2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
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
Presentation:
3420032_15685AllisonSedey.pdf
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,Author), University of Colorado-Boulder, Allison.Sedey@colorado.edu;
Allison Sedey is a speech pathologist, audiologist, and researcher at the University of Colorado-Boulder and is the assessment and accountability coordinator for the Early Intervention Outreach Program at the Colorado School for the Deaf and the Blind. Dr. Sedey received her Ph.D. from the University of Wisconsin-Madison where she studied language acquisition in children who are deaf/hard of hearing as well as in children who have Down syndrome. Since that time, she has served as the project coordinator on a variety of grant-funded research projects examining predictors of developmental outcomes in young children who are deaf or hard of hearing. Dr. Sedey is currently the director of the Outcomes and Developmental Data Assistance Center for EHDI Programs (ODDACE) funded by the Centers for Disease Control and Prevention.
ASHA DISCLOSURE:
Financial -
• Receives Grants for Employment from Centers for Disease Control.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with University of Colorado-Boulder.
Nature: Receives a salary from a cooperative agreement from the Centers for Disease Control supporting the collection of language outcomes.
Nonfinancial -
No relevant nonfinancial relationship exists.
Caitlin Berry
(Co-Author), University of Colorado-Boulder, Caitlin.Berry@colorado.edu;
Caitlin Berry is a Phd candidate in the applied mathematics department at the University of Colorado-Boulder working with advisor William Kleiber. She earned a B.S. in mathematics at the University of Arizona and an M.A. in secondary mathematics education from the City University of New York-City College. Caitlin taught mathematics for several years at the K-12 and university level before beginning her graduate studies at CU-Boulder. She has research appointments as a statistician with the National Institute of Standards and Technology in Boulder, CO and the Laboratory for Interdisciplinary Statistical Analysis at the University.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Christine Yoshinaga-Itano
(Co-Author), University of Colorado-Boulder, Christie.Yoshi@colorado.edu;
Dr. Christine Yoshinaga-Itano is a Research Professor, Institute of Cognitive Science, Professor Emerita, Department of Speech, Language & Hearing Sciences, at the University of Colorado, Boulder, and Visiting Professor, University of Witwatersrand, South Africa, Centre for Deaf. She has over 125 published articles and chapters with a focus on universal newborn hearing screening and predictors of developmental outcomes of children with hearing loss with an emphasis on children and families from multicultural/linguistic backgrounds, and those with socio-economic and linguistic challenges. She presented on this topic throughout the United States and globally. She received Honors from the American Speech/Language & Hearing Association and was a Jerger Career Research Awardee from the American Academy of Audiology. She serves as an Associate Editor for the International Journal of Audiology and is a member of the Audiology committee for the International Association of Communication Sciences and Disorders (IALP).
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.