Sessions Recordings

Group 1

.15 AAA CEUs/.15 ASHA CEUs/1.5 hours AG Bell LSLS CEUs/1.5 COL

Teleservice Mini Sessions

Rethinking Family Engagement in Schools: Virtual Parent-Sessions

(30 minute session)

Shannon Sharma
DePaul School for Hearing and Speech

School-based LSL providers are challenged daily to engage family members in their child’s therapy goals and progress. The presenter will demonstrate “virtual parent-sessions” as a method of maximizing meaningful parent involvement in school settings. Attendees will learn about the benefits of this method and how to hold a “virtual parent-session.”

Learning Objectives

During this session, participants will:

  • Discuss the challenges involved with connecting with parents in a school setting.
  • Identify three uses or features of live video-conferencing that can be incorporated within a virtual parent-session.
  • Set a personal goal and make an action plan to maximize parent engagement to support the LSL principle of parents as partners.

 

Tele-intervention Collaboration Supports Both Families and Professionals

(30 minute session)

Pam Dawson, Cathy Janelle

hear ME now

A collaborative tele-intervention model in rural New England presents an opportunity for a professional partnership between LSL providers and remote EI practitioners. Families gain access to a LSL provider and local interventionists gain real time professional development experiences. Outcomes that support the model will be shared.

Learning Objectives

During this session, participants will:

  • Discuss multiple ways to develop and maintain professional coaching relationships over distance.
  • Identify resources to monitor progress of the development of professional knowledge and skills in providing parent coaching to families of children who are deaf or hard of hearing.
  • Describe a transdisciplinary model of Routines Based Intervention that increases the capacity of both parents and early intervention speech pathologists.

 

Tele-education: Supporting Children in the Mainstream

(30 minute session)

Alexandria Mestres
University of Miami Children’s Hearing Program

There are numerous challenges in reaching students who are deaf and hard of hearing. With fewer qualified teachers available, many students could be at risk for not receiving the support they need. We will examine benefits and challenges as well the opportunities to reach out to students in this unique way.

Learning Objectives

During this session, participants will:

  • Discuss the need for tele-education practices for deaf and hard of hearing students.
  • Examine possible formats and instructional platforms for delivering services.
  • Learn the benefits and challenges with tele-education.
Audiology Basics: Everything Clinicians and Educators Need to Know

Jane Madell
Pediatric Audiology Consulting

Donald M. Goldberg
College of Wooster

If a child is not hearing well enough with technology, auditory-based therapy cannot be successful. This workshop will assist clinicians in understanding how to evaluate audiologic reports and a child’s performance to determine if a child is hearing well enough and, if not, what has to be corrected.

Learning Objectives

During this session, participants will:

  • Look at an audiogram and interpret how it affects speech perception.
  • Understand how to determine if technology is providing sufficient access.
  • Evaluate speech perception and determine what a child is and is not hearing.
Adapting LSL Principles to Serve Diverse Families

Ellen Rhoades
Independent Consultant

Linda Daniel
HEAR in Dallas

Sherryl Eatmon
APSEA

Auditory-verbal principles may not be directly applicable to some families. Adaptation of approaches to behavior management, caregiver coaching, and educational placement may be necessary to facilitate listening and spoken language outcomes in children from diverse families. Positive listening and spoken language outcomes can be achieved when practitioners overcome personal biases/preconceptions and practice clinical cultural competence.

Learning Objectives

During this session, participants will:

  • Discuss the underlying premises of auditor-verbal principles and successful listening and spoken language management.
  • Identify personal biases and barriers to expanding listening and spoken language services for culturally diverse families (where ‘culture’ consists of the values, norms, beliefs, languages, and other communication systems that define people as a collective).
  • Generate examples of innovative service delivery models that expand listening and spoken language practice to include diverse families.

