Sessions

Wednesday, June 26

Wednesday, June 26

8:00 - 9:00 a.m. Keynote Presentation

Fueling Spoken Language Development through Auditory Access

(Keynote Presentation)

Instructional Level: Advanced

Ryan McCreery, Ph.D.
Vice President of Research, Boys Town National Research Hospital (United States)

View Session

9:15 - 10:45 a.m. Concurrent Sessions

Tips for Your Toolbox Presentations
LSLS: We Can Change the World! (30-minute session) | Collaborative Case Conversations: Going Deeper (60-minute session)

LSLS: We Can Change the World!

Instructional Level: Intermediate

Jane Madell
Pediatric Audiology Consulting (United States)

Carol Flexer
University of Akron (United States)

Before we actually retire, we (Jane and Carol) want to share our concerns so the next generation can take up the flag. We will discuss what has been accomplished and what still needs to be achieved to obtain listening and spoken language outcomes for today’s children with hearing loss.

By the end of this session, learners will be able to:

  • Describe at least three amazing accomplishments that have facilitated listening, spoken language, and literacy outcomes for today’s children with hearing loss.
  • Discuss three main areas of ongoing concern.
  • Explain a variety of ways to address persistent problems that can negatively impact listening and spoken language outcomes.

Collaborative Case Conversations: Going Deeper

Instructional Level: Basic

Teri Ouellette
St. Joseph Institute for the Deaf (United States)

Elizabeth Tyszkiewicz
Private Practice (United Kingdom)

Hilda Furmanski
ASARA, Hospital Italiano de Buenos Aires. (Argentina)

Conversations with a more experienced colleague during a work break can be the most professionally valuable thing that happens in a day. We will discuss cases that illustrate challenges and model structured problem-solving processes. Come and join us as we all try to think outside our individual “boxes”.

By the end of this session, learners will be able to:

  • Use structured joint thinking and discussion in a group setting to move through the process of analysing a case scenario.
  • Identify and articulate areas of challenge and solutions that can lead to developmental progress in a child and family case scenario.
  • Define clear, achievable, and measurable steps towards desired outcomes.
Auditory-Verbal Practice: The Global Conundrum (30-minute session) | A New Frontier: LSLS and Genetics Meet (60-minute session)

Auditory-Verbal Practice: The Global Conundrum

Instructional Level: Intermediate

Shefali Shah
Sound Steps (United Kingdom)

Psychologists and educators advocate for cultural competence and culturally responsive pedagogy. The Need: global relevance of auditory-verbal therapy (AVT) is no longer a Western phenomenon. The Mission: provision of professional, high-quality coaching skills across cultures. The Conundrum: application of AVT globally, especially for families with a different ethos and expectations.

By the end of this session, learners will be able to:

  • Explain the need for listening and spoken language professionals to demonstrate cultural competence.
  • Indicate which aspects of the therapist-client alliance need to be strengthened.
  • Cite strategies to support and strengthen their therapist-client alliances.

A New Frontier: LSLS and Genetics Meet

Instructional Level: Intermediate

María Fernanda Hinojosa Valencia, Brianda Campero Calderón-Gutiérrez
Aurea Lab, Mexico City (Mexico)

Mary McGinnis
John Tracy Center/Mount Saint Mary’s University DHH Graduate Program (United States)

Genetic testing raises many questions. The “who, what, when, and why” of genetic testing and genetic counseling will be the topic of a conversation between the audience and a panel of parents and professionals. Audience answers to real-time polls will guide the conversation.

By the end of this session, learners will be able to:

  • Identify the broad questions concerning genetics testing and counseling pertaining to children with hearing loss and their families from a global perspective.
  • Describe the current state of genetics testing and counseling pertaining to children with hearing loss and their families from a global perspective.
  • Generate questions and concerns from a variety of perspectives to guide future sessions on genetics testing and counseling in the field of listening and spoken language.

