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Video Scrapbook:
Early Intervention & Communication

Profile of an Newborn

As part of the Video Scrapbook, there are 11 videos clips that deal with early intervention and communication issues related to EHDI. Transcripts of each video clip can be found below. Feel free to use any of the video clips in your own presentations.

Download: vsb-ei.zip
File Size: 96 MB
Contents: 11 videos (.mpg), 1 text file (.txt) containing transcripts of videos

Transcripts of EHDI Scrapbook Video Clips

Speaker: Janet Des Georges
Video: ei-desge.mpg

Transcript: When I think about early identification of children with hearing loss and creating a system for screening, assessment, identification and early intervention, I think we need to be really clear about what is the end result we want to see. We want to see successful human beings out in the world communicating effectively their thoughts, dreams, gifts and talents as well as being able to receive from the world around them everything they need to be successful human beings.

Speaker: Stephanie Disney
Video: ei-disn1.mpg

Transcript: I don't think anyone wants to smother a family. I think that especially with a new born hearing screening there is a sense of urgency and almost desperation to get this child on the right path; and if you're experienced with one pathway and your looking at this infant and you don't know this young child and you don't know what their talents are but you know you're a talented professional in the arena it seems safe to push a child in that direction.

Speaker: Stephanie Disney
Video: ei-disn2.mpg

Transcript: And I thought that there was all this pressure. I have to choose how my child, how my daughter is going to communicate her whole life! And I understood then and I understand now the way the brain develops and I don't know why it never occurred to me that I didn't have to pick one mode and stay with it. By giving her communication and the language, I gave her the ability to move across modes and it never occurred to me… I really thought when I picked ASL we were going to be an ASL family, which was not a disappointment to me. I do like the fact that she has choices and I think that as professionals we forget to remind families you don't have to feel pressured at nine months to pick your child's communication. What you do have to feel pressured at nine months to do is to provide language.

Speaker: Linda Erickson
Video: ei-eric.mpg

Transcript: Some of the things that I would like to see changed in the future would be that funds are given back to our infant lerning program for age zero to three. Right now funds have been taken away which means there's less support to the facility in order to reach out to the other rural communities in Alaska. We have so many children on a waiting list right now that are not being served and with the funds taken away that means less are going to be served. Another thing I would like to see changed with that is for ages zero to three to go up. Once that transition from infant money program from zero to three ends and that child enters into the school system the families issues have stopped and it all goes toward the child which is great, but the family still needs the support and the help and the education on how to work with their child and I'd like to see that raised.

Speaker: Sharon Fleischfresser
Video: ei-fleis.mpg

Transcript: Well I think that for us, and not to sound cliché, but really 'leave no baby behind.' So 95% is just not quite good enough. I think that really what we've always said is our goal is a 100% and we've also had the mantra from the beginning that 'to screen is to intervene'.

Speaker: Mary Pat Moeller
Video: ei-moell.mpg

Transcript: I'm particularly concerned that research is indicating that practitioners are having trouble shifting from more child-centered models to family-centered models. Where we should be on the sidelines supporting, encouraging, coaching a family in how to interact with this little baby rather than working directly with this tiny infant. And I probably learned this lesson better than any when I brought my first child home from the hospital and in his first days of life I was not feeling very confidant as a young new mother and my own mother came to help me with the baby. She has raised nine children. She's a great mother and whenever that baby would squirm or look upset or anything she could comfort him immediately and I remember having two reactions. One reaction was "you take my baby you know what to do." My other reaction was "I wish you would go home so I could learn how to do this on my own." I still remember that because I thought…what happens when I go into the home of a family with this little deaf infant? I've worked with deaf infants for years. I know how to engage their face. I know how to animate my own to take advantage of visual communication and so I can engage this baby right away. Is that an overpowering model like my own mother's was for me? It's made me understand that what I want to do is to support that family's confidence for the road ahead. That they will enjoy this baby and their interaction with this baby and that they can do it themselves and it doesn't need this intermediary to get that going. So it's really made me re-think the way we should work with families with a primary goal of helping them to see what they are already doing well in their interaction with this infant and how to build on that so that there is enjoyment in the parenting process.

Speaker: Sandy O'Connor
Video: ei-oconn1.mpg

Transcript: I think that early intervention works because I had been an educator before I had my son, but I really didn't know anything about hearing loss. When I had my son we found out that he was deaf we had a parent advisor come into our home and she really put us on the right path, that's when a great deal of the learning started. You can flounder, I think, for a long period of time if you're not heading in the right direction if somebody is not pointing you and supporting what it is you're looking at and maybe making some clarifications for you. You can flounder for a long period of time, but if you have early intervention right away I think that you can do tremendous things.

Speaker: Sandy O'Connor
Video: ei-oconn2.mpg

Transcript: We had auditory training right in our home for a long period of time because we had early intervention. We went to a support group meeting, my son was about a year old and another mom at the support group meeting and I had been talking about how I had been pointing out environmental sounds then this other mom said...she said, "What do you mean you're suppose to point out sounds?" and I said "Well, yeah." She didn't have early intervention and there was a huge difference in what she didn't know and what I knew because I had had early intervention. I do believe in it. I see that it works and I do also talk to parents today and I can see it.

Speaker: Sharon Parham
Video: ei-parh1.mpg

Transcript: There's a lot of people who say, yeah, well once they get to school and they're in class and they pick up on the language and all of that they do well, but a lot of the students I have served itinerantly, which means they're on their home campus, but they're receiving services through a teacher certified to work with hearing impairment. They struggle through all of their school years because that language base was never strongly established in the early years and I feel very strongly that that intervention, early on, could have bridged the gaps for those students so that they were more successful in school and don't struggle unidentified, not noticed and also in understanding that their hearing loss is real and has to be dealt with regard to modifications in the classroom as well as modifications that they must learn to do.

Speaker: Sharon Parham
Video: ei-parh2.mpg

Transcript: The biggest impact recently on our program with early identification is the number of students now that are receiving cochlear implants. It's an entire shift of focus in how we work with these students. A shift of focus for deaf educators, certainly in our area and how to work with them effectively and develop their language skills, their audition skills to such an extent that our goal and our thinking will be that soon they won't be receiving full time services from our program, but more of an itinerant support in going into their hopefully kindergarten and first grade mainstream classes.

Speaker: Sharon Sykes
Video: ei-sykes.mpg

Transcript: I think that universal newborn hearing screening and providing that early hearing detection we can move on further to other developmental areas and we know then and can be comfortable that that area of development is not due to the hearing loss, but that maybe there are some other factors that are involved that might be causing that developmental delay or disability. And so if we can identify first the hearing loss or that there is not a hearing loss then we can be comfortable with looking at some of these other developmental areas.


Video Scrapbook Menu
:: Introduction

Listening to Parents


Family Support & Advocacy


Importance of EHDI


Medical Home


Health Care Provider Education


Pediatric Audiology

Early Intervention & Communication

:: EHDI Past & Future

National Center for Hearing Assessment & Management (NCHAM)
Utah State University -  2615 Old Main Hill - Logan, Utah 84322
Tel: 435.797.3584
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