Title: 'Innovative Training Models for Early Intervention: Identifying the Trends'
Track: 7-EHDI Workforce Issues
Audience: Primary Audience: Other - State EHDI Program Administrators
Secondary Audience: Part C Agency/Program
Tertiary Audeince: State Education Agency
Keyword(s): early intervention, provider competencies, in-service training
Learning Objectives: 1. At the end of the session, participants will be able to determine if an early interventionist has the core competencies to work with infants and toddlers with hearing loss and their families 2. At the end of the session, participants will be able to identify ways to deliver in-service training to early intervention providers 3. At the end of the session, participants will be able to create an evaluation instrument to determine the efficacy of training activities


Early interventionists are now working with increasing numbers of children with varying types and degrees of hearing loss. Early interventionists are called upon to provide information to the parents, to offer emotional support, and to teach parents and other caregivers specific strategies to facilitate and enhance each child’s development. Yet, the question arises as to the ability of the interventionists to provide these three components of intervention. An early intervention provider may have a degree and certification as a teacher of the D/HH, as a speech/language pathologist, an audiologist, an early childhood educator, or an early childhood special educator (Stredler-Brown & Arehart, 2000). Each pre-service training program provides unique curriculums which, to varying degrees, have content related to infants and toddlers with hearing loss. However, there is no assurance that the professional, irrespective of the discipline that awarded the degree, has sufficient pre-service coursework and practicum experience (Compton, Niemeyer & Schroyer, 2001; Harrison, 2004; Jones & Ewing, 2002; Lenihan & Rice, 2005). The responsibility for training of early intervention providers often rests, therefore, with the early intervention program. This presentation will present innovative training models that are designed to assure interventionists have the skills to deliver the three components of a family-centered program: sharing of information, provision of emotional support, and the teaching of specific strategies to facilitate the child’s development. Current certificate programs and existing training modules will be identified. Existing distance-learning modules available through web-based portals will be recognized. In addition, the inherent value of group instruction, grand rounds, and individualized mentoring practices (Daloz, 1999; English, 2007, Tiberius, 2008) will be shared. Procedures for the systematic evaluation of the clinical and fiscal benefits of the in-service training will also be presented.
Presentation(s): Not Available
Handouts: Not Available
Arlene Stredler-Brown - University of Colorado
     Credentials: Ph.D.; CCC-SLP
     Other Affiliations: University of British Columbia; Salus University
      Arlene Stredler-Brown, PhD, CCC-SLP provides consultation and technical assistance to programs working with infants, toddlers, and young children who are deaf or hard of hearing in the United States and internationally. She has graduate degrees in Speech/Language Pathology, Education of the Deaf/Hard of Hearing, and a doctoral degree in Special Education. Current research focuses on telepractice; she is the co-investigator for a Phase II Clinical Trial funded by the National Institutes of Health to study services delivered to young children who are deaf via telepractice. Since retiring from her position as Director of the Colorado Home Intervention Program (CHIP), Dr. Stredler-Brown continues to work with initiatives promoting evidence-based early intervention practices, the measurement of effective intervention and education options, and the use of individualized assessments and treatments. She publishes regularly on these topics. Dr. Stredler-Brown works as an adjunct professor at the University of British Columbia.
Marilyn Sass-Lehrer - Gallaudet University
     Credentials: Ph.D.
      Marilyn Sass-Lehrer is Professor Emerita at Gallaudet University in Washington, DC, USA. She received a master’s degree in Deaf Education from New York University and a Ph.D. from the University of Maryland in Early Childhood Education and Curriculum and Instruction. She is the co-director of the Gallaudet University Graduate Interdisciplinary Certificate Program: Deaf and Hard of Hearing Infants, Toddlers and Their Families. She is editor of Early Intervention for Deaf and Hard-of- Hearing Infants, Toddlers and their Families: Interdisciplinary Perspectives (2016), co-author of Parents and their Deaf Children: The Early Years (2003), and co-editor of The Young Deaf or Hard of Hearing Child: A Family-Centered Approach to Early Education (2003). Dr. Sass-Lehrer has been actively involved in national and international efforts to support professional development and learning for early intervention providers and promote quality early education and family involvement.
Kimberly tarasenko - Gallaudet University
     Credentials: Master's Student
      BIO: Kimberly Tarasenko is an M.A. candidate in the Deaf Education program at Gallaudet University specializing in Family-Centered Early Education. She is expected to graduate in May 2010. She has a B.A. from Michigan State University in Audiology and Speech Sciences and two years of graduate work in audiology and speech pathology at the University of Colorado. She also spent two years as a Peace Corps Volunteer teaching at a school for the deaf in Kenya where she established a preschool, parent education classes, home visits to families, and outreach services to local professionals and community members based out of the local school.
Karen Clark - UT Dallas Callier Center for Communication Disorders
     Credentials: M.A., CCC-A
     Other Affiliations: NCHAM
      BIO: Karen Clark is the Director of the Education Division at the Callier Center for Communication Disorders at the University of Texas at Dallas. Responsibilities include supervision of the deaf education early intervention and preschool programs for the Dallas Independent School District. Karen consults with the National Center for Hearing Assessment and Management (NCHAM) in the area of early intervention. She has an M. A. Degree and the American Speech-Language-Hearing Association Certificate of Clinical Competence in Audiology and holds Texas State Certification in Education of the Deaf and Early Childhood Education.
mary pat moeller - Boys Town National Research Hospital
     Credentials: PhD
      BIO: Mary Pat Moeller, Ph.D., is the Director of the Center for Childhood Deafness at Boys Town National Research Hospital in Omaha, NE. After many years of clinical work, she obtained a Ph.D. in child language and deafness at the University of Nebraska at Lincoln. She currently conducts NIH-funded research on spoken language development in infants with normal hearing and in those who are deaf or hard of hearing. Her team at BTNRH created a website (www.babyhearing.org) which is a vehicle for sharing information on the topic of newborn hearing screening and follow-up. Dr. Moeller has published and lectured internationally on topics related to early development in children with who are deaf or hard of hearing. She is co-principal investigator with Dr. Bruce Tomblin of a four-state study on Outcomes of Children with Mild to Severe Hearing Loss.