11:00 a.m. - 12:00 p.m. Concurrent Sessions

Listening Guiding Management of Moderate-Severe Hearing Loss

Listening Guiding Management of Moderate-Severe Hearing Loss

Instructional Level: Intermediate

Joanna McAdam, Pia Watkins
The Shepherd Centre (Australia)

This session examines timing of cochlear implantation for children with moderate-severe hearing loss, comparing standard language assessments with listening trajectories using the Functional Listening Index – Paediatric (FLI-P). Findings reveal early concerns in listening skills despite average language scores, advocating for FLI-P’s sensitivity. This approach integrates both assessment aids tailored to cochlear implant candidacy, fostering outcomes and personalized rehabilitation.

By the end of this session, learners will be able to:

  • Discuss the research behind the FLI-P.
  • Explain how to closely monitor functional listening skills and how to enhance listening skill development in children with hearing loss.
  • Interpret common clinical patterns seen in practice and how these can guide clinical management and support planning.
Research to Real Rooms: Applying Best Practice

Research to Real Rooms: Applying Best Practice

Instructional Level: Basic

Kaytie Cook Ward
Westwind School Division Raymond Elementary (Canada)

For children with hearing loss, having access to group settings that focus on whole child development is a crucial component to an intervention’s success. To all leaders and participants in these settings, join us and dive into the “how” of making the most of these crucial developmental times.

By the end of this session, learners will be able to:

  • Recognize best-practice strategies for whole child development in group settings from the most current research and publications.
  • Review real-life applications of best-practice strategies and examples of peer play and group intervention in early learning programs.
  • Practice reflective questioning and other strategies to determine best practice application moving forward in their own intervention settings.
DHH: Algorithm for Managing Complex Cases

DHH: Algorithm for Managing Complex Cases

Instructional Level: Intermediate

Beauty Hariz
Cochlear Middle East and Africa (United Arab Emirates)

Sabine ElDeek
Al Jalila Children’s Specialty Hospital (United Arab Emirates)

During this presentation, we will demonstrate the pathways of care for children who are deaf and hard of hearing (DHH) who have additional difficulties. As this population is heterogeneous with significant occurrence within the Arab Region, identification of contributing etiologies and multidisciplinary management is paramount.

By the end of this session, learners will be able to:

  • Recognize the increased prevalence of DHH children with additional difficulties in the Arab region.
  • Identify pathways for successful management of DHH children with additional difficulties within specific cultural and environmental backgrounds.
  • Define the need for language development in early years, regardless of the communication mode chosen by the families.

12:15 - 1:15 p.m. Concurrent Sessions

Towards Enhanced Music Perception in CI Users (30-minute session) | Music Appreciation for Children with Hearing Loss (30-minute session)

Towards Enhanced Music Perception in CI Users

Instructional Level: Advanced

Elinor Tzvi-Minker
Syte Institute (Germany)

Discover the latest advancements in speech and music rehabilitation tools for cochlear implant users and understand the scientific concepts behind them! Take part in a live-demo and have the unique opportunity to actively participate in the development of new technologies.

By the end of this session, learners will be able to:

  • Describe the science behind the effect of singing on music perception abilities in CI users from experimental and neuroscientific perspective.
  • Review new online technologies and platforms for speech and music rehabilitation for CI users.
  • Gain first-hand experience in a newly developed product for people with hearing loss and engage in an open discussion with the developers.

Music Appreciation for Children with Hearing Loss

Instructional Level: Intermediate

Bridgette Klaus
John Tracy Center (United States)

Chrysa Kovach
Neighborhood Music School (United States)

Musical interactions with young children have a profound impact on communication, social emotional well-being, speech, movement, sensory processes, cognition, language, literacy, and auditory development. Through research, music curriculum examples, and video presentations, we will show how to successfully use music within your classroom or therapy sessions.

By the end of this session, learners will be able to:

  • Consider two new frameworks when planning classroom music activities.
  • Describe their own musicality and the multiple benefits of music for children with hearing loss.
  • Engage in active musical lessons that they can replicate for their own students.
Navigating Aural Diversity in Pediatric Aural Rehabilitation

Navigating Aural Diversity in Pediatric Aural Rehabilitation

Instructional Level: Intermediate

Domitille Lochet
University of Miami (United States)

This presentation highlights cases of diverse auditory profiles (e.g., auditory neuropathy, autism) and proposes strategies like parental coaching and co-treatment to deepen comprehension of aural diversity in aural rehabilitation.