.1 AAA CEUs/.1 ASHA CEUs/1.0 hours AG Bell LSLS CEUs/1.0 COL

Let’s Get Practical: Coaching and Guiding Families to Implement LSL Strategies in Daily Play and Social Routines

Teresa Caraway
Hearing First

This session will move beyond coaching theory and models and focus on practical and ready-to-implement strategies and techniques to coach parents of children with hearing loss in listening and spoken language (LSL) early intervention, whether delivering face-to-face intervention in a program or home, or through telepractice. Through videotape excerpts and interaction, participants will examine and discuss tools and strategies designed to build highly effective parent-professional partnerships and expand the family’s abilities to promote their child’s listening and spoken language skills throughout their daily play and social routines.

Learning Objectives

During this session, participants will:

  • Identify five steps to structure the early intervention session to maximize parent coaching and engagement.
  • Define practical strengths-based coaching techniques to guide and coach families of children with hearing loss in an early intervention setting.
  • Describe at least three specific parent coaching strategies to guide families to expand on existing strengths and build family capacity.
Art and Science of the Language Sample

(30 minute session)

Elizabeth Gaffney
All Ears! Listening and Language Center

Lindsay Zombek
University Hospitals Case Medical Center Cochlear Implant Program

Language sampling is a snapshot in time of a child’s spontaneous language. Real life practices of language sample analysis vary across ages, stages, and settings. Let’s explore the art and science of language sampling and how this process can inform practice.

Learning Objectives

During this session, participants will:

  • Evaluate the role of language sample analysis procedures in a child’s overall language assessment.
  • Describe benefits and limitations of various language sample collection methods.
  • Identify tools and procedures of language sampling that are suitable for various populations.
Lanugage Sampling Across Ages, Stages, and Languages

(30 minute session)

Uma Soman, Ahladhini Rao Dugar
Listening Together

Proficiency and fluency in one or more spoken languages to ensure academic and social success is a primary desired outcome for many families. We will share how a modified approach to language sampling can empower families to document and evaluate their child’s language development across ages, stages, and languages.

Learning Objectives

During this session, participants will:

  • Describe how language sampling can be used to empower parents to support the language of the home and heart.
  • Explain how language sampling can be used as a tool to monitor progress across ages, stages, and languages.
  • Identify components of the TEAM TALK strategy to promote collaboration between families and professionals.
Reaching Competency: Preparing Yourself to Become an Effective Telepractitioner

K. Todd Houston
3C Digital Media Network

COVID-19 has changed service delivery models. In many cases, telepractice has become the preferred method by which parents of young children with hearing loss want to receive listening and spoken language interventions. This presentation will explore critical information and other resources that will aid professionals in becoming competent telepractitioners.

Learning Objectives

During this session, participants will:

  • Define current trends that support telepractice.
  • List information and resources that support competent telepractice outcomes.
  • Identify at least two telepractice strategies that can be implemented immediately.

.1 AAA CEUs/.1 ASHA CEUs/1.0 hours AG Bell LSLS CEUs/1.0 COL

Assessment of Monolingual and Bilingual Spanish-Speaking Children

Sarah Radlinski
Auditory-Verbal Center, Inc.

Alliete Alfano
Florida International University; The Alfano Center

Carina Rodriguez
Advanced Bionics

When working with culturally/linguistically diverse children, it is necessary for LSL professionals to develop the ability to effectively and accurately assess their LSL skills using appropriate formal and informal measures. This session will discuss how to accurately assess children from Spanish-speaking homes, including those who are dual language learners.

Learning Objectives

During this session, participants will:

  • List reasons why it is not appropriate to simply translate the majority of English speech and language assessments when assessing a Spanish-speaking child.
  • Identify strategies and solutions for evaluating children who are culturally and linguistically diverse, including both monolingual Spanish-speakers and dual language learners.
  • Describe the effectiveness of informal measures for assessing culturally and linguistically diverse children.
From NEAR to HEAR: Trauma-Informed Practice

Elizabeth Rosenzweig
www.AuditoryVerbalTherapy.net

NEAR science examines the ways in which Neurochemistry, Epigenetics, Adverse Childhood Experiences (ACEs), and Resilience affect human development. How can auditory-verbal practitioners apply this research to help us bridge NEAR to HEAR: Holistic Emotionally Intelligent Auditory-Verbal Rehabilitation? This presentation will equip participants with tools to provide trauma-informed practice.

