Title: 'Early Intervention for Children with Cochlear Implants: The Importance of Social-Emotional Development'
Track: 3-Early Intervention and Beyond
Audience: Primary Audience: Early Intervention Provider
Secondary Audience: Family of a child with hearing loss
Tertiary Audeince: Student
Keyword(s): Cochlear Implant Social Emotional Families
Learning Objectives: 1. Identify 10 projects and two seminar topics which may be embedded into training 2. Discuss four research based reasons for the inclusion of social-emotional development of children and families into training of early intervention service providers


The presentation will include a description of the social-emotional development module in a graduate early intervention training program for professionals working with children with cochlear implants and their families. The importance of social-emotional development for the child with hearing loss and his/her family will be outlined. Content from two seminar topics on social-emotional development will be shared, in addition to a unique approach to course project development. Projects begin as questions and end with a product. Some questions include, What is the effect of extended hospitalization on the bonding process? What can an early interventionist do to help prepare the child and family for cochlear implant surgery? How can an early interventionist help extended family members feel connected and informed? Student feedback on the projects and data on student learning will be shared. Data on student learning of the social-emotional modules, readings and projects was measured through a review of the final reflection papers from each of the participants. Phrases (reciprocal communication, secure attachment) and themes (positive parent-infant relationships, naturally developing relationships) indicating knowledge of factors necessary for normal social-emotional development were tallied and categorized for help in dissemination of information. A pre-post survey on knowledge and skills necessary for the development of social-emotional growth in families and children was administered to all participating students.. The field of Infant Mental Health promotes the principle that optimal development of the child occurs within the context of a sensitive and responsive relationship with a primary caregiver (Illinois Association of Infant Mental Health, 2004). Therefore, attention to these relationships becomes an important component of quality programming for infants and toddlers with hearing loss. Research on parent-infant interactions (Greenspan, 1996), emotional availability (Pressman, Pipp-Siegel, Yoshinaga-Itano, Kubicek & Emde, 2000) and family participation in early intervention (Moeller, 2000) support the effectiveness of social-emotional development training.
Presentation(s): Not Available
Handouts: Not Available
Maribeth Lartz - Illinois State University
     Credentials: B.S., M.S., Ph.D
     Other Affiliations: CEC, Division of Early Childhood, Association of College Educators: DHH, AG Bell
      Maribeth Nelson Lartz, Ph.D., is professor and coordinator of the Deaf/Hard of Hearing Teacher Preparation Program at Illinois State University. She is the Principal Investigator for AIM To Be Ahead, a U.S. Department of Education personnel preparation grant that prepares early intervention professionals to work with young children with hearing loss and their families. Dr. Lartz received her bachelor’s degree and master’s degree from the University of Texas at Austin and her Ph.D. in Early Childhood Special Education from the University of Illinois at Urbana-Champaign. Prior to working at Illinois State University, Dr. Lartz was a classroom teacher of children with hearing loss in Texas.
Tracy Meehan - Illinois State University
     Credentials: B.S. M.S DTH-Early Intervention
     Other Affiliations: CEC DEC NAEYC ISHI ITHI AGBell
      Tracy Meehan has her BS from Southern Methodist University and her Master’s Degree in Administration from National Lewis University. She is currently a faculty instructor at Illinois State University. She serves as the Project Coordinator for a U.S. Department of Education personnel preparation grant that is preparing early intervention professionals to work with young children with hearing loss and their families. Tracy holds an Illinois credential in Early Intervention allowing her to do evaluations and provide direct service to young children with hearing loss and their families. Her 30 year career has been spent working in deaf education at a variety of levels both administrative and educational. She has been a classroom teacher, itinerant teacher, special education administrator and a private educational consultant.