The Listening and Spoken Language Data Repository: Design and Project Overview Purpose The purpose of the Listening and Spoken Language Data Repository (LSL-DR) was to address a critical need for a systemwide outcome data–monitoring program for the development of listening and spoken language skills in highly specialized educational programs for children with hearing loss highlighted in Goal 3b of the 2007 ... Research Note
Research Note  |   January 09, 2018
The Listening and Spoken Language Data Repository: Design and Project Overview
 
Author Affiliations & Notes
  • Tamala S. Bradham
    Vanderbilt University Medical Center, Quality, Safety, & Risk Prevention, Nashville, TN
  • Christopher Fonnesbeck
    Vanderbilt University Medical Center, Department of Biostatistics, Nashville, TN
  • Alice Toll
    Vanderbilt University Medical Center, Department of Biostatistics, Nashville, TN
  • Barbara F. Hecht
    Clarke Schools for Speech and Hearing, Boston, MA
  • Disclosure: OPTIONS Schools, Inc., has contracted with Vanderbilt University Medical Center to oversee the project and complete analyses. The contract provides financial support for .2 FTE effort of Dr. Bradham, .1 FTE effort of Dr. Fonnesbeck, and a graduate student stipend to Alice Toll. Dr. Hecht was the president of OPTION Schools, Inc., and has not received any monetary compensation for this project.
    Disclosure: OPTIONS Schools, Inc., has contracted with Vanderbilt University Medical Center to oversee the project and complete analyses. The contract provides financial support for .2 FTE effort of Dr. Bradham, .1 FTE effort of Dr. Fonnesbeck, and a graduate student stipend to Alice Toll. Dr. Hecht was the president of OPTION Schools, Inc., and has not received any monetary compensation for this project. ×
  • Correspondence to Tamala S. Bradham: tamala.bradham@vanderbilt.edu
  • Editor: Shelley Gray
    Editor: Shelley Gray×
  • Associate Editor: Andrea Pittman
    Associate Editor: Andrea Pittman×
Article Information
Hearing Disorders / School-Based Settings / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Research Notes
Research Note   |   January 09, 2018
The Listening and Spoken Language Data Repository: Design and Project Overview
Language, Speech, and Hearing Services in Schools, January 2018, Vol. 49, 108-120. doi:10.1044/2017_LSHSS-16-0087
History: Received November 16, 2016 , Revised February 5, 2017 , Accepted August 10, 2017
 
Language, Speech, and Hearing Services in Schools, January 2018, Vol. 49, 108-120. doi:10.1044/2017_LSHSS-16-0087
History: Received November 16, 2016; Revised February 5, 2017; Accepted August 10, 2017

Purpose The purpose of the Listening and Spoken Language Data Repository (LSL-DR) was to address a critical need for a systemwide outcome data–monitoring program for the development of listening and spoken language skills in highly specialized educational programs for children with hearing loss highlighted in Goal 3b of the 2007 Joint Committee on Infant Hearing position statement supplement.

Method The LSL-DR is a multicenter, international data repository for recording and tracking the demographics and longitudinal outcomes achieved by children who have hearing loss who are enrolled in private, specialized programs focused on supporting listening and spoken language development. Since 2010, annual speech-language-hearing outcomes have been prospectively obtained by qualified clinicians and teachers across 48 programs in 4 countries.

Results The LSL-DR has been successfully implemented, bringing together the data collection efforts of these programs to create a large and diverse data repository of 5,748 children with hearing loss.

Conclusion Due to the size and diversity of the population, the range of assessments entered, and the demographic information collected, the LSL-DR will provide an unparalleled opportunity to examine the factors that influence the development of listening in spoken language in this population.

Acknowledgments
This research was supported by the Omaha Hearing School Foundation, Cochlear Americas Foundation, OPTION Schools, Inc., and the Vanderbilt Institute for Clinical and Translational Research grant support UL1 TR000445 from NCATS/NIH. The opinions expressed here are those of the authors and do not represent views of the foundations or organizations.
The authors wish to acknowledge the invaluable contributions of the OPTION Schools, Inc., the Listening and Spoken Language Data Repository Investigational Team for their countless hours with this project, and Hannah Eskridge, Lillian Rountree, Meredith Berger, Ronda Rufsvold, and Uma Soman for their editorial review and support. In addition, but most important, we wish to thank all the children and their families for their participation and overwhelming support to be a part of this journey.
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