Perspectives on Hearing and Hearing Disorders in Childhood

Coordinator's Column

Bradham, T. — 2012-04-13T11:00:42-07:00

Providing a Program To Meet the Needs of Toddlers With Hearing Loss and Deafness

Gomez, G. M., Piehota, L. D., Dischner, R. R. B. — 2012-04-13T11:00:42-07:00

When they noticed an increase in the number of children identified with an educational label of hearing impairment or deafness in Arlington County, Virginia, Arlington Public Schools' (APS') special education department and staff at Patrick Henry Elementary School were determined to meet the needs of these children in an intensified manner. In APS, toddlers identified with hearing loss or deafness can now enter a full-day toddler total communication program for children ages 2 to 3. An interdisciplinary team collaborates to provide instruction that is developed and tailored to meet the unique needs of students with hearing loss. We anticipate that students with hearing impairment or deafness who have participated in Arlington's Toddler Deaf and Hard of Hearing Program will score higher on countywide assessments than their peers who did not attend the program.

Family Support in Early Hearing Detection and Intervention (EHDI) Systems

Martin, P., Nicholson, N., Hall, C. — 2012-04-13T11:00:42-07:00

Family support has evolved from a buzzword of the 1990s to a concept founded in theory, mandated by federal law, valued across disciplines, and espoused by both parents and professionals. This emphasis on family-centered practices for families of young children with disabilities, coupled with federal policy initiatives and technological advances, served as the impetus for the development of Early Hearing Detection and Intervention (EHDI) programs (Nicholson & Martin, in press). White, Forsman, Eichwald, and Muñoz (2010) provide an excellent review of the evolution of EHDI systems, which include family support as one of their 9 components. The National Center for Hearing Assessment and Management (NCHAM), the Maternal and Child Health Bureau, and the Center for Disease Control Centers cosponsored the first National EHDI Conference. This conference brought stakeholders including parents, practitioners, and researchers from diverse backgrounds together to form a learning collaborative (Forsman, 2002). Attendees represented a variety of state, national, and/or federal agencies and organizations. This forum focused effort on the development of EHDI programs infused with translating research into practices and policy. When NCHAM, recognizing the critical role of family support in the improvement of outcomes for both children and families, created a think tank to investigate the concept of a conference centered on support for families of children who are deaf or hard of hearing in 2005, the "Investing in Family Support" (IFSC) conference was born. This conference was specifically designed to facilitate and enhance EHDI efforts within the family support arena. From this venue, a model of family support was conceptualized and has served as the cornerstone of the IFSC annual conference since 2006. Designed to be a functional framework, the IFSC model delineates where and how families find support. In this article, we will promote and encourage continued efforts towards defining operational measures and program components to ultimately quantify success as it relates to improved outcomes for these children and their families. The authors view this opportunity to revisit the theoretical underpinnings of family support, the emerging research in this area, and the basics of the IFSC Model of Family Support as a call to action. We challenge professionals who work with children identified as deaf or hard of hearing to move family support from conceptualization to practices that are grounded in evidence and ever mindful of the unique and dynamic nature of individual families.

Lessons Learned From EHDI: Where Do We Go From Here?

Bradham, T. S., Houston, K. T., Munoz, K. — 2012-04-13T11:00:42-07:00

Over the past 60 years, experts have made tremendous strides to establish and strengthen early hearing detection and intervention (EHDI) programs in all 50 states and the U.S. territories. Today, approximately 97% of all newborns are screened for hearing loss prior to discharge from a birthing center or hospital (White, Forsman, Eichwald, & Muñoz, 2010). This level of hearing screening is a significant achievement that requires ongoing collaboration among program administrators, policymakers, service providers, and, most importantly, families and children with hearing loss. Although we have learned many lessons that have strengthened the efficiency of the EHDI system, challenges do remain. In this paper, we will share lessons learned in the trenches and provide insights into where we go from here.

Lessons Learned From EHDI: Where Do We Go From Here?

Bradham, T. S., Houston, K. T., Munoz, K. — 2012-04-13T11:00:42-07:00