Sessions

June 24

9:15-10:45 am  |  Concurrent Sessions (select one)

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.

Jace Wolfe

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

11:00 am-12:00 pm |  Concurrent Sessions (select one)

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, Eleanor Conroy
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

12:15-1:15 pm  |  Concurrent Sessions (select one)

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

2:15-3:15 pm  |  Concurrent Sessions (select one)

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
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

Poster + 4-Minute Presentations**

Auditory Training for Adults with Cochlear Implants

Tracey Taylor, Georgia Cambridge

Hear and Say (Australia)

 

This presentation will discuss auditory training in adults post cochlear implantation, focusing on a systematic review of the current literature. It will also demonstrate the collaborative work between audiologists and listening and spoken language specialists when working with this cohort of clients.

 

During this session participants will:

  • Describe auditory training approaches being used with adult cochlear implant users.
  • Identify gaps in the current knowledge base regarding adult auditory training and how future research might fill these gaps.
  • Understand the collaboration between an audiologist and listening and spoken language specialist when working with an adult client post switch on.

 

AVT Meets AAC: CIs and Complex Needs

Blair Richlin

New York Eye & Ear Infirmary of Mt. Sinai (United States)

 

This case study focuses on patients and families with diagnosed hearing loss and additional disabilities who participated in aural habilitation/rehabilitation and speech/language, focusing on the development of listening and spoken language skills with support of alternative and augmentative communication (AAC).

 

During this session participants will:

  • Discuss sensory appropriate modes of communication utilized in conjunction with auditory-verbal strategies.
  • Explain how alternative and augmentative communication can support listening and spoken language skills.
  • Describe how parental involvement is different when addressing listening and spoken language skills in conjunction with AAC.

 

New, New Hand Cue: Masks During COVID-19

Blair Richlin, Nicole Klein

New York Eye & Ear Infirmary of Mt. Sinai (United States)

 

Prior to COVID-19, patients and caregivers of patients with hearing loss often received in-person aural rehabilitation/habilitation services. This retrospective study focuses on the reasoning and participation of families who opted for in-person aural rehabilitation services during the pandemic.

 

During this session participants will:

  • Discuss how effective telehealth speech therapy/aural rehab was during the COVID-19 pandemic.
  • Discuss how a mask impacts in-person speech therapy/aural rehab.
  • Discuss how patient and/or caregiver stress levels are impacted by therapy or mask wearing.

 

Tele-Therapy Intervention and Outcomes for School-Aged Children

Autumn Sanderson, Jestina Bunch, Emily Clark, Ashley Irick

UTHSC Department of Audiology & Speech Pathology (United States)

 

There is a growing need for tele-therapy services for school-aged children who are deaf or hard of hearing. Programs are faced with decisions regarding patient criteria and implementation for evidenced-based practice. Our Center has established and documented resources and outcomes in order to meet patient needs using tele-therapy.

 

During this session participants will:

  • Identify resources utilized to implement lesson plans via tele-therapy for school-aged children who are deaf or hard of hearing.
  • Describe criteria outlining ideal candidates for tele-therapy services.
  • Describe highlighted case studies and outcomes.

 

Can Canine-Assisted Therapy become Audiology’s Best Friend?

Katie Matofsky

Yeshiva University/ Stern College for Women (United States)

 

Can Canine-Assisted Therapy (CAT) become Audiology’s Best Friend highlights the need to empirically study CAT in audiology by summarizing research about CAT for children with different illnesses, examining the prevalence of hearing loss among children with those illnesses, and discussing anecdotal evidence for the successful implementation of CAT in audiology.

 

During this session participants will:

  • Discuss the benefits of canine-assisted therapy for children with different illnesses and special healthcare needs as demonstrated in the literature.
  • Identify the relevant statistics for the prevalence of hearing loss among children with different illnesses and special healthcare needs.
  • Identify the benefits and barriers to the use of animal-assisted therapy for children with hearing loss.

