Conjoint Professor Gregory Leigh

Conjoint Professor

School of Education

Email:greg.leigh@newcastle.edu.au
Phone:(02) 9872 0372

Career Summary

Biography

Since leaving Deakin University in 1993 as a junior academic I have been actively engaged in the development of new services and centres for professional education and research in the fields of education of children with sensory disabilities. From 1993 until 1999, I was Head of Renwick College, a centre for professional Education and research which was administered by the Royal Institute for Deaf and Blind Children (RIDBC) in affiliation with the University of Newcastle. During that period, the Centre grew from its origins to accommodate graduate level educational programs (of the University of Newcastle) for more than 80 students (now more than 120 students, approximately 50 EFTSU). That period of growth and development in academic programs was accompanied by a heavy commitment to teaching in postgraduate coursework Throughout that period, however, I managed a modest commitment to research activity and a heavy commitment to professional consultancy and scholarship through engagement with the professional field, including four years on the organising committee (ultimately as Chair) for the International Congress on Education of the Deaf and the Asia Pacific Congress on Deafness which was held in Sydney in 2000. During that same period I was a joint principal investigator on two ARC linkage (in one case SPIRT) grants including one very successful program evaluating and seeking developmental guidelines for bilingual educational programs for deaf children. The outcomes of that work are still being experienced as new programs have been significantly influenced by those findings. For the six years form 1999 until 2005, I was Assistant Chief Executive of the Royal Institute for deaf and Blind Children. During that period of intensive engagement in high level administration I have managed to maintain a continuing engagement in research having been a joint chief investigator on another ARC linkage grant and as a partner investigator on a current Linkage Grant application seeking to develop a program to examine and describe infant language development of deaf Mandarin speakers, in collaboration with researchers form Beijing. And the MARCS Auditory Research Centre. During this same period of time I have been on the editorial Board of the most influential an respected scientific journal in the field of education of deaf children (The Oxford Journal of Deaf Studies and Deaf Education), having acted as joint guest editor for one special series inclusion. I am also on the Editorial Board of the British journal Deafness and Education International. So, during a period of having been being the most senior administrator of Australias largest independent educational service system for deaf children, with more than 220 staff, I have maintained a modest but constant publication stream in the research literature ad a constant presence in the development of the broader field in regard to academic and research discourse. The relative size of the corpus of both my grant activity and publication output should be judged relative to the industry-based administrative engagement that I have had as well as the significant ongoing commitment to teaching and administration and consultancy in the broader field. During the last 6 years I have supervised three PHD students to completion and have two current PhD/MPhil students and a third in prospect. In the context of such active involvement in industry-based activity, I submit that the research output has been extensive and forms the basis for important outcomes in the context of a small but extremely important area of academic and research endeavour. Indeed, the formation of Renwick College (now the Renwick Centre) over the period of my involvement has created a centre which has reversed a trend of diminishing provision of research and professional training in the small but highly specialised field of education for children with sensory disabilities.

Research Expertise
My research has focused on issues in classroom interaction and communication between teachers and their deaf studentsparticularly with regard to the form and function of their signed language communication. Career research funding stands at $373,000; including $354,000 in national competitive research grants and $19,000 in university-administered competitive research grants. I am currently listed as a co-investigator on an application by researchers at the National Acoustic Laboratories (NAL) in regard to a national study of outcomes for children with impaired hearing that has reached the final 5% of applications being considered for funding in 2007. In 1991, I was a visiting research associate in the Centre for Deafness Studies and Research at Griffith University, Queensland. In 2003, I was invited to be Visiting International Scholar at the National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology, Rochester, New York, USA. I am a member, of the Editorial Boards of the Journal of Deaf Studies and Deaf Education, Oxford University Press, and Deafness and Education International, Wiley Publishing.

Teaching Expertise
I have coordinated 23 different courses in five different Australian Universities or Colleges as either a full-time or part-time member of academic staff. These courses have all focused on aspects of the education of deaf and hard of hearing children with a particular emphasis in the areas of language and literacy development. The vast majority of teaching experience has been at a postgraduate level. As the foundation Head of the innovative Renwick College Program (a joint initiative of the Royal Institute for Deaf and Blind children and the University of Newcastle), I was responsible for the development of the curriculum for all courses in the Master of Special Education (Sensory disability) program at the University of Newcastle. The RIDBC/university collaboration with the University of Newcastle Renwick College Program was recognised with the award of the Business Higher Education Roundtable Award for Outstanding Achievement in Collaboration in Education & Training. My personal teaching evaluations within that program have always been of the highest order. The institutions where I have coordinated or lectured within courses include (The University if Newcastle, Deakin University, The University of Melbourne, Victoria College and Brisbane C.A.E., and Rochester Institute of Technology, USA). Across 20 years as a university academic I have held the position of Course (Program) director for the Master of Special Education (Sensory Disability) program at the University of Newcastle and for the Graduate Diploma in Special Education (Hearing Impairment) at both Deakin University and Victoria College (Burwood). During this same period I have successfully supervised 7 higher degree students and currently have two RHD students.

Administrative Expertise
As a member of the senior executive of the Royal Institute for Deaf and Blind Children (RIDBC) I have held the position of Assistant Chief Executive, and Chair of the Renwick Centre (the senior most executive responsible for research and professional education within the organisation). During my 14 years at RIDBC I have overseen the development of research and professional Education programs in affiliation with the University of Newcastle. During this same period I have assumed national and international roles in the administration of committees and professional bodies as follows: Chair, National Newborn Hearing Screening Committee; Chair, International Steering Committee, Asia Pacific Congress on Deafness; Chair, International Committee, International Congress on Education of the Deaf; Appointed Member, Ministerial Standing Committee on Hearing, New South Wales Department of Health, Government of New South Wales; Member, Advisory Board, MARCS Auditory Research Centre, University of Western Sydney; Congress Chairman, 19th International Congress on Education of the Deaf and 7th Asia Pacific Congress on Deafness, Sydney, 2000; Chair, Academic Board, Renwick College, Royal Institute for Deaf and Blind Children / University of Newcastle, New South Wales; National President of Education Commission, XIII World Congress, World Federation of the Deaf (an international non-government organisation in affiliation with ECOSOC, UNESCO, ILO and WHO).