By the end of this session, learners will be able to:

  • List one speech and language characteristic of auditory neuropathy spectrum disorder.
  • Name one strategy to treat in children with diverse auditory profiles.
  • Identify one bias that pertains to auditory skills/development.
Free to Chat? Power of Professional Discussions!

Free to Chat? Power of Professional Discussions!

Instructional Level: Advanced

Trudy Smith
NextSense Institute (Australia)

Professional discussions allow us to engage and learn with and from each other using shared knowledge, concept knowledge, and subject-specific vocabulary. This presentation will discuss research findings about the benefits of peer discussion on professional identity, and consider the benefits of establishing set and structured discussion times with your peers.

By the end of this session, learners will be able to:

  • List the research benefits of peer discussion on professional identity.
  • Identify strategies for promoting safe and engaging discussion spaces.
  • Name the benefits of setting established discussion times with peers.

1:15 - 2:15 p.m. Lunch Break and Conversation

1:30 - 2:00 p.m. Conversations with Individuals who are Deaf and Hard of Hearing

2:15 - 3:15 p.m. Concurrent Sessions

Telepractice at Cochlear Colombia: Achievements and Challenges (30-minute session) | “All Right?” The Power of Coordination (30-minute session)

Telepractice at Cochlear Colombia: Achievements and Challenges

Instructional Level: Intermediate

Mary Rosa Cuello
Práctica Privada (Colombia)

Marta Valbuena
Cochlear Colombia (Comoros)

LSL professionals will learn about a real-life experience of a telepractice program implemented nationwide by Cochlear Colombia. We will discuss successes and challenges of the remote intervention of pediatric and adult cochlear implant users and their families in a socially diverse country.

By the end of this session, learners will be able to:

  • Explain the challenges in implementing a national telepractice program in Colombia and propose some strategies that have improved professional practice.
  • Describe the progress, achievements, and challenges of the telepractice program that is implemented in Cochlear Colombia, benefiting families from different areas of the national territory.
  • Identify common challenges in implementing a nationwide telepractice program in Colombia and propose some solutions.

“All Right?” The Power of Coordination

Instructional Level: Basic

Leire Martín Méndez
Aurea Tav Madrid / Universitat Oberta de Catalunya (Spain)

What happens when we observe that a patient is not going as expected but the audiological information/programming indicates that everything is “going well”? In this session, using two real cases, we will address the importance of functional hearing, speech acoustics, audiological assessments, and the power of coordination.

By the end of this session, learners will be able to:

  • Identify and substantiate what information is important to provide and receive as therapists in coordination with audiologists/programmers.
  • Explain the importance of functional listening skills and verbal audiological tests for proper adaptation and correct auditory development.
  • Use different tools to describe observations and generate hypotheses about cases.
Pragmatics and Conversation in DHH Children (30-minute session) | Why Early Connections Matter for Communication (30-minute session)

Pragmatics and Conversation in DHH Children

Instructional Level: Advanced

Jenna Bongioletti
University of Sydney (Australia)

Technological and therapeutic advances have allowed many children who are born deaf or hard of hearing (DHH) to start school with age-appropriate spoken language skills. Yet many of these children continue to find everyday conversations challenging. This scoping review maps the evidence related to development of conversation and pragmatic skills in children who are DHH.

By the end of this session, learners will be able to:

  • Explain the current evidence base through the conversation and pragmatic skill development of children who are DHH and learning to listen and speak.
  • Discuss the impact of poor conversation and pragmatic skills across the lifespan.
  • Identify fixed and malleable factors that may correlate with better conversation and pragmatic outcomes in children who are DHH and learning to listen and speak.

Why Early Connections Matter for Communication

Instructional Level: Intermediate

Frances Clark, Amy Spicer
Auditory Verbal UK (United Kingdom)

What do early connections mean regarding communication and relationships? How does deafness impact them? What do parents need to connect with their children, creating secure attachment and communicative foundations? Join us to explore how we can support the needs of children and parents, reflecting on practical examples and latest research.

