Effectiveness of Rehabilitation Approaches Proposed to Children With Severe-to-Profound Prelinguistic Deafness on the Development of Auditory, Speech, and Language Skills: A Systematic Review
Journal of Speech, Language, and Hearing Research
Demers, D., & Bergeron, F. (2019).
Journal of Speech, Language, and Hearing Research, 62(11), 4196-4230.
This systematic review investigates the various approaches (e.g., auditory-verbal therapy; auditory-oral; total communication; bilingual–bicultural; sign language; oral communication) for developing auditory, speech, and language skills in children with severe-to-profound prelingual deafness.
Not stated
1999-September 20, 2017
Any scientific study design (e.g., case study, randomized controlled trial)
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For children with severe-to-profound prelingual deafness, sign language did not interfere in auditory, speech, or language development. The impact of the caregiver's level of sign language mastery has not been well investigated, and "more research is still needed to explore the potential difference in the impact of sign approaches between children with deaf parents and hearing parents" (p. 4224).
For children with severe-to-profound prelingual deafness, oral communication (i.e., auditory-verbal therapy and/or auditory-oral) seemed to demonstrate better auditory, speech, and expressive language development as compared to total communication/bilingual–bicultural approaches. However, the evidence is unclear whether oral communication resulted in better development or whether children with better baseline skills were more likely to use oral communication. Receptive language outcomes were similar for oral language and total communication approaches. Further research on approaches for developing auditory, speech, and language skills in deaf children is warranted.
