EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/06/2023 | 11:00 AM - 11:30 AM | Meeting EHDI 1-2-3 vs. 1-3-6: A Comparison of Language Outcomes | DECC 230/231
Meeting EHDI 1-2-3 vs. 1-3-6: A Comparison of Language Outcomes
The Joint Committee on Infant Hearing, in their 2019 position statement, suggests that states in the U.S. meeting the 1-3-6 EHDI benchmark (i.e., hearing screening by 1 month, audiologic diagnosis by 3 months, and enrollment in early intervention by 6 months of age) might consider setting a new target of 1-2-3 months. Reaching this new target is likely to require both time and resources. Additionally, attempting to achieve this accelerated timeline may result in higher levels of stress and burden on both families and professionals who often already struggle to achieve the current 1-3-6 guidelines. Given these potential negative consequences, it is critical to determine what, if any, benefits in terms of language outcomes would be achieved by striving for this more ambitious target. In this presentation we will examine if meeting EHDI 1-2-3 is associated with better language outcomes compared to meeting EHDI 1-3-6 (but not 1-2-3). This question was examined in a group of over 1,000 children, 8 to 36 months of age, across 14 different states, with unilateral or bilateral hearing loss and no additional disabilities. The children were from homes where either English, Spanish, or ASL was the primary language. In addition to examining comparisons between those meeting 1-3-6 vs. 1-2-3 , we will describe the potential impact of other factors on language outcomes such as gender, hearing levels, mother’s level of education, and language of the home.
- Compare the language outcomes of children meeting EHDI 1-2-3 benchmarks versus those meeting 1-3-6 (but not 1-2-3) guidelines
- List factors associated with higher language outcomes
- Identify factors that put some children who are deaf or hard of hearing at higher risk for language delay
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Presenters/Authors
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 -
Nonfinancial -
Caitlin Berry
(), University of Colorado-Boulder, Caitlin.Berry@colorado.edu;
Cait Berry is a PhD student in the Applied Mathematics (APPM) department at the University of Colorado-Boulder. Within APPM, her training has been in Mathematical Statistics where her research interests include applied problems in spatial statistics and time series. She has worked for the Laboratory for Interdisciplinary Statistical Analysis (LISA) at CU Boulder as a statistical consultant for 3 years, which have included multiple project collaborations in the Speech, Language, and Hearing Sciences space.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
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 for Employment from University of Colorado, Boulder Disability Research Dissemination Center.
Nonfinancial -
• Has a Professional (Scientific Advisory Board)
relationship for Board membership.