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¶ … population included in the study, the methodology employed by the investigators, the data analysis in the study, the authors' interpretations of their results, limitations of the study, etc. Finally how well or how poorly the study was performed.
Holt et al. (2012) investigated the epidemiological characteristics of a group of children who were hard of hearing. They wanted to identify the predictor variables that determined timely follow-up after a failed newborn hearing screening, and variables that hindered timely follow-up.
The authors studied 193 children from three states each of whom had hearing loss and did not pass the newborn hearing screening. Available records were used to capture ages of confirmation of hearing loss, hearing aid fitting, and entry into early intervention. Linear regression models were used to investigate relationships among individual predictor variables and age at each follow-up benchmark.
The authors discovered that of all variables only level of mother's higher education was significantly related to timely follow-up and fitting of hearing aids. Severity of hearing loss was not. There were no particular variables that correlated with age of entry that children were tested. Each recommended benchmark was met by a majority of children, but only one third of the studied population met all of the benchmarks within the recommended time frame.
The authors recommended that specific attention be focused on children of underprivileged communities need extra...
This gave it a certain amount of reliability and the possibly of concluding statistical significance. A great many variables too were taken into consideration in order to exclude all possible bias and possibility of outcome happening by chance. Batteries that were used to test each of these considerations included: (a) family and community factors (e.g., SES, race, ethnicity, service access, parental education); (b) child factors (e.g., gender, severity, and type of hearing loss; etiology); (c) child outcomes
(e.g., receptive and expressive language, speech perception and production, psychosocial development, academic abilities); and (d) intervention characteristics (e.g., audio logical, therapeutic, and educational). Test batteries were also developmental-appropriate and these included: normative-based tests, speech and language elicitation tasks, language sampling, and parent and service provider questionnaires. Research was thorough to the extent that at each visit, children completed a comprehensive pediatric audiological evaluation.
Furthermore, population was also selected from three different states which further excluded possibility of chance and diversified the population. The population origin too was not a convenience sample (i.e. from a ready-at-hand source) but was rather amassed from a huge pool extracted from…
Source
Holte, L et al. (2012) Factors Influencing Follow-Up to Newborn Hearing Screening for Infants
Who Are Hard of Hearing American Journal of Audiology, 21, 163-175
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