16th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
February 26-28, 2017 • Atlanta, GA
2/28/2017 | 3:00 PM - 3:30 PM | Measuring Developmental Progress over Time: Clinical Implications and National Outcomes | Hanover E
Measuring Developmental Progress over Time: Clinical Implications and National Outcomes
This two-part presentation will begin by describing a comprehensive, child-level assessment battery that is in line with the most recent best-practice guidelines from the Joint Committee on Infant Hearing. Information will be provided on how to use these assessments to monitor a child’s progress over time throughout the birth to 3-year-old period. This will include 1) the logistics of establishing a systematic, program-wide child assessment system, 2) suggestions for working with parents to assure assessment completion and accuracy, and 3) tips for using the results of the assessment in counselling families and setting child goals. We will describe how the outcomes from these assessments are shared with the National Early Childhood Assessment Project (NECAP) in order to obtain program-level accountability data and to contribute to our knowledge of outcomes for children with hearing loss at a national level. To date, 12 states have contributed over 2,000 assessments to the NECAP project creating a large national database of language outcomes for children who are deaf or hard of hearing from birth to 3 years of age. In the second part of this presentation, longitudinal language and general developmental outcomes from the NECAP project will be presented with a focus on describing children’s rate of progress over time relative to the developmental growth of hearing children. In addition, we will examine factors (such as if EHDI guidelines were met, degree of hearing loss, parents’ level of education and other child and family characteristics) that are predictive of language growth in children with hearing loss that follows the trajectory expected for hearing children of the same age.
- Describe an assessment battery that can be used to monitor language and other developmental progress over time across the birth to 3 period
- Characterize the typical rate of language growth across the birth to 3 period in children who are deaf or hard of hearing
- List risk factors for language delay and factors associated with more successful language growth outcomes
Presentation:
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Handouts:
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Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Allison Sedey
(), University of Colorado-Boulder, Allison.Sedey@colorado.edu;
Allison Sedey is a speech pathologist, audiologist, and researcher at the University of Colorado-Boulder and is the assessment and accountability coordinator for the Early Intervention Outreach Program at the Colorado School for the Deaf and the Blind. Dr. Sedey received her Ph.D. from the University of Wisconsin-Madison where she studied language acquisition in children who are deaf/hard of hearing as well as in children who have Down syndrome. Since that time, she has served as the project coordinator on a variety of grant-funded research projects examining predictors of developmental outcomes in young children who are deaf or hard of hearing. Dr. Sedey is currently the director of the Outcomes and Developmental Data Assistance Center for EHDI Programs (ODDACE) funded by the Centers for Disease Control and Prevention.
ASHA DISCLOSURE:
Financial -
Receives Salary for Employment from Centers for Disease Control.
Receives Salary for Employment from Centers for Disease Control.
Nonfinancial -
No relevant nonfinancial relationship exist.
Lindsay Rodriguez
(), Sunshine Cottage School for Deaf Children, lrodriguez@sunshinecottage.org;
Lindsay M Rodriguez, M.Ed., C.E.D., has been a Parent-Infant Advisor at Sunshine Cottage School for Deaf Children in San Antonio since 2000.
She is bilingual (English/Spanish) and previously worked for 16 years as an ESL teacher and textbook author/editor for Macmillan Publishers in Mexico City. Lindsay has also been trained as a Parent Advocacy Training Facilitator for the A.G.Bell Association and has given presentations on Advocacy internationally and in several different States. Lindsay is a coauthor of The Guide to Listening and Spoken Language: a parent-friendly, convenient checklist of information and strategies for learning to listen and talk.
