All concurrent sessions will be held on Friday, June 30, and Saturday, July 1, 2017.

Extended Learning with Dr. Golinkoff, AG Bell and Hearing First

Roberta Golinkoff. Ph.D.

Uma Soman, PH.D., LSLS CERT. AVED

AG Bell

Hearing First

Join AG Bell and Hearing First for this dynamic session as we continue to explore ideas presented by Dr. Golinkoff in her keynote address on early language development and play. In this session, facilitators will work within small groups to develop a deeper understanding of the content and how they can apply this new knowledge to their professional development. Discussions and activities will be focused on engaging and practicing strategies and techniques for extending learning that occurred in the keynote session to daily listening and spoken language practice and overall professional life.  Participants will find this session to be a nice mix of reflection, interaction, and planning for practical application.  

 

LENA: Research to Practice with Innovative Technology

Sonia Arora, M.S.

Maria Hartmann, Ph.D.

Elaine Smolen, MAT, LSLS Cert. AVEd

Rhonda Rufsvold, ABD, LSLS Cert. AVEd

Ye Wang, Ph.D.

Monitoring the development of spoken language in children with hearing loss is an important consideration for teachers, SLPs, and researchers. Language ENvironment Analysis (LENA) measures the quantity of spoken language in a child’s environment using a small wearable digital recorder and patented processing software. The presenters will share their findings from reviewing 44 research studies that used LENA technology. In this presentation, emphasis will be placed on the identification of the data collection technology available for diverse populations and its subsequent implications. The presentation will provide detailed descriptions and demonstrations of how LENA can be used to collect data that is pertinent to educational research.

 

Cultural Sensitivity: Counseling Hispanic/Latino Families

Myriam De La Asuncion, AU.D., CCC-A

Michael Douglas, M.A., CCC-SLP, LSLS CERT. AVT

Approximately 1 in every 4 Americans will be Hispanic by 2050. As the general Hispanic population increases, so will the Hispanic population with hearing loss and deafness. This fact poses an immense need in learning and understanding the unique needs of this population, particularly those whose first language is Spanish. This “cultural sensitivity” perspective changes the way we approach, counsel, support, and provide services to our Hispanic families. Although it is important to provide clinical care and deliver services in the child and family’s native language, it is even more important to capture the culture which may differ greatly from region to region. This presentation will include a brief demographic review of those areas that have a high population of Hispanics, identify challenges and unique needs within that population, and provide practical tools that will improve counseling. 

 

Using Linguistic Input Strategies to Increase Vocabulary

Dana Kan, Ph.D., NBCT

The development of vocabulary is a target for most students with hearing loss and one of the most important objectives in the early childhood years. This presentation will provide an in-depth review of the research evidence behind three specific linguistic input strategies that are associated with increased vocabulary performance:  1) use of sophisticated vocabulary during free play, 2) use of conversational turns, and 3) use of contextualized and decontextualized remarks during read aloud. The presenter will share findings from her research on linguistic input strategies used by teachers. Evidence will be reviewed from studies of children without hearing loss as well as children with hearing loss, when applicable. This presentation will provide opportunities for participants to consider their own use of the target strategies as well as opportunities to practice implementing the strategies described during this presentation.

 

Effects of Co-enrollment on Preschool Conversational Skills

Brynne Powell, M.E.D.

Samantha Schraven, M.E.D.

 “Reverse mainstreaming” (inclusion of hearing peers in educational settings geared towards children with hearing loss) has been a long standing practice for many programs. In this session, the presenters will share findings from their study comparing the language levels of children with hearing loss who attended preschool with their hearing peers and those who did not. The presenters will lead a discussion on how the presence of hearing peers impacts conversational skills of preschoolers.

 

Spoken Language Outcomes in Children Implanted Early

Ellen Thomas, M.A., CCC-SLP, LSLS Cert. AVT

Parents of children who are deaf or hard of hearing are faced with a need to make decisions about communication mode and the intervention their child receives. As professionals who provide information and support to parents, we know the importance of sharing data with parents about listening and spoken language. Parents are particularly interested in knowing “what it takes “ for their child’s spoken language outcomes to be equivalent to his/her peers with typical hearing. A retrospective analysis of speech perception and speech and language in which factors and outcomes for children implanted under the age of 3 will be shared and discussed during this session.  Outcomes will be reviewed as a function of communication mode and intervention received by the child. An analysis of speech recognition and speech comprehension scores obtained 12, 24, and 36 months post-activation of a cochlear implant(s) will also be provided during this session.

