What is it about?
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 developing listening and spoken language by highly qualified professionals.
Featured Image
Why is it important?
The LSL-DR brings together the data collection efforts of 48 programs in four countries to create a large and diverse data repository of over 6000 children with hearing loss learning to listen, talk, and read.
Perspectives
In 2008, under the leadership of Anne Sullivan, OPTION had the foresight to form a "Data Collection" committee as a result of strategic planning efforts. As the chair of this committee, my committee consulted with prominent researchers, reviewed multiple systems and processes for data collection efforts, and explored current literature and research needs in spoken language development in children with hearing loss. We received our first IRB approval in 2009 at Vanderbilt University and started collecting data in 2010 after extensive piloting. It has been an incredible journey working with amazing people across the globe. 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. It is my long term hope that we will be able to use the information learned from LSL-DR to develop scientifically based predictive models to help inform parents of listening and spoken language as a communication choice for their child who has been newly identified with hearing loss.
Tamala Bradham
Vanderbilt University Medical Center
Read the Original
This page is a summary of: The Listening and Spoken Language Data Repository: Design and Project Overview, Language Speech and Hearing Services in Schools, January 2018, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2017_lshss-16-0087.
You can read the full text:
Contributors
The following have contributed to this page