 

Autism and CIs, Strategies to Improve Communication

Maria Christiana David

Rady Children’s Hospital (United States)

 

Children who are deaf or hard of hearing and have Autism Spectrum Disorders (ASD) can benefit from the use of Listening and Spoken Language Strategies (LSL) in tandem with early intervention strategies for children with autism to build communication, early social language, cognition, and language.

 

During this session participants will:

  • State at least three red-flags for autism in children who are deaf or hard of hearing under the age of 24 months.
  • State at least three skills for which children with autism may require more support and practice.
  • State at least three ways to pair listening and spoken language strategies with early intervention strategies for children at risk for developing autism spectrum disorders.

 

Speech-Perception in DHH Who Received AVT in Japan

Shujiro Minami

National Hospital Organization Tokyo Medical Center, Department of Otolaryngology (Japan)

 

Children who are deaf or hard of hearing with audiologic thresholds greater than 90 dB HL or aided thresholds greater than 40 dB HL should be considered for cochlear implants to ensure development of appropriate listening and spoken language.

 

During this session participants will:

  • Explain the effectiveness of AVT in Japan.
  • Consider the criteria for pediatric cochlear implants in Japan.
  • Demonstrate the speech perception with hearing aids or cochlear implants.

 

 

Literacy in Children with Cochlear Implants 

Simone Zitta

Clinica COPEC (Brazil)

 

The literacy of children with cochlear implants and enrolled in speech therapy has shown interesting results. In order to develop listening and spoken language, children need to be equipped with hearing technology as soon as possible. Fitting of technology, in turn, allows for access to rich language information and, therefore, the development of spoken language and literacy skills.

 

During this session participants will:

  • Learn how to work on listening skills.
  • Observe and adopt strategies used in reading aloud.
  • Detail the amount of practice needed to develop language and literacy skills.

 

Speech Perception through Zoom in DHH Children

Monika-Maria Oster,  Sarah Allen

Listen and Talk

 

Virtual teaching has become a staple in today’s educational landscape. This study describes the impact of Zoom on Ling-sound identification, consonant discrimination, and paragraph comprehension in 3-to 5-year-old children. Additionally, it shows the benefit of using a DM system during virtual speech perception tasks.

 

During this session participants will:

  • Describe in which ways digital signal processing used in zoom limits access to spoken language.
  • Describe the impact of zoom on speech perception performance in a group of preschool-aged children with hearing loss.
  • Identify strategies to overcome limitations created by zoom.

 

Telepractice after 2020 for Those Who Are DHH

Susana  Capitão, Ana Sofia Lopes, Sofia Lynce de Faria, Tânia Lavra

SPTF (Portugal)

 

Telepractice has been growing in the past, but today, due to the COVID-19 pandemic, it is widely used. In this poster, the recommendations of telepractice with the deaf or hard of hearing population are presented, focusing on applicability, audibility, and digital resources.

 

During this session participants will:

  • Identify the constraints of telepractice for deaf or hard of hearing children.
  • Describe the audibility issues that ensure optimal telepractice conditions.
  • Identify digital resources useful for telepractice.

 

Spreading Best Practices: The Role of Organizations

Susana  Capitão, Ana Sofia Lopes, Sofia Lynce de Faria, Tânia Lavra

SPTF (Portugal)

 

This presentation highlights the key results and recommendations on screening, prevention, and intervention of the WHO 1st World Report on Hearing. Moreover, we detail the Hearing Department of the Portuguese Society of Speech and Language Therapy actions that consistently respond to the WHO call for action.

 

During this session participants will:

  • Identify the WHO main results for the 1st Report on Hearing.
  • Describe the WHO recommendations of improvement in preventing and treating deafness.
  • Describe the actions implemented by the Portuguese Society of Speech and Language Therapy that meet the WHO calls for action.

