Title: 'From Doing to Doing Better: Harnessing the Power of Reflective Exercises and Reflective Feedback'
Track: 8 - EHDI Workforce Issues
Keyword(s): Professional Development; Leadership; Outcomes; Professional Preparedness; Training, Coaching; Mentoring
Learning Objectives:
  1. • Define and explain the rationale for using reflective exercises, critical questions, and reflective feedback when teaching or coaching others.
  2. • Identify at least 4 critical questions to facilitate the growth of reflective practitioners.
  3. • Create an action plan to implement reflective exercises, critical questions, and reflective feedback in their role as learning leader or practitioner.


A goal of EHDI and Early Intervention (EI) is to improve outcomes in all aspects of child development for children who are deaf or hard of hearing. A key to achieving this goal is to have well prepared service providers who are reflective practitioners seeking to continually improve their knowledge and skills. Consequently numerous hours and significant funds are invested in conferences, seminars, workshops, trainings, in-services, and meetings with the expectation to create positive change. Yet, researchers such as Joyce and Showers, 2002, have demonstrated that the kind of professional development and meetings that occur most often have less than a five percent chance of actually changing professional practice. Doing the same thing year after year or meeting after meeting and expecting different results in professional practice is ill advised. In an attempt to offer a new model of workforce preparation, this interactive session will demonstrate the effective tool of reflective exercises and the feedback associated with them to advance learners from surface to deeper learning of content. Participants will learn what a reflective exercise is, and how to ask critical questions associated with it to better engage learners, transfer understanding of concepts, and integrate new skills into protocols and practice. Reflective exercises and feedback are tools that create a workforce of reflective practitioners who use self observation, self discovery and self evaluation on a daily basis in their jobs. Anyone responsible for conducting trainings, team meetings, or one-on-one supervision, coaching, or mentoring will benefit from learning how to harness the power of reflective exercises, critical questions, and feedback as effective strategies into what they currently do to create lasting changes in professional practice so that the full benefits of EHDI and EI are experienced by every child and family.
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Teresa Caraway - POC,Co-Presenter,Author
Hearing First
     Credentials: PhD, CCC-SLP, LSLS Cert. AVT
      Dr. Teresa Caraway, CEO of the educational endeavor of the Oberkotter Foundation to improve outcomes for children and their families through family and professional support and learning. She is the Founder and President of Learning Innovation Associates, and the Founder of Hearts for Hearing. A Certified Auditory-Verbal Therapist, Dr. Caraway served as the founding President of the AG Bell Academy for Listening and Spoken Language and as a founding board member of the American Cochlear Implant Alliance. She has previously served as a Director of the Alexander Graham Bell Association for the Deaf and Hard of Hearing, AG Bell Academy for Listening and Spoken Language, and Auditory-Verbal International. She has been recognized by her peers for outstanding clinical skills. A former Adjunct Assistant Professor at the University of Oklahoma Health Sciences Center, Dr. Caraway is an international consultant and skillful workshop presenter on teaching spoken language through listening.

Financial - Receives Other financial benefit for Ownership from Learning Innovation Associates, LLC.   Receives Royalty options or other ownership interest for Other activities from Contracted author with Plura Publishing.  

Nonfinancial - Has a Professional (Member of the Board of Directors) relationship for Board membership.   Has a Professional relationship for Other volunteer activities.  
Mary Ellen Nevins - Co-Presenter,Author
     Credentials: Ed.D. Director, Auditory-Based Intervention
     Other Affiliations: Consultant to Project ASPIRE at University of Chicago
      Mary Ellen Nevins, Ed.D., is a Professor and the Director of Auditory-Based Intervention at the University of Arkansas for Medical Sciences/University of Arkansas at Little Rock. Nevins is an experienced teacher of children who are deaf or hard of hearing and the former Director of PPCI, a continuing education program for speech and hearing professionals housed at The Children's Hospital of Philadelphia. Dr. Nevins is recognized as a national expert on the educational issues facing children who are deaf or hard of hearing especially those using listening technologies to learn to listen and talk.

Financial - Receives Royalty options or other ownership interest for Other activities from Plural Publishing.  

Nonfinancial - No relevant nonfinancial relationship exist.
Kathy Sussman - Co-Presenter,Author
Weingarten Children's Center
     Credentials: M.Sc.
     Other Affiliations: BabyTalk at Stanford University School of Medicine San Jose State University
      Kathleen Sussman is the Executive Director of the Foundation for Hearing Research which operates the Weingarten Children's Center. Ms. Sussman has served two terms on the National Alexander Graham Bell Association Board of Directors and one term as President. Ms. Sussman has served on the Executive Committee of Option Schools, an international organization of private Listening and Spoken language programs. She was a founding member of this group. Ms. Sussman earned her graduate degree from Washington University in St. Louis, MO and has since directed auditory oral programs in Canada and the United States. She co-produced “Dreams Spoken Here”, a documentary film series that has been distributed world-wide in multiple languages. Ms. Sussman served as a a faculty member of PPCI for seven years. She currently teaches scholars on the Project Aural Impact grant at San Jose State University.

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Nonfinancial -