and participants to measure the effects of classroom-based intervention on temporal and spatial concept word knowledge outcomes of children with hearing loss. This study aimed to 1) determine the functional relation between classroom-based intervention and concept vocabulary knowledge in preschool children with hearing loss as well as 2) identify both child-level and 3) intervention-level factors that improve or decrease their rate of concept vocabulary learning. The intervention used in this comparative single-subject design study followed a protocol based on Nelson, Powell, Bloom and Kraft (2014). Significant results were obtained for use of this intervention with spatial and temporal-spatial concepts, as one at least demonstration and two replications of a functional relation were demonstrated for these concepts. Results indicate the intervention increases in child concept knowledge immediately following instruction and with some maintenance; however, it is not intuitive to administer.