SESSIONS

Day 1

Eyes Open, Ears On: The Importance of Full-time Use of Hearing Technology for Children with Hearing Loss

Jace Wolfe

Hearts for Hearing (United States)

Children with hearing loss must have full-time access to speech and environmental sounds to optimize their listening and spoken language development. This session will summarize the research that examines hearing technology wear time in children and its effect on outcomes. Tips for optimizing wear time will be provided.

During this session participants will:

Describe research that explores typical hearing technology wear time for children with hearing loss.
Describe factors that influence hearing technology wear time for children with hearing loss.
Describe the effect of hearing technology wear time on outcomes and brain development.

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

Developing Verbal Humor in Deaf Children

Emma Burton, Estelle Gerrett
Auditory Verbal UK (U.K.)

Humor is considered a core component of resilience, well-being, and social competence. But research shows delays in verbal humor development in children with hearing loss. Join us for a practical workshop, exploring the latest research and effective strategies for enabling humor appreciation and creation that support children’s social and emotional development.

During this session participants will:

Explain the stages of verbal humor development from infancy to school age, and the building blocks required for mastery of each stage.
Discuss research relating to the impact of hearing loss on the development of verbal humor.
Apply strategies to support parents in nurturing their child’s verbal humor skills through everyday conversations and playful interaction.

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

HOLISTIC Intervention: What? Why? How?

Ellen Rhoades
AV International Training/Consults (United States)

Nannette Nicholson
Nova Southeastern University (United States)

Rachel Glade
University of Arkansas (United States)

“Holistic intervention,” an emerging, data-driven early intervention, will be defined and its inherent characteristics explained. Session participants will engage collaboratively to identify current problematic issues. Potential plans of action will include solution-focused strategies and evaluation protocols for staffing, and organizational changes to meet the needs of diverse families.

During this session participants will:

Identify existing barriers and missed opportunities in the delivery and evaluation of services in early intervention and/or auditory-verbal programs serving diverse families and their children with hearing loss.
Define and describe “holistic intervention,” including its data-driven goals and long-term implications.
Collaborate by exchanging solution-focused ideas and specific strategies that pertain to organizational cultures and community-based networking as well as the training needs of service providers and university students.

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

Let's Work Together: Cochlear Implant Mapping Co-Treatment

Therese Minkoff, Andrea Vargas, Christiana David, Erin Levy
Rady Children’s Hospital San Diego (United States)

A co-treatment model of cochlear implant mapping involves collaboration between the audiologist, the auditory-verbal therapist or speech-language pathologist, and the parent within the same appointment results in more dynamic adjustments and meaningful functional listening gains in speech perception, and ultimately improved language and speech production skills.

During this session participants will:

Identify the specific roles of each stakeholder in a multi-disciplinary cochlear implant mapping appointment.
Describe ways to increase interdisciplinary collaboration within the context of their own practice, focusing on the goal of increasing auditory access to speech.
State the difference between perception speech production errors and articulation errors.

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

Riding the Waves of Change, Transforming Services

Noel Kenely, Frances Clark, Anita Grover, Sarah Hogan
Auditory Verbal UK (U.K.)

How can we transform our practice and services to meet the needs of a “new normal”? How do we respond to the potential secondary effects of the pandemic? Hear from clinicians and service managers. Share your experiences in a lively discussion and create a collaborative document to support practitioners worldwide.

During this session participants will:

Be able to think creatively about changes in service provision, parental engagement, and daily practice in the move from lockdown to the “new normal.”
Identify the difference between change and transformation in service provision, and consider methods of evaluation.
Describe some of the potential secondary effects of the pandemic on child development and resilience.

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

Managing Big Feelings with Little Humans

Sherri Fickenscher, Courtney McGee
Clarke Schools for Hearing & Speech (United States)

“Social and emotional competencies can be taught, modeled, and practiced and lead to positive student outcomes that are important for success in school and in life”(https://casel.org/what-is-sel/). This statement by the Collaborative for Academic, Social and Emotional Learning (CASEL) will be explored and addressed in this presentation.

During this session participants will:

Identify the five core social and emotional competencies as outlined by CASEL.
List three reasons why focusing on emotional well-being increases the likelihood of learning.
Discuss two benefits to implementing the Kimochis® program in their practice and/or school.

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

Parenting and Mental Health: Impact of COVID

Ivette Cejas
University of Miami (United States)

The pandemic has led to heightened levels of stress and elevated mental health concerns. Data on the impact and exposure of COVID on parenting and mental health in families of children with hearing loss will be presented. Screening tools and strategies to help families seeking support will also be discussed.

During this session participants will:

Discuss the effects of the pandemic on mental health.
List screening tools for mental health.
Describe ways to identify families at risk for mental health or parenting concerns.

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

AVT’s Adapt 3Cs: Consultant, Coach, and Counsellor

Lyndsey Allen
Think Talk and Learn (U.K.)

Yogita Baviskar
Adhyayan Hear and Speech Centre (India)

Adapting our communication style to Consultant, Coach, or Counsellor builds collaborative relationships and establishes trust. Changing styles is difficult as competency, stress, uncertainty, bias, or stereotypes cause us to stick to our comfort zone as an expert consultant. A collaboration between India and the U.K. bring you the science of adaptability to avoid getting stuck in your comfort zone.

