2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
3/19/2024 | 11:00 AM - 11:55 AM | Language Growth Over Time in Young Children with Bilateral and Unilateral Hearing Differences | Capitol 7
Language Growth Over Time in Young Children with Bilateral and Unilateral Hearing Differences
On average, children who are hearing produce 30 to 40 new words each month between 18 and 30 months of age. One of the primary goals of early hearing detection and intervention (EHDI) programs is to support infants and families to maximize the language skills of children who are identified as deaf or hard of hearing (D/HH). To facilitate this goal, it is important to better understand the early language trajectory of children who are D/HH during the critical language learning period of the first few years of life.
In this presentation, we will describe the language growth trajectories of 467 children with bilateral hearing differences (BHD) and 199 children with unilateral hearing differences (UHD) during the critical early language learning period. Data will be drawn from the Outcomes and Developmental Data Assistance Center for EHDI Programs (ODDACE), housed at the University of Colorado-Boulder, which includes language outcomes from children in 16 different intervention programs across the United States. Assessments were collected at regular intervals allowing for a longitudinal examination of language growth from 8 to 36 months of age. Given that the presence of additional disabilities has been shown to be the strongest predictor of language skills in children with BHD, rate of language growth will be examined separately for children with and without disabilities. In addition, we will examine average expressive vocabulary size for children who have BHD and UHD relative to typical developmental benchmarks for children from 8 to 30 months of age (as reported in the MacArthur-Bates Communicative Development Inventories’ normative tables).
- Describe and compare the language levels and language acquisition trajectories of children with bilateral and unilateral hearing differences
- Compare differences in language abilities and growth rates of children who are deaf or hard of hearing with versus without disabilities
- List factors that predict higher language levels and more accelerated growth curves for children with BHD and those with UHD.
Presentation:
3478265_16347AllisonSedey.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Allison Sedey
(Primary Presenter,Author), 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 Grants for Employment from Centers for Disease Control.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with University of Colorado-Boulder.
Nature: Receives a salary from a cooperative agreement from the Centers for Disease Control supporting the collection of language outcomes.
Nonfinancial -
No relevant nonfinancial relationship exists.
Beth Langer
(Co-Author), University of Colorado-Boulder, Beth.Langer@colorado.edu;
Beth Langer has enjoyed a career that has interwoven work as a clinical Speech-Language Pathologist (SLP) with work as a researcher and instructor. She completed her MA at the University of Iowa and her Ph.D. at the University of Colorado at Boulder. As an SLP, she has worked with Deaf, hard-of-hearing, and typically hearing students in clinical and school settings. She supervised graduate clinicians in the Speech and Hearing Clinic at Northwestern University and has worked in school districts as a consultant, diagnostician, parent educator, and supervisor for SLP Assistants. Currently she works with the Outcomes and Developmental Data Assistance Center for EHDI Programs (ODDACE) research team and teaches for Metropolitan State University of Denver and the Speech-Language Pathology Prerequisites Program at CU-Boulder.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Caitlin Berry
(Co-Author), University of Colorado-Boulder, Caitlin.Berry@colorado.edu;
Caitlin Berry is a Phd candidate in the applied mathematics department at the University of Colorado-Boulder working with advisor William Kleiber. She earned a B.S. in mathematics at the University of Arizona and an M.A. in secondary mathematics education from the City University of New York-City College. Caitlin taught mathematics for several years at the K-12 and university level before beginning her graduate studies at CU-Boulder. She has research appointments as a statistician with the National Institute of Standards and Technology in Boulder, CO and the Laboratory for Interdisciplinary Statistical Analysis at the University.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Craig Mason
(Co-Author), 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 exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Corey Lipton
(Co-Author), Centers for Disease Control and Prevention, OOD1@CDC.GOV;
Corey Lipton is a Health Scientist on the CDC EHDI Team. She leads data management on the ODDACE project and assists with iEHDI data management and technical assistance. She received her Master of Public Health (MPH) degree with a concentration in biostatistics in May 2019 from Georgia State University. Prior to joining the EHDI team, she worked with Booz Allen Hamilton as a Health Statistician and as a fellow with the CDC. Her expertise involves data management, analysis, visualization, and communication of analysis findings.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Erika Odom
(Co-Author), Centers for Disease Control and Prevention, iyo7@cdc.gov;
CDR Erika Odom (Commander, United States Public Health Service) has spent 15 years shaping science and programs using a health equity perspective grounded in biopsychosocial frameworks in human development. She received her PhD in Applied Developmental Sciences from the University of North Carolina at Chapel Hill in 2008 and completed a post-doctoral fellowship at the Frank Porter Graham Child Development Institute, conducting research on maternal mental health and the association with various developmental outcomes for young children. CDR Odom joined the Centers for Disease Control and Prevention (CDC) in 2010 as an Epidemic Intelligence Service Officer where her work focused on promoting supportive environments for women who choose to breastfeed. She then went on the serve with the National Center for Birth Defects and Developmental Disabilities, honing skills in registry data collection, evaluation and translational research within populations living with blood disorders and that have been systematically marginalized in healthcare. From 2014-2023, CDR Odom served as an Epidemiologist in the Division for Heart Disease and Stroke Prevention. There she excelled in program management and developed subject matter expertise focused on the pre-hospital environment and improving the stroke and cardiac chain of survival. In her most recent tenure, she serves as the Team Lead for the Early Hearing Detection and Intervention Program, working with a team of passionate public health professionals, shaping the future of early hearing surveillance and data quality improvement.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Centers for Disease Control and Prevention .
Nature: Employer and EHDI funder.
Nonfinancial -
No relevant nonfinancial relationship exists.