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ABSTRACT INFORMATION
Title: 'Enhancing Team Collaboration During Transition'
Track: 4 - Early Intervention
Keyword(s): transition, collaboration, teaming, planning
Learning Objectives:
  1. Identify up to 3 challenges early interventionists and preschool teams face when collaborating during transition.
  2. Describe how Transition Teaming Notes support families and professionals during the transition.
  3. Describe how a transition checklist enhances efficiency during the transition.

Abstract:

AG Bell's Family Needs Assessment (http://listeningandspokenlanguage.org/uploadedFiles/Family_Needs_Assessment/FNA%20Highlights.060214.pdf)revealed that families view the IFSP process favorably but describe the preschool years as challenging. The transition process launches a child and family into the preschool years and as discussed in the Family Needs Assessment Highlights document, families at Listen and Talk described difficulties they have encountered. In order to improve the family's experience, Listen and Talk considered the needs of both families and professionals. The team developed tools to enhance collaboration, which can positively impact the transition experience. Early interventionists monitor the various steps in the transition process and supporting families resulted in additional tasks. Managing the system requirements and family needs led to challenges. Preschool teams recognize the value and limitations of transition reports and evaluation summaries. Both provide information about skills and priorities, but a desire to better understand the family and child remained. Families shared that they felt disconnected from the decision making and unfamiliar with possible future services. Integrating meaningful communication between early interventionists and preschool teams resulted to enhance collaboration and support families. This session will share the tools created at Listen and Talk: 1) a checklist that extends beyond Part C timelines so that family involvement is not overshadowed by compliance requirements, and 2) teaming notes formatted to build conversations that extend beyond test scores so that preschool teams have a deeper understanding of family needs and child goals. Discussion will identify challenges addressed and how the tools enhance collaboration.
Presentation: Tuesday_Segell_345_MauarBerndsen_1541.pdf

Handouts: Handout is not Available
CART: Topical Session 8- 1541.doc
PRESENTER(S) / AUTHOR(S) INFORMATION
Maura Berndsen - Primary Presenter,POC
Listen and Talk
     Credentials: MA, CED, LSLS Cert. AVT
     Other Affiliations: OPTION Schools, Past President
      Maura has worked at Listen and Talk since 1996 after starting her career in listening and spoken language settings in 1990. She holds her BA in Deaf Education from Fontbonne University and her MA in Early Childhood Education from the University of Texas, San Antonio. Maura is also a Listening and Spoken Language Specialist- Certified Auditory-Verbal Therapist. As Educational Director she has provided early intervention, Auditory-Verbal Therapy, and educational consultations. Maura has presented and contributed to publications on the topics of listening and spoken language approaches and the development of listening and spoken language in children with all degrees of hearing loss.
      ASHA DISCLOSURE:

Financial - Receives Salary for Employment,Management position,Teaching and speaking from Listen and Talk.   Receives Salary for Employment,Management position,Teaching and speaking from Listen and Talk.  

Nonfinancial - Has a Professional (Member) relationship for Other volunteer activities.   Has a Professional (Member) relationship for Board membership.   Has a Professional (Member) relationship for Other volunteer activities.   Has a Professional (Member) relationship for Board membership.  
Kelli Koehnen - Co-Presenter
Listen and Talk
     Credentials: MS, CCC-SLP, LSLS Cert. AVEd
      Kelli is an early interventionist and speech-language pathologist at Listen and Talk in Seattle, Washington. Kelli works with children with hearing loss and their families, providing parent education and coaching. Previously, she provided speech-language therapy and auditory-verbal services at the Center for Communication, Hearing & Deafness in Wisconsin for eight years. Kelli received her undergraduate and graduate degrees in Communicative Disorders at the University of Wisconsin-Madison. Kelli is a Listening and Spoken Language Specialist- Certified Auditory-Verbal Educator and has experience providing services virtually.
      ASHA DISCLOSURE:

Financial - Receives Salary for Employment from Listen and Talk.  

Nonfinancial - Has a Professional (Member) relationship for Other volunteer activities.