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ABSTRACT INFORMATION
Title: 'All Waking Hours: Strategies for Caregivers'
Track: 4 - Early Intervention
Keyword(s): Device Usage and Weartime
Learning Objectives:
  1. Participants will gain an understanding of the importance of daily device usage
  2. Participants will examine case studies utilizing the coaching model and adult learning theory
  3. Participants will acquire strategies to increase device weartime

Abstract:

This session will describe the importance of consistent pediatric hearing aid and/or cochlear implant device usage. Case studies will demonstrate the application of the coaching model and adult learning theory to provide caregivers with strategies that increase their child’s weartime. Effective strategies resulting in documented increase of device usage will be discussed. Research suggests that by providing early intervention and working with children during the first three and a half years of their life, the brain is in a state of maximum neuroplasticity and therefore most available to make critical connections (Cole & Flexer, 2007). As a result of newborn hearing screenings, infants with hearing loss are identified and fit with amplification within the first few months of life. Optimal benefit from amplification may only be achieved with consistent and appropriate hearing aid use. (Moeller, Hoover, Peterson, & Stelmachowicz, 2009) A variety of factors can impact a young child’s consistent device usage and their average daily weartime. Discussions with parents regarding the importance of device weartime and its potential impact on listening and language development are critical. Audiologists, Early Interventionists and parents collaborate and strive to increase daily device usage. The Early Interventionist applies adult learning theory as the family is coached and empowered in developing strategies to increase weartime during daily routines. According to Raab, Dunst and Trivette (2013) adult learning theory includes adults’ active involvement in the learning process, real-life experience as the basis for learning, learning that has immediate relevance, and learning that is practice-centered rather than content driven. This session will explore effective strategies to increase daily weartime and reflect on the application of adult learning theory into the coaching model.
Presentation: Monday_Coe_200_MichelleGraham_1654.pdf

Handouts: Handout is not Available
CART: Topical Session 2- 1654.docx
PRESENTER(S) / AUTHOR(S) INFORMATION
Michelle Graham - Primary Presenter
St. Joseph Institute for the Deaf
     Credentials: CED, LSLS Cert. AVEd
      Michelle is the Lead Early Intervention Therapist at St. Joseph Institute for the Deaf. Michelle is an experienced Listening and Spoken Language Specialist and maintains teacher certification in the area of special education. Michelle provides Early Intervention therapy services to families in person and via internet therapy.
      ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.
Lauren Bauer - Co-Presenter
St. Joseph Institute for the Deaf
     Credentials: MSDE, CED
      Lauren is an Early Intervention Therapist at St. Joseph Institute for the Deaf. She has Early Childhood classroom experience. Lauren holds Early Childhood and Early Childhood Special Education Teacher Certification.
      ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.