19th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 8-10, 2020 • Kansas City, MO
3/09/2020 | 2:30 PM - 3:00 PM | Effect of Early Intervention Intensity on the Language of Children with Hearing Loss | Chouteau B
Effect of Early Intervention Intensity on the Language of Children with Hearing Loss
Early Hearing Detection and Intervention (EHDI) programs were instituted in the United States to provide infants and toddlers who are deaf or hard-of-hearing an opportunity to develop language and social emotional skills commensurate with their cognitive potential. Although EHDI systems are well established across the nation, many children with hearing loss continue to demonstrate speech and language delays. There are many variables that impact the language outcomes of children who are deaf or hard-of-hearing. One of these variables is the therapy service that the child receives. At this time more information is needed about the type, duration, and intensity of early intervention (EI) for children with hearing loss. In order to investigate the complexity of early intervention service provision, large samples/populations of children must to be studied that incorporate great diversity in the characteristics of intervention by duration, type, and frequency, as well as diversity of types of children. We will report data from a large dataset that includes 15 states with varying intervention systems and includes child developmental, demographic, audiological, and intervention variables. The findings indicate how the number of sessions of EI services and specific demographic factors impact language outcomes in children with hearing loss.
- Learner will be able to describe the impact of frequency of service on child language outcomes.
- The learner will be able to list variables that impact child language outcomes.
- The learner will be able to describe the variation in therapy services provided to children with hearing loss.
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Presenters/Authors
Mallene Wiggin
(), University of Colorado-Boulder, Mallene.Wiggin@colorado.edu;
Mallene Wiggin received her Bachelor of Science degree in Communication Sciences and Disorders from University of the Pacific. She continued her studies at University of Kansas and earned her Master of Arts degree in Speech Pathology. Mallene specialized in children with hearing impairment and worked in cochlear implant centers, early intervention, and educational settings prior to completing her Ph.D. at the University of Colorado - Boulder. Her research interests include speech, language and auditory development in young children with cochlear implants.
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 Salary,Grants for Employment,Other activities from University of Colorado, Boulder Disability Research Dissemination Center.
Nonfinancial -
• Has a Professional (Advisory Board member)
relationship for Board membership.
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 Grants for Employment from Centers for Disease Control.
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.