 

Professional Programs for Auditory-Verbal Practice in Korea

Son A Chang

Soree Ear Clinic Rehabilitation Center (South Korea)

 

In Korea, AVT was introduced early in the 2000s and has been highly acknowledged by professionals and parents of children with hearing loss. However, AVT lost its identity and impact on therapy/education without a systematic education program. Since 2015, the Korean Audiologic Society has built professional education programs for AVT.

 

During this session participants will:

  • Describe the programs in Korean AVT education programs for professionals.
  • Explain the importance of systematic continuing education and mentoring program in AVT.
  • Identify various educational levels that the Korean AVT programs provide.

 

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

4:45-5:45 pm  | Innovations in Hearing Sessions

Innovations in Hearing: Sky CI M–Flexibility for a Growing Child's Adventures

Holly Yeo, Valeri Le Beau

Advanced Bionics (United States)

 

Emmy Cartwright

Northern Arizona University (United States)

 

Sky CI M is the world’s first sound processor designed, developed, and engineered specifically for children. Sky CI M features AutoSense Sky OS 3.0, which is designed to ensure a powerful hearing experience in the listening situations that kids encounter. Real-world results with AutoSense Sky OS 3.0 in a Sky CI M recipient will be presented.

During this session participants will:

  • Identify three benefits of the Sky CI M sound processor.
  • Describe the real-world experience of a recipient using AutoSense Sky OS 3.0.

 

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

Innovations in Hearing: Together We Reach Further. Transforming Vision into Reality for Children with Cochlear Implants

Keesha Pfeiffer, Natasha McDougald

Cochlear Americas (United States)

 

Imagine a future where children impacted by hearing loss receive the intervention, care, and access they need to achieve a lifetime of possibilities. Join Cochlear for a discussion of how expanded indications, familial empowerment, and innovation in technology, services, and care delivery can open a world of possibilities.

 

During this session participants will:

  • Describe the 2020 change in candidacy criteria for children receiving cochlear implants and will list the benefits of early implantation in children.
  • Explain how remote care can benefit children who use cochlear implants.

 

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

6:15-7:15 pm | Innovations in Hearing Sessions

Innovations in Hearing: MED-EL's Approach to Mimicking the Natural Hearing System

Taylor Sands, Katelyn Glassman

MED-EL Corporation (United States)

 

This course reviews how MED-EL’s SYNCHRONY-2 implant design and sound coding mimics the natural hearing system and discusses how this design philosophy provides best benefits to patients using their cochlear implant. An update on MED-EL’s newest technology innovations will also be provided.

 

During this session participants will:

  • Discuss three ways in which MED-EL’s design aims to replicate natural hearing.
  • List benefits of listening with two ears together.

 

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

Innovations in Hearing: How AI Delivers Patient-Focused Hearing Aid Benefits

Dave Fabry

Starkey (United States)

 

This session will focus on how Starkey has redefined expectations from modern hearing aids through the use of embedded sensors and Artificial Intelligence.  The focus of our innovation is through development of hearing aids that provide outstanding speech intelligibility and sound quality, a gateway to overall health and well-being (including fall detection!), and a gateway to information via voice -activated controls.  Audience participation is strongly encouraged.

 

During this session participants will:

  • Learn two ways that Starkey adapted during the COVID pandemic to improve communication when face masks provided communication challenges.
  • Learn three ways that embedded sensors and artificial intelligence to provide motivation for hearing aid users to be more physically active and socially engaged.

 

.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.

June 25

8:15-9:45 am  |  Concurrent Sessions (select one)

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

10:00-11:00 am  |  Concurrent Sessions (select one)

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

11:15 am-12:15 pm  |  Concurrent Sessions (select one)

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

2:30-3:30 pm  |  Concurrent Sessions (select one)

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

Poster + 4-Minute Podium Presentations**

Portuguese Speaking Professionals: Join the LSLS Community

Maria Melo

Infant Hearing Program, Toronto Public Health, City of Toronto (Canada)

 

Pedro Silva

Center of Deafness, Vertigo and Tinnitus of Lusíadas Porto Hospital, Hearing Implants Unit (Portugal)

 

There is an urgent need to increase the number of certified LSLS professionals in non-English speaking countries to meet the needs of children who are deaf or hard of hearing and their families. This presentation will suggest steps to facilitate the international Portuguese-speaking professional community to pursue certification.

