2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/06/2023 | 11:30 AM - 12:00 PM | Association between intervention intensity and kindergarten readiness for children who are deaf/hard-of-hearing (DHH) | DECC 232
Association between intervention intensity and kindergarten readiness for children who are deaf/hard-of-hearing (DHH)
Background
Timely provision of EI services supports language in children who are DHH. EI enrollment by age 6 months is associated with kindergarten readiness (K-readiness). Little is known regarding the relationship between EI service intensity and outcomes. Objective: Evaluate the relationship between EI intensity and K-readiness at age 5 years.
Methods
This study leverages the Ohio EHDI Data Linkage Project of 1262 DHH infants (born 2008-2014) and enrolled in EI. We focused EI intensity (minutes per month) for specialized DHH EI services received in the first year enrolled. Analysis included data on 385 DHH kindergartners; 58% who enrolled in EI by age 6 months. K-readiness was assessed using the Kindergarten Readiness Assessment at the beginning of kindergarten.
Results
Of 385 kindergartners, 74% had bilateral hearing loss (29% severe to profound); 30% had an identified disability. The majority (79%-305) received DHH services at some point in EI; 68% (263) received DHH services in the first EI enrollment year. Median cumulative hours of service were 13.3 [IQR 3.1, 25.8]; DHH service intensity received was 49.3 min/month [20.3, 60.0]. 28% of children demonstrated K-readiness. Children who received DHH services in the first EI year were more likely (OR 2.1, 95%CI 1.2, 3.5) to be K-ready compared to children with no services or services received later. Increased DHH service intensity in the first year was significantly (p<0.05) associated with higher probability of K-readiness. In year 1, the probability increased from 24% (no DHH services) to 31% for only 10 minutes/month (29% increase) to 37% for 60 minutes/month (54% probability increase).
Conclusion
Independent of enrollment age, intensity of the DHH services in the first EI year was associated with increased likelihood of K-readiness. Understanding the impact of service intensity for specific DHH services on outcomes may have implications on Part C EI practices and policies.
- Describe the importance of early identification and intervention services to achieve Kindergarten readiness among children who are deaf or hard of hearing
- Identify factors associated with Kindergarten readiness among children who are deaf or hard of hearing who participated in Early Intervention Services.
- Recognize the importance of intensity of specialized services for children who are deaf or hard of hearing participating in EI Services
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Presenters/Authors
Jareen Meinzen-Derr
(), Cincinnati Children's Hospital Medical Center, jareen.meinzen-derr@cchmc.org;
Dr. Meinzen-Derr is quantitative epidemiologist at the Cincinnati Children's Hospital Medical Center. She has focused her research on outcomes of children who are deaf or hard of hearing, and specifically those who have additional developmental disabilities.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Meredith Tabangin
(), Cincinnati Children's Hospital Medical Center, meredith.tabangin@cchmc.org;
Ms. Tabangin is an epidemiologist with Cincinnati Children's Hospital Medical Center
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Susan Wiley
(), Cincinnati Children's Hospital Medical Center, susan.wiley@cchmc.org;
Dr. Susan Wiley is a developmental pediatrician with extensive expertise in children who are deaf/hard of hearing. She has many years of experience serving children with multiple disabilities. Dr Wiley provides leadership and guidance to the National American Academy of Pediatrics, the Ohio Department of Health Early Hearing Detection and Intervention Program, the Ohio Center for Deaf-Blind Education, and the Outreach Center for Deafness and Blindness in the Ohio Center for Low Incidence.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Elodie Betances
(), Cincinnati Children's Hospital Medical Center, elodie.betances@cchmc.org;
Dr. Betances is a pediatrician and a clinical fellow of developmental and behavioral pediatrics at Cincinnati Children's Hospital Medical Center
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Wendy Grove
(), Ohio Department of Education, wendy.grove@education.ohio.gov;
Dr. Grove is the Director, for the Office for Early Learning and School Readiness
ASHA DISCLOSURE:
Financial -
Nonfinancial -