Learning Objectives

During this session, participants will:

  • Define and describe the aspects of NEAR science.
  • List three adaptations to auditory-verbal practice that promote resilience and healthy parent-child attachment.
  • Identify the psychobiological sequelae of childhood adversity and how they affect speech, language, and listening development.
Informational Counseling: What, Why, When?

Ellen Rhoades
International Consultant

Rachel Glade
University of Arkansas

Participants in this course will discuss the following questions: What is counseling? What is informational counseling (IC)? Why is IC important for auditory-verbal practice? What micro-skills are needed for effective IC? What are the topics that should be integral to IC? How can auditory-verbal practitioners incorporate IC into their practice/program?

Learning Objectives

During this session, participants will:

  • Identify at least five micro-skills needed for effective informational counseling.
  • Identify the varied content/topics integral to informational counseling and discuss the rationale for each.
  • Share/explain their functional strategies for integrating the identified content areas into their respective auditory-verbal practice.

.1 AAA CEUs/.1 ASHA CEUs/1.0 hours AG Bell LSLS CEUs/1.0 COL

Optimizing Possibilities through Hearing and Hearing Technology: Session One

Amy Donaldson, Christy Miller-Gardner
Cochlear

Michael Douglas
MED-EL

Hearing well is foundational to developing listening and spoken language. Children who are deaf or hard of hearing can do anything when provided with appropriate supports. In this session, professionals in the field will discuss the latest development in cochlear implant and hearing aid technologies as well as share specific resources that lead to achieving optimal hearing.

Learning Objectives
During this session, participants will:

  • Understand candidacy and evaluation criteria and indications/appropriate application of current technologies to maximize hearing in infants and children.
  • Identify at least 10 available resources to optimize hearing and auditory skill development in infants and children.
Group 2

.15 AAA CEUs/.15 ASHA CEUs/1.5 hours AG Bell LSLS CEUs/1.5 COL

Apps Technology Mini Sessions

App Inventory in AVT / Inventario de apps en TAV

(Spanish-speaking Session)
(30 minute session)

Domitille Lochet
University of Miami UHealth Ear Institute

The objective of this presentation is to give examples of apps to promote the development of hearing, grammatical morphemes, receptive / expressive vocabulary, and speech that can be adapted during video therapy. It will also try to explain how to use technology in a positive way with the families we follow.

Learning Objectives

During this session, participants will:

  • Identify at least one activity with an app to encourage the use of grammatical morphemes in Spanish.
  • Identify at least one activity with an app to promote the acquisition of vocabulary, auditory memory, and speech.
  • Identify at least one advantage of using parent-watching apps (co-viewing strategy).

 

C-app-italizing on Touch Technology

(30 minute session)

Tina Childress
See.Hear.Communication.Matters.

Apps for kids (and adults) with hearing loss can improve accessibility, provide resources for therapy, and be used as a teaching tool. Learn about accessibility features for mobile devices, where to find apps, and see some apps in action. Resources will be shared. Feel free to bring your device!

Learning Objectives

During this session, participants will:

  • Name two deaf/hard of hearing accessibility features on mobile devices.
  • List two apps that can be used for aural rehabilitation.
  • Describe two resources for finding apps.

 

Can You Read Me Now? STT Options

(30 minute session)

Tina Childress
See.Hear.Communication.Matters.

Speech-to-Text (STT) technologies is a field that continues to make rapid gains and improvements with output to mobile phones, tablets, and computers. Come learn about a resource outlining various features of STT apps and websites, see some in action, and learn about how to use them in the classroom and beyond.

