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  • Barriers to engagement in early intervention services by children with permanent hearing loss

    Author(s)
    McLean, Tricia J
    Ware, Robert S
    Neussler, Helen S
    Harris, Suzanne M
    Beswick, Rachael
    Griffith University Author(s)
    Ware, Robert
    Year published
    2019
    Metadata
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    Abstract
    There is a strong association between access to early intervention (EI) services by 6 months of age and improved speech and language outcomes for children with permanent hearing loss (PHL). This study identified factors impacting on age of engagement and timing of engagement in EI services by families of 377 children with PHL. This retrospective cohort study included a group of children diagnosed with PHL born between 2011 and 2013 in Brisbane, Australia. The study investigated the association of demographic, social and diagnostic characteristics of children with age of engagement and timing of engagement in EI services. ...
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    There is a strong association between access to early intervention (EI) services by 6 months of age and improved speech and language outcomes for children with permanent hearing loss (PHL). This study identified factors impacting on age of engagement and timing of engagement in EI services by families of 377 children with PHL. This retrospective cohort study included a group of children diagnosed with PHL born between 2011 and 2013 in Brisbane, Australia. The study investigated the association of demographic, social and diagnostic characteristics of children with age of engagement and timing of engagement in EI services. Factors significantly associated with later age of engagement, longer time between diagnosis and engagement, and no engagement with EI services included premature birth, unilateral hearing loss, mild hearing loss and not using a hearing aid. This study provided evidence for the efficacy of tailored support for families to achieve the best possible communication outcomes for their children with PHL.
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    Journal Title
    Deafness and Education International
    Volume
    21
    Issue
    1
    DOI
    https://doi.org/10.1080/14643154.2018.1528745
    Subject
    Specialist studies in education
    Specialist studies in education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/382664
    Collection
    • Journal articles

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