18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
4/14/2014 | 11:35 AM - 12:05 PM | Language Outcomes of Children from Spanish-Speaking Families: A Multi-State Perspective | City Terrace 7 | 3
Language Outcomes of Children from Spanish-Speaking Families: A Multi-State Perspective
Many early intervention programs across the United States serve families who speak Spanish as their primary language, yet little documentation exists regarding the language outcomes of this important and growing population of children with hearing loss. Accurate characterizations of the language abilities of children with hearing loss from families in the United States who speak Spanish has been difficult for a variety of reasons including the difficulty of obtaining a sample that is sufficiently large to yield valid results given that this is a sub-sample of an already low-incidence condition. Through the National Early Childhood Assessment Project (NECAP, a program that is assisting interested states in joining efforts to create a national database of language outcomes for children with hearing loss), we have gathered language outcomes on a relatively large sample of young Spanish-speaking children with hearing loss (over 150) from seven different states. Data from this project indicate that, on average, children from Spanish-speaking families score 10 to 30 language quotient points lower (depending on the particular language skill measured) than children with hearing loss from English-speaking families.
This presentation will describe the language abilities of children with hearing loss from Spanish-speaking homes, highlighting the language strengths and limitations of this population. This information can be used to guide interventionists in identifying and targeting the aspects of language that typically are the most challenging for this population of children. In addition, the demographic characteristics of this population will be described and child, family, and program characteristics that are associated with more successful language outcomes will be discussed.
- Describe the demographic characteristics of children with hearing loss from Spanish-speaking homes
- Characterize the language outcomes of children with hearing loss who are from Spanish-speaking homes
- List factors associated with more successful language outcomes
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Presenters/Authors
Allison Sedey
(Primary Presenter), 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 Salary for Employment,Management position from Centers for Disease Control.
Nonfinancial -
No relevant nonfinancial relationship exist.
Christine Yoshinaga-Itano
(Co-Presenter), 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 exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Anna Clark
(Author), University of Colorado-Boulder, anna.clark@colorado.edu;
Anna Clark completed her Masters degrees in both Linguistics and Speech, Language, and Hearing Sciences at the University of Colorado-Boulder. She has worked on research projects with children with hearing loss for 10 years and clinically with children and families affected by hearing loss for six years. She is currently an early intervention provider for the Colorado Home Intervention Program (CHIP) and primarily serves Spanish-speaking families. Additionally, she is a research associate and instructor at the University of Colorado-Boulder investigating the development of speech and language of children with hearing loss and teaching undergraduate courses in speech disorders and in auditory rehabilitation.
ASHA DISCLOSURE:
Financial -
Nonfinancial -