Perceptual Development and Sequencing Skills in Children with a History of Ear Infections. Margaret Adair University of Arkansas [email protected] Overview. Why? Early identification of children who are at risk for learning disorders How?
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To investigate one particular subset of pre-school children, i.e., those with a history of ear infections, in order to determine if differences in oral-motor functioning co-existed for these young children
23 -59 months
No Ear Infections: n=9
History of Ear Infections & No Tubes: n=17
History of Ear Infections + Tubes: n=11
Question 1: Did children with a history of ear infections have poorer language skills than children without a history of ear infections?
No History of Ear Infections
History of Ear Infections
History of Ear Infections & Tubes
Question 2: Do children with oral-motor asynchrony have poorer language skills than children without oral-motor asynchrony?
Above age expected Vocabulary Scores
Age expected Vocabulary Scores
Below age expected Vocabulary Scores
Question 3: Did children with a history of ear infections who also displayed oral-motor asynchrony have poorer language skills?
Above and within age expected total Repetition score
Below age expected total Repetition score
Question 4: Did children with a history of ear infections who received PE tube have better language skills than children with ear infections who did not received PE tubes or children with no history of ear infections if oral-motor asynchrony was also present?
History of Ear Infections, Plus Tubes
History of Ear Infections; No Tubes
References who received PE tube have better language skills than children with ear infections who did not received PE tubes or children with no history of ear infections if oral-motor asynchrony was also present?
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