Sessions |
(Keynote Presentation)
Susan Emmett
University of Arkansas for Medical Sciences (United States)
Carol Flexer
The University of Akron (United States)
Carrie Spangler
Summit Educational Service Center (United States)
Cheryl DeConde Johnson
The ADEvantage (United States)
Audiologists are important team members and often the only team member that works with children over time. This presentation will highlight the role of auditory management, technology, and considerations essential for auditory access throughout childhood. An audiologic framework will be proposed using a case study approach.
During this session, participants will:
Explain how development of identity, self-esteem, and agency are critical for wellness, self-advocacy, and successful transitions.
Karen MacIver-Lux
SoundIntuition (Canada)
The presentation will highlight how the listening, spoken language, and literacy interactions within daily routines and experiences can be adapted according to the age and stage of the child in areas of audition, speech, language, cognition, and communication from infancy to 6.11 years of age.
During this session, participants will:
(45-minute session)
Kaytie Cook-Ward
Westwind School Divison, Alberta (Canada)
Lauren Smith-Munkondya
Utah Schools for the Deaf and the Blind (United States)
Working with a child that has hearing loss and other diagnoses takes a thoughtful team approach to maximize dedicated intervention time. Join the discussion on helping parents prioritize goals, review ways for interdisciplinary teams to identify the best strategies to reach those goals, and write personalized, functional goals to meet the needs of the child.
During this session, participants will:
(45-minute session)
Blair Richlin
New York Eye & Ear Infirmary of Mt. Sinai (United States)
This presentation focuses on patients and families with diagnosed hearing loss and additional disabilities who are assessed for and participated in aural habilitation/rehabilitation and speech/language focusing on development of listening and spoken language skills with support of Alternative and Augmentative Communication (AAC).
During this session, participants will:
Aleisha Davis, Danielle Lam, Katie Neal, Tess Ansell
The Shepherd Centre (Australia)
Early device fitting presents challenges for measuring and evaluating speech and language skills in infants and young children. This session explores the utility of using a child’s listening trajectory to inform and guide early decisions by parents and professionals to result in optimal listening speech and language outcomes.
During this session, participants will:
(Presented in Spanish)
Maki Massone
Advanced Bionics (Argentina)
Nora Gardilcic Venandy
Advanced Bionics (Chile)
We will present a material called CSI LATAM, which can be used in the initial stages of treatment of children with hearing loss. CSI LATAM aims to stimulate the auditory perception of suprasegmental and segmental aspects, cementing the development of listening and spoken language and brain auditory growth.
During this session, participants will:
Judy Sexton, Marian Hartblay, Geeta Shandilya
Clarke Schools for Hearing and Speech (United States)
Critical racial and social issues of recent years prompted Clarke’s call to action as an organization committed to serving all children and families. This presentation introduces our journey and organizational framework toward gaining cultural competence that began with administrative endorsement and creation of Clarke’s Anti-racism, Inclusion and Diversity (AID) Committee.
During this session, participants will:
Ellen Rhoades
Cross-Cultural Auditory-Verbal Practices (United States)
Nannette Nicholson
Nova Southeastern University (United States)
Rachel Glade
University of Arkansas (United States)
Pertaining to the delivery of listening and spoken language services, many families and their children with hearing loss are underserved/under-represented. Identification and understanding of contributing factors is critical. During this session, findings of hearing health disparities will be shared. Discussing Social Determinants of Health (SDoH) and potential changes will promote understanding. The challenges are great, but professionals can effect change.
During this session, participants will:
Bridgette Klaus, MaryBeth Goring, Claribelle Sanchez, Yomna Elsiddig, Lanie Smith
John Tracy Center (United States)
At the John Tracy Clinic, we know there are many factors that must be considered and supported: family dynamics, oral/gross/fine motor development, auditory access, sensory, speech, additional diagnosis, social skills, and cognition. Through this multidisciplinary approach we work together as a team alongside the family and give them hope, guidance, and encouragement.