Lindsay’s mission is to coach parents to advocate for their child so that their child, in turn, might advocate for him/herself.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Craig Mason
(), University of Maine, craig.mason@maine.edu;
Craig A. Mason, Ph.D. is a Professor of Education and Applied Quantitative Methods at the University of Maine. He is a research methodologist with interests in quantitative methods and informatics, including large-scale, longitudinal, population-based data collection and analysis. As a methodologist, he has published, presented, and taught on multivariate analysis, multi-level modeling, epidemiological analysis, structural equation modeling, and growth modeling. He has been PI or Co-PI on $20 million in grants and contracts from the National Science Foundation, the National Institutes of Health, the Centers for Disease Control and Prevention, the U.S. Department of Education, and others. He has over 100 publications on topics ranging from the impact of the prenatal environment on child health and development, to designing healthy communities for Hispanic seniors.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Julianna Wanek
(), Sunshine Cottage School for Deaf Children, jwanek@sunshinecottage.org;
Julianna Wanek graduated from the University of Texas with a Bachelor of Science in Communication Sciences and Disorders, specializing in Deaf Education. She went on to receive her Masters in Deaf Education and Hearing Science from the University of Texas Health Science Center at San Antonio (UTHSCSA). While working on her graduate degree, Julianna volunteered in classrooms and worked as a graduate assistant at Sunshine Cottage School for Deaf Children. During her coursework, she realized her love for working with children in early intervention and became a parent infant advisor at Sunshine in January of 2015. Julianna is a Certified Educator of the Deaf by the state of Texas and is currently seeking certification as a Listening and Spoken Language Specialist. She is also co-teaching Best Practices in Listening and Spoken Language Family Centered Intervention for UTHSCSA.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Christine Yoshinaga-Itano
(), University of Colorado-Boulder, Christie.Yoshi@colorado.edu;
Dr. Christine Yoshinaga-Itano is a Research Professor, Institute of Cognitive Science, Professor Emerita, Department of Speech, Language & Hearing Sciences, at the University of Colorado, Boulder, and Visiting Professor, University of Witwatersrand, South Africa, Centre for Deaf. She has over 125 published articles and chapters with a focus on universal newborn hearing screening and predictors of developmental outcomes of children with hearing loss with an emphasis on children and families from multicultural/linguistic backgrounds, and those with socio-economic and linguistic challenges. She presented on this topic throughout the United States and globally. She received Honors from the American Speech/Language & Hearing Association and was a Jerger Career Research Awardee from the American Academy of Audiology. She serves as an Associate Editor for the International Journal of Audiology and is a member of the Audiology committee for the International Association of Communication Sciences and Disorders (IALP).
ASHA DISCLOSURE:
Financial -
Receives Other financial benefit for Other activities from grant recipient from AUCD/CDC.
Receives Other financial benefit for Membership on advisory committee or review panels,Other activities from grant recipient from AUCD/CDC.
Receives Other financial benefit for Other activities from grant recipient form AUCD/CDC.
Receives Other financial benefit for Other activities from grant recipient AUCD/CDC.
Receives Other financial benefit for Other activities from grant recipient AUCD/CDC.
Receives Salary,Grants for Other activities from Disability Research Dissemination Center.
Receives Salary for Employment from University of Colorado Boulder.
Receives Salary for Employment from University of Colorado Boulder.
Receives Salary for Employment from University of Colorado Boulder.
Receives Salary for Employment from University of Colorado Boulder.
Receives Salary for Employment from University of Colorado Boulder.
Receives In kind for Membership on advisory committee or review panels from LENA Foundation.
Receives In kind for Membership on advisory committee or review panels from LENA Foundation.
Receives In kind for Membership on advisory committee or review panels from LENA Foundation.
Receives In kind for Membership on advisory committee or review panels from LENA Foundation.
Receives In kind for Membership on advisory committee or review panels from LENA Foundation.
Receives Grants for Other activities from Disability Research Dissemination Center.
Receives Grants for Other activities from Disability Research Dissemination Center.
Receives Grants for Other activities from Disability Research Dissemination Center.
Receives Grants for Other activities from Disability Research Dissemination Center.
Receives Grants for Other activities from Disability Research Dissemination Center.
Nonfinancial -
No relevant nonfinancial relationship exist.