During this session participants will:

Identify verbal responses more typical of consultant, coach, or counsellor communication style.
Describe five reasons auditory-verbal therapists get stuck in the comfort zone of expert consultant.
Formulate two personal development goals so your communication style can be consultant, coach, and counsellor.

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

Adolescents, Peer Relationships and Social Capital

Jill Duncan
University of Newcastle (Australia)

For young people who are deaf or hard of hearing, social capital can have a buffering effect against adverse life outcomes. This presentation will explain social capital, summarize research that Dr. Duncan co-investigated related to social capital of adolescents who are deaf or hard of hearing, and suggest instructional considerations for developing social capital.

During this session participants will:

Informally assess social capital characteristics of adolescents who are deaf or hard of hearing.
Differentiate barriers and facilitators of social capital of adolescents who are deaf or hard of hearing.
Plan an activity that will facilitate the development of social capital of an adolescent who is deaf or hard of hearing.

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

Pensar cada desafío como una opertunidad (Think of Each Challenge as an Opportunity

Magdalena Massone
Advanced Bionics (Argentina)

María Lorena Valenzuela
CIAL Consultorio Integral de Audición y Lenguaje (Argentina)

Every day more families with children who have developmental needs associated with hearing loss attend the consultation. Our challenge is to develop an appropriate evaluation battery, determine the most appropriate therapeutic methodology, and develop specific therapy plans for the needs of each child and their families.

During this session participants will:

Carry out evaluations of the different areas of development in children with complex communication needs.
Develop individualized intervention plans according to the abilities of each child.
Strengthen knowledge of the needs and specific strategies for the educational approach while considering the whole family.

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

Developing a Leadership Toolkit for Expanding Responsibilities

Mary Ellen Nevins, Pat Chute
Chute & Nevins Consulting (United States)

Mid-career professionals in LSL practice bring knowledge and skills to their workplaces. However, skills in leadership and effective communication are necessary for advancement. This session curates proven leadership and communication concepts from business to meet the unique needs of LSL professionals. This intermediate level session addresses authentic leadership and communicative excellence.

During this session participants will:

Identify personal strengths and professional goals to drive authentic leadership development.
Compare and contrast communication challenges in the workplace.
Articulate a personal goal that identifies action for continued learning and expansion of leadership skills.

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

Dual Language Learning and Autism Spectrum Disorder

Sarah Radlinski
Auditory-Verbal Center, Inc. (United States)

There is an increasing need to provide evidenced-based recommendations regarding dual language learning in children who are deaf and hard of hearing (DHH) with Autism Spectrum Disorder (ASD). This presentation highlights current research in the field as well as three case studies of DHH children with ASD from culturally and linguistically diverse homes.

During this session participants will:

List red flags for a diagnosis of ASD in DHH children.
Describe the impact of dual language learning in DHH children with ASD.
Summarize recommendations for supporting the home language in children with a dual diagnosis of hearing loss and ASD.

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

Outcomes in Children with CI for SSD

Sharon Bruna, Emma Rushbrooke, Shaeez Usman Abdulla
Hear and Say (Australia)

This presentation will evaluate whether children with single-sided deafness (SSD) show functional improvements in listening ability after receiving a cochlear implant (CI), and if this improvement is maintained over time. Pre- and post-CI assessment data for 12 subjects, recruited from a cohort of 37 children using CI for SSD, will be presented.

During this session participants will:

Demonstrate knowledge of treatment options and be able to describe the pre- and post-CI assessment protocol for children with SSD.
Identify and explain the benefits of binaural hearing.
Demonstrate an understanding of the audiological management and listening and spoken language therapy required to optimize outcomes.

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

*All times are listed in United States Eastern Time (Washington, DC time).

**Not available for “on demand” viewing

Many sessions will be recorded (e.g. all keynote and concurrent sessions) for later “on demand” viewing by symposium registrants. Most sessions will be eligible for continuing education credit in both the live and recorded formats (as noted). The AG Bell LSL Global Virtual Symposium conference will provide participants with up to 16 hours of total instructional time at the time of the live conference. Please visit the Symposium website for additional information regarding specific CEUs.

Day 2

Understanding Audiology: Working with Children with Hearing Loss

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

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

Speech Challenges Through a LSL Framework

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

Hybrid Preschool for DHH and Hearing Children

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

Interprofessional Intervention to Teach Language of Academics

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

LSL Development of Children with Complex Needs

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

Why Telepractice Doesn't Work

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

Starting Early: Math Talk Boosts Executive Functioning

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

In School with Hearing Loss - Project Presentation

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

How Kids With ANSD Can Ace LSL

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

Beyond Mentoring

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

Developing Self-Advocacy and Professionalism in Teens

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

Baby Doesn’t Need Rehabilitation Yet, Do They?

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

¡Lo que tienes en casa, alcanza! (What You Have at Home is Enough!)

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

Supporting Professionals Working in Early Intervention

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

Using Books in a Virtual World

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

*All times are listed in United States Eastern Time (Washington, DC time).

**Not available for “on demand” viewing

Keynote Presentations

Sessions

CONTACT

QUICK MENU

ORGANIZED BY

Sessions

Cookies