During this session, participants will:
Nanette Thompson
The Listen Foundation (United States)
Kristina Blaiser
Idaho State University (United States)
Providers will complete three sections of the L2L Self-Assessment Tool that relate to increasing auditory access, strengthening early language development, and providing family-centered intervention. Providers will assess their own skills, reflect on families on their caseload, and identify the strategies and key resources.
During this session, participants will:
Christina Bloodworth
Rady Children’s Hospital San Diego (United States)
Telepractice has been a long-standing service delivery model. However, in the wake of the COVID-19 pandemic, it forced many practitioners to transition virtually overnight. This session will discuss the elements of telepractice, implementation of adult learning theory to support listening and spoken language skills and utilization of virtual classrooms for aural rehabilitation therapy.
During this session, participants will:
Daniela Berrios, Lynn Miskiel
University of Miami Debbie School (United States)
This presentation provides strategies that can be implemented to support children who are deaf and hard of hearing in developing language and self-advocacy skills across communication settings. Prioritizing language targets creates opportunities for children to be responsible for their language production, allowing them to advocate for themselves from birth and beyond.
During this session, participants will:
Lauren Nirsimloo, Christina Petherick, Inge Kalternbrunn
NextSense (Australia)
About 30% to 40% of children with hearing loss have one or more disabilities. This presentation discusses how an evidence-based, family-centred Team Around the Child/Key Worker Model can optimize communication and developmental outcomes in children with hearing loss who have complex needs, and provides strategies for working within a transdisciplinary team.
During this session, participants will:
Natalie Comas
Ida Institute (Denmark)
Pediatric audiology’s challenge is to support the 1989 United Nations “Convention on the Rights of the Child” rights in a family-respectful way. Pediatric hearing care professionals can work with the principles of a new model of child-centered care and tools to ensure that children are at the center of hearing care.
During this session, participants will:
Michelle Dampf
MU Thompson Center for Autism and Neurodevelopmental Disorders (United States)
The goals of this presentation are twofold: 1) to improve the quality of audiological care for children with autism spectrum disorder (ASD) and for children with comorbid ASD and hearing loss, and 2) to increase audiologists’ knowledge of ASD so referrals can be made for autism evaluations when appropriate.
During this session, participants will:
(45-minute presentation)
Sarah Radlinski, Sarah Spencer
Auditory-Verbal Center, Inc. (United States)
This session will navigate popular modern parenting philosophies, such as Montessori and RIE, through a listening and spoken language (LSL) framework. Participants will explore what may conflict with LSL principles, while also discovering strengths of each philosophy to apply to intervention. Respect for parenting preferences is encouraged while also aligning with current LSL research.
During this session, participants will:
(45-minute presentation)
Sarah Radlinski, Sarah Spencer, Sarah Hudgins
Auditory-Verbal Center, Inc. (United States)
Effective behavior management extends beyond simply eliciting cooperation during listening and spoken language intervention sessions and is critical to a child’s overall social-emotional development. This session will identify the neurodevelopmental etiology behind behaviors, such as tantrums, that are viewed as undesirable. The most impactful positive discipline strategies for long-term success will be explored.
During this session, participants will:
Betsy Moog Brooks, Amanda Rudge
Moog Center for Deaf Education (United States)
This presentation will report on the perspectives of real-time embedded coaching as an approach to early intervention as reported by early intervention providers and caregivers of children who are deaf or hard of hearing. Findings will include: establishing relationships/rapport, developing mutual respect/trust, increasing caregiver confidence, and implementing real-time embedded coaching.
During this session, participants will:
Ashley Garber
LSL Learning Partners, LLC (United States)
Becky Clem
Cook Children’s Medical Center (United States)
Listening and spoken language practice has long involved mentoring of professionals seeking certification. The speakers make the case for a shift toward strengths-based coaching (SBC). Using SBC, we see changes in clinician behavior that directly impact intervention practice, thus the child’s spoken language outcomes. Speakers will use videos and scenarios to demonstrate coaching strategies.