Learning Objectives

During this session, participants will:

  • Name one resource that compares features for various STT apps and websites.
  • Describe two scenarios where STT can be used.
  • List two tools that can be used to determine if a student is ready for STT technology.
Conscious Discipline: Behavior Starts with the Brain

Jennifer Boyd, Helen Carter, Joanna Smith
Hearts for Hearing

Hearts for Hearing has adapted Conscious Discipline’s neurodevelopmental brain-state model to coach parents and professionals. This model will equip them with brain-based tools to help children build self-regulation and executive skills for greater performance in listening and spoken language in therapy, audiology, the classroom, and at home.

Learning Objectives

During this session, participants will:

  • Identify the three brain states and how they relate to behavior.
  • Understand tools used to create an environment of safety, connection, and problem solving.
  • Learn how to apply tools of Conscious Discipline into auditory-verbal therapy and audiology, as well as the classroom and the home.
Ling—What’s New? ¿Que Hay de Nuevo?

Mary McGinnis
John Tracy Center/Mount Saint Mary’s University DHH Graduate Program

María Fernanda Hinojosa, Brianda Campero Calderón-Gutiérrez
Aurea Lab, Mexico City

Participants will review concepts in the Ling system in assessing, developing, and remediating listening and spoken language with diverse languages, including English and Spanish. Participants will apply assessment and remediation tools in English and Spanish to video case studies.

Learning Objectives

During this session, participants will:

  • Explain the concepts of the Ling system for teaching listening and spoken language in developmental and remedial contexts.
  • Review resource materials that assist in using the Ling system to assess, develop, and remediate listening and spoken language in English and Spanish.
  • Implement resource materials in assessing and remediating speech issues demonstrated in video case studies in English and Spanish.

.1 AAA CEUs/.1 ASHA CEUs/1.0 hours AG Bell LSLS CEUs/1.0 COL

Behavioral Health in Children with Hearing Loss

Ivette Cejas
University of Miami

This session will discuss the importance of assessing and addressing mental health in children with hearing loss and their families. Participants will learn about screening methods that can be utilized in your clinical practice, as well as when you need to refer to a mental health specialist.

Learning Objectives

During this session, participants will:

Discuss the benefits and role of a psychologist as part of an audiology team.
Describe assessments of behavioral and emotional functioning that can be incorporated into your clinical practice.
Identify when families should be referred to a psychologist or mental health specialist.

Experiences that Ignite Parent and Child Self-Efficacy

Michael Douglas
MED-EL Corporation

Our approach to counseling and service provision can greatly impact how well information is applied outside of the intervention environment. This presentation will uncover effective methods for increasing self-efficacy while considering a model of working memory, agents of change, and factors that contribute to recall and subsequent action.

Learning Objectives

During this session, participants will:

  • Explain a model of working memory that defines how we hear, see, and store information.
  • Describe a process-based approach to facilitate change in the behavior of others.
  • List at least three interactive learning experiences to facilitate a change in self-efficacy for family members.
Parents’ Use of Mealtime Conversation Techniques

(30 minute session)

Elaine Smolen, Maria Hartman
Teachers College, Columbia University

How do parents elicit language during home routines? Using LENA technology, this study investigated parents’ use of conversation techniques and explicit instruction during mealtimes in the home environments of preschoolers with hearing loss. Links between these techniques and children’s vocabulary will be presented along with a qualitative analysis of sample conversations.

Learning Objectives

During this session, participants will:

  • Define higher- and lower-level conversation techniques used by parents with their children with hearing loss.
  • Explain the characteristics of parents’ use of conversation techniques during mealtimes with their preschoolers with hearing loss.
  • Discuss the relation between parents’ use of conversation techniques and their children’s vocabulary development.
How to Engage Preschoolers Using Chapter Books

(30 minute session)

Carol Flexer
The University of Akron

Sarah Carpenter
Sunshine Cottage School for Deaf Children

Grade-level competence in literacy is a desired outcome for all children. One step in the brain and literacy development process is reading chapter books aloud to preschoolers. This presentation will use video tapes to demonstrate how to engage preschoolers with hearing loss in listening to and conversing about chapter books.