By the end of this session, learners will be able to:

  • Explain how early relationships between parents and their children support communication development.
  • Identify strategies to facilitate connections between parent and child which support the development of communication skills.
  • Reflect on their own practice with parents identifying how they can support them further.
A Uniform Assessment for a Diverse Population (30-minute session) | Targeting Vocabulary Development through LSL Strategies (30-minute session)

A Uniform Assessment for a Diverse Population

Instructional Level: Intermediate

Uma Soman
Listening Together (United States)

Shahida Mogar
Private Practice (India)

Assessments are crucial to establish a child’s current level of functioning and to plan data-driven interventions. This presentation discusses an assessment protocol evaluating listening, language, and literacy skills of children who are deaf. This protocol can be used and adapted for bilingual or multilingual children and those with additional disabilities.

By the end of this session, learners will be able to:

  • Identify at least three assessment tools or techniques that can be used with culturally and linguistically diverse families.
  • Describe why and how assessments can be conducted in partnership with families.
  • Explain how assessments can be used to plan data-driven interventions.

Targeting Vocabulary Development through LSL Strategies

Instructional Level: Intermediate

Michelle Graham
St Joseph Institute for the Deaf (United States)

This presentation will explore current research on vocabulary development for children who are deaf or hard of hearing. Participants will discuss the hierarchy of listening skill development paired with listening and spoken language (LSL) strategies for inclusion in coaching sessions with caregivers and school professionals targeting vocabulary acquisition and usage beyond the LSL session.

By the end of this session, learners will be able to:

  • Explain the hierarchy of listening skill development and LSL strategies.
  • Describe the usage of LSL Strategies within a coaching model.
  • Summarize the provision of services targeting an increase in vocabulary development using LSL strategies for a child on their current caseload.

3:30 - 4:30 p.m. Keynote Presentation

Let’s Play and Talk: Linking Children’s Language and Pretend Play Abilities

Instructional Level: Advanced

Louise Paatsch, Ph.D., MEd, GDipSpecEd (HI), DipTeach(Prim)
Professor, Deakin University (Australia)

View Session

4:45 - 6:15 p.m. Innovations in Hearing Sessions

Innovations in Hearing (Includes Q&A)
  • 4:45-5:30 Cochlear Americas
  • 5:30-6:15 Regeneron (formerly known as Decibel)

6:15 - 7:15 p.m. Happy Hour

Happy Hour with Breakout Rooms
Thursday, June 27

Thursday, June 27

8:00-9:00 a.m. Concurrent Sessions

All About LSLS Certification

Instructional Level: Intermediate

Ulrika Löfkvist
Uppsala University (Sweden)

Gayla Guignard
AG Bell Association (United States)

This session will provide an overview of the Listening and Spoken Language Specialist (LSLS) certification process and related professional issues that impact aspiring LSL Specialists, currently certified professionals, and individuals who are interested in certification. Attendees can expect to be updated on any changes to the certification process that may have occurred in the past year.

By the end of this session, learners will be able to:

  • Recognize necessary requirements to complete the certification process.
  • Identify the process and schedule for annual renewal of certification.
  • Summarize the benefits of using the LSL Registry to conduct certification and continuing education documentation activities and in building community.
Supporting Children with Late-Onset Hearing Loss in Taiwan: What We Do, and How We Do It

Instructional Level: Intermediate

Ming Lo, Chian-Yow Kwek
Children’s Hearing Foundation (Taiwan)

An approach for handling the difficulty of identifying late-onset hearing loss in preschool children will be presented to the audience. Some children develop hearing loss sometime after birth but before entering school. Identifying these children can be challenging, and an effective and affordable solution is needed to address this issue.