During this session, participants will:
A Genetic Cause of Auditory Neuropathy
Tera Quigley
Decibel Therapeutics (United States)
Several companies are developing novel treatments for individuals with specific forms of hearing loss, including auditory neuropathy caused by otoferlin protein deficiency. The Amplify™ genetic testing program is one of the sponsored, no-charge genetic testing for children with auditory neuropathy. Find out more about eligibility for this program here: https://www.invitae.com/en/amplify.
During this session, participants will:
LSL When the Prognosis is Unknown
Ellen Thomas, Gabrielle Watson
University of Michigan (United States)
Experienced listening and spoken language (LSL) practitioners routinely provide prognoses regarding LSL outcomes. This talk uses two cases of a rare genetic disorder to look at the management of the LSL journey when etiology makes for an unchartered LSL path.
During this session, participants will:
Technologies, Parents and Therapists: All Together
Cilmara Levy
ISCMPS (Brazil)
As multiplier agents, teachers need to build a base with speech-therapist students, as they will be the closest therapists who will mentor parents of children who are deaf and hard of hearing.
During this session, participants will:
Japanese Monosyllabic Errors with HA and CI
Shujiro Minami
National Hospital Organization Tokyo Medical Center (Japan)
To reframe the criteria for pediatric cochlear implants (CIs) in Japan, we investigated monosyllabic recognition errors at the time of school entry in deaf or hard of hearing (DHH) children with hearing aids (HAs) or CIs in early childhood
During this session, participants will:
Impact of Family Participation on Language Development
Amy Cantu, Kelsey McKey
Texas Hearing Institute (United States)
Ronald Vilela
Texas Children’s Hospital (United States)
Austin Huang
Baylor College of Medicine (United States)
Parent participation is a vital factor that affects patient outcomes in listening and spoken language (LSL). Family involvement was described using the Family Participation Rating Scale and compared to patients’ progress over time. Data points between 2017 and 2021 will be presented and factors that affect parent participation will be reviewed.
During this session, participants will:
Benefits of Parent Panel and Patient Navigator
Ashley Milinichik, Daniel King
Duke University Hospital (United States)
The success of a comprehensive, family-centered pediatric hearing program requires a multidisciplinary team. This session will provide details about how patient navigator(s) and parent panel members (families of children with hearing loss) can be included within multidisciplinary teams to help improve patient outcomes and patient satisfaction.
During this session, participants will:
PEACH: Nueva herramienta en español
(Presented in Spanish)
Sofia Bravo Torres
Hospital Dr. Luis Calvo Mackenna (Chile)
This session provides an overview of Parental Assessment Scale of Children’s Auditory/Oral Performance (PEACH), a tool validated in Spanish.
During this session, participants will:
EI for Mild, Moderate and Unilateral HL
Gillian Lalonde
Lumenus Community Services/Toronto Infant Hearing Program (Canada)
Maria Emilia (Mila) de Melo
Toronto Public Health/Toronto Infant Hearing Program (Canada)
The Virtual “Hear” 2 Talk program is a family-centered service for children with unilateral or bilateral mild/moderate permanent hearing loss in the better ear. It promotes collaborative practice among all members of the child’s team, increases parental self-efficacy skills, and meets the Early Hearing Detection and Intervention 1-3-6 benchmarks.
During this session, participants will:
Birth to Three Outcomes in LSL Grant
Emily Robbins
Norton Children’s ENT and Audiology (United States)
This presentation analyzes data collected on children ages birth to three with identified hearing loss receiving listening and spoken language intervention via telehealth. Families received coaching from a speech-language pathologist and/or developmental interventionist. Data was collected upon initial evaluation and tracked monthly over 1.5 years.
During this session, participants will:
Overcoming Remoteness in Early Intervention Service Delivery
Carolyn Hawrish
BC Family Hearing Resource Society (Canada)
Effectively delivering services in remote areas remains a challenge for early hearing detection and intervention (EHDI) programs. We examine a case study of innovative collaboration between two agencies to provide excellent EHDI services in the Yukon, a remote Canadian territory. This partnership is helping to ensure access to appropriate intervention even in extremely remote areas.