Qualifications

PhD, Monash University
Bachelor of Education, Griffith University
Master of Science, Washington University - St Louis

Keywords

Curriculum Development
Deafness
Hearing Impairment
Language Development
Literacy
Sensory Disability
Signed Communication
Special Education

Languages

Auslan (Fluent)

Fields of Research

Code	Description	Percentage
111499	Paediatrics and Reproductive Medicine not elsewhere classified	15
130399	Specialist Studies in Education not elsewhere classified	75
190299	Film, Television and Digital Media not elsewhere classified	10

Professional Experience

Academic appointment

Dates	Title	Organisation / Department
1/01/2014 -	Deputy Director	University of Newcastle Centre for Special Education and Disability Studies Australia
1/01/2006 - 1/12/2013	Director	RIDBC Renwick Centre, Royal Institute for Deaf and Blind Children School of Education Australia
1/09/2005 -	Conjoint Professor	University of Newcastle School of Education Australia
1/01/2004 -	Appointed Member	Ministerial Standing Committee on Hearing, Departmet of Health, Government of New South Wales Australia
1/01/2002 -	Member, Advisory Board	MARCS Auditory Research Centre, University of Western Sydney Australia
1/07/2000 - 2/07/2000	Congress Chairman	19th International Congress on Education of the Deaf and 7th Asia Pacific Congress on Deafness Australia
1/07/1999 - 1/07/2005	Conjoint Associate Professor	University of Newcastle Education and Arts Australia
1/01/1998 - 1/07/1999	National President of Education Commission	XIII World Congress, World Federation of the Deaf Australia
1/09/1993 - 1/07/1999	Head, Renwick College	Renwick College, Royal Institute for Deaf and Blind Children Education and Arts Australia
1/01/1987 - 1/08/1993	Lecturer (Special Education)	Deakin University Faculty of Special Education and Disability Studies Australia

Membership

Dates	Title	Organisation / Department
	Member - Journal of Deaf Studies and Deaf Education	Journal of Deaf Studies and Deaf Education Australia
	Member - Deafness and Education International Journal	Deafness and Education International Journal Australia
	Member - Scientific Committee	Asia-Pacific Symposium on Cochlear Implants and Related Sciences Australia
	Chairman - International Steering Committee	Asia Pacific Congress on Deafness Australia
	Chairman - International Committee	International Congress on Education of the Deaf Australia
	Chairman - National Newborn Hearing Screening Committee	National Newborn Hearing Screening Committee Australia

Professional appointment

Dates	Title	Organisation / Department
1/07/1999 - 1/12/2005	Assistant Chief Executive (Educational Services)	Royal Institute for Deaf and Blind Children Educational Services
1/07/1985 - 1/12/1986	State-wide Consultant	Department of Education, Queensland Special Education Resource Centre for Hearing Impaired Australia

Teaching appointment

Dates	Title	Organisation / Department
1/01/1979 - 1/08/1984	Teacher	Department of Education, Queensland Queensland School for the Deaf Australia

Awards

Distinction

Year	Award
2011	Peter Howson Medal Deafness Foundation
2001	Fellowship Australian College of Educators

Honours

Year	Award
2014	Offier of the Order of Australia (AO) Council for the Order of Australia

Recognition

Year	Award
2011	Griffith University Arts, Education and Law Alumnus of the Year Griffith University

Invitations

Keynote Speaker

Year	Title / Rationale
2015	22nd International Congress on Education of the Deaf
2006	Education of deaf children in a new era: Early identification, cochlear implantation, and communication diversity Organisation: 9th Asia-Pacific Congress on Deafness

Participant

Year	Title / Rationale
2007	Changing parameters in deafness and deaf education: Greater opportunity yet greater diversity Organisation: Centre for Educational Research Partnerships, National Technical Institute for the Deaf, USA Description: International Symposium under the auspices of the National Science Foundation, USA
2006	Invited presentaion: Language and Deaf Education--Into the 21st Century Organisation: Scottish Sensory Centre
2004	Invited Presentation: Newborn Screening for Hearing; Issues for Family Relationships and Support Organisation: 3rd National Deafness Sector Summit, Deafness Forum
2003	Invited presentation: Deaf Education: Global perspectives Organisation: Liberty Hill Seminar Series, Rochester Institute of Technology, Rochester, New York, United States of America

Edit

Publications

For publications that are currently unpublished or in-press, details are shown in italics.

Book (2 outputs)

Year

Citation

Altmetrics

Link

2004

Power D, Leigh GR, Educating deaf students global perspectives, Gallaudet University Press, Washington, 217 (2004) [A2]

Citations	Scopus - 7

2004

Leigh G, Power D, Education of deaf children at the turn of the 21st century (2004)

Citations	Scopus - 1Web of Science - 1

Chapter (10 outputs)

Year

Citation

Altmetrics

Link

2016

Marschark M, Leigh GR, 'Recognizing Diversity in Deaf Education: Now What Do We Do With It?!', Diversity in Deaf Education, Oxford University Press, New York 507-536 (2016) [B1]

DOI	10.1093/acprof:oso/9780190493073.001.0001

2016

Leigh GR, Marschark M, Marschark M, Lampropoulou V, 'Recognizing Diversity in Deaf Education: From Paris to Athens With a Diversion to Milan', Diversity in Deaf Education, Oxford University Press, New York 1-20 (2016) [B1]

DOI	10.1093/acprof:oso/9780190493073.003.0001

2015

Leigh GR, Crowe K, 'Responding to Cultural and Linguistic Diversity Among Deaf and Hard-of-Hearing Learners', Educating Deaf Learners: Creating a Global Evidence Base, Oxford University Press, New York 69-92 (2015)

