2027 Early Hearing Detection & Intervention Conference
March 22-24, 2027 • Bellevue, WA
3/17/2026 | 9:40 AM - 10:10 AM | Systematizing Functional Listening Evaluations of Two Year Olds | City Terrace 11
Systematizing Functional Listening Evaluations of Two Year Olds
As young children who are deaf or hard of hearing (DHH) transition into preschool programs, it is critical that evaluations of their auditory abilities reflect ecological validity—that is, they must reflect how children communicate functionally in authentic preschool environments alongside same-age peers (Carden et al., 2024). A key component of this process involves examining how children initiate communication, follow directions, and engage successfully with peers under challenging and realistic listening conditions. These conditions may include background noise, reverberation, increased distance from the speaker, or multiple simultaneous acoustic degradations. Although audiologists can theoretically measure speech recognition in noise, there is currently no standardized and structured protocol for evaluating the communicative abilities of toddlers under such conditions. Standard audiometric assessments are typically conducted in sound booths, which lack the complexities of natural settings such as daily routines, peer interactions, and unstructured play. Tools such as the Functional Listening Evaluation (FLE; 2013) offer a framework for assessing listening in noise; however, little research has investigated the feasibility of applying these tools in toddler-specific contexts. For educational teams, having an evaluation protocol that accurately represents how children perform in preschool environments is essential during the transition from Part C to Part B services. Thus, this study examined the feasibility of applying functional listening evaluations with young children (ages 2–3), both with and without hearing loss, in naturalistic educational settings, such as playgroups, playgrounds, and daycare environments. Recommendations for implementing such evaluations to inform preschool eligibility, placement, and interprofessional intervention planning are also provided.
- Understand the importance of ecological validity in evaluating young children’s auditory and communicative abilities within authentic preschool environments.
- Identify limitations of traditional audiometric assessments and explore the feasibility of applying functional listening evaluations (e.g., FLE) in naturalistic settings for toddlers.
- Apply findings to interprofessional practice by using functional listening data to inform preschool eligibility, placement decisions, and collaborative intervention planning during the transition from Part C to Part B services.
Presentation:
View Presentation File
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Kristina Blaiser
(Primary Presenter,Co-Presenter,Author,Co-Author), Idaho State University, Kristina.Blaiser@isu.edu;
Kristina Blaiser, Ph.D., CCC-SLP, is
a Professor of Speech-Language Pathology in the Department of Communication Sciences and Disorders and directs the HATCH (Helping Adults Talk to Children) Lab at Idaho State University. Dr. Blaiser has extensive experience leading early childhood education programs and evaluating the outcomes of children who are Deaf and Hard-of-Hearing. Her research interests include graduate training and implementation of family-centered early intervention. Dr. Blaiser serves on the national American Academy of Pediatrics Provider Education Committee and on the advisory board for the Family Leadership, Language and Learning Center.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Idaho State University, AAP-PEC, FL3, Office of Special Education Programs.
Nature: employee, Advisory Board Member (AAP-PEC, FL3), Grantee.
Nonfinancial -
No relevant nonfinancial relationship exists.
Tali Rotman
(Co-Author), Idaho State University, talirotman@isu.edu ;
I am an Assistant Professor in the Department of Communication Sciences and Disorders at Idaho State University, with over 20 years of clinical experience as an audiologist specializing in aural rehabilitation. My research integrates clinical insight with cognitive and auditory science to improve speech recognition and communication outcomes in individuals with hearing loss.
My research focuses on understanding the cognitive and perceptual mechanisms that support speech recognition in challenging listening environments, as well as on developing clinical interventions to enhance outcomes for adults using hearing aids and cochlear implants. My academic journey has included rigorous training in both behavioral and physiological methods. My master’s thesis investigated how rapid perceptual learning of time-compressed speech supports recognition of natural fast speech and speech-in-noise, while my doctoral dissertation explored the role of working memory in the perception of degraded speech (e.g., speech-in-babble, reverberant speech, and time-compressed speech) among older adults with hearing loss.
I have translated these research interests into real-world applications. I led the development of an auditory training program for adults with hearing aids and co-developed a mobile app for over-the-counter hearing aid users, featuring a virtual assistant for real-time troubleshooting, which demonstrates my commitment to developing scalable and patient-centered solutions. Prior to my academic appointment, I was part of the audiology team at Unitron Hearing (now part of Sonova), where I conducted field trials on emerging hearing technologies. These experiences have strengthened my ability to work across clinical, academic, and industry settings and manage multi-phase projects.
My future research will investigate the interaction between cognition and hearing across the lifespan, with a focus on young and older adults with and without hearing loss. I aim to develop and evaluate novel auditory-cognitive interventions using behavioral assessments, electrophysiological measures (e.g., EEG/ERP), and pupillometry. These approaches will provide a multidimensional understanding of speech processing and listening effort, essential for tailoring rehabilitation strategies to individual needs.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -
Ashley Ben-Jacob
(Co-Presenter,Co-Author), Idaho State University, ashleybenjacob@isu.edu;
Ashley Ben-Jacob, M.Ed., is a Deaf/Hard of Hearing (DHH) Educational Specialist dedicated to improving outcomes for young children who are DHH and their families. She earned her Master of Education and DHH credential through the University of San Diego and John Tracy Center, where she developed a strong foundation in family-centered listening and spoken language practices. Ashley is currently pursuing her Ph.D. in the Rehabilitation and Communication Sciences Program at Idaho State University. Her research examines competencies and self-efficacy among Teachers of the Deaf/Hard of Hearing, with an emphasis on interprofessional preparation and coaching strategies in early intervention. In addition to her doctoral studies, Ashley provides consultation and professional development for school districts, promoting evidence-based, family-centered practices in deaf education.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Gabriel Bargen
(Co-Presenter,Co-Author), Idaho State University, barggabr@isu.edu;
Gabriel Anne Bargen, Ph.D., is the Interim Dean, College of Health, and Executive Director for the Idaho State University Health Science Center and an Associate Professor of Audiology in the Department of Communication Sciences and Disorders. Her clinical and research training includes master's degrees in both speech-language pathology and audiology and a PhD in Audiology from the University of Kansas. She has taught several graduate courses including pediatric audiology and advance aural rehabilitation. Professional interests include pediatric audiology specifically diagnostic hearing assessment and treatment and assessing risks associated with hearing dysfunction in infants. Dr. Bargen’s current research focuses on evaluating risk indicators for delayed-onset hearing loss and finding ways to make resources accessible to all children who are hard of hearing or deaf in Idaho by connecting community entities across the state. Dr. Bargen is on the Idaho Sound Beginnings (EHDI) Advisory Board, she serves on ASHA's Committee of Ambassadors as Idaho's audiology representative, and is on the American Journal of Audiology Editorial Review Board and the SIG 9 Editorial Review Board.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Idaho State University.
Nonfinancial -
• Has a Professional
(advisory board for stakeholders supporting children who are DHH and their families)
relationship for Volunteer membership on advisory committee or review panels.
AAA DISCLOSURE:
Financial -
Financial relationship with Idaho State University.
Nature: Salary from employer. Member of advisory committee for Idaho SoundBeginnings. .
Nonfinancial -
No relevant nonfinancial relationship exists.