By the end of this session, learners will be able to:

  • Explain why it is difficult to identify late-onset hearing loss in preschool-aged children.
  • Describe a list of exogenous and endogenous risk factors for late-onset hearing loss.
  • Determine a checklist of listening performance can help observe potential listening difficulties in children’s everyday context.
Navigating the Journey: Supporting Social Development

Instructional Level: Intermediate

Emma Rushbrooke, Paula Johnson, Tiffany Burch
Hear and Say (Australia)

We will share a framework for the delivery of social skills group programs, focusing on programs designed for older children, teens, and young adults with hearing loss. We will include an overview of supporting research to demonstrate the need and key social frustrations commonly faced by this cohort.

By the end of this session, learners will be able to:

  • Describe the reasons and need for continued social skill programs for older children, teens, and young adults with hearing loss.
  • Explain the key topic areas covered during Hear and Say group programs to build social skills.
  • Describe generalized findings from Children’s Communication Checklist (CCC-2) and from Social Skills Improvement System (SSiS).

9:15-10:45 a.m. Concurrent Sessions

Poster + 5-Minute Podium Presentations

Creating Effective Partnerships (45-minute session) | Eyes Open, Ears On: Facilitating Wear Time (45-minute session)

Creating Effective Partnerships

Instructional Level: Basic

Carrie Norman
Collaborative Communications (United States)

Join us as we explore the theories that drive effective teaming in a variety of settings. This 90 minute workshop is appropriate for SLPs, TOD/HHs, Gen Ed teachers, SPED teachers, and program administrators working with children with hearing differences in clinical and educational settings.

By the end of this session, learners will be able to:

  • Identify the five stages of teaming and how they relate to working with parents and other professionals.
  • Define the three stages of the brain process for engaging parents and other professionals in a new process.
  • Practice the use of powerful questions and explore social perspective taking with parents and other professionals.

Eyes Open, Ears On: Facilitating Wear Time

Instructional Level: Intermediate

Parker Vanegas
Hearts for Hearing (United States)

Research has shown cochlear implant wear time influences the listening and spoken language outcomes children achieve after implantation and that achieving full-time use of hearing technology is challenging in young children. This presentation will describe the key components of the Eyes Open, Ears On program to promote children’s device wear time.

By the end of this session, learners will be able to:

  • Identify four components of the Eyes Open, Ears On program.
  • Identify three new strategies for increasing wear time in children with hearing loss.
  • List three conclusions drawn from the Eyes Open, Ears On program thus far.
Disruptive Technologies In LSLS Service Delivery (60-minute session) | Now Hear Me: A Student's Perspective (30-minute session)

Disruptive Technologies In LSLS Service Delivery

Instructional Level: Basic

K. Todd Houston
University of Akron & 3C Digital Media Network (United States)

This presentation explores the impact of disruptive technologies and artificial intelligence (AI) in improving listening and spoken language (LSL) services for children with hearing loss. It highlights innovative solutions that enhance communication and learning outcomes, emphasizing the potential of AI to revolutionize this critical field.

By the end of this session, learners will be able to:

  • Define the role of disruptive technologies and AI in healthcare and education.
  • Identify practical applications of AI in LSL service delivery.
  • List three benefits of AI in LSL service delivery.

Now Hear Me: A Student’s Perspective

Instructional Level: Advanced

Christy Hiergeist, Naomi Wicentowski
Delaware County Intermediate Unit #25 (United States)

Countless hours are spent with students teaching them how to listen and talk. Now it is our turn to listen to them. A student’s voice should be heard and respected by professionals who write IEP’s and educational plans. Learn techniques to run student-led IEP’s and ensure our students are heard.

By the end of this session, learners will be able to:

  • Explain the components of a student-led IEP and recognize strategies that can be utilized to help students of all ages and abilities participate in their IEP meetings.
  • Engage parents, students, and IEP teams in meaningful conversations about why a student’s voice is imperative to the IEP process to ensure meaningful progress and growth in all areas of a student’s development.
  • Identify techniques to question students and help them identify their needs and feelings about their hearing loss and hearing technology to advocate for themselves.

11:00 a.m.-12:00 p.m. Concurrent Sessions

Implications of the Vestibular System in the School

Instructional Level: Basic

Sofia Fernandez Becerra
Instituto Oral Modelo (Argentina)

This session will provide a general knowledge about what Sensory Integration is, and especially the understanding of one of its systems, “the vestibular system,” in the child’s school life. What implications does this system have in the school area and what do we observe in children when they have inadequate vestibular processing?

