Jane Madell
Pediatric Audiology Consulting (United States)

Audiology is the basis of auditory-based therapy. If a child is not hearing well, they cannot learn to listen. This workshop will assist clinicians in learning how to use audiological information to understand what a child is and is not hearing, including how to discuss test results with audiologists.

During this session participants will:

• Attendees will understand how to interpret audiograms.
• Attendees will understand how to use audiology information to determine what a child can and cannot hear.
• Attendees will be able to use audiology information to plan therapy.

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

Read It Again: Transforming Story Time
Jennifer Wallace, Erica Welch, Kathy Newbern
Atlanta Speech School (United States)

The START Read strategy, adapted for preschoolers who are deaf and hard of hearing, encompasses multiple reads of the same book to develop Tier 2 vocabulary, promote theory of mind development, nurture critical thinking, and engage in meaningful conversation. Participants will learn the purpose of each read and how to incorporate them into practice.

During this session participants will:

• Define the START Read strategy and PAT vocabulary strategy.
• Identify and state the purpose of using three reads within the START strategy.
• Learn to use “think-alouds” to illustrate thoughts and feelings when reading aloud.

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

Mary McGinnis
John Tracy Clinic (United States)

María Fernanda Hinojosa, Brianda Campero Calderón-Gutiérrez, Marimar Sánchez Menchero
Aurea Lab (Mexico)

Participants will review concepts in the Ling system that can be applied to children who have speech challenges. Using a listening and spoken language framework, case studies will allow participants to use new tools in assessing, developing, and remediating listening and spoken language.

During this session participants will:

• Explain the concepts of the Ling system for supporting listening and spoken language in children with complex needs.
• Review resource materials that assist in using the Ling system to assess and remediate listening and spoken language in English and Spanish.
• Implement resource materials in assessing and remediating speech issues demonstrated in video case studies.

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

Bridgette Klaus, Liliana Santana, Marissa Simoni, Jamie Frost
John Tracy Clinic (United States)

John Tracy Center uses an inclusion model with children who are deaf and hard of hearing and who have typical hearing, together. This increases both social and language skills for all of the students. Come learn how they responded to COVID-19 by creating a hybrid preschool model to meet the needs of families both onsite and at home.

During this session participants will:

• Describe how to create a hybrid preschool classroom with children virtually interacting with children onsite.
• Describe how to engage and support parents in person and virtually in their children’s preschool curriculum.
• Identify the benefits of an inclusion preschool model for listening, social skills, and language development.

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

Uma Soman, Jessica Zulueta
Carle Auditory Oral School (United States)

School-age children who are deaf and hard of hearing have to keep up with the ever expanding language, literacy, and academic demands. Even those with a strong foundation in listening and language can benefit from additional support. An interprofessional intervention approach focused on language of academics will be discussed.

During this session participants will:

• Explain language, literacy, and academic needs of school-age children who are deaf and hard of hearing and its link to hearing loss.
• Identify opportunities for strengthening literacy and academic skills during listening and spoken language intervention.
• Develop an action plan for planning and implementing intervention for school-age children who are deaf and hard of hearing.

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

Beauty Hariz
Cochlear ME (United Arab Emirates)

An analysis of auditory and language profiles of children who are deaf and hard of hearing, with and without complex-needs, suggests that children with complex-needs benefit tremendously from cochlear implants. Benefits remain inferior compared to peers with no other difficulty. Thus, the importance of an evaluation is to identify, develop, and monitor individualized rehabilitation plans.

During this session participants will:

• Identify the auditory development of children with complex need in auditory-verbal therapy.
• Describe the development of language of children with complex needs.
• Identify the importance of the development of an individualized auditory-verbal therapy plan.

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

Melissa McCarthy
University of Newcastle (Australia)

Are you using telepractice, but feeling exhausted by the effort and frustrated with the results? The fact is most telepractice programs aren’t achieving optimal outcomes despite best intentions. Join this discussion to discover why. Learn how to achieve better outcomes from your telepractice sessions by avoiding the most common mistakes.

During this session participants will:

• Describe two common mistakes that reduce the effectiveness of telepractice.
• Identify one strategy for improving telepractice sessions.
• Explain one technique that will result in better outcomes for families who participate in telepractice.

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

Carol Flexer
The University of Akron (United States)

Ritu Nakra
Hear Me Speak (India)

Children with hearing loss need intentional work to develop executive functioning. One way to boost executive functioning skills is to deliberately integrate the language of pre-number concepts into routines of daily living. Start “Math Talk” in infancy! This presentation will discuss why and how, and will introduce a new resource.

During this session participants will:

• Explain why parents should intentionally familiarize their young children with pre-number and number concepts beginning in infancy.
• Describe how the language of math can be sprinkled into routine daily activities to teach pre-number and number concepts to very young children.
• Discuss how the language of math can boost executive functioning in the child.

