The Moog Center for Deaf Education is committed to teaching children who are deaf or hard of hearing to talk in partnership with their families and other professionals. As a part of this commitment, the Moog Center regularly engages in applied research to inform best practices, improve outcomes, educate others, and continuously contribute to the field of listening and spoken language intervention.
The Moog Center is presently engaging in a number of different projects to improve the ways in which we provide services to our students and their families, as well as to inform best practices in the broader field of listening and spoken language intervention. Our current projects include investigations of face coverings and remote microphone systems, telepractice and caregiver coaching, and auditory skill development. Additionally, we continue to keep up with our alumni as they advance through elementary school, high school, college, and beyond. The longitudinal outcomes and experiences of our alumni shape the services we provide today.
Our latest release, “The Effects of Face Coverings and Remote Microphone Technology on Speech Perception Abilities in the Classroom” is now available. This white paper addresses the question of how and to what degree face coverings (with and without remote microphone technology) are affecting speech perception in the classroom. It is important for all teachers, especially for those who work with children who are deaf or hard of hearing, to consider the listening environment for any particular child in their classroom. It is our hope that this research, along with the appendix, will contribute to the ongoing considerations for supporting student learning in the time of coronavirus.
If you are interested in participating in one or more of our current studies, you may contact our Coordinator of Evaluations and Teleschool, Adrienne Stewart, at firstname.lastname@example.org.
Additionally, if you are interested in collaborating on a research project or recruiting subjects from the Moog Center please complete the application below:
Moog Center Research Application
- Vocabulary Outcomes for 5-year-old Children who are Deaf or Hard of Hearing: Impact of Age at Enrollment in Specialized Early Intervention by Amanda M. Rudge, Betsy Moog Brooks, and colleagues (2022) published in the Journal of Deaf Studies and Deaf Education.
- Effects of Early Intervention Frequency on Expressive Vocabulary Growth Rates of Very Young Children who are Deaf or Hard of Hearing: How Much is Enough? by Amanda M. Rudge, Betsy Moog Brooks, and Heather Grantham (2022) published in the Journal of Speech, Language, and Hearing Research.
- Intervention and Outcomes of Children in Different Types of Listening and Spoken Language Programs by Amanda M. Rudge, Betsy Moog Brooks, Amy Birath, Liz Fales, and colleagues (2021) published in the Journal of Early Hearing Detection and Intervention.
- Optimizing Communication in Schools and Other Settings During COVID-19 by Amy Birath and colleagues (2021) published in the Hearing Journal.
- The Effects of Face Coverings and Remote Microphone Technology on Speech Perception Abilities in the Classroom by Amanda M. Rudge, Valerie Sonneveldt, and Betsy Moog Brooks (2020) published by the Moog Center for Deaf Education.
- 21st Century Teenagers and Young Adults who are Deaf or Hard of Hearing: Outcomes and Possibilities by Jean Sachar Moog and Amanda M. Rudge (2019) published in the Journal of Early Hearing Detection and Intervention.
- Effects of Frequency of Early Intervention on Spoken Language and Literacy Levels of Children Who are Deaf or Hard of Hearing in Preschool and Elementary School by Ann E. Geers, Jean Sachar Moog, and Amanda M. Rudge (2019) published in the Journal of Early Hearing Detection and Intervention.
- Life after the Moog Center, a summary of alumni outcomes by Jean Sachar Moog (2019) for the Moog Center for Deaf Education.
- Components of the Moog Center Early Intervention Program by Betsy Moog Brooks (2015), published by the National Center for Hearing Assessment and Management in A Resource Guide for Early Hearing Detection and Intervention.
- A report on achievement of children at the Moog Center: Family School and Preschool Programs
by Jean Sachar Moog, for the Moog Center for Deaf Education.
External Research Opportunities
The Moog Center is frequently contacted about external research opportunities for which you and/or your child may qualify. Please note that the Moog Center is not conducting these research projects, but shares information regarding research that may result in increased knowledge and improved services for children with hearing loss. To access more information about a project, please click on “Read More”. Should you be interested in participating or have questions about a specific research project, please contact the individual listed on the recruitment letter or flyer.
- For children ages 4 to 14 who have asymmetrical hearing loss or single-sided deafness. This research study is exploring how hearing aids and cochlear implants help children who have deafness in one ear but hear better in the other ear. Participation will include study visits similar to clinical appointments needed for audiology care. The study has been approved by the Institutional Review Board at the Washington University in St. Louis.
- For children under the age of 3 with single-sided deafness (SSD). This study will investigate the impact of early cochlear implantation on hearing, learning, communication, and behaviors in children with SSD. Children who qualify will receive a cochlear implant at no cost. They will be followed by the study team for hearing testing and device programming until they reach age five. The study has been approved by the Institutional Review Board at the University of North Carolina at Chapel Hill.