 

During this session participants will:

  • Identify worldwide partners in the Portuguese-speaking community that will be able to support and mentor the professional to pursue the Listening and Spoken Language Specialist (LSLS) Auditory-Verbal Therapy (AVT) Certification.
  • Identify how to access resources in the Portuguese speaking community to facilitate decision making about certification.
  • Create an action plan to start the certification process with support in Portuguese.

 

A Scoping Review of Interventions for Preschoolers

Hillary Ganek

The University of Western Ontario (Canada)

 

A scoping review summarizing the literature on the effectiveness of language interventions for preschoolers who are deaf or hard of hearing. Fourteen articles were included and analyzed. Due to high variability between studies and limited details, addressing the objective was difficult, though some themes were identified and are presented here.

 

During this session participants will:

  • Describe three spoken language intervention protocols for preschoolers with hearing loss.
  • Explain the effectiveness of spoken language intervention protocols for preschoolers with hearing loss.
  • Identify areas in which more research is needed to support evidence informed practice for preschoolers with hearing loss.

 

Current Issues for School-Based SLHT in Japan

Yukie Sato, Shoko Sato

Kawasaki City School for the Deaf (Japan)

 

In this session, participants will be able to learn about the history of Speech Language Hearing Therapists (SLHT) in Japan, in addition to the special fields SLHTs work. Furthermore, participants will also be able to learn about the problems SLHTs face in their practice.

 

During this session participants will:

  • Explain the difference between American and Japanese SLHT in each country.
  • Describe the work content SLHTs in the schools.
  • Identify three problems school-based SLHTs face in Japan.

 

Auditory Skills Development: Closing the Gap

Yi-ping Chang, Shu-Ting Chang, Hsuan-mei Hong, Pei-Hua Chen

Children’s Hearing Foundation (Taiwan)

 

This presentation will report a normative data of the auditory skills development of pre-school children. The comparison of auditory skills between children with hearing loss, those who receive auditory-verbal (AV) intervention, and the norms will also be explored. The results indicate that AV intervention contributes to closing the gap.

 

During this session participants will:

  • Learn a clinical tool for monitoring the intervention progress by assessing the functional auditory skills of children with hearing loss.
  • Identify the usefulness of normative data when monitoring the intervention progress and communicating with the parents.
  • Describe the differences in terms of the developmental trajectories among the auditory developmental stages.

 

Developing Empathy through Stories and Songs

Jayne Simpson Allen

Hear and Say (Australia)

 

Rosie Gardner

Independent AVT (Ireland)

 

Singing and reading are integral to listening and spoken language sessions, but to what extent do they contribute to the development of empathy and language? We’ll look at why empathy is important and dive into using songs and books to link vocabulary and spoken language development to growing empathetic behaviour.

 

During this session participants will:

  • Examine the milestones in acquiring a theory of mind in a typically developing child.
  • Apply practical ideas for using music effectively at home, in therapy, or in the classroom.
  • Confidently select songs and stories to link to listening and spoken language goals.

 

Masks and Communication: Empowering Student Self-Disclosure

Michelle Parfitt

DePaul School for Hearing and Speech (United States)

 

Facemasks have become the source of more frequent communication breakdowns for students who are deaf or hard of hearing. The benefit of teaching students to use specific self-disclosure statements will be examined. Student ability to improve the effectiveness of their communication pre- and post-training will be measured and discussed.

 

During this session participants will:

  • Identify 3 crucial parts of a self-disclosure statement.
  • Implement self-disclosure statements as part of a student’s educational plan.
  • Discuss and provide self-advocacy strategies to reduce communication breakdowns related to masks.

