When Loss to Follow Up is Lost in Translation: Working with Families of Limited English Proficiency Following a Newborn Hearing Screening

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dc.contributorWainscott, Sarah
dc.contributor.authorPham, Sarah
dc.contributor.authorAlvarado, Lesly
dc.contributor.authorWatson, Alexandra
dc.date.accessioned2021-03-19T19:06:41Z
dc.date.available2021-03-19T19:06:41Z
dc.date.issued2021
dc.descriptionCreative Arts and Research Symposium
dc.descriptionCreative Arts and Research Symposiumen_US
dc.description.abstractTexas Early Hearing Detection and Intervention (TEHDI) guidelines advocate for optimal language and learning outcomes, and are best achieved when screening is completed by 1 month of age, diagnosis by 3 months of age, and early intervention by 6 months of age. Delays in this process can be caused by many factors, with language barriers that make navigating the health system difficult being a significant contributor, especially when working with families whose primary language is not English. Because of this complex issue, we have created a module we propose be used by hearing screeners for professional development in the State of Texas. By educating prospective hearing screeners about cultural competency, service coordination, patient rights, and resources available to families, this reduces patient frustration and confusion, providing families with the ability to make educated and timely decisions to improve outcomes.
dc.description.departmentCommunication Sciences & Oral Health
dc.identifier.urihttps://hdl.handle.net/11274/12879
dc.language.isoen_USen_US
dc.titleWhen Loss to Follow Up is Lost in Translation: Working with Families of Limited English Proficiency Following a Newborn Hearing Screeningen_US
dc.typePosteren_US

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Student Creative Arts and Research Symposium | 2021