By the end of this session, learners will be able to:

  • Describe Sensory Integration, mainly vestibular processing, and the importance in the development of children.
  • Identify signs of atypical vestibular sensory development and its effects on participation in school activities.
  • Identify and reflect on the type of games that our children with hearing loss have and how to encourage sensory development.
Coaching and Assessment through Shared Book Reading (30-minute session) | Evolving, Thriving Bookshelves: Choices for All Voices (30-minute session)

Coaching and Assessment through Shared Book Reading

Instructional Level: Intermediate

Neera Lalwani
AURED (India)

Basariya
Ear Science Centre (India)

Uma Soman
Listening Together (United States)

Join us in the enchanting world of shared book magic! Explore facilitative language techniques for coaching parents, engaging strategies, and assessments to enhance the child’s communication development. Unveil the power of using non-standardized assessments for tracking progress. Join us for an empowering experience, igniting a lifelong journey of learning!

By the end of this session, learners will be able to:

  • Demonstrate coaching skills to encourage caregivers in using open-ended questions during shared book reading.
  • Evaluate and measure progress in language development outcomes using non-standardized assessments.
  • Observe and maximize all communication attempts (verbal and preverbal) to facilitate language development during shared book reading.

Evolving, Thriving Bookshelves: Choices for All Voices

Instructional Level: Intermediate

Geeta Shandilya, Kim Lynch
Clarke Schools for Hearing and Speech (United States)

Professionals and families will reflect on the importance of diversity in children’s literature, examine research and practice concerning representation in children’s books, gain tools and knowledge to analyze literature and diversify their bookshelves, and identify literature featuring children who are deaf or hard of hearing and learning to listen and speak.

By the end of this session, learners will be able to:

  • Examine research that demonstrates the importance of diversity in children’s books.
  • Analyze their literary selections used in serving children who are deaf or hard of hearing.
  • Identify resources to build a rich literary collection featuring children who are deaf or hard of hearing and learning to listen and speak.
Exploring Role Play for Narrative Language Growth

Instructional Level: Intermediate

Lyndsey Allen
Auditory Verbal UK (United Kingdom)

Stories are important. The ability to sequence events and explain cause and effect requires complex language skills. For many deaf children, understanding and telling narratives is a challenge that affects literacy. Discover how to support children in dramatic role play so they practice these skills and develop their narrative language.

By the end of this session, learners will be able to:

  • Identify common elements found in the structure of oral narratives and imaginative role play.
  • Describe imaginative role play activities used in auditory-verbal therapy sessions to support narrative.
  • Formulate a plan for a child you support to develop narrative language skills.

12:15-1:15 p.m. Concurrent Sessions

Coaching Parents through Video-Feedback Sessions in AVT

Instructional Level: Intermediate

Camille Vanin
Maddie Communique (France)

This session will focus on the video-feedback technique, described as one of the most effective in parenting coaching, yet used little clinically. We’ll discuss the benefits of this technique and present the INTERACT’ program, developed by Camille Vanin and Sarah Jullien. The program’s adaptation for auditory-verbal therapy (AVT) will also be discussed.

By the end of this session, learners will be able to:

  • Explain the benefits of video-feedback in parenting coaching.
  • Discover the INTERACT’ program and its adaptation to listening strategies.
  • Use the video-feedback technique to encourage parents to implement effective strategies during book reading.
Are Our Children Hearing Well Enough?

Instructional Level: Intermediate

Jane Madell
Pediatric Audiology Consulting (United States)

Joan Hewitt
Project Talk (United States)

For children with hearing loss, auditory brain access throughout the frequency range is critical, but we cannot simply assume technology is optimally programmed. Audiologists, LSLS, SLPs, TOD, and parents must assess speech perception in sufficient detail to determine areas needing improvement. We will discuss administration and interpretation of these assessments.

