2023 Early Hearing Detection & Intervention Conference
March 5-7, 2023 • Cincinnati, OH
3/19/2018 | 3:35 PM - 4:05 PM | How Qualitative Research Informs EHDI Practices: A Panel Presentation | Capitol 5
How Qualitative Research Informs EHDI Practices: A Panel Presentation
This panel will present information showing the utility of qualitative research in answering some of the central issues relevant to EHDI, such as parent engagement, disparities in outcomes, and family-friendly clinical practices.
Qualitative research highlights the subjective reality of research participants, focusing on lived experiences to enrich understandings for both families and service providers. Since qualitative approaches offer in-depth studies and emphasize viewpoints of the participants, they lead us to questions we ought to be asking and point towards critical, but often overlooked, areas needing study. Research involving marginalized individuals or groups especially benefits from qualitative studies (Mertens, 2010) and including members of marginalized groups as researchers is seen as an important contribution to this kind of research.
Of particular relevance to EHDI is qualitative health research (QHR), which is uniquely suited for garnering social and family context information that could have relevance for service providers and healthcare professionals. The focus of QHR is to describe and explain individuals’ and families’ experiences with healthcare and illness/disability. However, rigorous qualitative research does not just describe, it also yields data that show the relationship between these individual experiences and the institutions or programs serving them.
This panel will show how greater application of qualitative research could broaden EHDI knowledge by 1) extrapolating broader themes from small samples to later apply to larger populations, 2) assisting in designing better clinical practices and educational programs, and 3) emphasizing the experiences and perspectives of parents and family members of DHH children, while being mindful of broad issues of human variations, cultural variations, and diverse outcomes and 4) demonstrating how deaf and hard of hearing individuals, their families, and/or their service providers experience the intervention process.
- Participants will be able to identify three or more reasons why qualitative research is a valuable research approach to use with deaf and hard of hearing children and their families.
- Participants will gain familiarity with some examples of qualitative research that are relevant to EHDI.
- . Participants will develop an understanding of possibilities for using qualitative research to answer some of the most pressing questions related to EHDI.
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Presenters/Authors
Jesus Barreto Abrams
(), Gallaudet University, jesus.barreto-abrams@gallaudet.edu;
Jesús O. Barreto Abrams is a doctoral student in clinical psychology at Gallaudet University and also a student in the Deaf and Hard of Hearing Infants, Toddlers and Their Families: Collaboration and Leadership Interdisciplinary Graduate Certificate. Mr. Barreto Abrams interests are in conducting and disseminating research in early intervention, especially in cross-cultural early intervention services. Mr. Barreto Abrams is also a certified sign language interpreter and an adjunct instructor in the psychology department at Gallaudet University.
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Linda Lytle
(), Gallaudet University, lrlytle@gmail.com;
Linda Risser Lytle, PhD, is a professor in the Department of Counseling at Gallaudet University. She is director of the Summers & Online School Counseling Program, which is supported by a training grant from OSEP. She is also co-director of the Deaf and Hard of Hearing Infants, Toddlers, and their Families: Leadership and Collaboration Interdisciplinary Graduate Certificate Program. She is a licensed psychologist and maintains a private practice in Washington, DC. Dr. Lytle received her doctorate in Counseling from The Catholic University of America. Her major focus on national and international presentations and writing has been on supporting social emotional development of deaf and hard of hearing children. Most recently, she co-authored Turning the Tide: Making Life Better for Deaf and Hard of Hearing Schoolchildren (2014) and Raising the Whole Child: Addressing Social-Emotional Development in Deaf Children. (VL2 Research Brief No. 11) (2016).
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Laura Mauldin
(), University of Connecticut, laura.mauldin@gmail.com;
Laura Mauldin, PhD, NIC, is Assistant Professor in Human Development and Family Studies, as well as Women’s, Gender, and Sexuality Studies at the University of Connecticut. She is a sociologist trained in qualitative methodologies, and the author the book Made to Hear: Cochlear Implants and Raising Deaf Children.
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Mark Drolsbaugh
(), Pennsylvania School for the Deaf, markdrolz@gmail.com;
Mark Drolsbaugh graduated from Gallaudet University with a B.A. in Psychology (1992) and an M.A. in School Counseling and Guidance (1994). An avid writer, he is the author of Deaf Again (1997), Anything But Silent (2004), On the Fence (2007), and Madness in the Mainstream (2013). Mark delivers presentations that offer a rare, behind-the-scenes perspective of deaf education, which includes both his experience as a mainstreamed deaf student and parent of a deaf child. As a school counselor at the Pennsylvania School for the Deaf, Mark is part of a talented Student Development Team which recently became the first deaf Recognized ASCA Model Program (RAMP) under the American School Counselor Association. Mark and his wife, Melanie, enjoy traveling and attending their three kids’ baseball and softball tournaments.
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