 

Principles to Practice: Developing a ‘Sensory Lens’

Frances Clark, MRCSLT, LSLS Cert. AVT

Research suggests that over 70% of children with hearing loss present with sensory integration difficulties. This presentation aims to empower and motivate LSLS practitioners to view children on their caseload through, what Ayres (1979) termed, a ‘sensory lens’. In other words, to look at their behaviours with consideration not only for listening and spoken language but for how their senses might be working together and whether this is creating a sensory excess or deficit, resulting in the behaviour presented. Ayres’ original model of integrative processes progresses from integration of senses to purposeful activity. The end products include the ability to concentrate, organize, have abstract thought and reasoning and access the curriculum - all familiar aims to Listening and Spoken Language practitioners. This presentation will help practitioner recognize sensory difficulty, integrate available information and deliver innovative practice that includes sensory activities to achieve excellent speech and language outcomes.

 

Challenging Cases in Auditory Verbal Therapy

Nevitte Morris, MSP, CCC-SLP, LSLS Cert. AVT

In this session, the presenter will share case studies of five cochlear implant users who present with additional challenges. Each case study will include history, test scores, goals, recommendations, and outcomes along with speech, language, and audition levels before and after cochlear implantation. This presentation is geared towards professionals who provide direct services to children with hearing loss.  Attendees will also have an opportunity to share aspects of their own challenging cases during this interactive session.

 

Working Outside the Auditory-Verbal Therapy (AVT) Box

 Alexandra Crosbie, Cert. AVT

In this session, the presenter will share a modified protocol used by The Hearing House clinical team to best meet the needs of children who were not benefitting from an Auditory-Verbal program. The presenter will share her insights into the reasoning behind the move to adapt the AV program for this group of children. This session will provide the participants with strategies and assessment tools that can be used to review outcomes of children with hearing loss in their care, and implement a modified program when appropriate.

 

Child with an ABI

Genia Brill, SLP

The number of children who receive Auditory Brainstem Implants (ABI) continues to grow. The presenter will share a case study of a child who received an ABI and is attending an Auditory Verbal (AV) program. This session will include a description of the child’s development of listening, speech and language skills. The presenter will address if an intensive AV program can facilitate development of robust auditory skills for learning speech and language for auditory brainstem implant users. Additionally, the presenter will discuss how ongoing speech perception testing in diagnostic therapy sessions, along with frequent phonetic mapping (fine tuning) enhance stimulation of the auditory pathway and development of auditory perception for children using auditory brainstem implants.

 

Cochlear Implantation in Children with Single-Sided Deafness

Kylie Chisholm, SLP, LSLS Cert. AVT

Single sided deafness (SSD) in children can often go undetected or untreated. Yet children with SSD may display a range of behaviours such as difficulty hearing in background noise, localizing sound, and increased overall listening effort. More families of children with SSD are seeking advice regarding cochlear implantation as a hearing device option for their child. This presentation will provide an outline of SCIC’s pediatric assessment protocol for clients with SSD, pre-operative support and counseling provided, and guidelines for rehabilitation following CI in this population. Audiological outcomes and rate of progress will also be discussed. Case studies within three groups will be discussed 1) SSD of a congenital nature, 2) progressive hearing loss that results in SSD, and 3) children presenting with no cochlear nerve (per Magnetic Resonance Imaging [MRI]). Cases of children who have discontinued use of their devices will also be discussed.

 

A Multi-Linguistic Analysis of Spelling Errors

Nancy Quick, M.S., CCC-SLP

Session description TBA

 

Who, Me?  A Ph.D.? Exploring Doctoral Pathways

Elizabeth Rosenzweig, M.S., CCC-SLP, LSLS Cert. AVT

Jenna Voss, Ph.D., CED LSLS Cert. AVEd

Uma Soman, Ph.D., LSLS Cert. AVEd

Professionals who have pursued doctoral level study will share their personal motivation and journey, describing how they came to the decision to pursue advanced degrees. By sharing tips and words of wisdom, panelists can inspire participants, engaging them in self-reflection of personal-professional goals which may include exploration of how practitioners might consume and contribute to research in their current positions. Panelists will represent range of employment opportunities afforded with terminal degrees. This session can seed future relationships between doctoral prospects and graduates. Discussion will include exploration of potential funding sources, how scholars found fit with programs and faculty, common challenges faced throughout the course of study, and what supports were most valuable to their ultimate success.

