Table 4.

Statistically significant analyses of variance (ANOVAs) and post hoc t tests comparing type of service location to outcomes for preschool- and school-age children who are hard of hearing.

Group	Measures				Post hoc comparisons
		ANOVA main effects						95% familywise CI
		df	F	p	M difference a	p adjusted b	r	Lower bound	Upper bound
Preschool
	Syntax c	4, 132	4.90	.001
	No services X general ed. preschool				13.18	.017	.37	1.82	24.54
	No services X preschool for CDHH				16.08	.002	.47	4.60	27.56
	No services X preschool for CE				18.12	.003	.50	4.58	31.66
	CASL Core Composite	4, 114	6.82	< .001
	No services X general ed. preschool				19.40	.001	.47	5.85	32.95
	No services X preschool for CDHH				22.43	< .001	.54	9.31	35.55
	No services X preschool for CE				21.61	.002	.52	6.23	36.00
School
	BEPTA	3, 150	4.55	.004
	No services X general ed. school				−8.31	.012	−.29	−15.19	−1.43
	GFTA-2 Sounds-in-Words d	3, 7	6.30	.020
	No services X general ed. school				11.98	.002	.48	3.66	20.29
	No services X school for CDHH				21.51	.035	.44	1.59	41.43
	Syntax c	3, 116	11.71	< .001
	No services X general ed. school				19.20	< .001	.49	9.29	29.12
	No services X school for CDHH				37.91	< .001	.62	15.42	60.41
	No services X office/clinic				19.51	.020	.49	2.57	36.46
	CASL Core Composite d	3, 56	3.88	.014
	No services X school for CDHH				48.00	.021	.88	6.27	89.73
	WASI Vocabulary	3, 101	8.95	< .001
	No services X general ed. school				9.34	< .001	.42	3.77	14.92
	No services X school for CDHH				23.40	.007	.84	5.07	41.72
	No services X office/clinic				11.61	.030	.56	1.06	22.17

Note. CI = confidence interval; CDHH = children who are deaf or hard of hearing; CASL = Comprehensive Assessment of Spoken Language; CE = children with exceptionalities; BEPTA = better-ear pure-tone average; ed. = education; GFTA-2 = Goldman-Fristoe Test of Articulation–Second Edition; WASI = Wechsler Abbreviated Scale of Intelligence.

^a M difference = M (no services) – M (intervention setting).

^b Bonferroni adjustment for multiple comparisons.

^c Depending on age at testing, syntax was either assessed with the CASL Syntax subtest or the Clinical Evaluation of Language Fundamentals–Fourth Edition Word Structure subtest.

^d Welch's F-ratio was utilized to address heterogeneity of variance in GFTA-2 scores.