EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/05/2012 | 11:05 AM - 12:05 PM | Minnesota Deaf/Hard of Hearing Birth to Three Data and Outcomes Reporting Pilot | Burlington Route | 8
Minnesota Deaf/Hard of Hearing Birth to Three Data and Outcomes Reporting Pilot
Facilitating the best possible language and learning outcomes for young children with hearing loss is a primary goal of all EHDI programs. All states have made significant progress in hearing screening and EHDI systems development. However, one of the remaining challenges involves complex questions regarding measuring and reporting outcomes of early intervention for children and families. How do states measure and report “success” for children and families in a systematic way while guarding child and family privacy? How is data used to guide and inform early intervention practice? How can meaningful aggregate data be gathered and shared for interagency discussions of statewide EHDI trends and ongoing program improvement?
From 2009 to 2012, the Minnesota Department of Education and Low Incidence Projects supported a 3-year pilot project to develop a statewide system to collect comparative demographic and outcome information specific to children with hearing loss, birth through two years of age, who were receiving early intervention services through Minnesota’s Part C Help Me Grow system. Pilot years 2 and 3 included a statewide discussion of assessment tools, resources for early intervention service providers, development of an online survey to gather confidential child-specific information, and work at a state level to link those efforts to Minnesota’s Part C outcome reporting system and Minnesota Department of Health’s EHDI data. Information on 135 infants and toddlers with hearing loss was received through the 2010 survey. Aggregate data was filtered and analyzed to provide information based on a variety of characteristics, including geographic region, cultural/linguistic background, type/degree of hearing loss, communication choices, additional developmental challenges and age at entrance into early intervention services.
Presenters will share a summary of the pilot project, 2011 survey results, and resources that participants may use to develop or improve collaborative EHDI outcomes reporting systems in their own states.
- 1. Identify at least 4 challenges state agencies face in measuring and reporting language and learning outcomes for infants and toddlers with confirmed hearing loss. 2. Describe the main components of the Minnesota DHH Birth to Three Outcomes and Reporting Pilot project. 3. Access online materials and resources participants may use in discussions of EHDI outcomes reporting in their own home states.
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Presenters/Authors
Kathleen Anderson
(POC,Primary Presenter,Author), Minnesota Low Incidence Projects, Kathy.Anderson@metroecsu.org;
Kathleen Anderson has worked with young children who have hearing loss and their families as a Teacher for Deaf/Hard of Hearing, Speech Language Pathologist and Certified Auditory Verbal Therapist for over 30 years. She is also currently serving as the Statewide EHDI Specialist for the Minnesota Regional Low Incidence Projects. Through that role, Kathleen collaborates with many interagency partners at the state agency level and across Minnesota to help coordinate and provide resources, continuing education opportunities and support to MN’s Regional EHDI Teams, early intervention service providers, families of children with hearing loss, and public school districts’ leadership.
ASHA DISCLOSURE:
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Nonfinancial -
Mary Cashman-Bakken
(Co-Presenter), Minnesota Department of Education, Mary.Cashman-Bakken@state.mn.us;
Mary Cashman-Bakken is deaf and has been working for the Minnesota Department of Education as the State Specialist for Deaf/Hard of Hearing services for 17 years. She previously worked as a Teacher for Deaf/Hard of Hearing students for 10 years and still misses the kids and summer vacation! Mary and her husband have two daughters; one is a junior in college and the other is in middle school. She loves to golf! Mary is a strong supporter of EHDI and getting D/HH infants and toddlers and their families on track to learning. “I have seen so many great things already in education and look forward to more exciting things to come. “
ASHA DISCLOSURE:
Financial -
Nonfinancial -