Title: 'Building Blocks for an Early Intervention Program: Try this Litmus Test'
Track: 1-EHDI Program Enhancement
Keyword(s): EBP, minimal hearing loss, in-service
Learning Objectives: 1. At the end of the session, participants (mostly program administrators) will be able to critically evaluate early intervention program priorities. 2. At the end of the session, program administrators will be able to determine funding priorities that will have the most impact on child outcomes. 3. At the end of the session, program administrators will be able to identify the four critical characteristics that define a successful early intervention program.


The role of early intervention in EHDI systems has received added endorsement in the current re-authorization of federal EHDI legislation. Now, program administrators have an incentive to review the early intervention programs in their states (both public and private), to critically evaluate program priorities, and to determine where our limited funds will have the most impact. Successful early intervention programs around the world share some common characteristics. The presentation will focus on four critical characteristics that define these successful programs. These are: (1) the use of family-centered practices as defined in the literature, (2) providing services to children with all degrees of hearing loss, (3) the use of evidence-based practices, and (4) developing an ongoing and sustainable in-service training program. The first topic recognizes family-centered intervention as a strategic process; the interventionist must know how to use techniques that are effective for adult learners – the parents of children who are deaf or hard of hearing. The second topic recognizes that some children with minimal, mild, and/or unilateral hearing loss exhibit developmental delays during the early years and can benefit from intervention. The third topic discusses why the use of evidence-based practices (aka; informal and formal assessment procedures) is a critical component of a successful program and offers specific guidelines for quick and easy data collection and data analysis procedures. The fourth topic documents the benefit of dedicating funds to prescriptive and ongoing in-service training programs. Program administrators are invited to incorporate these key elements into their intervention programs as they look to use their limited resources in innovative and effective ways. Leaders can make prescriptive changes and create new opportunities for children by conducting a litmus test of the programs in their states.
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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.