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 in the Institute of Cognitive Science at the University of Colorado-Boulder, the Department of Otolaryngology and Audiology at the University of Colorado-Denver and the Marion Downs Center. In 1996 she developed the Marion Downs National Center. Since 1996, Dr. Yoshinaga-Itano has assisted many state departments of education and public health agencies, schools for the deaf and the blind, and early intervention programs throughout the United States and its territories. In addition, she has served as a consultant for many countries currently developing their early hearing detection and intervention programs, including the United Kingdom, Canada, Australia, New Zealand, Japan, China, Korea, Belgium, Poland, Spain, Austria, Denmark, Sweden, Norway, the Netherlands, Mexico, Chile, Argentina, Brazil, Thailand, the Philippines, and South Africa.
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 research associate. She works at the University of Colorado-Boulder and the Colorado School for the Deaf and the Blind and is currently the director of the Outcomes and Developmental Data Assistance Center for EHDI Programs (ODDACE) supported by the Centers for Disease Control and Prevention. The purpose of this center is to expand public health capacity to gather, analyze, and use intervention and developmental outcome data of children who are deaf or hard of hearing between birth and 5 years of age throughout the United States. The center aims to increase our understanding of factors that impact the outcomes of children who are deaf or hard of hearing at the state and national level.
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 received his PhD in Clinical Child Psychology from the University of Washington and his interests include informatics, newborn hearing loss, and quantitative methods. Dr. Mason has been PI or Co-PI on $15 million in grants and contracts from the National Science Foundation, the National Institutes of Health, the Centers for Disease Control and Prevention, and the Department of Education. In addition, he has published, presented, and taught on multivariate analysis, multi-level modeling, epidemiological analysis, structural equation modeling, and growth modeling. He has been invited to present on methodology and informatics by the Centers for Disease Control and Prevention, the National Association for Public Health Statistics and Information Systems, the Department of Health and Human Services, the Association of Maternal and Child Health Programs, and other national organizations.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.