2026 Early Hearing Detection & Intervention Conference
March 15-17, 2026 • Jacksonville, FL
| Characteristics and Outcomes of Infants and Toddlers with Unilateral Hearing Loss
Characteristics and Outcomes of Infants and Toddlers with Unilateral Hearing Loss
Unilateral hearing loss (UHL) affects approximately 3 in 1000 school-aged children, leading to difficulties with sound localization and speech comprehension in noise. These challenges significantly impact academic learning and psychosocial adjustment. Additionally, about half of children with UHL will experience a decline in hearing in the years immediately following diagnosis, necessitating careful and frequent monitoring. Thus, early identification and enrollment in Early Hearing Detection and Intervention (EHDI) programs are crucial. However, a significant gap exists in the literature regarding EHDI enrollment and outcomes in infants and toddlers with UHL. This gap challenges improvement of EHDI systems for children with UHL.This presentation addresses this gap by examining demographic and audiological characteristics, age at early intervention enrollment, and language outcomes in 105 infants and toddlers with UHL who were enrolled in an early intervention program in Washington state between 2018 and 2024. Results showed that the degree of UHL varied widely in this sample of children. The average age of enrollment for children with UHL was 5.97 months, with the majority identified through newborn hearing screening. This was not significantly different from children with bilateral hearing loss (n = 168) who were enrolled during the same time period. However, among children with UHL, age at enrollment was significantly earlier for children from English-speaking homes (68.57%) than non-English speaking homes (t(98) = 1.9272, p = 0.028). Importantly, for children with UHL, time in intervention was positively correlated with language outcomes, as measured by the LENA Development Snapshot (rho = 0.2293,p = 0.0544). These findings advance our knowledge base of EHDI programs for children with UHL and children from non-English speaking homes. Potential explanations for these findings, as well as implications for clinical practice and education of professionals and families will be discussed.
- Describe the potential impacts of pediatric unilateral hearing loss on speech and language outcomes
- Identify three potential factors contributing to delayed enrollment in early hearing detection and intervention (EHDI) and/or uptake of amplification for children with unilateral hearing loss
- Compare and contrast the state of EHDI programs for children with bilateral hearing loss and children with unilateral hearing loss
Presentation:
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Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Monika-Maria Oster
(Primary Presenter), Listen and Talk, monao@listenandtalk.org;
Monika-Maria (Mona) Oster is a teacher of the deaf, LSL Mentor, and auditory researcher. Dr. Oster completed her graduate education in Speech and Hearing Sciences at the University of Washington and in Early Intervention in Deaf Education at Fontbonne University. As the Education and Research Director she leads the preschool-age educational programming and research at Listen and Talk (Kirkland, WA), which is a specialized program that supports children who are deaf/hard of hearing and their families. Dr. Oster is also a Research Associate in the Speech Language Hearing Sciences Department at Western Washington University in Bellingham, WA.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment,Management position from Listen and Talk.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Nicole Corbin
(Co-Presenter), Boystown National Research Hospital, Nicole.corbin@boystown.org;
Dr. Corbin is a Scientist at Boys Town National Research Hospital where she studies how children integrate sound from both ears to develop skills that are foundational for listening, language, and learning. Her primary focus is on understanding how children who are deaf/hard-of-hearing in one ear learn to navigate complex listening environments and optimize auditory input to support their academic, communication, and social-emotional development.
ASHA DISCLOSURE:
Financial -
• Receives Salary,Other financial benefit for Employment,Other activities from Boys Town National Research Hospital.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Boys Town National Research Hospital (BTNRH).
Nature: Employment; BTNRH provides start-up funds for my research program, which focuses on pediatric unilateral hearing loss.
Nonfinancial -
No relevant nonfinancial relationship exists.
Kimberly Peters
(Co-Presenter), Western Washington University, petersk3@wwu.edu ;
Kimberly Peters is a speech-language pathologist and audiologist. She completed
her graduate education and clinical training in communication sciences and disorders at
the University of Connecticut. She worked at the New England Center for Hearing
Rehabilitation for 9 years as a rehabilitative specialist, consulting with school districts
and providing services to infants, children, and adults who are deaf or hard of hearing. In
2002, she accepted a position as an assistant professor at Western Washington University
in Bellingham, Washington. Kimberly is a Full Professor and Director of the Aural Rehabilitation Clinic
at Western Washington University. She provides clinical services, supervises graduate students, teaches courses
in pediatric hearing loss and habilitation, and conducts research in language, cognitive
development, and social competence in children who are deaf and hard of hearing.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Western Washington University.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with .
Nature: I am employed by a university and one condition of my employment is that I conduct research.
Nonfinancial -
No relevant nonfinancial relationship exists.