 

Transforming Professional Learning in Listening and Spoken Language Practice

Lillian Henderson, MSP, CCC-SLP, LSLS Cert AVT

Sandra Hancock, CCC-SLP, LSLS Cert AVT

There continues to be a need for more professionals who are listening and spoken language specialists. In this session, the presenters will present the training model used at University of North Carolina – Chapel Hill to train professionals, particularly those serving children in rural areas. The presenter will discuss how to improve patient care and outcomes via coaching using current technologies, along with the strategies and techniques of a strengths-based coaching model designed to advance adult learning in order to improve outcomes for children who are deaf or hard of hearing and their families. Learners will explore an on-line web-based, flipped classroom, view videos of recorded coaching conversations, and design an experiment to increase professional learning opportunities using virtual platforms.

 

Change Starts with Confidence: Studying Parent Leadership

Angie Stokes, M.S.ED.

Many parents share a similar initial goal when they enroll their child in early education services.  Their aim is to get help for their child with hearing loss. When parents embrace AVT principles, they forge partnerships with providers who share their values and goals. As parents ask questions, make suggestions and request services, they often take on an advocate role for their individual children. In this session, the presenter will share videos and online self-evaluations of parents who have received services through the John Tracy Clinic, and report a change in their motivation to lead. Examples of parent initiatives impacting the field of childhood deafness will be examined to recognize the innovative power of parents.

 

Managing Unilateral, Mild, Moderate, & Fluctuating Hearing Losses

Carol Flexer, Ph.D., CCC-A, LSLS Cert. AVT

Jane Madell, Ph.D., CCC-A/SLP, LSLS Cert. AVT

Families, school personnel, and medical personnel often have difficulty recognizing the needs of children with unilateral, mild, moderate and fluctuating hearing losses. Because these children seem to hear and function in some situations, it is difficult for families and school personnel to understand their auditory barriers. These children do not hear soft speech or hear well in competing noise and so  miss critical information. Children must have acoustic accessibility throughout the day to facilitate auditory brain development and to enable them to use audition to learn language and develop literacy. The presenters will address academic and social learning issues for unilateral, mild, moderate, fluctuating, and progressive hearing losses; counseling strategies for families, schools, physicians, and the children themselves; technology needs (e.g. personal hearing aids, remote microphone technology);  parent focused auditory enrichment intervention; and, current research on children with these hearing losses.

 

Virtual Coaching: Examining One Model of Professional Development

Jessica Bergeron, Ph.D.

Erica Welch, M.Ed., LSLS Cert. AVEd

Kathy Newbern, CCC-SLP, LSLS Cert. AVT

Early Interventionists (EI) do not always have access to current and relevant professional learning needed to provide quality services for children who are developing listening and spoken language, including up-to-date information on the latest changes in the field of hearing technology (Hayes, 2010). As such, in order to improve outcomes for children who are DHH who use LSL, all EI professionals need access to “Just-In-Time” professional development. The presenters will address adult learning theory as applied to a model of virtual coaching (DHH Professional Network [DHH ProNet]) in a study conducted to support a low-cost solution for professional development in listening and spoken language for a state-funded Part C program. Evocative coaching was used to collaboratively assess the learner’s specific needs and interests and tailored trainings and coaching sessions that were immediately applicable (Tschannen-Moran & Tschannen-Moran, 2010). Qualitative information from the study related to LSL principles and practices will also be shared.

 

Effective Partnerships with CLD Families in LSL Progams

Renee Lucero, Ph.D., LSLS Cert. AVEd

Bridget Scott-Weich, Ed.D., LSLS Cert. AVEd

Until recently, AV/LSL services were primarily offered in the private sector, and therefore less accessible to many culturally and linguistically diverse (CLD) families with children attending public LSL programs.  This session will address the implementation and evolution of listening and spoken language (LSL) services and related implications as public schools have attempted to bridge the gap in access to LSL services for CLD families.  Results will be shared from an exploratory study of listening and spoken language outcomes of 28 children with hearing loss who received Listening and Spoken Language Intervention (LSLI) in a large, urban public school setting. Findings related to the impact of language of the home, parent participation, parent education levels, socio-economic status, ethnicity and family culture(s) and related outcomes will be discussed. Strategies for supporting teachers and CLD families in LSL programs classrooms and interventions as well as possible augmentations to existing frameworks will also be addressed. 

 

Applying Adult Learning Strategies to Parental Coaching

Betsy Moog Brooks, M.S., CED, LSLS Cert. AVEd.

