Permanent hearing loss affects 2-3 per 1,000 newborns. When not identified early in life, children who are deaf or hard of hearing lag behind their peers in language, social, and cognitive development, fail more frequently in school, and have difficulty being successfully employed. Family engagement has been critical in the development of Early Hearing Detection and Intervention (EHDI) that have made it possible for most children who are deaf or hard of hearing to develop similarly to their peers with typical hearing. However, a number of challenges and opportunities for improvement remain. This presentation summarizes the history of newborn hearing screening, describes the current status, and discusses some of the important challenges and emerging issues that could be addressed to further improve early identification of childhood hearing loss. Lessons learned over the past decades, recent advances based on research and policy initiatives, and the crucial role of families will be used to highlight how various stakeholders (e.g., health care providers, public health officials, parents, and educators) can continue to improve outcomes for children who are deaf or hard of hearing.
The Power of Parents in Fostering Language in Deaf and Hard of Hearing Children is a two-part series emphasizing the key role of parents in fostering language in children who are deaf and hearing. With the implementation of newborn hearing screening and accepted practice that state early intervention agencies complete diagnosis and initiate services (including fitting amplification) for children with congenital hearing loss by six months of age, we now recognize the “power of parents.” The role of professionals has shifted from professionals working with the child to supporting the entire family unit in utilizing the language of the home and heart—whether that language is English, Spanish, ASL or another. These two sessions will explore how to fully support parents in language learning for their children with hearing loss.
This course is presented by AudiologyOnline in partnership with ACIA. This is part 2 of 2. Part 1 is Course: #39457.
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Learning Outcomes
- After this course, participants will be able to describe three advances in clinical practice over the last 40 years that have contributed to earlier identification of infants and young children who are deaf or hard of hearing.
- After this course, participants will be able to identify two challenges that need to be addressed to further improve the outcomes for infants and young children who are deaf or hard of hearing.
- After this course, participants will be able to explain what various stakeholders (e.g., health care providers, public health officials, parents, and educators) can do to continue to improve outcomes for children who are deaf or hard of hearing.
Course created on April 24, 2024
Agenda
| 0-5 Minutes | Introduction |
| 5-20 Minutes | History of newborn hearing identification |
| 20-35 Minutes | Barriers to further improvement in early identification |
| 35-45 Minutes | Promising practices and opportunities |
| 45-55 Minutes | How stakeholder involvement (particularly families) can lead to better outcomes |
| 55-60 Minutes | Summary & Q/A |
Reviews
134 ReviewsPresented By
Karl R. White
PhD
Dr. White is a Professor of Psychology at Utah State University and the founding Director of the National Center for Hearing Assessment and Management (NCHAM). Dr. White has published extensively about the issues and evidence related to implementing and improving the efficacy of Early Hearing Detection and Intervention (EHDI) programs. Projects currently underway at NCHAM are focused on developing more effective hearing screening and intervention programs through research, improving public health information systems, training and technical assistance, and information dissemination. More about NCHAM activities in these areas are available at www.infanthearing.org.
Prior to his work at NCHAM, Dr. White was the Director of Research and Development at the National Technical Institute for the Deaf, the Director of Research and Evaluation at the Center for Persons with Disabilities, and the Director of the Early Intervention Research Institute at Utah State University. From 1984 to 1985, he served as a Congressional Science Fellow with the American Association for the Advancement of Science and worked as a staff member for the Subcommittee on the Handicapped in the United States Senate where he was responsible for the staff work related to the creation of the Commission on Education of the Deaf and the Education of the Deaf Act of 1986.He also serves on many national and international advisory groups for organizations such as the World Health Organization, United States Department of Health and Human Services, March of Dimes, the American College of Medical Genetics, the National Academies of Science, Engineering, and Medicine, and the American Academy of Pediatrics.
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Sponsor Disclosure: This course is presented by AudiologyOnline in partnership with the American Cochlear Implant Alliance.
Content Disclosure: This learning event does not focus exclusively on any specific product or service.
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AG Bell - Listening and Spoken Language Credential
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American Speech-Language-Hearing Assn.
Intermediate Level
0.1 ASHA CEUs
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International Hearing Society
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