2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
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3/05/2021 | 9:30 AM - 12:30 PM | The role of socio-economic factors on longitudinal outcomes of children who are deaf or hard of hearing | Networking
The role of socio-economic factors on longitudinal outcomes of children who are deaf or hard of hearing
Information about the role of maternal level of education, race/ethnicity, age of the mother, smoking in pregnancy, Medicaid/self pay/insurance, and mothers who were not married on follow-up from UNHS referral. The workshop will review information about the impact of Meeting 1-3-6, maternal level of education, age of the child, on receptive and expressive language, expressive vocabulary in the first three years of life and on pragmatic language and expressive vocabulary at 7 years of age. In addition, the impact of being born after the initiation of UNHS/EHDI on and intervention) for children in 3rd through 10th grades will be reported. Reading proficiency level changes by birth year (after UNHS/EHDI roll-out), eligibility for free and reduced lunch, grade level, laterality of the hearing loss, degree of hearing loss and language spoken in the home will be described. The research results are from an inner-city (urban) school district with 71% eligible for free and reduced lunch, 71% identified as racial/ethnic underrepresented population, and 38% who speak a language other than English in the home. The impact of UNHS/EHDI is throughout the educational lifespan of the child born after the initiation of UNHS/EHDI in the state. Meeting 1-3-6 and Meeting 1-2-3 will be discussed as well as the impact of these two variables on children whose mothers had lower levels of education. Children with unilateral hearing loss from this school district showed similar trends to children with bilateral mild-moderate hearing loss. Additionally, the role of parent conversational characteristics in conjunction with meeting 1-3-6 on pragmatic and expressive vocabulary outcomes of children at 7 years of age will be discussed. Strategies that can enhance parent conversational strategies in early intervention and their impacts on neurological activation in the language areas will be discussed.
- Participants will be able to describe how maternal level of education impacts developmental outcomes of children who are deaf or hard of hearing and what preventative actions are.
- Participants will be able to describe the role of EHDI 1-3-6 on developmental outcomes especially related to lower income levels.
- Participants will be able to describe the role of speaking a language other than English in the home on the developmental outcomes of children who are deaf or hard of hearing and preventive strategies.
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Presenters/Authors
Christine Yoshinaga-Itano
(POC,Primary Presenter), 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 -
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.
Mallene Wiggin
(Co-Presenter), 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 -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -
Allison Sedey
(Co-Presenter), 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.
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.