 

Hearing Loss and Self-Efficacy in Adults

Eliana Dachman, Elizabeth Rosenzweig

Yeshiva University Stern College for Women (United States)

 

Hearing loss impacts patients’ lives, but is it possible for self-efficacy to be affected by hearing loss too? Does it depend on the degree of hearing loss or the age of the patient? During this presentation, we will explore these correlations, and discuss the professional application.

 

During this session participants will:

  • Identify relationships between general self-efficacy and hearing levels in adults.
  • Describe the ways in which hearing history, amplification, and communication mode affect self-efficacy in adults with hearing loss.
  • Identify assessment measures for auditory performance and general self-efficacy.

 

Communication of Emotions and Maternal Sensitivity

Rocio Concha Ortiz

Autonomous University of Barcelona (Spain)

 

Cross-sectional design study that includes the study of conversational sensitivity and emotional discourse of happiness, sadness, anger, and fright. The sample consisted of 18 hearing mothers of children with hearing loss from 3 to 6 years of age. The results show a significant relationship between these variables.

 

During this session participants will:

  • Know a new description of the communication of emotions in the mother’s speech.
  • Know characteristics of the conversational sensitivity of mothers of children with hearing loss between 3 and 6 years of age.
  • Know possible relationships between an aspect of the mothers’ conversational discourse and its relationship with maternal sensitivity.

 

Hearing Therapy in South America

Romina Piccione

Med-El Rehabilitation LATAM (Argentina)

 

Gloria García Del Solar

German Faculty of Clinical Medicine Development University (Chile)

 

Yovana Fajardo Chumpitaz

Speech Therapy and Learning Center FON-AP (Peru)

 

This proposal seeks to expose the reality of three South American countries regarding access to diagnosis implementation of hearing aid technology, and hearing therapy. For this, the existence of government programs and the training of rehabilitators and their practices focused on the family and early intervention will be explored.

 

During this session participants will:

  • Identify the possibilities of accessing hearing aid devices and verbal auditory therapy in Argentina, Chile, and Peru.
  • Know the profiles of university training and specialization carried out by rehabilitators from Argentina, Chile, and Peru.
  • Contrast the realities of families focused on good early professional practices in three Latin American countries of the southern cone.

 

Enhancing Learning through Accessible Media

Cindy Camp

Described and Captioned Media Program (United States)

 

Research shows that multimedia benefits all students. However, it is not always easy to find educational media with high-quality captions. Learn about DCMP, a free resource with thousands of accessible educational videos. Also, learn how to evaluate the quality of captions and strategies for using them in the classroom.

 

During this session participants will:

  • Explore how to evaluate the quality of captions.
  • Discuss uses for video in the classroom.
  • Be able to find DCMP media and match titles to classroom learning objectives.

 

DHH Itinerant Services Guide

Sandra Sutherland

Iris Press (United States)

 

A special 14-page synopsis has been prepared for this presentation that is available as a handout for all who are interested in itinerant service.

 

During this session participants will:

  • Identify two itinerant service models.
  • Describe tools to interpret audiograms for mainstream teachers.
  • Explain guidance for itinerant services.

 

Actors as Teachers in Graduate Education

Catherine Schroy, Jenna Voss

Fontbonne University (United States)

 

Role playing with peers has long been used in professional preparation programs to teach and practice skills. We propose using standardized patients (SP; actors who portray different roles) instead of peers to simulate these encounters in a safe and effective way. In this presentation, we share our experience with SPs.

 

During this session participants will:

  • Describe what a standardized patient is and does.
  • Explain how standardized patients can be used as a high-impact learning experience.
  • Identify various possible uses of standardized patient training with graduate students in professional preparation programs.

 

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

3:45-4:45 pm  |  Concurrent Sessions (select one)

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

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.

Keynote Presentations
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