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 Director of Research and Development, Amanda Rudge, 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
- 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 parents of children birth to 3 that have traditional behind-the-ear hearing aids. This research study can help parents gain confidence in managing hearing aid use and incorporate hearing aid care habits into their daily lives. The study is exploring the benefits of a six-week eHealth intervention that provides parents with supportive accountability. This study is investigating how this intervention improves parent outcomes, and potentially hours of hearing aid use, compared to treatment as usual. The study has been approved by the Institutional Review Board at Utah State University.
- For: children ages 3y0m to 12y11m with any degree or type of permanent bilateral HL and their maternal caregivers (bio/adoptive/foster/guardian moms). This study is exploring how childhood experiences and parenting affect language outcomes for children with hearing loss. Maternal caregivers are asked to complete a demographic questionnaire, Adverse Childhood Experiences screening for themselves and their child, and a seven question Parenting Sense of Competence Scale. This study has been approved by the Institutional Review Board at Teachers College, Columbia University.