DOI	10.1093/acprof:oso/9780190215194.003.0004

2011

Power D, Leigh GR, 'Curriculum: Cultural and communicative contexts', The Oxford Handbook of Deaf Studies, Language, and Education: Volume 1, Oxford University Press, Oxford 38-49 (2011) [B2]

Citations	Scopus - 3

2010

Leigh GR, Newall JP, Newall AT, 'Newborn screening and earlier intervention with deaf children: Issues for the developing world', The Oxford Handbook of Deaf Studies, Language, and Education, Oxford University Press, Oxford 345-359 (2010) [B1]

Citations	Scopus - 2

2010

Leigh GR, Schmulian-Taljaard D, Pulakis Z, 'Newborn hearing screening', Newborn Screening Systems: The Complete Perspective, Plural Publishing, San Diego, California 95-115 (2010) [B1]

2008

Leigh GR, 'Changing parameters in deafness and deaf education: Greater opportunity but continuing diversity', Deaf Cognition: Foundations and Outcomes, Oxford University Press, Oxford 24-51 (2008) [B1]

Citations	Scopus - 24

2003

Power D, Leigh GR, 'Curriculum: Cultural and Communicative Contexts', Deaf Studies, Language, and Education, Oxford University Press, Oxford, New York 38-51 (2003) [B2]

2001

Leigh GR, 'Curriculum Considerations', Ethics in Deaf Education, Academic Press, USA 143-166 (2001) [B2]

1998

Hyde M, Power D, Leigh GR, 'Oral-only and simultaneous communication speech characteristics of teachers of the deaf', Issues unresolved: New perspectives on language and deaf education, Gallaudet University Press, Washington, DC 117-125 (1998) [B1]

Show 7 more chapters

Journal article (40 outputs)

Year

Citation

Altmetrics

Link

2018

McCarthy M, Leigh G, Arthur-Kelly M, 'Telepractice delivery of family-centred early intervention for children who are deaf or hard of hearing: A scoping review.', J Telemed Telecare, 1357633X18755883 (2018)

DOI	10.1177/1357633X18755883
Co-authors	Melissa Mccarthy Mc, Michael Arthur-Kelly

2018

Cupples L, Ching TYC, Button L, Leigh G, Marnane V, Whitfield J, et al., 'Language and speech outcomes of children with hearing loss and additional disabilities: identifying the variables that influence performance at five years of age', International Journal of Audiology, 57 S93-S104 (2018) [C1]

© 2016, © 2016 British Society of Audiology, International Society of Audiology, and Nordic Audiological Society. Objective: This study examined language and speech outcomes in young children with hearing loss and additional disabilities. Design: Receptive and expressive language skills and speech output accuracy were evaluated using direct assessment and caregiver report. Results were analysed first for the entire participant cohort, and then to compare results for children with hearing aids (HAs) versus cochlear implants (CIs). Study sample: A population-based cohort of 146 five-year-old children with hearing loss and additional disabilities took part. Results: Across all participants, multiple regressions showed that better language outcomes were associated with milder hearing loss, use of oral communication, higher levels of cognitive ability and maternal education, and earlier device fitting. Speech output accuracy was associated with use of oral communication only. Average outcomes were similar for children with HAs versus CIs, but their associations with demographic variables differed. For HA users, results resembled those for the whole cohort. For CI users, only use of oral communication and higher cognitive ability levels were significantly associated with better language outcomes. Conclusions: The results underscore the importance of early device fitting for children with additional disabilities. Strong conclusions cannot be drawn for CI users given the small number of participants with complete data.

DOI	10.1080/14992027.2016.1228127
Citations	Scopus - 5Web of Science - 8

2018

Wong CL, Ching TY, Cupples L, Leigh G, Marnane V, Button L, et al., 'Comparing parent and teacher ratings of emotional and behavioural difficulties in 5-year old children who are deaf or hard-of-hearing', Deafness and Education International, 1-24 (2018)

© 2018 Informa UK Limited, trading as Taylor & Francis Group Children who are deaf or hard of hearing (DHH) are at higher risk of developing mental health problems. This study reports on the parent and teacher ratings of emotional and behavioural difficulties (EBD) in 5-year old DHH children. It explores the similarities and differences between informants, and the risk and protective factors associated with parent and teacher-ratings of EBD. Parents and teachers of 224 DHH children completed questionnaires on children's EBD and functional auditory behaviour. Children completed standardized assessments of non-verbal cognitive and language abilities. On average, parent- and teacher-rated EBD were 0.42 and 0.20 standard deviations higher than typically developing children. Parents reported more behavioural problems (hyperactivity and conduct), whereas teachers reported poorer prosocial behaviour. Inter-rater correlations were generally low to moderate (0.29 to 0.50). Overall, children with additional disabilities, lower non-verbal cognitive ability, and poor functional auditory behaviour were at higher risk of EBD. Language ability was only a significant predictor of teacher-rated EBD for children with hearing aids but not cochlear implants. Differences in informant-ratings emphasize the need for a multi-informant approach to get a global perspective on the psychopathology of DHH children. The findings indicate that parents may need assistance with managing behavioural problems at home, and teachers should facilitate more opportunities to practice prosocial behaviour at school. Intervention efforts should focus on facilitating good functional listening skills, as this may in turn, improve the mental health of young DHH children.

DOI	10.1080/14643154.2018.1475956

2018

Wong CL, Ching TY, Leigh G, Cupples L, Button L, Marnane V, et al., 'Psychosocial development of 5-year-old children with hearing loss: Risks and protective factors', International Journal of Audiology, 57 S81-S92 (2018)

© 2016, © 2016 British Society of Audiology, International Society of Audiology, and Nordic Audiological Society. Objective: The aims of this paper were to report on the global psychosocial functioning of 5-year-old DHH children and examine the risk and protective factors that predict outcomes. Design: A cross-sectional analysis of data collected from a prospective, population-based longitudinal study. Study sample: Parents/caregivers of 356 children completed questionnaires on psychosocial development (CDI, SDQ), functional communication (PEACH) and demographic information. Children completed standardized assessments of non-verbal cognitive ability (WNV) and language (PLS-4). Results: On average, global psychosocial functioning was within the range of typically developing children; however, variability was high and 12% of children had scores that were more than 2 SDs below the norm. Non-verbal cognitive ability, presence of additional disabilities, language and functional communication significantly predicted outcomes. In contrast, type of hearing device, severity of hearing loss and age at intervention did not. Conclusion: The global psychosocial functioning of this cohort of 5-year-old DHH children fell within the range of typically developing children. The findings suggest that spoken language ability and functional communication skills are vital for healthy psychosocial development.

