15th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 13-15, 2016 • San Diego, CA
| - | 4 - Early Intervention
Although children with permanent conductive hearing loss secondary to microtia/atresia are clearly defined as children with permanent hearing loss under the JCIH guidelines, often the professionals who work with them through the Early Intervention may never have had experience working with a child with this kind of hearing loss. This is not surprising given that microtia/atresia is a low incident occurrence within a low incident disability group. To add to the confusion, parents are often given varying or contradictory recommendations from medical professionals. Some examples of this may include whether or not to amplify a child with unilateral microtia/atresia, whether to use two hearing aids for a child with bilateral microtia/atresia, or whether to wait to start intervention until a delay develops. This interactive session will provide attendees with the opportunity to consider research, discuss the JCIH recommendations and the 1:3:6 model and to analyze real cases to determine what recommendations they would make if working with a child with microtia/atresia.
- Participants will determine next steps in audiological management for children born with microtia/atresia
- Participants will apply knowledge of the JCIH guidelines to make recommendation for children with microtia/atresia in early intervention
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(Primary Presenter), Clarke Schools for Hearing and Speech, firstname.lastname@example.org;
Meredith Berger, MS became the director of Clarke Schools for Hearing and Speech/New York, an Early Intervention and Preschool listening and spoken language program, in 2008. Prior to that, she was the Deaf/Hard of Hearing Educational Specialist at New York Eye and Ear’s Ear Institute/Cochlear Implant Center. She received a B.S. in Education from SUNY at Buffalo State College and a Master’s degree in Deaf Education from Canisius College. She holds New York State Certification in Elementary Education, Special Education and Deaf/Hearing Impaired Education. Her varied experiences include providing early intervention services, working as a classroom teacher on both the preschool and school age levels, and as an Itinerant Teacher of the Deaf. In addition to presenting on the educational needs of children with hearing loss, she has also co-authored pieces on the Clinic-School relationship.
Financial - Receives Other financial benefit for Employment from Clarke Schools for Hearing and Speech.
Nonfinancial - Has a Personal,Professional (Spouse and Child use Cochlear's products) (a member of Option Schools, International) relationship for Other volunteer activities.
(Co-Presenter), Hearing & Speech Department, email@example.com;
Dr. Michelle Kraskin Assistant Director of Hearing & Speech at Weill Cornell Medical College, New York Presbyterian Hospital. She received her Au.D. in Audiology from CUNY Graduate Center, her MS degree from CUNY Hunter, and is certified in Audiology (CCC-A) through the American Speech Language Hearing Association (ASHA). Dr. Kraskin is responsible for the coordination of audiology & infant screening services as part of the Hearing & and Speech Department. Her clinical expertise is in the area of pediatric assessment of hearing including audiometry, auditory brainstem response (ABR), and otoacoustic emissions (OAE) testing with particular interest in late identification of hearing loss, cochlear implants and hearing aids. Her service to ASHA includes: past member of the ASHA Leadership Program, Member of Special Interest Group 9 (Hearing and Hearing Disorders in Childhood), and participation on the convention planning committee.
Financial - No relevant financial relationship exist.
Nonfinancial - No relevant nonfinancial relationship exist.