17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
3/20/2018 | 1:45 PM - 2:45 PM | Effects of Early Hearing Detection and Intervention on Language Development in Children with Hearing Loss at 14 and 30 Months of Age. | Capitol 2
Effects of Early Hearing Detection and Intervention on Language Development in Children with Hearing Loss at 14 and 30 Months of Age.
Supporting the Early Hearing Detection and Intervention (EHDI) program’s universal newborn hearing screening guidelines, research has consistently shown that children identified earlier and enrolled in early intervention sooner demonstrate better development of expressive and receptive language and pragmatic skills. A large research study, the National Early Childhood Assessment Project (NECAP), has contributed to the current understanding of the benefit of this approach. The Wisconsin EHDI program, Wisconsin Sound Beginnings (WSB) through research collaboration with the Waisman Center at the University of Wisconsin has participated in the NECAP study since 2009 to examine the variables that predict language outcomes of children who are deaf/hard of hearing.
Participating Wisconsin families (n=117) were asked to complete demographic and developmental assessments when their child was 14 months old (Phase I) and again when their child was 30 months old (Phase II). Demographic information (i.e. gender, age, race/ethnicity, native language, maternal education level, degree and configuration of hearing loss, age at identification, prevalence of co-occurring conditions, age at enrollment in early intervention, and type and intensity of early intervention) was used to compare outcomes for two standardized developmental assessments (MacArthur Bates Communication Development Inventory, Minnesota Child Development Index).
Preliminary analysis of the families who completed both Phase I and Phase II (n=62 ) revealed that, as hypothesized, age of identification of hearing loss and age of enrollment in Birth to 3 Program services predicted language development for some children. Maternal education and hearing levels were associated with language outcomes. The identification of key variables that lead to better (or poorer) developmental trajectories for young deaf/hard of hearing children will allow early intervention programs to identify children that may be at risk for significant delays in language development and assist in focusing efforts to maximize the success of all deaf/hard of hearing children and their families.
- Attendees will be able to identify the demographic variables of the clinical population
- Attendees will be able to explain the results of the research
- Attendees will be able to understand the interpretations and clinical impliactions of this work
Presentation:
15805_7821ChristiHess.pdf
Handouts:
Handout is not Available
Transcripts:
15805_7821ChristiHess.docx
Presenters/Authors
Christi Hess
(), Waisman Center-Wisconsin Sound Beginnings, christi.hess@wi.gov;
Christi Hess is one of Wisconsin Sound Beginnings’s CARES Specialists. Originally from Baltimore, Christi lived and worked in Madison as a PhD student/researcher and an early intervention provider with the Birth to 3 Program before joining Wisconsin Sound Beginnings in 2014. Both her clinical work and research focuses on toddlers who are Deaf or Hard of Hearing. She received her BS in Communication Sciences and Disorders and MS in Speech Language Pathology from James Madison University in Virginia. She worked in New York City for two years as a speech-language pathologist for New York Eyes and Ear’s Cochlear Implant Center and Strivright/The Auditory Oral School of New York providing auditory rehabilitation as well as speech/language therapy to children ages 0-5. Christi has experience in multiple modes of communication ranging from American Sign Language to Auditory Oral/Verbal.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Kayla Kristensen
(), Waisman Center, kayla.kristensen@wisc.edu;
Kayla is currently a Research Associate working on the Wisconsin Sound Beginnings EHDI Impact project. She also works for the University Center for Excellence In Developmental Disabilities as an Associate Clinical Speech Pathologist.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Elizabeth Seeliger
(), Global Impact Audiology, globalimpactaudiology@gmail.com;
Elizabeth has worked as a clinical audiologist in a variety of settings, helping to guide children and families through the process of diagnosis and intervention of hearing loss. As the Wisconsin Sound Beginnings (WSB) Program Director Elizabeth has played a leadership role in the development of a data, tracking and referral system, developed educational resources for hospitals, providers and an interactive notebook for parents. Elizabeth has also spearheaded the initiative to enable WI homebirth midwives to provide UNHS. Elizabeth has also provided technical assistance and consultation locally and internationally on quality improvement in EHDI systems.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Anne Harris
(), Waisman Center, harris@waisman.wisc.edu;
Anne is the Principal Investigator for the EHDI Impact Grant. Her's research background is wide ranging covering efficacy of interdisciplinary clinical service models and interdisciplinary interventions, the effects of prematurity on growth and feeding development, program evaluation, screening for nutrition, health and developmental risk. She is the LEND Director, and educates/trains students in interdisciplinary curricula, clinical, research, program evaluation, Public Health - MPH fieldwork supervision, Dietetics training, Public Health Nutrition, Maternal and child nutrition, Curriculum development, including distance-learning formats.
ASHA DISCLOSURE:
Financial -
Nonfinancial -