DOI	10.1080/14992027.2016.1211764
Citations	Scopus - 5

2018

Davison-Mowle J, Leigh G, Duncan J, Arthur-Kelly M, 'Description of the direct teaching activities of itinerant teachers of deaf and hard of hearing students', Deafness and Education International, 20 23-40 (2018) [C1]

© 2018 Informa UK Limited, trading as Taylor & Francis Group. This study sought to describe and classify the support activities provided by all itinerant teachers for students who are deaf or hard of hearing (DHH) in regular schools in the Australian Capital Territory (ACT), without exclusion. The itinerant teachers (n = 14) varied in terms of formal qualifications and experience and provided support to all DHH (n = 61) students in ACT schools, inclusive of students across all age/grade levels and those with additional disabilities. Analysis of teachers¿ responses to a detailed questionnaire provided frequency and time measures for 22 possible activities, which were simplified using factor analysis into 11 categories of activities. Categorization of the activities indicated that 91% of the support time was used for direct teaching, and that 73% of the direct teaching time was primarily focused on the development of skills in language, listening, and speech. The other 27% of the direct teaching time was used for explicit class programme support. As well as providing direct teaching, the itinerant teachers provided consultation services to school personnel and parents. The findings are discussed in relation to the previous literature describing the activities of itinerant teachers of DHH students.

DOI	10.1080/14643154.2018.1442908
Co-authors	Jill Duncan, Michael Arthur-Kelly

2018

Matthijs L, Hardonk S, Sermijn J, Van Puyvelde M, Leigh G, Van Herreweghe M, Loots G, 'Mothers of Deaf Children in the 21st Century. Dynamic Positioning Between the Medical and Cultural-Linguistic Discourses (vol 22, pg 365, 2017)', JOURNAL OF DEAF STUDIES AND DEAF EDUCATION, 23 186-186 (2018)

DOI	10.1093/deafed/eny003

2018

Cupples L, Ching TYC, Leigh G, Martin L, Gunnourie M, Button L, et al., 'Language development in deaf or hard-of-hearing children with additional disabilities: type matters!', Journal of Intellectual Disability Research, 62 532-543 (2018)

© 2018 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd Background: This study examined language development in young children with hearing loss and different types of additional disabilities (ADs). Method: A population-based cohort of 67 children who were enrolled in the Longitudinal Outcomes of Children with Hearing Impairment study took part. Language ability was directly assessed at 3 and 5¿years of age using the Preschool Language Scale, Fourth Edition and the Peabody Picture Vocabulary Test, Fourth Edition. Standard scores were used to enable comparison with age-based expectations for typically developing children. Results: Analysis of variance showed that, across the total cohort, children's language scores remained stable over the 2-year period. However, this overall stability masked a significant difference between children with different types of ADs; in particular, children with autism, cerebral palsy and/or developmental delay showed a decline in standard scores, whereas children with other disabilities showed a relative improvement. In addition, larger improvements in receptive vocabulary were associated with use of oral communication only. Conclusions: The results suggest that type of AD can be used to gauge expected language development in the population of children with hearing loss and ADs when formal assessment of cognitive ability is not feasible.

DOI	10.1111/jir.12493

2018

Bavin EL, Sarant J, Leigh G, Prendergast L, Busby P, Peterson C, 'Children with cochlear implants in infancy: predictors of early vocabulary', International Journal of Language and Communication Disorders, 53 788-798 (2018)

© 2018 Royal College of Speech and Language Therapists Background: Language outcomes for children with cochlear implants (CIs) vary widely, even for those implanted before 2 years of age. Identifying the main influencing factors that account for some of the variability is important in order to provide information to guide appropriate clinical and intervention services for young children with CIs. However, there is limited research focusing on the predictors of early vocabulary development for children implanted in infancy. Aims: To identify significant predictors of vocabulary (12¿15 months post-implant) for a sample of 33 children with CIs, the majority implanted between 6 and 10 months of age, drawing on predictors of vocabulary reported for children with normal hearing. Of particular interest was the impact of pre-implant development and use of gestures. Methods & Procedures: Children with severe to profound hearing loss, and no other known disabilities, were recruited from CI clinics in Australia before receiving their CIs. Subscales from the Bayley Scales-III (receptive and expressive communication, gross and fine motor, and cognition) were used to assess their development at that time. Using the Macarthur¿Bates Communicative Development Inventory (Words and Gestures) we documented the children's (1) use of gestures at six data-collection times 3 months apart; and (2) vocabulary at the last three time points. Time since implant and time to consistent use of the CIs were also included as potential predictors. Data were analysed using generalized linear models, assuming a negative binomial response with a log-link function. Stepwise variables selection was followed to retain a smaller number of the covariates. Outcomes & Results: A year after implantation, the significant predictors identified for vocabulary were pre-implant receptive communication and early gesture use. Together with fine motor and cognitive skills, these two variables were also significant predictors of vocabulary 3 months later. With maternal education entered into the models, higher vocabulary scores were significantly associated with higher maternal education 12 months post-implantation, but not 15 months. Conclusions & Implications: Pre-implant abilities are important in explaining some variability in the early vocabulary of infants with CIs, together with their use of early gestures post-implantation. That is, having a non-verbal means to express a concept can assist in their development of oral vocabulary. Identifying strategies to help develop fine motor skills for infants with CIs, and encouraging their use of gestures to communicate their needs/intentions, are likely to be of benefit.