By the end of this session, learners will be able to:

  • Identify appropriate tasks to assess speech perception skills.
  • Explain how to assess technology to determine if it is providing sufficient benefit.
  • Distinguish what must change in technology to improve speech perception skills.
Partnering with Families to Achieve Equitable Services (30-minute session) | Loss to Follow Up and Parent Education (30-minute session)

Partnering with Families to Achieve Equitable Services

Instructional Level: Basic

Melissa Stone Mengistu, Jenna Pellicori-Curry, Julie Verhoff, Shanda Brashears
Nemours Children’s Health, Delaware (United States)

Kristin Johnson
Delaware Statewide Programs for the Deaf, Hard of Hearing, and Deaf-Blind (United States)

Arielle Morris
NCC/Statewide, Parent Information Center of Delaware (United States)

This presentation will discuss disparities and challenges faced by families of d/Deaf and hard of hearing children in Delaware. Barriers to equitable service delivery will be explored and key state agencies dedicated to supporting them will be discussed. Practical tools to build capacity and address obstacles will be reviewed.

By the end of this session, learners will be able to:

  • Name one barrier to service delivery for children who are d/Deaf or hard of hearing in your state.
  • List one state agency that can help families of children who are d/Deaf or hard of hearing.
  • Name one strategy you can add to a family’s toolbox to help reduce barriers to service delivery.

Loss to Follow Up and Parent Education

Instructional Level: Basic

Stormey Cone
Georgia Department of Education, State Schools Division (United States)

Sherri Nighbert
Georgia Department of Education (United States)

In this presentation, we will outline why appointment no show rates, cancellation rates, and loss to follow up rates are elevated; explain how Georgia Mobile Audiology (GMA) has addressed this issue in our state and; how participants can integrate a similar approach where they live.

By the end of this session, learners will be able to:

  • Explain the relationship between early diagnosis/intervention and language and literacy outcomes.
  • Identify obstacles families face making and going to medical appointments.
  • Describe strategies to decrease diagnostic ABR appointment No Show rates, appointment Cancellation rates, and Loss to Follow Up rates.

1:15 - 2:15 p.m. Lunch Break and Conversation

1:30-2:00 p.m. Conversations with Families

2:15 - 3:15 p.m. Keynote Presentation

Congenital CMV Infection: The Unknown and Common Cause of Hearing Loss and/or Neurodevelopmental Disorders

(Keynote Presentation)

Instructional Level: Advanced

Ulrika Löfkvist, Ph.D., CCC-SLP, LSLS Cert. AVEd
Associate Professor
Uppsala University (Sweden)

View Session

3:30 - 4:30 p.m. Concurrent Sessions

Collaboration in Case of CI for SSD (30-minute session) | SSD: Management and Outcomes Post CI (30-minute session)

Collaboration in Case of CI for SSD

Instructional Level: Intermediate

Jenna Bongioletti
Little Allied Health / University of Sydney (Australia)

Nicole Eglinton, Lisa McGregor
Little Allied Health (Australia)

Cochlear implants(CI) in cases of single-sided deafness (SSD) are increasingly accessible in Australia. This paper presents perspectives on what works when it comes to achieving real-world outcomes in the case of CIs for SSD. Insights from the child, family, medical, and allied health team members are shared.
By the end of this session, learners will be able to:

  • Explain the importance of collaborative teamwork (including the child and family) in achieving meaningful outcomes.
  • Describe some quantitative and qualitative outcome measures of cochlear implantation for SSD.
  • Recognize child and family characteristics that may underpin and contribute to optimal outcomes in SSD.

SSD: Management and Outcomes Post CI

Instructional Level: Intermediate

Emma Rushbrooke, Sharon Bruna, Lynda Farwell
Hear and Say (Australia)

This presentation will provide information on the functional improvements and outcomes in listening ability after cochlear implants (CI) and look at how this is maintained over time. Pre and post-CI assessment data from a cohort of children using CI for Single Sided Deafness (SSD) will be presented as well as listening and spoken language intervention strategies.

