16th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
February 26-28, 2017 • Atlanta, GA

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2/28/2017  |   3:45 PM - 4:15 PM   |  Putting Parents in the Driver's Seat: Empowering Parents with Tools to Facilitate Their Infant/Toddler's Spoken Language Development   |  Grand Hall B

Putting Parents in the Driver's Seat: Empowering Parents with Tools to Facilitate Their Infant/Toddler's Spoken Language Development

AVT principles establish the parent as the main facilitator for their child's spoken language development. Too often parents see themselves as passive participants in their child's development. Early Intervention providers must empower parents through skill development and progress monitoring tools to facilitate their child's continued spoken language success within their family’s daily living activities. EI providers can ensure that parents acquire independent proficiency in using a systematic hierarchy of LSL strategies effectively with their child. This presentation will explore a method for such parent skill development and provide a parent-friendly progress monitoring chart. Various barriers can obstruct a parent’s engagement. Parents typically are not equipped to independently know language milestones for typical development. EI providers must educate parents explicitly regarding age-appropriate norms and the objectives and strategies needed for attainment. EI providers also must equip parents with information regarding their child’s relative progress according to norms. Parents often display reluctance to assertively take on their role as primary advocates for their child’s language development. EI providers can also inadvertently obstruct a parent’s role by assuming the lead that the parents should be shouldering. EI providers must design their home-based sessions to empower parents to take on the leading role in determining age-appropriate objectives to target in their daily routines and activities. Parents are frequently bound by perceived time availability constraints, and usually only one parent meets regularly with EI providers. This is disproportionate to the number of adults that may potentially influence a child’s language development. This session will explore ways to equip a parent to not only acquire proficiency with LSL skills themselves, but to coach other caregivers involved in a child’s home support team.

  • Identify LSL strategies for parents to use to facilitate their infant/toddler's spoken language development.
  • Remove barriers that prevent parents from being the main facilitators of their child's spoken language development.
  • Coach parents to construct age-appropriate objectives to use in daily routines and report progress data to EI providers.

Presentation:
15804_5793MikelPrice.pdf

Handouts:
Handout is not Available

Transcripts:
5793.docx


Presenters/Authors

Mi'kel Price (), Utah State University, mikel.price@usu.edu;
Mi'kel Price is a preschool teacher in Sound Beginnings and a Graduate Mentor in the DHH Endorsement program at Utah State University. She is a licensed early childhood special educator, with expertise in Listening and Spoken Language Deaf Education.

ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.


Nicole Martin (), Sound Beginnings at Utah State University, nicole.martin@usu.edu;
Nicole Martin is the Director of Sound Beginnings at Utah State University. She is also a clinical supervisor for students enrolled in the Listening and Spoken Language Graduate Studies program at Utah State University. She is certified both as a speech-language pathologist and as a special educator with an emphasis in listening and spoken language.

ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.