DOI	10.1111/1460-6984.12383

2018

Ching TYC, Dillon H, Leigh G, Cupples L, 'Learning from the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study: summary of 5-year findings and implications', International Journal of Audiology, 57 S105-S111 (2018)

© 2017, © 2017 British Society of Audiology, International Society of Audiology, and Nordic Audiological Society. Objective: This article summarises findings of the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study, and discusses implications of the findings for research and clinical practice. Design: A population-based study on outcomes of children with hearing loss. Evaluations were conducted at five years of age. Study sample: Participants were 470 children born with hearing loss between 2002 and 2007 in New South Wales, Victoria and Queensland in Australia, and who first received amplification or cochlear implantation by three years of age. Results: The earlier hearing aids or cochlear implants were fitted, the better the speech, language and functional performance outcomes. Better speech perception was also associated with better language and higher cognitive abilities. Better psychosocial development was associated with better language and functional performance. Higher maternal education level was also associated with better outcomes. Qualitative analyses of parental perspectives revealed the multiple facets of their involvement in intervention. Conclusions: The LOCHI study has shown that early fitting of hearing devices is key to achieving better speech, language and functional performance outcomes for children with hearing loss. The findings are discussed in relation to changes in clinical practice and directions for future research.

DOI	10.1080/14992027.2017.1385865
Citations	Scopus - 1

2017

Matthijs L, Hardonk S, Sermijn J, Van Puyvelde M, Leigh G, Van Herreweghe M, Loots G, 'Mothers of deaf children in the 21

DOI	10.1093/deafed/enx021
Citations	Scopus - 2Web of Science - 1

2017

Wong CL, Ching TYC, Cupples L, Button L, Leigh G, Marnane V, et al., 'Psychosocial Development in 5-Year-Old Children With Hearing Loss Using Hearing Aids or Cochlear Implants', Trends in Hearing, 21 (2017)

© The Author(s) 2017. This article reports on the psychosocial development and factors influencing outcomes of 5-year-old children with cochlear implants (CIs) or hearing aids (HAs). It further examines differences between children with CIs and HAs with similar levels of hearing loss. Data were collected as part of the Longitudinal Outcomes of Children with Hearing Impairment study¿a prospective, population-based study. Parents/caregivers of children completed the Strengths and Difficulties Questionnaire (n = 333), the Social Skills subscale from the Child Development Inventory (n = 317), and questionnaires on functional auditory behavior (Parents¿ Evaluation of Aural/oral performance of Children), and demographics. Children completed assessments of nonverbal cognitive ability (Wechsler Non-verbal Scale of Ability) and language (Preschool Language Scale - fourth edition). On average, parent-rated Strengths and Difficulties Questionnaire scores on emotional or behavioral difficulties were within 1 SD of the normative mean; however, Child Development Inventory scores on social skills were more than 1 SD below the norm. Children with severe-to-profound hearing losses using HAs had significantly more behavioral problems than children with CIs. Regression analyses showed that non-verbal cognitive ability, language, and functional auditory behavior were significantly associated with psychosocial outcomes for children with HAs, whereas outcomes for children with CIs were associated with functional auditory behavior and the presence of additional disabilities. Age at hearing intervention, severity of hearing loss, and communication mode were not associated with outcomes. The results suggest that even children who develop good language ability with the help of a HA or CI may have psychosocial problems if they exhibit difficulties with listening and communicating in everyday environments. The findings have implications for developing interventions for young children with hearing loss.

DOI	10.1177/2331216517710373
Citations	Scopus - 1

2017

McAlpine D, McMahon C, Dillon H, Leigh G, Hungerford J, Patrick J, et al., 'Introducing the Australian Hearing Hub', Trends in Hearing, 21 (2017)

© The Author(s) 2017. This special issue contains a collection of papers highlighting the collaborative research taking place at Macquarie University¿s Australian Hearing Hub. Included in this introduction is a brief outline of the challenges in the hearing health and communication space and a brief description of the Australian Hearing Hub and its members, alongside an overview of the studies included in this special issue.

DOI	10.1177/2331216517722920

2017

Ching TYC, Dillon H, Button L, Seeto M, Van Buynder P, Marnane V, et al., 'Age at Intervention for Permanent Hearing Loss and 5-Year Language Outcomes', PEDIATRICS, 140 (2017)

DOI	10.1542/peds.2016-4274
Citations	Scopus - 7Web of Science - 6

2016

McGrath A, Hollier S, Leigh GR, 'The integration of captioned multimedia and auditory access technologies for deaf and hard of hearing students in mainstream classrooms', Special Education Perspectives, 25 18-30 (2016) [C1]

2016

Gilliver M, Cupples L, Ching TYC, Leigh G, Gunnourie M, 'Developing Sound Skills for Reading: Teaching Phonological Awareness to Preschoolers With Hearing Loss', Journal of Deaf Studies and Deaf Education, 21 268-279 (2016) [C1]

DOI	10.1093/deafed/enw004
Citations	Scopus - 2Web of Science - 2

2015

Leigh G, Ching TYC, Crowe K, Cupples L, Marnane V, Seeto M, 'Factors affecting psychosocial and motor development in 3-year-old children who are deaf or hard of hearing', Journal of Deaf Studies and Deaf Education, 20 331-342 (2015) [C1]

© The Author 2015. Previous research has shown an association between children's development of psychosocial and motor skills. This study evaluated the development of these skills in 301 three-year-old deaf and hard of hearing children (M: 37.8 months) and considered a range of possible predictors including gender, birth weight, age at first fitting with hearing devices, hearing device used, presence of additional disabilities, severity of hearing loss, maternal education, socio-economic status (SES), language ability, and communication mode. Caregivers reported on children's development using the Child Development Inventory (CDI). On average, both psychosocial and motor development quotients were within the typical range for hearing children, with large individual differences. There was a positive correlation between language ability and both social and motor development, and also between social and motor development. Age at first fitting of hearing aids (as an indicator of age at identification of hearing loss), SES, degree of hearing loss, and maternal education were not significant predictors of social skill or motor development, whereas presence of additional disabilities and birth weight were. Girls performed better than boys on all but the Gross Motor subscale of the CDI. Children with hearing aids tended to perform better than those with cochlear implants on the Gross Motor subscale.

