Title: 'Give Little Ones a Little Time'
Track: 7 - Family Perspectives and Support
Keyword(s): communication modalities, unbiased information, collaboration, family outcomes
Learning Objectives:
  1. • Explain the importance of giving parents time to bond with their baby, digest information from professionals and to explore communication modalities that best fit their child and family.
  2. • Describe why collaborating with professionals across communication modalities offers full support to children and their families.
  3. • Write IFSP goals to support early childhood communication, family outcomes and use daily routines.


The first connections a family makes with professionals can make a lasting impression; particularly information that is shared regarding their child’s hearing status, communication options, how their child may access everyday language, hearing and visual technologies, Deaf Community, and the education system. Parents are often forced to choose a mode of communication before they’ve had a chance to read through and make sense of information provided by the audiologist and early services coordinator in order to complete the initial IFSP. Families must be given full and unbiased information by qualified professionals, and may need time and support so they can understand the implications of hearing loss and the importance of their baby’s access to early communication and relationship building. It is paramount they are empowered to learn about ways their baby can access the world, how to follow their child’s lead and recognize teachable moments as their infant starts to explore the environment and acquire language. The Washington State Center for Childhood Deafness & Hearing Loss (CDHL) is collaborating with other state agencies, as well as public and private organizations across communication modalities to establish a process of how families receive unbiased information and move forward with a team approach to ensure IFSP goals and objectives are created to support families as they navigate their journey. We will share strategies on how to write early childhood communication goals that are not modality specific, family outcomes that allow a family to investigate and practice using different communication modes so they can learn what is most successful for their child, and work with daily routines with the overall goal of supporting positive interactions between child, parent and other family members allowing them to practice and experience a range of visual and auditory strategies.
Presentation: 1334KrisChing.pdf

Handouts: Handout_1334KerianneChristie.pdf
Kris Ching - Co-Presenter,POC
Washington State Center for Childhood Deafness & Hearing Loss
     Credentials: M.A. Deaf Education
      Kris Ching is the Outreach Director, birth-5, for Washington State Center for Childhood Deafness & Hearing Loss (CDHL). Her focus is on developing collaborative relationships in underserved areas, providing training/information to early intervention coordinators and providers, and finding funding to help expand statewide services for children and families. She is involved with the D/HH Early Childhood State Agencies Taskforce, serves on the WA Hands & Voices board, and is currently enrolled in Gallaudet University’s D/HH Infants, Toddlers, and Families: Collaboration & Leadership Interdisciplinary Graduate Certificate Program.

Financial - Receives Salary for Employment from Center for Childhood Deafness & Hearing Loss.  

Nonfinancial - Has a Professional (Board member) relationship for Board membership.  
Kerianne Christie - Co-Presenter
Center for Childhood Deafness and Hearing Loss
     Credentials: M.Ed., NBCT
      Kerianne Christie is a National Board Certified Teacher with a Master’s degree in Education. She has been providing early childhood education services in and around Washington State for the past 12 years through the Washington School for the Deaf Outreach Team. She has been involved with the development and promotion of many statewide initiatives and projects that specifically impact the birth-to-three population and has presented at a variety of local and national conferences regarding early intervention services.

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.