Title: 'Engaging Diverse Communities to Improve Post Screening Follow-up'
Track: 1-EHDI Program Enhancement
Keyword(s): follow-up, cultural competence, linguistic competence, community engagement
Learning Objectives: Identify the role of community culture and perceptions about EHDI in family follow up. Name and give at least one example of how to implement principles of culturally and linguistically competent community engagement. Identify at least two concrete steps to engage communtiies in their EHDI program.


Increasing follow up after screening for culturally and linguistically diverse families is a challenge for EHDI programs. Cultural beliefs and values about the appropriateness and efficacy of screening and early intervention combined with distrust of the healthcare system can prevent some diverse families from accessing the services their children need. While decisions about follow up testing and care are made by individual families, diffusion of innovation theory, suggests that the decision to do something new (to adopt an innovation), is strongly influenced by those in one’s natural networks of support and communication. Thus engaging communities to understand and support the concepts of follow up to newborn hearing screening and early intervention is critical to promoting the adoption of these actions by individual families. This session, offered by the National Center for Cultural Competence, will present a series of values and frameworks to guide engagement with culturally and linguistically diverse communities and provide participants an opportunity to begin to plan for concrete actions to enhance the engagement of their EHDI programs with communities of interest to them.
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Wendy Jones - National Center for Cultural Competence
     Credentials: Director, Children and Youth with Special Health Care Needs Project
      Wendy Jones is a research instructor in the Department of Pediatrics, Georgetown University Medical Center in Washington, D.C. She has been associated with the Georgetown University Center for Child and Human Development, University Centers of Excellence, for the past 15 years. She is a bilingual special educator and social worker specializing in advocacy, support, and training for individuals and families with limited English proficiency and families with developmental, educational and emotional disabilities. Currently, Ms. Jones directs the Children and Youth with Special Health Care Needs Project of the National Center for Cultural Competence. Ms. Jones has provided facilitation, training, consultation, and technical assistance to organizations concerned with children and youth with special health care need and disabilities and their families. The NCCC’s mission is to increase the capacity of health care and mental health programs to design, implement and evaluate culturally and linguistically competent service delivery systems.
Suzanne Bronheim - National Center for Cultural Competence
     Credentials: Associate Professor of Pediatrics Senior Policy Associate
      Suzanne M. Bronheim, Ph.D., is Associate Research Professor in the Department of Pediatrics and a Senior Policy Analyst within Georgetown University Center for Child and Human Development (GUCCHD). As faculty within the National Center for Cultural Competence (NCCC), she is currently the Director of the Sudden Unexpected Infant and Child Death and Pregnancy Loss Project within the NCCC. Dr. Bronheim is currently PI for a MCHB funded research project to address racial and ethnic disparities in access to information by families of children with special health care needs and is part of the team conducting validations studies on a measure of provider cultural and linguistic competence. Dr. Bronheim currently provides training and technical assistance related to cultural and linguistic competence to state Title V and other public health programs, health and mental health care systems, non-profit organizations, health care providers, family advocacy and support organizations.