scholarly journals Kindergarten Readiness in Children Who Are Deaf or Hard of Hearing Who Received Early Intervention

PEDIATRICS ◽  
2020 ◽  
Vol 146 (4) ◽  
pp. e20200557
Author(s):  
Jareen Meinzen-Derr ◽  
Susan Wiley ◽  
Wendy Grove ◽  
Mekibib Altaye ◽  
Marcus Gaffney ◽  
...  
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Kindergarten Readiness

Telepractice Training for Early Intervention with Children who are Deaf/Hard-of-Hearing

2016 ◽  
Vol 1 (9) ◽  
pp. 60-67
Author(s):  
Kristina M. Blaiser ◽  
Diane Behl
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Communication Disorders ◽  
Staff Support ◽  
Early Intervention Services ◽  
Part C ◽  
Training Courses ◽  
Part C Early Intervention ◽  
Training Opportunities

Telepractice is an increasingly popular service delivery model for serving individuals with communication disorders, particularly infants and toddlers who are Deaf/Hard-of-Hearing (DHH) served under Part C Early Intervention programs (Behl, Houston, & Stredler-Brown, 2012). Recent studies have demonstrated that telepractice is effective for providing children who are DHH and their families with access to high quality early intervention services (Behl et al., 2016; Blaiser, Behl, Callow-Heusser, & White, 2013). While telepractice has grown in popularity, there continues to be a lack of formalized training opportunities to help providers become more familiar with telepractice (Behl & Kahn, 2015). This paper outlines online training courses for providers, families, and administrators of programs for children who are DHH. Recommendations for follow up training and staff support are included.

Psychosocial Development of Hard-of-Hearing Preschool Children

2018 ◽  
Author(s):  
Nina Jakhelln Laugen
Keyword(s):  
Early Intervention ◽  
Psychosocial Development ◽  
Hard Of Hearing ◽  
Current Knowledge ◽  
Deaf Child ◽  
Deaf Children ◽  
Child Research ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Hearing Children

In some respects, hard-of-hearing children experience the same difficulties as deaf children, whereas other challenges might be easier or more difficult to handle for the hard-of-hearing child than it would be for the deaf child. Research has revealed great variability in the language, academic, and psychosocial outcomes of hard-of-hearing children. Universal newborn hearing screening enables early identification and intervention for this group, which traditionally has been diagnosed rather late; however, best practices regarding the scope and content of early intervention have not yet been sufficiently described for hard-of-hearing children. This chapter summarizes the current knowledge concerning psychosocial development in hard-of-hearing children. Risk and protective factors, and their implications for early intervention, are discussed with a special emphasis on preschoolers.

Telepractice delivery of family-centred early intervention for children who are deaf or hard of hearing: A scoping review

2018 ◽  
Vol 25 (4) ◽  
pp. 249-260 ◽  
Author(s):  
Melissa McCarthy ◽  
Greg Leigh ◽  
Michael Arthur-Kelly
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Scoping Review ◽  
Hard Of Hearing ◽  
Data Extraction ◽  
Health Sector ◽  
Current Evidence ◽  
Childhood Education ◽  
Video Signals ◽  
Childhood Intervention

Introduction The use of telepractice, a method of delivering services through telecommunications technologies that provides two-way, synchronous audio and video signals in real-time, is becoming increasingly commonplace in early childhood education and intervention for children who are deaf or hard of hearing. Although the use of telepractice has been validated in the health sector as a viable and effective alternative to in-person service provision, evidence to support its use in the delivery of family-centred early intervention is still emerging. The purpose of this scoping review was to describe the current use of telepractice in the delivery of family-centred early childhood intervention for children who are deaf or hard of hearing, and their families. Method The review followed the framework outlined by the Joanna Briggs Institute (2015), including an iterative three-step search strategy. Specific inclusion criteria and data extraction fields were outlined in advance. Results A total of 23 peer-reviewed publications were included in the review. Most publications (70%) provided anecdotal evidence of the challenges and benefits associated with telepractice. The remaining publications (30%) reported on research studies evaluating the effectiveness of early intervention delivered through telepractice. Of the 23 included papers, 18 viewed the use of telepractice positively while the remaining 5 reported mixed conclusions and the need for more data. Discussion Current evidence in the literature indicates that telepractice can be an effective model for delivering family-centred early intervention for children who are deaf or hard of hearing. However, more research is needed to substantiate the use of telepractice as a viable alternative to traditional in-person services, rather than being seen as supplemental to such services.

scholarly journals Measuring Costs and Outcomes of Tele-Intervention When Serving Families of Children who are Deaf/Hard-of-Hearing

2013 ◽  
Vol 5 (2) ◽  
pp. 3-10 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Diane Behl ◽  
Catherine Callow-Heusser ◽  
Karl R. White
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Home Visit ◽  
Rating Scales ◽  
Child Outcomes ◽  
Cost Effective ◽  
High Quality ◽  
Early Intervention Services ◽  
Effective Manner ◽  
Intervention Services

Background: Optimal outcomes for children who are deaf/hard-of-hearing (DHH) depend on access to high quality, specialized early intervention services. Tele-intervention – the delivery of early intervention services via telehealth technology - has the potential to meet this need in a cost-effective manner. Method: Twenty-seven families of infants and toddlers with varying degrees of hearing loss participated in a randomized study, receiving their services primarily through TI or via traditional in-person home visits. Pre- and post-test measures of child outcomes, family and provider statisfaction, and costs were collected. Results: The TI group scored statistically significantly higher on the expressive language measure than the in-person group (p =.03). A measure of home visit quality revealed that the TI group scored statistically significantly better on the Parent Engagement subscale of the Home Visit Rating Scales-Adapted & Extended (HOVRS-A+; Roggman, et al., 2012). Cost savings associate with providing services via TI increased as the intensity of service delivery increased. Although most providers and families were positive about TI, there was great variability in their perceptions. Conclusions: Tele-intervention is a promising cost-effective method for delivering high quality early intervention services to families of children who are DHH.

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