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

Jane Lignel Josvassen
Decibel and Rigshospitalet (Denmark)

Signe Wischmann
Decibel (Denmark)

This presentation summarizes important findings from the project “IHEAR – in school with hearing impairment” (2017-2021), led by the Danish Patient organization Decibel. Key concepts to be discussed include language level, well-being, listening in noise, and auditory-verbal guidance to teachers. A video resulting from IHEAR (with English subtitles) shows parents, teachers, and professionals in collaboration.

During this session participants will:

• Explain the influence of signal-to-noise ratio for children with hearing loss.
• Identify important factors that helps creating a favorable listening and learning environment in school.
• Describe how guiding teachers in auditory-verbal strategies can support the language development for children with hearing loss.

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

Karen MacIver-Lux
SoundIntuition (Canada)

There are six different listening and spoken language profiles of auditory neuropathy spectrum disorder (ANSD). Longitudinal studies of children identified with ANSD and enrolled in auditory-verbal therapy or ALE will be presented and outcomes will be shared. The children’s communication development and the collaborative process among the professionals involved will be discussed.

During this session participants will:

• Define auditory neuropathy spectrum disorder (ANSD) and its characteristics.
• Describe the six different listening and spoken language profiles of ANSD.
• Discuss management of children with ANSD and the collaborative process involved in helping kids with ANSD ace listening and spoken language.

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

Sherri Fickenscher, Ashley Mahlstedt Weaver
Clark Schools for Hearing & Speech (United States)

Relationships between mentors and mentees are crucial to personal and professional growth, and growth for the field of auditory-verbal practice. This presentation will explore two professionals’ journeys as their mentoring relationship grew, changed, was challenged, and forged a collegial partnership beyond mentoring. Perspectives, tools, and resources will be explored and shared.

During this session participants will:

• Identify three to four resources and/or tools to use in a listening and spoken language mentoring partnership.
• List practices that strengthen the mentor/mentee partnership.
• Describe why the ability to take different perspectives builds trust.

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

Bailey Clay, Kelsey McKey, Kasie LeBlanc
Texas Hearing Institute (United States)

This presentation details the creation and execution of a leadership program for teens with hearing loss. The program develops self-advocacy and professional communication skills through opportunities to collaborate with peers and mentors, complete self-directed tasks, and act as role models while establishing a passion for local civic engagement and volunteering.

During this session participants will:

• Be able to create a program to train teens with hearing loss for volunteer and workplace programs in their local community.
• Identify benefits of volunteering related to self-esteem.
• Identify benefits of teaching professional communication to develop workplace readiness skills in teens with hearing loss.

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

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

Natalie Teakle
MED-EL (Austria)

“Shouldn’t rehabilitation only begin once baby can hear?” – Wrong! This presentation will highlight why rehabilitation is critical for families of babies waiting for cochlear implants and provide grounds to prompt and advise others. We will explore aspects of the rehabilitation program for this population and re-examine standard procedures.

During this session participants will:

• Explain why rehabilitation is beneficial for families of babies newly diagnosed with hearing loss and waiting for cochlear implants.
• Identify aspects of the rehabilitation program for families of babies waiting for cochlear implants.
• Identify standard procedures to re-evaluate when working with families of babies who are newly diagnosed with hearing loss.

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

Mariana Helbig
Escuchar sin Límites (Germany)

Juliana Gebhardt
Escuchar sin Límites (Argentina)

When planning your telepractice sessions, does your head start spinning thinking what material to ask families to use to achieve the proposed goals? This presentation will offer solutions to use material frequently found at home, adapting goals to different functional levels in hearing, speech, and language.

During this session participants will:

• Identify household items to carry out the objectives of the sessions.
• Make adaptations with the same household items for different levels of hearing, speech, and language objectives.
• Explain how to transfer therapy objectives to day-to-day activities.

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

Inge Kaltenbrunn, Kylie Chisholm
Royal Institute for Deaf and Blind Children (Australia)

Providing appropriate induction and ongoing professional development for staff over distances and multiple sites can be challenging. A staff induction and professional development training suite was developed to address this. Use and benefits of this training suite for ensuring high quality intervention for children with hearing loss will be discussed.

During this session participants will:

• Outline the training needs of professionals new to working with children who are deaf or hard of hearing and their families.
• Describe the barriers to training and ongoing professional development.
• Identify the aspects and roles of the staff induction and professional development training suite developed.

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

Frances Clark, Louise Ashton
Auditory Verbal UK (U.K.)

Many parents of children with hearing loss find sharing books challenging. Join us for an interactive workshop covering the latest research on the benefits of book sharing and how we can support families accessing teletherapy. Explore strategies and resources for increasing parental confidence in sharing traditional books, e-books, and audiobooks.

During this session participants will:

• Draw on the current research on Shared Book Reading, e-Books, audiobooks, and listening and language outcomes for children with a hearing loss.
• Identify low level and higher level facilitative techniques in shared book reading and they will be able to generate ideas on how to use these techniques practically.
• Utilize strategies and techniques for using books when therapy is delivered via telepractice.

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