By the end of this session, learners will be able to:

  • 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 optimise outcomes.
Bilingual Success in Middle Eastern CI Children (30-minute session) | Arabic Linguistic Rhythms & Music (30-minute session)

Bilingual Success in Middle Eastern CI Children

Instructional Level: Intermediate

Beauty Hariz
Cochlear Middle East and Africa (United Arab Emirates)

Sabine ElDeek
Al Jalila Children’s Specialty Hospital (United Arab Emirates)

Discover how bilingualism and trilingualism empower children with cochlear implants (CI), enhancing their language skills and cognitive development. Explore practical strategies and inspiring case studies from the Middle East that can help unlock the potential of the children you work with. Join us to pave the way for their remarkable achievements.

By the end of this session, learners will be able to:

  • Identify the cognitive benefits of bilingualism in CI children and explain how it positively influences their linguistic development.
  • Apply practical strategies and recommendations for promoting successful bilingualism in CI children, fostering better integration and educational outcomes and learning from the Middle Eastern context.
  • Recognize and address common misconceptions and challenges related to bilingualism in the Middle East for CI children.

Arabic Linguistic Rhythms & Music

Instructional Level: Advanced

Yara Harb
Private practice (Canada)

Abdulrahman Ashour
King Fahad Specialist Hospital (Saudi Arabia)

Ellen A. Rhoades
Global Consultant (United States)

Learning about neural oscillators, i.e., neural synchrony, has changed how we behave regarding children with hearing loss and other developmental differences. Research findings and outcomes from our survey affect cross-cultural intervention strategies, which include assessments and linguistic input. In turn, we focus on developing speech rhythms across the Arab diaspora.

By the end of this session, learners will be able to:

  • Describe various indicators or characteristics of parent-child interactional synchrony.
  • Explain the similarities and differences between stress-timed and syllable-timed speech rhythms.
  • Identify music-related issues and strategies unique to the Arab World, collectively brainstorming to arrive at additional strategies.
Trajectories & Traffic-Lights: Infant Auditory-Vocal Progress

Instructional Level: Advanced

Inge Kaltenbrunn
NextSense (Australia)

Candice Gray
Telethon Speech & Hearing (Australia)

Participants will gain insight into how the triangulation of assessment data for infant audition (PEACH), vocal competency (IMP), and vocal behaviour (LENA-AVA) reveals patterns of relationship that substantiate and explain adequate (within norms), borderline, or inadequate (delayed) progress toward speech for infants <12 months; UHL, HAs, or CI.

By the end of this session, learners will be able to:

  • Identify and monitor an infant’s auditory-vocal progress toward speech <12 months of age, using triangulation of ‘stage-for-age’ (normed) prelinguistic assessment data (PEACH, IMP, LENA).
  • Interpret underlying features of atypical auditory-vocal development in infants <12 months of age via representative case studies.
  • Describe adjustments needed in service delivery to support developmental needs made visible by triangulation of infant auditory-verbal assessment data.

4:45 - 5:30 p.m. Innovations in Hearing

Innovations in Hearing Sessions with Q&A

Akouos+

+Please note this session will not be recorded or available on-demand. CEUs will not be offered.

5:45 - 6:45 p.m. Keynote Presentation

EHDI, Developmental Outcomes, and Quality Of Life: What Can We Learn From the First 10 Years of the LOCHI Study?

(Keynote Presentation)

Instructional Level: Advanced

Prof. Greg Leigh AO, Ph.D., FACE
Director, NextSense Institute (Australia)

View Session

Friday, June 28

Genetics and Hearing Loss Forum

This forum will focus on genetics and related topics and include presenters who will speak about this area from their various perspectives. The Genetics Forum is an add-on morning session to the Symposium and is included as part of your Symposium registration. As with all Symposium content, the forum will be recorded for viewing later and CEUs will be available for professionals to earn during this learning opportunity.

The schedule promises to be a slate of dynamic and cutting-edge presenters engaged in genetics research, medicine, and listening and spoken language intervention. Additional details will be available on this page as well as AG Bell’s social media channels.

Learn More

Contact us

Send us an email and we'll get back to you, asap.

Not readable? Change text. captcha txt