15th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 13-15, 2016 • San Diego, CA
| - | 3 - Language Acquisition and Development
Once a child is diagnosed with a hearing loss, he or she is at risk of speech, language, and listening delays. How can we plan intervention to address an individual child’s and family’s needs? A battery of assessments can help professionals pinpoint specific speech, language, and auditory deficits, as well as track progress towards goals and objectives.
Without individualized assessment, individualized intervention cannot be planned. A variety of assessments exist to address the areas of risk for deaf and hard of hearing children: Speech sounds and intelligibility, receptive and expressive language/vocabulary, conversation skills, and auditory skills in several conditions. Once a child's specific deficits have been determined, a professional can identify goals and plan interventions targeting those specific skills.
The available assessments and purposes will be shared, as well as ways to track progress over time.
- Describe how results of an assessment can be used to write goals and plan interventions;
- Explain the importance of assessments that specifically target areas where deaf and hard of hearing kids are at risk;
- Identify examples of speech, language, and auditory assessments appropriate for a child with a hearing loss and could be integrated into existing assessment batteries.
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(Primary Presenter,Author,POC), Tucker Maxon School, email@example.com;
Anne received a B.A. in government from Pomona College . After her third child was born with a profound hearing loss she became immersed in a new subject: auditory/verbal communication, and began work on an M.Ed. at Lewis & Clark College. She has been a teacher of the deaf at Tucker Maxon School in Portland since graduating in 2005. Anne has served on Oregon's AG Bell Chapter board, as well as presenting at two Oregon AG Bell workshops: Strategies for Developing Language in Children Who Wear Cochlear Implants, and Communication Options for Children with Hearing Loss. She also helped create a training video for deaf educators entitled Teaching Conversational Competence to Children with Hearing Loss. She currently serves on the Oregon EHDI Advisory Committee. Anne received her Listening and Spoken Language Specialist certification in 2008.
Financial - No relevant financial relationship exist.
Nonfinancial - No relevant nonfinancial relationship exist.
(Author), Tucker Maxon School, firstname.lastname@example.org;
Claire is the speech and language pathologist at Tucker Maxon School. She graduated from the University of Wisconsin-Madison in 2007 with her bachelor’s degree in communicative disorders and her master’s degree in 2009 in speech and language pathology. She completed the Leadership Education in Neurodevelopmental Disabilities fellowship at the Child Development and Rehabilitation Center (CDRC) at Oregon Health and Science University in 2010. Prior to coming to Tucker in 2014, Claire worked as a pediatric speech and language pathologist at the CDRC and the Children’s Developmental Health Institute.
(Author), Tucker Maxon School, email@example.com;
Shelby is Tucker Maxon's pediatric audiologist. She earned her Doctorate of Audiology (AuD) at the University of Washington in Seattle. She is a LEND Pediatric Audiology Fellow. She completed a full-time pediatric audiology externship at The Moog Center in St. Louis. Shelby is also a member of the Oregon Early Hearing Detection and Intervention (EHDI) team. She specializes in all things pediatric: hearing assessment, hearing aids, and cochlear implants. Shelby particularly loves working with families who are new to the world of hearing loss.