EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
4/14/2014 | 11:35 AM - 12:05 PM | Language Outcomes of Children from Spanish-Speaking Families: A Multi-State Perspective | City Terrace 7 | 3
Language Outcomes of Children from Spanish-Speaking Families: A Multi-State Perspective
Many early intervention programs across the United States serve families who speak Spanish as their primary language, yet little documentation exists regarding the language outcomes of this important and growing population of children with hearing loss. Accurate characterizations of the language abilities of children with hearing loss from families in the United States who speak Spanish has been difficult for a variety of reasons including the difficulty of obtaining a sample that is sufficiently large to yield valid results given that this is a sub-sample of an already low-incidence condition. Through the National Early Childhood Assessment Project (NECAP, a program that is assisting interested states in joining efforts to create a national database of language outcomes for children with hearing loss), we have gathered language outcomes on a relatively large sample of young Spanish-speaking children with hearing loss (over 150) from seven different states. Data from this project indicate that, on average, children from Spanish-speaking families score 10 to 30 language quotient points lower (depending on the particular language skill measured) than children with hearing loss from English-speaking families.
This presentation will describe the language abilities of children with hearing loss from Spanish-speaking homes, highlighting the language strengths and limitations of this population. This information can be used to guide interventionists in identifying and targeting the aspects of language that typically are the most challenging for this population of children. In addition, the demographic characteristics of this population will be described and child, family, and program characteristics that are associated with more successful language outcomes will be discussed.
- Describe the demographic characteristics of children with hearing loss from Spanish-speaking homes
- Characterize the language outcomes of children with hearing loss who are from Spanish-speaking homes
- List factors associated with more successful language outcomes
Presentation:
This presentation has not yet been uploaded.
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Allison Sedey
(Primary Presenter), 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 -
Nonfinancial -
Christine Yoshinaga-Itano
(Co-Presenter), 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 for Employment from University of Colorado, Boulder Disability Research Dissemination Center.
Nonfinancial -
• Has a Professional (Scientific Advisory Board)
relationship for Board membership.
Anna Clark
(Author), University of Colorado-Boulder, anna.clark@colorado.edu;
Anna Clark completed her Masters degrees in both Linguistics and Speech, Language, and Hearing Sciences at the University of Colorado-Boulder. She has worked on research projects with children with hearing loss for 10 years and clinically with children and families affected by hearing loss for six years. She is currently an early intervention provider for the Colorado Home Intervention Program (CHIP) and primarily serves Spanish-speaking families. Additionally, she is a research associate and instructor at the University of Colorado-Boulder investigating the development of speech and language of children with hearing loss and teaching undergraduate courses in speech disorders and in auditory rehabilitation.
ASHA DISCLOSURE:
Financial -
Nonfinancial -