The Use of Standardized Test Batteries in Assessing the Skill Development of Children With Mild-to-Moderate Sensorineural Hearing Loss The purpose of this study was to assess the efficacy of using standardized psychoeducational diagnostic instruments on children with mild-to-moderate bilateral sensorineural hearing loss. Historically, these procedures either have been modified or eliminated from the evaluation protocol (Kretschmer & Quigley, 1988). The results of the present study suggest that tests ... Research Article
Research Article  |   January 01, 1995
The Use of Standardized Test Batteries in Assessing the Skill Development of Children With Mild-to-Moderate Sensorineural Hearing Loss
 
Author Affiliations & Notes
  • Donald S. Plapinger
    Oregon Health Sciences University, Portland, OR
  • Darryn M. Sikora
    Oregon Health Sciences University, Portland, OR
  • Contact author: Donald S. Plapinger, EdD, Oregon Health Sciences University, Child Development and Rehabilitation Center, P.O. Box 574, Portland, OR 97297–0574.
    Contact author: Donald S. Plapinger, EdD, Oregon Health Sciences University, Child Development and Rehabilitation Center, P.O. Box 574, Portland, OR 97297–0574.×
Article Information
Development / Hearing Disorders / Attention, Memory & Executive Functions / Research Articles
Research Article   |   January 01, 1995
The Use of Standardized Test Batteries in Assessing the Skill Development of Children With Mild-to-Moderate Sensorineural Hearing Loss
Language, Speech, and Hearing Services in Schools, January 1995, Vol. 26, 39-44. doi:10.1044/0161-1461.2601.39
History: Received December 23, 1992 , Accepted June 8, 1994
 
Language, Speech, and Hearing Services in Schools, January 1995, Vol. 26, 39-44. doi:10.1044/0161-1461.2601.39
History: Received December 23, 1992; Accepted June 8, 1994

The purpose of this study was to assess the efficacy of using standardized psychoeducational diagnostic instruments on children with mild-to-moderate bilateral sensorineural hearing loss. Historically, these procedures either have been modified or eliminated from the evaluation protocol (Kretschmer & Quigley, 1988). The results of the present study suggest that tests standardized on students with normal hearing may be used with confidence to assess both cognitive and academic levels of functioning in students with sensorineural hearing loss.

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