2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
3/19/2024 | 10:10 AM - 10:35 AM | Association of early intervention on 3rd grade reading levels for children who are deaf/hard of hearing (DHH) | Mineral A
Association of early intervention on 3rd grade reading levels for children who are deaf/hard of hearing (DHH)
DHH children served in Part C Early Intervention (EI) have better language, better emergent literacy, and more likely to be kindergarten ready if enrolled < 6 months. We evaluated the effect of entering EI by age 6 months (early) vs. age >6 months (later) on reading proficiency of DHH 3rd graders. This study used a comprehensive database of linked data across 3 state agencies, including hearing screening, EI, and educational records of a birth cohort of infants identified with permanent hearing loss born 2008-2014. Reading proficiency was measured by standardized assessments administered to all Ohio 3rd graders, providing categories of limited, basic, proficient, accomplished, advanced skills. Logistic regression evaluated the independent association between early vs later EI entry and likelihood of being reading proficient or better while controlling for confounders (i.e., hearing levels, disability status, insurance, maternal education level). Of 1262 DHH children served in EI, 417 were 3rd graders; 104 enrolled early in EI, 185 were enrolled later. Among 3rd graders, DHH children who entered EI early were more likely to have advanced reading skills (20.3% vs 11.9%) and less likely to have limited reading levels (27.6% vs 36.2%) compared to children who entered EI later. Early enrolled children had similar reading levels as all Ohio 3rd graders. After controlling for confounders, DHH children enrolled early had higher odds of having 3rd grade reading levels proficient or better compared to later enrolled children (OR 1.6 95% CI 1.02, 2.50). Similar findings were seen with math proficiency, though not statistically significant. The effect of early receipt of EI appears to be sustained beyond age 36 months, positively impacting late elementary educational outcomes for DHH children. EI entry by age 6 months for these children may establish healthy trajectories of development throughout early childhood, reducing the risk for later academic struggles.
- Recognize the impact of meeting 1-3-6 on longer-term reading outcomes for children who are DHH
- Identify factors associated with sustaining impact of early intervention for children who are DHH
- Recognize the importance of data linkage to support understanding of longer-term outcomes for children who are DHH served in early intervention
Presentation:
3478265_16423WendyGrove.pdf
Handouts:
Handout is not Available
Transcripts:
3478265_16423WendyGrove.docx
Presenters/Authors
Jareen Meinzen-Derr
(Primary Presenter), Cincinnati Children's Hospital Medical Center, jareen.meinzen-derr@cchmc.org;
Dr. Meinzen-Derr is quantitative epidemiologist at the Cincinnati Children's Hospital Medical Center. She has focused her research on outcomes of children who are deaf or hard of hearing, and specifically those who have additional developmental disabilities.
ASHA DISCLOSURE:
Financial -
• Receives Grants for Independent contractor from NIH.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Elodie Betances
(Co-Presenter), Cincinnati Children's Hospital Medical Center, elodie.betances@cchmc.org;
Dr. Betances is a pediatrician and a clinical fellow of developmental and behavioral pediatrics at Cincinnati Children's Hospital Medical Center
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.
Wendy Grove
(Co-Author), Ohio Department of Education, wendy.grove@education.ohio.gov;
Dr. Grove is the Director, for the Office for Early Learning and School Readiness
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -
Susan Wiley
(Co-Author), Cincinnati Children's Hospital Medical Center, susan.wiley@cchmc.org;
Dr. Susan Wiley is a developmental pediatrician with extensive expertise in children who are deaf/hard of hearing. She has many years of experience serving children with multiple disabilities. Dr Wiley provides leadership and guidance to the National American Academy of Pediatrics, the Ohio Department of Health Early Hearing Detection and Intervention Program, the Ohio Center for Deaf-Blind Education, and the Outreach Center for Deafness and Blindness in the Ohio Center for Low Incidence.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -