Presenter Information:
Presenter 1: Name: Karen Munoz
Affiliation: NCHAM
Karen Muñoz, Ed.D., CCC-A is an assistant professor of audiology at Utah State University in the Department of Communicative Disorders. Her focus is pediatric audiology and she has been actively involved in efforts to support the early identification and management of hearing loss in children. In addition to her faculty appointment, Karen also serves as a deputy director of the National Center for Hearing Assessment and Management at Utah State University. Karen’s background includes 15 years of pediatric audiology experience. She is involved in outreach to improve pediatric audiology services at the local, state, national, and international level.
Presenter 2: Name: Joseph Dansie
Affiliation: Utah Department of Health
Joseph Dansie, is a 3rd year audiology doctoral student at Utah State University. He has a focus in pediatrics and cochlear implants. He is currently earning a degree emphasis in graduate training in auditory learning and spoken language development. He is a participant in the Future Leaders in Speech Pathology and Audiology (FLISPA). Joseph earned his B.S. degree in Communication Disorders from Brigham Young University.
Author Information:
Author 1: Name: Karen Munoz
Affiliation: NCHAM
Author 2: Name: Joseph Dansie
Affiliation: Uyah State Universtiy
Abstract Information:
Title: Early Childhood Hearing Screening: A Comparison of Training Delivery Methods and Learning Outcomes
Primary Track: 1-EHDI Program Enhancement
Keyword(s): Hearing, screening, training, OAE


The importance of early identification of hearing loss is well accepted. Newborn hearing screening has become a standard of care in the United States, and as a result, the need for periodic screening during the early childhood years is becoming more widely recognized. Access to children during the early childhood years is one of the challenges to screening this population. Because of this, screener training issues are complex and there is a need to offer support that is flexible, accessible, and results in quality screening programs. Young children can be screened quickly and easily using otoacoustic emissions, and screeners from a variety of educational backgrounds can be trained to reliably perform the screening. The most common method to provide training is through direct face-to-face sessions. However, it can be costly and time consuming, which can result in the availability of fewer training opportunities. The current pilot study was designed to investigate learning outcomes from two training delivery methods, direct and telehealth via videoconferencing, to the teach knowledge and skills necessary to screen the hearing of young children. Seventeen speech-language pathology and early childhood education professionals and graduate students participated in the study. Participant knowledge was evaluated through pretest and posttest measures and skills were evaluated through observation of participants as they screened young children. Results of the study identified statistically significant improvement in cognitive gain pre- to posttest for both groups. There were no significant differences between groups. Furthermore, there was no significant difference observed for skill application between groups. The results of the study provided insight into the use of distance technology to train screeners, and technology considerations related to this mode of delivery.
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