DOI	10.1093/deafed/env028
Citations	Scopus - 9Web of Science - 9

2014

Cupples L, Ching TYC, Crowe K, Seeto M, Leigh G, Street L, et al., 'Outcomes of 3-Year-Old Children With Hearing Loss and Different Types of Additional Disabilities', JOURNAL OF DEAF STUDIES AND DEAF EDUCATION, 19 20-39 (2014) [C1]

DOI	10.1093/deafed/ent039
Citations	Scopus - 27Web of Science - 24

2013

Ching TYC, Leigh G, Dillon H, 'Introduction to the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study: Background, design, sample characteristics', International Journal of Audiology, 52 (2013)

Objective: This article describes the background and the design of the longitudinal outcomes of children with hearing impairment (LOCHI) study, and the characteristics of the stud... [more]

Objective: This article describes the background and the design of the longitudinal outcomes of children with hearing impairment (LOCHI) study, and the characteristics of the study cohort. Design: Children born between 2002 and 2007 who were identified with hearing loss and received audiological intervention by 3 years of age in Australia enrolled in the study. Their demographic characteristics are described. Study sample: Four hundred and fifty-one children in New South Wales, Victoria, and Southern Queensland. Results: Data on age at first hearing-aid fitting for different degrees of hearing loss are reported together with demographic characteristics of the cohort. Conclusion: A unique environment in Australia where all children with varied access to universal newborn hearing screening received the same consistent hearing services from a national hearing service provider makes it possible to investigate the effects of access to early auditory intervention on children's outcomes at a population level. © 2013 British Society of Audiology, International Society of Audiology, and Nordic Audiological Society.

DOI	10.3109/14992027.2013.866342
Citations	Scopus - 17Web of Science - 16

2013

Sjahalam-King J, Yeh A, Marnane V, Hou S, Day J, Seeto M, et al., 'Outcomes of early- and late-identified children at 3 years of age: Findings from a prospective population-based study', Ear and Hearing, 34 535-552 (2013) [C1]

Objective: To address the question of whether, on a population level, early detection and amplification improve outcomes of children with hearing impairment. DESIGN: All families ... [more]

Objective: To address the question of whether, on a population level, early detection and amplification improve outcomes of children with hearing impairment. DESIGN: All families of children who were born between 2002 and 2007, and who presented for hearing services below 3 years of age at Australian Hearing pediatric centers in New South Wales, Victoria, and Southern Queensland were invited to participate in a prospective study on outcomes. Children's speech, language, functional, and social outcomes were assessed at 3 years of age, using a battery of age-appropriate tests. Demographic information relating to the child, family, and educational intervention was solicited through the use of custom-designed questionnaires. Audiological data were collected from the national database of Australian Hearing and records held at educational intervention agencies for children. Regression analysis was used to investigate the effects of each of 15 predictor variables, including age of amplification, on outcomes. Results: Four hundred and fifty-one children enrolled in the study, 56% of whom received their first hearing aid fitting before 6 months of age. On the basis of clinical records, 44 children (10%) were diagnosed with auditory neuropathy spectrum disorder. There were 107 children (24%) reported to have additional disabilities. At 3 years of age, 317 children (70%) were hearing aid users and 134 children (30%) used cochlear implants. On the basis of parent reports, about 71% used an aural/oral mode of communication, and about 79% used English as the spoken language at home. Children's performance scores on standardized tests administered at 3 years of age were used in a factor analysis to derive a global development factor score. On average, the global score of hearing-impaired children was more than 1 SD below the mean of normal-hearing children at the same age. Regression analysis revealed that five factors, including female gender, absence of additional disabilities, less severe hearing loss, higher maternal education, and (for children with cochlear implants) earlier age of switch-on were associated with better outcomes at the 5% significance level. Whereas the effect of age of hearing aid fitting on child outcomes was weak, a younger age at cochlear implant switch-on was significantly associated with better outcomes for children with cochlear implants at 3 years of age. Conclusions: Fifty-six percent of the 451 children were fitted with hearing aids before 6 months of age. At 3 years of age, 134 children used cochlear implants and the remaining children used hearing aids. On average, outcomes were well below population norms. Significant predictors of child outcomes include: presence/absence of additional disabilities, severity of hearing loss, gender, maternal education, together with age of switch-on for children with cochlear implants. © 2013 by Lippincott Williams and Wilkins.

DOI	10.1097/AUD.0b013e3182857718
Citations	Scopus - 91Web of Science - 78

2012

McCarthy M, Duncan J, Leigh GR, 'Telepractice: The Australian experience in an international context', Volta Review, 112 297-312 (2012) [C1]

Citations	Scopus - 6Web of Science - 6
Co-authors	Melissa Mccarthy Mc, Jill Duncan

2012

Matthijs L, Loots G, Mouvet K, Van Herreweghe M, Hardonk S, Van Hove G, et al., 'First information parents receive after UNHS detection of their baby's hearing loss', Journal of Deaf Studies and Deaf Education, 17 387-401 (2012) [C1]

Citations	Scopus - 11Web of Science - 11

2010

Leigh GR, 'Implementing universal newborn hearing screening programs: Some perspectives on the importance of standards', Sound Partnership Newsletter, 7 1-3 (2010) [C2]

2010

Leigh GR, 'The changing context for education of the deaf in Australia: New imperatives for teacher education', Japanese Journal of Special Education, 47 427-441 (2010) [C1]

2010

Burnham D, Jones C, Leigh GR, Noble W, Brown H, Varely A, et al., 'Who uses television captions, when, and why? Analyses based on the Australian Television Captions Users Survey', Asia Pacific Journal of Speech, Language and Hearing, 13 135-144 (2010) [C1]

