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

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2/28/2017  |   9:40 AM - 10:10 AM   |  Preparing EHDI Professionals to Improve Listening and Spoken Language Skills During Family-Centered Therapy Sessions   |  Grand Hall C

Preparing EHDI Professionals to Improve Listening and Spoken Language Skills During Family-Centered Therapy Sessions

RESEARCH HAS REVEALED SEVERAL EVIDENCE-BASED STRATEGIES AND PRACTICES THAT SPEECH LANGUAGE PATHOLOGISTS, AUDIOLOGISTS AND TEACHERS OF THE DEAF CAN USE IN EARLY INTERVENTION WHICH IMPROVE LISTENING AND SPOKEN LANGUAGE OUTCOMES FOR CHILDREN WITH HEARING LOSS AND THEIR FAMILIES. SOME OF THESE STRATEGIES ARE THE USE OF PAUSE TIME (COLE & FLEXER, 2011), VOICE-ACTION SYNCHRONY (CHEN, 1999), POSITIONING OF ADULT NEAR THE BETTER EAR (COLE & FLEXER, 2011), AND ACOUSTIC HIGHLIGHTING (BUSCHMANN, A., MULTHAUF, B., HASSELHORN, M. & PIETZ, J., 2015). WHILE IT HAS BEEN RECOGNIZED THAT EARLY INTERVENTION SERVICES THAT UTILIZE THESE LISTENING AND SPOKEN LANGUAGE (LSL) STRATEGIES ARE BEST DELIVERED ACROSS MULTIPLE DISCIPLINES, THE CONSENSUS OF PROFESSIONALS WHO SPECIALIZE IN INTERVENTION FOR CHILDREN WHO ARE DEAF IS THAT THESE SKILLS ARE FREQUENTLY NOT MASTERED IN TYPICAL PRE-SERVICE TRAINING PROGRAMS FOR EDUCATORS OF THE DEAF, SPEECH-LANGUAGE PATHOLOGISTS, OR AUDIOLOGISTS (MARGE & MARGE, 2005). IN ORDER TO DEVELOP THESE PRACTICES IN PROFESSIONALS SERVING FAMILIES, ILLINOIS STATE UNIVERSITY WAS AWARDED A GRANT FROM THE U.S. DEPARTMENT OF EDUCATION TO DESIGN A GRADUATE CERTIFICATE PROGRAM IN EARLY INTERVENTION FOR SPEECH PATHOLOGISTS, AUDIOLOGISTS AND TEACHERS OF THE DEAF WITH AN EMPHASIS ON LISTENING AND SPOKEN LANGUAGE. THIS INSTRUCTIONAL SESSION WILL INCLUDE A DESCRIPTION OF RECOMMENDED PRACTICES FROM SEVERAL NATIONAL ORGANIZATIONS THAT UNDERGIRD THE DESIGN OF THE GRADUATE PROGRAM. A DESCRIPTIVE MATRIX WHICH ALIGNS THE AG BELL ACADEMY AND DIVISION OF EARLY CHILDHOOD (DEC) STANDARDS WITH RECOMMENDED PRACTICES FROM THE JOINT COMMISSION ON INFANT HEARING (JCIH) AND PROFESSIONAL PRACTICUM REQUIREMENTS WILL BE SHARED. MULTIPLE VIDEO EXAMPLES OF SPEECH-LANGUAGE PATHOLOGISTS AND TEACHERS OF THE DEAF DEMONSTRATING THE LSL STRATEGIES WITH INFANTS AND YOUNG CHILDREN DURING HOME AND CLINIC BASED PRACTICUM EXPERIENCES WILL BE SHARED WITH ACCOMPANYING DISCUSSION ON HOW PARTICIPANTS CAN IMPLEMENT THE LSL STRATEGIES INTO THEIR OWN PRACTICE.

  • Participants will identify 4 listening and spoken language (LSL) strategies that can be embedded into daily family routines to maximize outcomes in the areas of listening, language and communication..
  • Using a video review guide, participants will label which LSL strategies student therapists use during coaching sessions with parents and their infants and toddlers with hearing loss
  • Participants will describe the AG BELL ACADEMY and DIVISION OF EARLY CHILDHOOD (DEC) standards/competencies which align with recommended practices from JCIH taught through the graduate program.

Presentation:
15804_5709TracyMeehan.pdf

Handouts:
Handout is not Available

Transcripts:
5709.rtf


Presenters/Authors

Maribeth Lartz (), Illinois State University, mnlartz@ilstu.edu;
Maribeth Nelson Lartz, Ph.D., is professor and coordinator of the Deaf/Hard of Hearing Teacher Preparation Program at Illinois State University. She is the Principal Investigator for AIM To Be Ahead, a U.S. Department of Education personnel preparation grant that prepares early intervention professionals to work with young children with hearing loss and their families. Dr. Lartz received her bachelor’s degree and master’s degree from the University of Texas at Austin and her Ph.D. in Early Childhood Special Education from the University of Illinois at Urbana-Champaign. Prior to working at Illinois State University, Dr. Lartz was a classroom teacher of children with hearing loss in Texas.

ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.


Tracy Meehan (), Illinois State University, tmeehan@ilstu.edu;
Tracy Meehan has her BS from Southern Methodist University and her Master’s Degree in Administration from National Lewis University. She is currently a faculty instructor at Illinois State University. She serves as the Project Coordinator for a U.S. Department of Education personnel preparation grant that is preparing early intervention professionals to work with young children with hearing loss and their families. Tracy holds an Illinois credential in Early Intervention allowing her to do evaluations and provide direct service to young children with hearing loss and their families. Her 30 year career has been spent working in deaf education at a variety of levels both administrative and educational. She has been a classroom teacher, itinerant teacher, special education administrator and a private educational consultant.

ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.


Karla Giese (), AGBMS-AEHI , karla.giese@agbms.org;
Karla is a deaf adult, well experienced in all modes of communication: written, spoken, signing, and cueing. She is an active advocate for deaf education and access to literacy for all deaf children. Currently, Karla is the Coordinator of CHOICES for Parents, a statewide information, advocacy, referral and resource program for families of children with hearing loss. Karla also oversees the Student Support Services Program at Alexander Graham Bell Montessori School near Chicago, a model program that uses Cued Speech and spoken language to educate deaf and hearing children together. In addition, Karla is now pursuing her doctoral degree in Special Education with a concentration in deafness and parent support. Karla has worked with deaf and hard of hearing children of all ages, from birth to age 21, across all educational settings, and using all modes of communication. As a student of deaf education programs, a teacher in deaf education programs, and an administrator of deaf education programs, Karla has come full circle and enjoys sharing her experiences with others.

ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.