15th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 13-15, 2016 • San Diego, CA
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Multi-Site Tele-Intervention Study
Purpose: This study sought to determine the effectiveness of using two-way videoconferencing methods (such as Skype, Facetime, or Zoom) as a method of delivering early intervention services to families of infants and toddlers who are deaf or hard of hearing. This approach is often referred to as telepractice, or tele-intervention.
Method: A comparison group design was used to ascertain the child, family, and provider outcomes when children received most of their early intervention services via tele-intervention compared to traditional in-person home visits. A total of 48 children and their families along with 15 providers from 5 early intervention programs across the United States participated.
Results: Analyses of covariance demonstrated that children in the tele-intervention group scored statistically significantly higher than children in the in-person group on listening and language measures. There were no statistically significant differences between groups in regard to family outcomes of support, knowledge, and community involvement. Video recordings of children and adults in both groups showed higher scores for provider responsiveness and parent engagement for children in the tele-intervention group. Tele-intervention appears to support, and in some instances improve, the outcomes for children, is equally well liked by parents and providers and saves time and resources.
Conclusions: Results of this study support the effectiveness of tele-intervention in delivering early intervention services to families of children who are deaf or hard of hearing. Further research involving randomized trials with larger, more culturally and linguistically diverse populations is warranted.
- Identify the benefits of using tele-intervention as part of the intervention services offered.
- Choose to implement tele-intervention where appropriate.
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Presenters/Authors
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Tyson Barrett
(Primary Presenter,Author), Utah State University, t.barrett@aggiemail.usu.edu;
I am a PhD student in Social Epidemiology. My passion is turning data into clear, actionable insight, especially when this insight helps improve lives, health, and well-being. Currently, I am a research assistant at the National Center for Hearing Assessment and Management, helping as a Social Science Statistician with the various, ongoing quantitative projects. I am also a Statistics Consultant at the university.
ASHA DISCLOSURE:
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No relevant financial relationship exist.
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No relevant nonfinancial relationship exist.
Diane Behl
(Author), NCHAM, diane.behl@usu.edu;
Diane Behl is a Senior Faculty member at the National Center for Hearing Assessment and Management. She facilitates telehealth learning communities and is a co-investigator for cost-effectiveness studies. She has expertise in evaluating the effectiveness of service coordination provided via Part C Early Intervention and Maternal and Child Health programs.
ASHA DISCLOSURE:
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No relevant financial relationship exist.
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No relevant nonfinancial relationship exist.
Kristina Blaiser
(Author), Idaho State University, Kristina.Blaiser@isu.edu;
Kristina Blaiser, Ph.D., CCC-SLP, is
an assistant professor of Speech-Language Pathology in the Department of Communication Sciences and Disorders at Idaho State University-Meridian. Dr. Blaiser has extensive experience leading early childhood education programs and evaluating the outcomes of children who are Deaf and Hard-of-Hearing. Her research interests include program evaluation and graduate training related to assessment and early intervention practices of children who are Deaf/Hard-of-Hearing. Dr. Blaiser’s recent work has focused on using telehealth to support families in early intervention. Kristina is the Program Development Manager for ASHA SIG 9: Hearing Loss and Hearing Disorders in Childhood, has served as a consultant for the National Center for Hearing Assessment and Management (NCHAM), and is Vice President for the OPTION Schools network.
ASHA DISCLOSURE:
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No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Catherine Callow-Heusser
(Author), NCHAM, catherine.callow-heusser@usu.edu;
NEED TO ADD
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Betsy Moog Brooks
(Author), The Moog Center for Deaf Education, bbrooks@moogcenter.org;
Betsy Moog Brooks is the Executive Director of the Moog Center for Deaf Education. She received her Masters degree in Speech and Hearing from Washington University and is certified in Deaf Education, Behavior Disorders, Learning Disabilities, Early Childhood Education and is a Listening and Spoken Language Specialist. She has been has been in the field of early intervention for more than 30 years. She created a Toddler Curriculum and a Language Curriculum which are used in all Certified Moog Programs. Betsy is the author of the book, My Baby and Me: A Book About Teaching Your Child to Talk. She has lectured throughout the US, South America, and Europe. Betsy continues to provide direct child service and parent support to families with children birth to three. In addition, she is currently pursuing her Educational Doctorate with an emphasis in Andragogy, the study of adult learners.
ASHA DISCLOSURE:
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No relevant financial relationship exist.
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No relevant nonfinancial relationship exist.
Pamela Dawson
(Author), Hear ME Now, PDawson@hear-me-now.org;
Pam has been working in the field of Early Intervention for over 20 years. She holds a Masters degree in Early Intervention from the University of Maine.
As the director of hear ME now, a listening and spoken language program in Maine, she works to promote access to qualified LSL providers to all families, regardless to geographic location. hear ME now has been successfully using tele-intervention to coach families for over 4 years.
Pam is on the Board of Directors for OPTION programs, and serves as co-chair of the Maine Part C Interagency Coordinating Council..
ASHA DISCLOSURE:
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No relevant financial relationship exist.
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No relevant nonfinancial relationship exist.
Karl White
(Author), Utah State University, karl.white@usu.edu;
Dr. White is a Professor of Psychology, the Emma Eccles Jones Endowed Chair in Early Childhood Education, and the founding Director of the National Center for Hearing Assessment and Management. He has been the PI or Co-PI for over $50 million of competitively awarded research. His work has been recognized with awards from such diverse organizations as the Deafness Research Foundation, the American Association for Speech Language and Hearing, The Swedish Society of Medicine, and the Alexander Graham Bell Association for the Deaf. He has hundreds of publications and presentations at scholarly meetings, and has been an invited speaker to more than 35 countries. He also serves on many national and international advisory groups for organizations such as the United States Department of Health and Human Services, the World Health Organization, the Institute of Medicine, and the American Academy of Pediatrics.
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