2026 Early Hearing Detection & Intervention Conference
March 15-17, 2026 • Jacksonville, FL
Language Outcomes of Young Children who are Deaf or Hard of Hearing: Trends, Predictors, and Implications
The evidence base describing early language outcomes of children who are deaf or hard of hearing (DHH) is varied and, at times, contradictory. Individual studies differ on various parameters including participant characteristics, assessment measures and analytic approaches, making it challenging to draw clear conclusions from any single study. In this presentation, we will share findings from a comprehensive review of 24 published U.S. studies examining language outcomes in children who are DHH from birth through 4 years of age. The review synthesizes evidence across both language comprehension and production, spanning multiple linguistic domains including vocabulary, grammar, and social communication skills. By integrating findings across multiple studies, this review identifies overall trends in language acquisition and highlights factors consistently associated with stronger outcomes. Presenting findings from multiple studies provides a broader and more reliable picture of early language outcomes than any single study alone, strengthening confidence in conclusions and recommendations. This synthesis will guide families and professionals in implementing evidence-based practices, support EHDI leaders and policymakers in making informed program and policy decisions, and enable researchers and funders to address critical gaps and prioritize future research aimed at understanding and strengthening early language acquisition of children who are DHH.
- Summarize differences in language outcomes between young children who are deaf or hard of hearing and those with typical hearing
- List the breadth of language assessments used in recently published research to measure language acquisition in children who are deaf or hard of hearing
- Describe child, family, and other factors that influence language acquisition outcomes for children who are deaf or hard of hearing
Presenter: Alyson Ward
Dr. Ward’s extensive educational and professional background has provided her with a solid foundation in quality improvement, evaluation, research, teaching, training, and community engagement across various public health domains. She holds a Master of Science in Public Health and a PhD in Psychology with a specialization in Data Science and Research Methodology. Additionally, Dr. Ward is a certified quality improvement (QI) advisor through the Institute for Healthcare Improvement (IHI). Currently serving as a Senior Researcher at IDRPP, Dr. Ward has spearheaded collaborative initiatives with numerous state and national programs focused on improving maternal and child health outcomes. Her experience includes leading large-scale national projects, assisting in securing and managing grants and contracts totaling over $10 million, and developing innovative strategies to address critical public health challenges. Dr. Ward has directed multiple state and regional QI collaboratives and learning communities, and she has led numerous program evaluation initiatives. She is highly skilled in collecting and analyzing both primary and secondary health-related data. A firm believer in the power of partnerships, Dr. Ward actively contributes to national and local advisory committees, underscoring her commitment to social justice and her dedication to delivering services to underserved communities. Dr. Ward loves spending time with her family and friends mountain biking, and backcountry skiing.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment,Other activities from Council of State and Territory Epidemiologists.
Nonfinancial -
No relevant nonfinancial relationship exist.
Allison Sedey is a speech pathologist, audiologist, and researcher. She is currently the director of the Early Language Outcomes Lab (ELO) 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. For the past 30 years, she has served as the director or project coordinator on a variety of grant-funded research projects examining predictors of language outcomes in young children who are deaf or hard of hearing.
ASHA DISCLOSURE:
Financial -
• Receives Consulting fee,Speaker for Teaching and speaking,Consulting from Council of State and Territorial Epidemiologists and The National Center for Hearing Assessment and Management.
Nonfinancial -
No relevant nonfinancial relationship exist.