DOI	10.1179/136132810805335083

2010

Mayer C, Leigh GR, 'The changing context for sign bilingual education programs: Issues in language and the development of literacy', International Journal of Bilingual Education and Bilingualism, 13 175-186 (2010) [C1]

DOI	10.1080/13670050903474085
Citations	Scopus - 46Web of Science - 40

2009

Tyler MD, Jones C, Grebennikov L, Leigh GR, Noble W, Burnham D, 'Effect of caption rate on the comprehension of educational television programmes by deaf school students', Deafness and Education International, 11 152-162 (2009) [C1]

DOI	10.1002/dei.262
Citations	Scopus - 7

2008

Burnham D, Leigh GR, Noble W, Jones C, Tyler M, Grebennikov L, Varley A, 'Parameters in television captioning for deaf and hard-of-hearing adults: Effects of caption rate versus text reduction on comprehension', Journal of Deaf Studies and Deaf Education, 13 391-404 (2008) [C1]

DOI	10.1093/deafed/enn003
Citations	Scopus - 24Web of Science - 16

2008

Power D, Hyde M, Leigh GR, 'Learning English from signed English: An impossible task?', American Annals of the Deaf, 153 37-47 (2008) [C1]

DOI	10.1353/aad.0.0008
Citations	Scopus - 11Web of Science - 8

2007

Napier J, Leigh GR, Nann S, 'Teaching sign language to hearing parents of deaf children: An action research process', Deafness and Education International, 9 83-100 (2007) [C1]

DOI	10.1002/dei.214
Citations	Scopus - 14

2007

Leigh GR, 'Education of deaf children in a new era: Early identification, cochlear implantation, and communication diversity', Auditory Disorders, 62 19-31 (2007) [C1]

2006

Leigh GR, 'Editorial Board', Deafness & Education International, 8 (2006) [C2]

2006

Marschark M, Leigh GR, Sapere P, Burnham D, Convertino C, Stinson M, et al., 'Benefits of sign language interpreting and text alternatives for deaf students' classroom learning', Journal of Deaf Studies and Deaf Education, 11 421-437 (2006) [C1]

DOI	10.1093/deafed/enl013
Citations	Scopus - 46Web of Science - 36

2006

Leigh GR, 'Editorial Board', Journal of Deaf Studies and Deaf Education, 11 (2006) [C2]

2005

Leigh GR, Marschark M, 'Ethics and deafness: A matter of perspective?', Journal of Deaf Studies and Deaf Education, 10 109-110 (2005) [C1]

DOI	10.1093/deafed/eni023
Citations	Scopus - 3Web of Science - 2

2003

Marschark M, Power D, Leigh GR, 'iced 2000', Journal of Deaf Studies and Deaf Education, Vol 8, No 1 3-4 (2003) [C3]

2002

Johnston TA, Leigh GR, Adam RE, Baker R, Schembri A, Wigglesworth G, 'Issues in Development of the Test Battery for Australian Sign Language Morphology and Syntax', Journal of Deaf Studies and Deaf Education, 7 (1) 18-40 (2002) [C1]

DOI	10.1093/deafed/7.1.18

2002

Leigh GR, Johnston TA, Foreman PJ, 'The Implementation of the Principles of Sign Bilingualism in a Self-described Sign Bilingual Program: Implications for the Evaluation of Language Outcomes', Australian Journal of Education of the Deaf, 8,2002 38-46 (2002) [C1]

Co-authors	Phil Foreman

2000

Power D, Leigh GR, 'Principles and Practices of Literacy Development for Deaf Learners: A Historical Overview', Journal of Deaf Studies and Deaf Education, 5 (1) 3-8 (2000) [C1]

1999

Power D, Leigh GR, 'Teaching reading and writing to deaf students: A brief history', Australian Journal of Education of the Deaf, 4 (1998) 16-19 (1999) [C1]

1999

Leigh GR, Hyde M, 'The relationship between teacher attitude and effectiveness in the use of signed communication', Australian Journal of Education of the Deaf, 3(2)(1997) 17-20 (1999) [C1]

Show 37 more journal articles

Conference (21 outputs)

