Date of Submission

2019

Degree Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

Department Chair

Robert A DiTomasso, PhD, ABPP

First Advisor

Virginia Salzer, PhD

Second Advisor

Katy Tresco, PhD

Third Advisor

Marguerite Vasconcellos, EdD

Abstract

Research has suggested that children with hearing impairment have delays and difficulties with several areas of executive function. These deficits are believed to be related to delays in language development and other areas of cognitive functioning impacted by impaired access to language, particularly in the early years of childhood. However, ongoing impaired access in students who access auditory information with cochlear implants may also contribute to these deficits. In order to address these skills, existing research addressing executive functioning in students with hearing impairment was reviewed, and a program was formulated to address the common areas of deficit in these students, taking into account the specific needs of this population. The program was designed to target students in Grades 4 through 12 who are identified as having an educationally significant hearing impairment. This program was then distributed to teachers (i.e., mainstream, special education, and hearing support) of students in a supplemental hearing support program in Delaware County, Pennsylvania, for review. The teachers were then provided with a survey to gather data on the program’s perceived feasibility and utility, as well as the perceived need for the program. The students in the program used hearing aids or cochlear implants to access auditory information, and their primary form of communication was speaking and listening.

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