During this session, participants will:
Project VOICE Vocational Education and SLP Training
Isabel Costa
University of Aveiro (Portugal)
The education of speech-language pathologists (SLP) and other professionals working with families is crucial to reach spoken language through listening. This translational project aims to raise the bar on Romenian SLP education and parental participation with children who are deaf and hard of hearing.
During this session, participants will:
Preschool Children’s Vocabulary during the COVID-19 Pandemic
Ronda Rufsvold
OPTION Schools (United States)
Mona Oster
Listen and Talk (United States)
Jennifer Coto, Ivette Cejas
University of Miami (United States)
Similar to the rest of the country, OPTION programs transitioned in the Spring 2020 to emergency tele-intervention services. The aim of this study was to evaluate the vocabulary growth of preschool-aged children who are DHH enrolled in OPTION programs throughout the COVID-19 pandemic given the transition to tele-intervention services.
During this session, participants will:
Preschooler’s DM Benefit in Adverse Listening Situations
Monika-Maria Oster
Listen and Talk (United States)
Children ages 3 to 5 years old with hearing loss benefit from DM technology when listening to quiet and conversational speech in noise and through zoom.
During this session, participants will:
Beneficio de Rehabilitación Auditiva en adulta poslocutiva
(Presented in Spanish)
Elba Roxana Figueroa Núñez del Prado, Yovana Fajardo Chumpitaz
Centro Fonoaudiológico y de Aprendizaje FON-AP (Peru)
This case study is of a 40-year-old post lingual patient with severe-profound bilateral, sudden onset hearing loss. At 8 years of age the patient experienced sudden onset hearing loss without access to speech sounds until 32 years of age when the patient received a unilateral cochlear implant. Hearing access combined with CI and therapy resulted in improved auditory, cognitive, listening comprehension, speech and language skills.
During this session, participants will:
Consenso profesional para intervenciones interdisciplinarias sustentables
(Present in Spanish)
Gloria Garcia Del Solar, Javiera Drapela
Facultad de Medicina Clinica Alemana Universidad del Desarrollo (Chile)
Romina Piccione
MED-EL Latam (Argentina)
Andrea Bravo
MED-EL Latam (Colombia)
This presentation seeks to share with the audience the importance of implementing an informed evidence search that allows users to access opportunities that ensure the promotion, protection and maintenance of interventions that maximize well-being through action guides agreed upon by experts.
During this session, participants will:
LSLS Certification Process in a Non-English-Speaking Community
Bruna Youssef, Marianni Costa Master
Instituto Escuta (Brazil)
Maria Emilia (Mila) de Melo
Toronto Public Health/Toronto Infant Hearing Program (Canada)
The LSLS certification process, although rewarding, is an arduous learning process and can be facilitated if the mentor is fluent in the same language as the candidate and knowledgeable about his/her culture. This poster will describe the LSLS certification journey of professionals in a non-English-speaking community.
During this session, participants will:
(Presented in Spanish)
Gary Morgan
Universitat Oberta de Catalunya (Spain)
This talk outlines the current research on theory of mind (ToM) development, the role of communication and language in supporting ToM, and the areas of strengths and difficulties demonstrated in studies of children who are deaf and hard of hearing. The review will cover early research as well as more recent approaches. The talk will finish with some reflections on family intervention and ToM.
During this session, participants will:
Danielle Lam, Joanna McAdam, Aleisha Davis, Jen Whiteway
The Shepherd Centre (Australia)
Executive function (EF) skills underpin learning, language processing, and social cognition. For children with hearing loss, EF skills play a key role in reaching positive outcomes and are known to be at risk for this population. Preschool years are a key time to develop these skills through play based activities.