Year	Citation	Altmetrics	Link
2017	Gilliver M, Cupples L, Ching TYC, Leigh GR, Belshaw J, 'Creating a sound start to literacy: How tablet-based intervention can improve DHH pre-schoolers¿ phonological awareness skills', Christchurch, New Zealand (2017)
2016	Ching TYC, Dillon H, Button L, Seeto M, Marnane V, Cupples L, et al., 'Effectiveness of early intervention for improving population outcomes of children with congenital hearing loss', Christchurch, New Zealand (2016)
2016	Wong C, Ching TYC, Leigh GR, Cupples L, Marnane V, 'Teacher and parent-rated psychosocial difficulties of 5-year-old children with hearing impairment: evidence from the LOCHI study', Christchurch, New Zealand (2016)
2012	Ter-Horst K, Leigh GR, Cook G, 'Remote and conventional paediatric audiometry: A comparative study in school age children', Audiology Australia National Conference 2012. Conference Program/Handbook/Abstracts, Adelaide, SA (2012) [E3]
2011	Leigh GR, 'Old issues in a new era: Professional discourse on education of the deaf from Milan to Vancouver', ANZCED 2011: Staying on Track with Deaf Education, St Kilda (2011) [E3]
2011	Murray M, Wake M, Leigh GR, Poulakis Z, Wirth K, 'Universal newborn hearing screening: National survey of Australian ENT surgeons, audiologists and pediatricians', Journal of Paediatrics and Child Health, Darwin (2011) [E3]
2010	Ter-Horst K, Leigh GR, Cook G, 'Working towards reliable protocals for remote assessment of children via tele-audiology', Audiology Australia 19th National Conference 2010, Sydney, NSW (2010) [E3]
2010	Leigh GR, 'Early identification of hearing loss in Australia: Well begun is not all done!', The 2010 Libby Harricks Memorial Oration, Sydney, NSW (2010) [E2]
2010	Moore RC, Leigh GR, 'The infant monitor of vocal production: IMProving evaluation of auditory-vocal development in infants with hearing loss', 21st International Congress on Education of the Deaf (ICED), Vancouver, Canada (2010) [E3]
2009	Leigh GR, 'Whither the Teacher of the Deaf? New challenges in professional education, accreditation and employment', ANZCED 2009: Real Learning Real Outcomes...Foundations for the Future, Sydney (2009) [E3]
2009	Newall P, Leigh GR, Newall J, Newall A, 'Universal neonatal hearing screening in developing countries: Is it really worth it?', Universal neonatal hearing screening in developing countries: Is it really worth it?, Bangkok, Thailand (2009) [E3]
2008	Leigh GR, 'Universal newborn hearing screening, earlier cochlear implantation, and sign bilingualism', 2de Brussels congres over bilinguale-biculturele opvoeding van dove kinderen en jongeren: Programme, Brussels, Belgium (2008) [E3]
2008	Leigh GR, 'A new paradigm for intervention in early childhood hearing impairment: Newborn hearing screening and beyond', FAOPS 2008: 15th Congress of the Federation of Asia and Oceania Perinatal Societies, Nagoya, Japan (2008) [E3]
2008	Leigh GR, 'Newborn hearing screening and alternative lives for deaf children', Get Screened and Live Forever: New Zealand National Screening Symposium 2008: Keynote Presentations, Wellington, NZ (2008) [E3]
2007	Moore RC, Leigh GR, 'Monitoring progress of children in infancy through pre-lexical vocal production', CIGICON 2007. Fifth Annual Conference The Cochlear Implant Group of India. Abstracts, Pune, India (2007) [E3]
2007	Leigh GR, 'Recent developments in early intervention for deaf children: Earlier identification and cochlear implantation', International Forum on Special Education. Paper Collection, Beijing (2007) [E2]
2006	Leigh GR, 'Education of Deaf Children in a New Era: Early Identification, Cochlear Implantation, Communication Diversity', 9th Asia-Pacific Conference on Deafness - Abstracts Book, Tokyo, Japan (2006) [E3]
2006	Leigh GR, Madden M, Jackson L, Burnham D, Noble B, 'Simultaneous instruction through sign language and captions: Student comprehension under multiple presentation conditions', Australia New Zealand Conference for Educators for the Deaf (ANZCED), Roturua, New Zealand (2006) [E3]
2000	Schembri A, Wigglesworth G, Johnston T, Leigh GR, Adam RE, Barker R, 'The Test Battery for Australian Sign Language Morphology and Syntax Project: Noun-Verb Pairs in Auslan', Deaf Studies, Sydney, 1998: Selected Papers from the Australian Deaf Studies Research Symposim, Renwick College Sydney, Sydney (2000) [E2]
2000	Schembri A, Napier J, Beattie RG, Leigh GR, 'Deaf Studies, Sydney, 1998: Selected papers from the Australian Deaf Studies Research Symposium, Renwick College, August 22-23, 1998', Deaf Studies, Sydney, 1998: Selected papers from the Australian Deaf Studies Research Symposium, Renwick College, August 22-23, 1998, Renwick College (2000) [E4]
1998	Power DJ, Leigh GR, Hyde MB, 'Grammatical and lexical characteristics of the language of the deaf to hearing students and deaf students under simulated oral - only and simultaneous communication', Proceedings of the 18th International Congress on Education of the Deaf, Tel Aviv, Israel, July 16-20, 1995 (1998) [E2]
	Show 18 more conferences

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Grants and Funding

Summary

Number of grants	2
Total funding	$271,562

Click on a grant title below to expand the full details for that specific grant.

20031 grants / $146,562

Captions for the Deaf and Hearing Impaired: Availability versus Accessibility$146,562

Funding body: ARC (Australian Research Council)

Funding body	ARC (Australian Research Council)
Project Team	Prof Denis Burnham
Scheme	Linkage Projects Partner Funding
Role	Investigator
Funding Start	2003
Funding Finish	2005
GNo
Type Of Funding	Not Known
Category	UNKN
UON	N

19991 grants / $125,000

An evaluation of an innovative bilingual (Australian Sign Language & English) educational program: Principles, resources, environment and outcomes$125,000

Funding body: ARC (Australian Research Council)

Funding body	ARC (Australian Research Council)
Project Team	Prof Phillip Foreman
Scheme	SPIRT Partner funding
Role	Lead
Funding Start	1999
Funding Finish	2001
GNo
Type Of Funding	Not Known
Category	UNKN
UON	N

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Research Supervision

Number of supervisions

Completed5

Current1

Current Supervision

Commenced	Level of Study	Research Title	Program	Supervisor Type
2012	PhD	Comparing Telepractice and In-Person Delivery of Family-Centred Early Intervention for Children who are Deaf and Their Families	PhD (Education), Faculty of Education and Arts, The University of Newcastle	Principal Supervisor

Past Supervision

Year	Level of Study	Research Title	Program	Supervisor Type
2018	Masters	Workplace Experiences of Employees with Hearing Impairment	M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle	Co-Supervisor
2015	PhD	Supporting Students who are Deaf and Hard of Hearing in Regular Schools: Influences on the Support Activities Provided by Itinerant Teachers	PhD (Education), Faculty of Education and Arts, The University of Newcastle	Principal Supervisor
2006	PhD	Simply Singing: Characteristics and Consequences for Speech Perception by Young Children with Impaired Hearing	PhD (Education), Faculty of Education and Arts, The University of Newcastle	Sole Supervisor
2006	PhD	Visual and Linguistic Representation in the Acquisition of Depicting Verbs. a study of native signing deaf children of Auslan (Australian Sign Language)	PhD (Education), Faculty of Education and Arts, The University of Newcastle	Sole Supervisor
2006	PhD	A Collective Case Study: How Regular Teachers Provide Inclusive Education for Severely and Profoundly Deaf Students in Regular Schools in Rural New South Wales	PhD (Education), Faculty of Education and Arts, The University of Newcastle	Principal Supervisor

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