15th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 13-15, 2016 • San Diego, CA
3/15/2016 | 2:15 PM - 2:45 PM | Topical Session 6 | Pacific Salon 6/7 | 3 - Language Acquisition and Development
Exploring K-5 Educational Outcomes Using EHDI Screening and Diagnostic Data
While there has been considerable focus on implementing universal newborn hearing screening, paired with timely diagnosis and early intervention services, questions remain regarding the long-term impacts such efforts have on child development. Information regarding the relationship between newborn screening and K-5 educational outcomes would be valuable for informing policy and potentially enhancing or refining early childhood programs. Therefore, as part of a demonstration project mandated by the Maine State Legislature, data from the Maine EHDI program were linked with educational data contained within the Maine Department of Education State Longitudinal Data System (SLDS). The SLDS contains individual child-level data on all children enrolled in public school in Maine, including standardized test scores and special education placement/services.
The project linked EHDI data for 2003-2005 births with state education records from 2010 (including special education data) and 2013 (including special education and standardized assessment data). The result was 30,227 linked records from birth through 8 to 10 years of age. Linked records were then de-identified for statistical analysis.
For reading proficiency, results found a slight trend in which children whose hearing loss had been identified through EHDI demonstrated higher levels of performance than children whose hearing loss had not been identified through the EHDI newborn screening/diagnosis process.
For math proficiency, results found stronger trends in which the outcome for children whose hearing loss had been identified through EHDI showed higher levels of performance than children whose hearing loss had not been identified through the EHDI process.
More interestingly, analyses found that newborns who failed their hearing screen (using ABR technology), but were found to have normal hearing, were nevertheless at elevated risk for special education placement, including significantly higher risk for autism, five to ten years later.
- Attendees will review the relationship between the EHDI status and future educational and developmental outcomes
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Presenters/Authors
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Shihfen Tu
(Primary Presenter), University of Maine, shihfen.tu@maine.edu;
Shihfen Tu, Ph.D. is an Associate Professor of Education and Applied Quantitative Methods in the Department of Exercise Science and STEM Education at the University of Maine. She obtained her Ph.D. from the University of Washington in Cognitive Psychology. Dr. Tu’s primary research interests include reasoning and concept formation, child development, informatics of large scale population-based data systems, and instrument development. She teaches courses on cognitive development, research methods, and statistics. Dr. Tu has been PI or Co-PI on numerous projects funded by State and Federal agencies on informatics and child development.
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No relevant financial relationship exist.
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No relevant nonfinancial relationship exist.
Craig Mason
(Co-Presenter), University of Maine, craig.mason@maine.edu;
Craig Mason, Ph.D. is a Professor of Education and Applied Quantitative Methods at the University of Maine. He received his PhD in Clinical Child Psychology from the University of Washington and his interests include informatics, newborn hearing loss, and quantitative methods. Dr. Mason has been PI or Co-PI on numerous grants and contracts from the National Science Foundation, the National Institutes of Health, the Centers for Disease Control and Prevention, and the Department of Education. In addition, he has published, presented, and taught on multivariate analysis, multi-level modeling, epidemiological analysis, structural equation modeling, and growth modeling. He has been invited to present on methodology and informatics by the Centers for Disease Control and Prevention, the National Association for Public Health Statistics and Information Systems, the Department of Health and Human Services, the Association of Maternal and Child Health Programs, and other national organizations.
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No relevant financial relationship exist.
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No relevant nonfinancial relationship exist.
Toni Wall
(Co-Presenter), Maine CDC, toni.wall@maine.gov;
Toni Wall, MPA, received her Master in Public Administration from the University of Maine. She began her public service career in 1987 at the Maine CDC in the Oral Health Program where her efforts lead the recommendation that well water be tested for natural fluoride before the issuance of a prescription of fluoride. Since 1999, Ms. Wall has served as the Director of the Children with Special Health Needs (CSHN) Program. She has served as PI on numerous Maternal and Child Health federal grants and fostered the creation of the Brain Injury Program within the Maine Department of Health and Human Services. Ms. Wall serves on many committees and boards that address issues facing children, youth and adults with disabilities. She currently serves as the Region I Director to the Association of Maternal and Child Health Professionals and has provided technical assistance to CSHN Programs in many states.
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