Case Study: Universal Newborn Hearing Screening

CHAPTER ONE: INTRODUCTION
The diagnosis process of a hearing loss often begins with the Universal Newborn Hearing Screening (UNHS). Hearing loss is considered one of the most common disabilities in the United States (Jackson, Traub, & Turnbull, 2008). Before the UNHS was widely implemented in 1990s, physicians, medical personnel, and teachers were responsible for detecting hearing loss through a long referral process (Fitzpatrick et al., 2008). Now, the UNHS helps identify children with hearing loss as infants to improve their learning and communication outcomes (Fitzpatrick, Angus, Durieuz-Smith, Graham, & Coyle, 2008). After children are screened, follow-up assessments are given and early intervention services are provided to the child (Fitzpatrick
The earlier the child is diagnosed, the earlier the intervention can begin to promote language development (Larsen et al., 2012). Lederberg and Everhart (2000) indicate that older deaf and hard of hearing children lag behind their hearing peers in dialogic and pragmatic skills. This study interrogated all of these factors as indicated by the research questions, listed below. A list of commonly used terms
Consequently, families can begin to take control over their child’s diagnosis process through collaboration. Collaboration can also determine the goals the child should be working on and the strategies to obtain these goals. In addition, the relationship between families and the professionals is ultimately strengthened through collaboration (Eleweke et al., 2008). Collaborating and communicating information between parents and all involved professionals would be beneficial during the child’s rehabilitation (Gilliver, Ching, Sjahalam-King, 2013). However, parents need to receive unbiased information in order for collaboration to work correctly. As will be discussed later in this chapter, parents in some studies do not feel that they have received unbiased