During this session, participants will:
Noel Kenely
Auditory Verbal UK (United Kingdom)
Is parent coaching different when delivering sessions in person or via telepractice? Join us to explore the outcomes of a professional development exercise carried out at Auditory Verbal UK to evaluate differences in coaching techniques used during in-person versus telepractice sessions using the Therapist Parent Interaction Coding System.
During this session, participants will:
Melissa Jensen, Logan Horner, Ana Sei
Sunshine Cottage School for Deaf Children (United States)
Since universal newborn hearing screening, the number of infants diagnosed with unilateral hearing loss has dramatically increased. However, the needs of these children vary. In this session, five profiles of unilateral hearing loss are discussed. They’re based on etiology of hearing loss and the amplification/habilitation that Sunshine Cottage’s Parent-Infant Program has adopted.
During this session, participants will:
(Presented in Spanish)
Hilda Furmanski
Private Practice (Argentina)
The challenges of a child with hearing loss are not directly perceived or measurable and are often underestimated in mainstream schools. This session attempts to describe the challenges in accessing information and compensatory strategies to improve children’s performance in school.
During this session, participants will:
Jayne Simpson Allen, Shaeez Usman Abdulla
Hear and Say (Australia)
Recent investigations in auditory neuroscience reveal that individuals who are engaged in music training develop brain changes that promote an adaptive auditory system. This session discusses the development of listening and speech perception of two adolescents with profound hearing loss through their discovery of music, beginning with a Spotify playlist!
During this session, participants will:
(Keynote Presentation)
Dathan Rush
North Carolina Department of Health and Human Services (United States)
Kristen Temprine
Colonial Intermediate Unit 20, Pennsylvania (United States)
Deanna Magda
Bergen County Special Services School District (United States)
A spotlight on practical applications of the listening and spoken language strategies for the itinerant caseload. The focus will be on integrating auditory skills into the curriculum, and supporting these skills in a flexible manner consistent with itinerant teaching.
During this session, participants will:
Rosemary Gardner
Private Organization (United Kingdom)
Lorraine Murphy
Our New Ears Support Group (United Kingdom)
We examine the link between a ‘theory of mind’ and a ‘growth mindset’, suggesting that combining these two concepts is highly fruitful for our children. We call this a ‘relational growth mindset’, suggesting these concepts in concert help better understanding of oneself and others and develop a growth mindset in interaction with others.
During this session, participants will:
(30-minute presentation)
Jane Maddel
Pediatric Audiology Consulting (United States)
The Ling-Madell-Hewitt (LMH) quick test is intended to provide additional information missing from the Ling Six Sound Test. The battery includes the quick test, from detection through repetition, to repetition of all phonemes, through the medial consonant test. Discussion will include interpretation of the test results.
During this session, participants will:
(30-minute presentation)
Inge Kaltenbrunn, Kylie Chisholm
NextSense (Australia)
The new LMH 10 Sound Test provides increased screening coverage across the low, mid, and high frequencies. This presentation discusses how this test is clinically applied across different age groups, degrees of hearing loss, hearing device users, and languages spoken at home. Recommendations are made to support effective clinical application.
During this session, participants will:
Jennifer Coto, Chrisandra Sanchez
University of Miami (United States)
This session will discuss the results of a remote CI programing study and implementation of a team-based virtual clinic model. Data on clinical implications and benefits of patient and family outcomes will be reviewed. Current practices and how to implement a similar model in your practice will also be discussed.
During this session, participants will:
Dana Suskind
University of Chicago (United States)
This presentation will discuss the importance of building a parent nation—a society that shares in the responsibility of raising children. Dr. Suskind will make the case that society has abdicated its responsibility to families, adopting policies and norms that directly conflict with the science of early childhood development and make it incredibly challenging for any parent to fulfill their role as their child’s first and most important teacher. The consequences of this abdication are profound and tragic, leading many families to struggle—in ways small and large—and robbing many children of the opportunity to reach their full potential. Never one to stop at identifying a problem, Dr. Suskind also offers a roadmap for mitigating this injustice and building a society that enables parents and caregivers to meet the needs of young children.
During this session, participants will: