18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
4/16/2013 | 3:05 PM - 3:35 PM | Working with audiologists to reduce lost to follow-up and lost to documentation quality improvement strategies from state EHDI programs | Solana A | 6
Working with audiologists to reduce lost to follow-up and lost to documentation quality improvement strategies from state EHDI programs
Background
Since 2005, the National Initiative for Children’s Healthcare Quality, in collaboration with the Maternal Child Health Bureau and National Center for Hearing Assessment and Management, has implemented four learning collaboratives to improve state EHDI program’s progress towards the 1-3-6 goals, reducing loss to follow-up, and strengthening systems and relationships between stakeholders.
Methods
During the 2011-2012 Collaborative, Improving Hearing Screening & Intervention Systems, 14 state teams used quality improvement methodology, tested ideas on a small scale, and implemented successful ideas on a broader scale.
Results
Teams were successful in improving processes and reporting of diagnostic audiology results to state EHDI programs, reducing loss-to-follow-up and loss-to-documentation. Teams collected data to understand the impact of their changes on their systems.
Three collaborative teams will present specific strategies with broad potential for applicability that were successful in their states. Idaho implemented a strategy for diagnostic audiology centers to report diagnostic information to the state program within 5 days of the child’s appointment. This strategy resulted in 85% of reports being sent to state within 5 days, and 14 centers achieving 100% compliance. Another strategy was enhancing state reporting systems communication with providers for improved compliance from audiology settings. The South Carolina state EHDI program emailed diagnostic audiology clinics with information/report cards about individual lost to follow-up rates from the clinics. This resulted in a reduction of children who were not reported to the state from a baseline of 510 to 142 children post-intervention during the 2011 data collection period. Ohio will describe the use of reminder cards within audiology clinical rooms to reinforce reporting of results to state EHDI programs. Reminder cards within audiology settings increased their reporting compliance to 95%.
Conclusions
Strategies focusing on developing strong relationships with audiology clinics can improve reporting of diagnostic testing and therefore reduce loss-to-follow-up rates.
- Participants will be able to identify specific activities and strategies that can be used by state EHDI programs and audiologists to reduce loss to follow up/lost to documentation
- Participants will describe how quality improvement methods can enhance state EHDI programs.
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Presenters/Authors
Cynthia Carlin
(Co-Presenter), Idaho EHDI program, carlinc@dhw.idaho.gov;
Cynthia has worked with the Idaho Early Hearing Detection and Intervention Program since arriving in Boise in 2001. She has been the Program Coordinator for Idaho Sound Beginnings since 2005. In addition to grant writing she organizes trainings, supports screening sites, develops and maintains relationships with stakeholders including the Part C Program, the Idaho School for the Deaf and Blind, WIC, and audiologists, oversees program data and the data system, identifies target populations, and whatever else is required at any given time.
She graduated with a degree in Biology and Life Science, and later added a secondary education certification which proved to be a good background for the development of outreach materials, trainings, work plans, and presentations. She has personal experience with special needs children and a beautiful premature medically fragile granddaughter who first introduced her into the world of Early Intervention.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Susan Wiley
(POC,Co-Presenter,Author), Cincinnati Children's Hospital Medical Center, susan.wiley@cchmc.org;
Dr. Susan Wiley is a developmental pediatrician with extensive expertise in children who are deaf/hard of hearing. She has many years of experience serving children with multiple disabilities. Dr Wiley provides leadership and guidance to the National American Academy of Pediatrics, the Ohio Department of Health Early Hearing Detection and Intervention Program, the Ohio Center for Deaf-Blind Education, and the Outreach Center for Deafness and Blindness in the Ohio Center for Low Incidence.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Andrea Amestoy
(Co-Presenter), Idaho Hands and Voices, andrea_corn@yahoo.com;
Andrea Amestoy, R.N., has been a pediatric and neonatal intensive care unit nurse and teaches classes at St. Luke’s.
She has worked for the past 12 years at Idaho Sound Beginnings as a parent outreach consultant in which she markets and promotes Idaho Sound Beginnings, gives presentations and contacts parents for follow up.
In addtion, Andrea works for Idaho Educational Services for the Deaf and Blind with children 0-3 who are blind or visually impaired. She earned her Health Science and Nursing Degrees from Boise State University and is a certified teacher of the blind and visually impaired with a Master's in Special Education from Texas Tech University. She recently completed her orientation and mobility certificate from Texas Tech University in August of 2019.
She is the mother of three kids, two of whom have Usher's Syndrome.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Meghan Guinnee
(POC,Co-Presenter,Author), NICHQ, mguinnee@nichq.org;
Meghan is a Project Director with NICHQ (National Initiative for Children's Healthcare Quality). She has served as Project Director on a number of Collaboratives aiming to improve access to quality healthcare and education for young children. She is the Project Director for the NICHQ/HRSA newborn hearing Collaboratives (Improving Hearing Screening and Intervention Systems Collaboratives), which work with state EHDI systems to improve follow-up and access to services for young children with hearing loss.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Tara Carroll
(Co-Presenter), SC Department of Health and Environmental Control , carroltp@dhec.sc.gov;
Tara Carroll received a BA in Communication Disorders with a minor is Psychology from LSU in Baton Rouge in 1993 and a Master of Communication Disorders in Audiology from LSUMC in New Orleans in 1995. She worked as a clinical audiologist for 10 years in a variety of settings to include non-profit centers and an ENT office prior to taking the role of EHDI Director for South Carolina. She has served as the EHDI Director and State Audiology Consultant for the past 17 years. She has served on the boards of the SC Academy of Audiology (SCAA), SC AG Bell, and Directors of Speech and Hearing Programs in State Health and Welfare Agencies (DSHPSHWA).
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Reena Kothari
(Co-Presenter), Ohio Department of Health, Reena.Kothari@odh.ohio.gov;
Reena Kothari, Au.D. is currently a Public Health Audiology Consultant for The Ohio Department of Health in the Infant Hearing Program and the newborn hearing screening contact. Reena has spoken both nationally and statewide about Ohio’s EHDI program. She has developed many public awareness materials in several formats for the Ohio Department of Health’s Infant Hearing Program. Reena was the team lead for the National Initiative on Children’s Healthcare Quality (NICHQ) and is a member of several committees in Ohio. Her previous experience includes newborn hearing screening, clinical and dispensing services for adults and pediatrics. Reena has a strong background in Early Hearing Detection and Intervention (EHDI) and is interested in continuous quality improvement for successful outcomes for children identified with hearing loss and deafness.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.