Learning Objectives

During this session, participants will:

  • Organize a list of chapter books that would be appropriate for preschoolers who are deaf or hard of hearing.
  • Explain the process of introducing chapter books to preschoolers.
  • Describe how chapter books can be used to teach continuity and sequencing of a story, over time.

.1 AAA CEUs/.1 ASHA CEUs/1.0 hours AG Bell LSLS CEUs/1.0 COL

Sensory Play to Maximize Listening and Speaking

Louise Ashton
Auditory Verbal UK

Many children love to get sticky, slimy, and covered in paint! Join us to explore how to use simple, low-cost, sensory play to enhance listening and spoken language. Learn how sensory play benefits development and come away with a range of ideas for your sessions with children ages 0-5 years old.

Learning Objectives

During this session, participants will:

  • Explore current thinking on how sensory play can contribute to developing cognition and language, and particularly how it applies to children with a hearing loss.
  • Be able to explain the stages of play development through exploring sensory materials and generate novel, simple, low-cost sensory play ideas for children ages 0-5 years old to maximize listening and spoken language.
  • Be equipped to guide and coach parents to use sensory play as a vehicle for maximizing their child’s listening and spoken language through use of a framework to make play functional, fun and conversational.
Applying A Social Ecological Model to Early Intervention

Tamala Bradham
Vanderbilt University Medical Center

Barbara Hecht
Clarke Schools for Hearing and Speech

Ronda Rufsvold
CCHAT Center Sacramento

This presentation will provide a conceptual framework for early intervention services following hearing loss identification using McLeroy’s ecological-model. An ecological approach focuses on both the individual-level and population-level of social determinants of health outcomes. Participants will leave with a road map for success that can be applied in their practices.

Learning Objectives

During this session, participants will:

  • Recite research that supports the JCIH recommendation of confirming hearing loss in children by 3 months of age and enrollment in appropriate early intervention by 6 months of age from health care and education professionals with expertise in hearing loss in infants and young children.
  • Describe the conceptual framework in relation to the outcomes of children who are deaf and hard of hearing based on qualitative and quantitative data.
  • Apply at least one concept shared from the conceptual framework that will impact the delivery of intervention treatment to children who are deaf and hard of hearing.
Improving LSL Systems: Bridges to Collaboration

Teri Ouellette, Susan Sehgal
St. Joseph Institute for the Deaf

Bethany Colson
Indiana Center for Deaf and Hard of Hearing Education

As professionals we are called to support system change that benefits our families and promotes access to listening and spoken language services. This presentation reviews the experiences of professionals in Indiana promoting collaborative work in areas of legislative advocacy, collaborative assessment, and administration of diverse teams.

Learning Objectives

During this session, participants will:

  • Defend participation in collaborative groups to advance listening and spoken language objectives.
  • Relate listening and spoken language concerns effectively in a political arena.
  • Justify listening and spoken language techniques in a diverse group of professionals.

.1 AAA CEUs/.1 ASHA CEUs/1.0 hours AG Bell LSLS CEUs/1.0 COL

Optimizing Possibilities through Hearing and Hearing Technology: Session Two

Lori Hambrick
Advanced Bionics

Allison Soll
Oticon, Inc.

Hearing well is foundational to developing listening and spoken language. Children who are deaf or hard of hearing can do anything when provided with appropriate supports. In this session, professionals in the field will discuss the latest development in cochlear implant and hearing aid technologies as well as share specific resources that lead to achieving optimal hearing.

Learning Objectives
During this session, participants will:

  • Understand candidacy and evaluation criteria and indications/appropriate application of current technologies to maximize hearing in infants and children.
  • Identify at least 10 available resources to optimize hearing and auditory skill development in infants and children.
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