Professionals have been providing parent support, parent education, and parent coaching for centuries. The manner in which professionals have provided support to parents of children with hearing loss has changed over the years, and varies from professional to professional. Findings from a doctoral study focused on the application and impact of adult learning principles to real-time embedded coaching in work with parents of children with hearing loss in developing listening and spoken language will be shared with participants.  The presenter will also discuss the impact of adult learning principles on  coaches  and coachees as well as the contribution of these principles on spoken language outcomes of children in relation to receptive and expressive vocabulary development. Examples of real-time embedded coaching with the application of adult learning principles will be demonstrated through video.

 

Hearing Loss, Communication Mode and Outcomes

Alexandra Crosbie, Cert. AVT

Julia Sarant, Dip. Aud., Ph.D.

Parents of children who are newly diagnosed with hearing loss want, and are entitled, to be able to access the evidence regarding outcomes in order to make informed decisions about the appropriate form of communication for their child and family. Given the evidence around critical periods for language development, and the knowledge that “earlier is better,” it is imperative that parents are able to make these decisions in a supported and timely manner. In order to provide clear and unbiased evidence for parents, a critical review of peer reviewed journal articles in the literature and other available evidence worldwide was conducted, considering differences in the characteristics and settings in which the outcomes were obtained, methodological considerations such as study design, outcome measures used, sample sizes, statistical analysis, and other factors which may introduce bias. The findings of the review, comparing oral communication and oral plus signed communication will be reported in this presentation.

 

Early Sign Language and Cochlear Implant Benefits

Ann Geers, Ph.D.

The presenter of this session shares results of a study of ninety-seven children from a nationwide database who received a cochlear implant by 38 months of age and differed in the duration of early sign language exposure provided in their homes  (i.e. none, short-term, long-term) whose progress was compared through the elementary grades. The presenter will address whether parents’ use of sign language before and following cochlear implantation positively influences speech perception, speech intelligibility, language and reading outcomes in elementary grades. This study provides the most compelling support available to date in the cochlear implant literature for the benefits of listening and spoken language input for promoting verbal development in children implanted by 3 years of age. Contrary to earlier published assertions, there was no advantage to parents’ use of sign language with their deaf child either before or after cochlear implantation.

 

Building Self-Advocacy and Repair Strategies Early

Maura Berndsen, M.A., M.Ed., LSLS Cert AVT

Building a foundation for self-advocacy and repair strategies empowers children as they fully participate in life. The AG Bell Family Needs Assessment (2013) noted the need, particularly in younger children, to develop self-advocacy skills. This presentation will describe integration of self-advocacy and repair strategies into existing routines and use of coaching strategies to build these important skills for young children and their families. Adult learning will be briefly discussed to support the coaching aspects of this presentation. This interactive session will involve group reflection and discussion related to self-advocacy as well as exposure to repair strategies will follow the development sequence for these skills, noting that language structures enabling people to effectively repair start to emerge in toddlers.  The presenters will offer assessment methods of a child’s ability to self-advocate and repair breakdowns as well as discuss goals, outcomes, and progress monitoring.

 

Setting the Table for Family-Centered Care

Becky Clem

Family-centered care (FCC) is quickly becoming the gold standard of service delivery for healthcare providers. The FCC concept and practice is critical in working with families of children with hearing loss. In this model, caregivers are directly involved and treated as team partners during each patient care phase. Evidence supports FCC greatly affects outcomes and follow-up for children with hearing loss and their families. For this session, the presenter will focus on the FCC model for children with hearing loss and their families through defining principles of family-centered care; discussing supporting evidence; highlighting health literacy and effective caregiver coaching strategies (e.g.: “Ask Me 3,”  Teach Back Method); identifying and navigating roadblocks that may impede a collaborative caregiver/clinician therapy dynamic; and applying principles in assessment and therapy sessions and capturing them in skilled documentation. Video demonstrations of FCC in action will be shared as part of this session. 

 

Learning Language: Comparison with Learning to Dance

Enid Wolf-Schein, Ed.D.,CCC-SLP

The presenter of this session will describe how the processes of listening, spoken language and literacy are analogous to learning to dance. Neither involves a singular event but rather a complex interaction of the individual with the environment.  When an individual is having extreme difficulty with all aspects of vocal and written language, the multisensory aspects of the SMILE (Structured Methods in Language Education) program, based on the Association Method, has proven successful for students, even in high school, who were previously not speaking or reading. The presenter will discuss the rationale for the SMILE program and introduce the methodology, scope and sequence and learning materials used.  New authentic informational and narrative texts to supplement the curriculums and current new empirical results will be presented.