Qualitative
Findings

EHDI: Overview

This model shows how different parts involved with Early Hearing Detection and Intervention (EHDI) impact deaf and hard of hearing children. EHDI is a process that helps deaf and hard of hearing babies so their needs are met and their families receive the services they need. The process starts with a hearing test before babies leave the hospital. If they need more testing, they get it by the time they are 3 months old. After checking their hearing levels, the babies and their families receive resources and services if they need them.

The model shows different parts that affect the EHDI system.
Each part has its own color.
Each part of the model affects the next part. For example, “Policy, Legislation, and Funding” affects “Language Beliefs” and “Educational Resources.”
The parts with stripes show overlaps, such as “Language Beliefs” and “Educational Resources” overlapping each other.
The EHDI system has four subparts.

This model gives you information about what some people say about EHDI from the survey.

Click on the different parts of the model for more information or click the button below to download the full document.

Policy, Legislation, and Funding

Language Beliefs and Educational Resources

Agencies, Programs, and Services

Families and Professionals

EHDI System

Deaf and Hard of Hearing Child Development

Hearing Level Identification

Follow-Up/Referrals

Early Intervention

Early Language Access and Language Exposure

Policy, Legislation, and Funding

“Policy, Legislation, and Funding” is the outermost part, and it affects every part inside. This part includes laws and policies that decide how much money and resources to provide. This includes what is provided for deaf and hard of hearing children and their families, and professionals who work with them. Some people who took the survey say that some EHDI programs do not work well. Some families and professionals still cannot get the resources and services they need. There should be more professionals who are trained to work with deaf and hard of hearing children, and more resources to help families. Some EHDI policies should change or improve. It is important to note that policies, resources, and services can be different for each state, and this affects other parts in this model.

Language Beliefs and Educational Resources

The next parts are “Language Beliefs and Educational Resources”. They are between “Policies, Legislation, and Funding” and “Agencies, Programs, and Services.” Policies, laws, and money can impact both language beliefs and educational resources. Laws and policies about money can impact the resources people receive. Laws can also affect what people believe about language and communication for deaf and hard of hearing children. These people include families and their deaf and hard of hearing children, and professionals who work with them. This can influence how families and professionals support deaf and hard of hearing children. Language beliefs and education resources have different parts, but they overlap too. The stripes show this overlap. Click on each to learn more.

Some families with deaf and hard of hearing children and professionals who work with them have different ideas about language and communication. These ideas include how deaf and hard of hearing children best develop language skills or how best to communicate with them. Some people think using a certain language or communication method is best, like American Sign Language or English. Other people think that families should be able to decide on the language that works best for them and their children. Some people worry that there is a bias towards one specific language or communication method in early intervention programs. This could affect what language or communication method families choose for their children. This could impact their language development.

In the model, Language Beliefs and Educational Resources overlap. People’s language beliefs affect how they create, share, and use educational resources. Resources, in turn, can shape people’s beliefs about how to help deaf and hard of hearing children develop language skills.

Some people who took the survey say that resources can influence which language or communication methods people use. The availability of resources also affects how resources are given to families and professionals. Also, people who took the survey said different language beliefs can make it hard for people to work together. This can have a negative impact on deaf and hard of hearing children and how they develop.

Some people who took the survey say that families and professionals need more support with using hearing assistive technology. It is important for deaf and hard of hearing children to use hearing assistive technology consistently. It is also important that families and professionals get support with resources. For example, they could learn how to support deaf and hard of hearing children’s use of hearing assistive technology. Overall, these responses show that language beliefs and educational resources overlap.

Educational resources include tools, books, videos, classes, support, and information. The part above, "Policy, Legislation, and Funding," influences how available resources are and how they are shared. Education resources affect agencies, programs, services, professionals, and families. They also influence the subparts of the EHDI system in different ways. People who took the survey say families and professionals need more educational resources, such as language and hearing assistive technology resources.

Families and Professionals

"Families and Professionals" are in between “Agencies, Programs, and Services” and “EHDI System." People who took the survey talk about how families and professionals are involved with EHDI in different ways. They influence the EHDI system, but they are also influenced by other parts of the model. People’s language beliefs can influence the types of services families get. The resources professionals get can influence how well they help families with deaf and hard of hearing children. Professionals and Families overlap so click below to learn more about each and how they overlap.

Families are important in supporting their deaf and hard of hearing children and their development. People who took the survey talk about how families can sometimes have a hard time supporting their children. They may not be as involved as they should be. There are a few possible reasons. The first reason is that they do not know what to do or not have the information they need. The second reason is they have many things they need to focus on. It can be challenging for them to support their deaf and hard of hearing children as much as they want to. Families need support and resources so they can learn how to support their deaf and hard of hearing children. Some examples are how to use hearing assistive technology or learn sign language. Support and resources can include training, workshops, and classes. Some things make it harder for families to get support and resources. These things are where families live, how much money they have, and what language they use. It is important that families get the help they need so they can support their deaf and hard of hearing children.

Families and professionals influence each other when they go through the EHDI system and access different subparts. People who took the survey talk about how professionals sometimes choose what they share with families. They also talk about how families sometimes decide how to work with professionals. Families and professionals need to work with each other better. Professionals with specific skills can help families, for example counselor. A counselor can help with the feelings families have about their deaf and hard of hearing children. Another professional that can help families is a Deaf mentor who can share their own experiences.

Trained professionals are important to help families and their deaf and hard of hearing children. Families need professionals who have a lot of knowledge about deaf and hard of hearing children. People who took the survey say families and their deaf and hard of hearing children need:

More professionals with certain skills. This includes Deaf Mentors, language models, counselors, deaf professionals, social workers, and speech-language therapists.
Professionals to be comfortable working with deaf and hard of hearing children.
Professionals to get training and information so they can improve their skills and practice.
Professionals to work better with each other to help families.
Professionals who give families fair and honest information.

There is a need for more professionals, but there are some professionals who do a great job helping deaf and hard of hearing children and their families.