(Keynote Presentation)

Instructional Level: Intermediate

Lisa Hunter, Ph.D., FAAA
Professor and Scientific Director, Cincinnati Children’s Hospital (United States)

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Bundles of Learning®: Bringing Stories to Life

Brittany Hall
Texas Tech University Health Sciences Center (United States)

Learn about a resource designed to improve a child’s language and guide parents toward using evidence-based strategies. Bundle of Learning books and toys were designed to be engaging for children while educating and empowering parents through built-in language and literacy tips included in the book.

• Describe how books and manipulatives can be utilized to improve child language outcomes.
• Identify unique opportunities to coach parents to include evidence-based strategies in storybook activities in the home environment.
• Explain attributes of a children’s book that support early literacy skills.

A Brain Cannot Be Missing!

Instructional Level: Basic

Mary Rosa Cuello Bertel
Private Practice (Colombia)

Having a three-dimensional model of the brain is of great help in professional practice. This presentation will explain to parents the parts, functions, and neuroarchitecture of listening comprehension and spoken language and their interrelation with other executive functions in a simple and practical format.

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

• Design a short, entry-level training talk for consulting with families in which they use a three-dimensional model of the brain to talk about its parts, functions, and impact of hearing loss.
• Explain to parents the brain architecture of listening comprehension and spoken language skills and their interrelation with other executive functions in a simple and practical “for dummies” format.
• Summarize information related to basic biology of the brain in child development so that families see themselves as building agents of neural networks from everyday, meaningful interactions.

“Four Learning Styles” Test in Spanish

Instructional Level: Basic

Mary Rosa Cuello Bertel
Private Practice (Colombia)

The non-formal test, “Four Learning Styles” of Lefever, was translated and adapted to auditory-verbal practice. It will provide LSL professionals who works in Spanish-speaking environments with a valuable resource that will allow them to evaluate themselves and the parents they work with to identify their dominant learning styles.

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

• Identify the dominant learning styles in themselves and in parents and primary caregivers of children attending their auditory-verbal therapy and auditory-verbal education programs.
• Evaluate parents and primary caregivers of children through this non-formal test presented in Latin Spanish.
• Describe the four different learning styles of adults, adjusting the coaching and treatment plan to the needs and particularities of their consulting families.

Brazilian Mentees: Importance of Collective Journey

Bruna Capalbo
Private Office (Brazil)

Mariane Comerlatto
Federal University of Sergipe (Brazil)

Maria Emilia de Melo
Toronto Public Health/Toronto Infant Hearing Program (Canada)

The certification process for Listening and Spoken Language Specialists is a challenging process, especially in a country where English is not the first language and families are seen as speech therapy viewers. In this presentation, we will discuss the certification process in a non-English speaking community and provide tips that facilitate communication between mentors and mentees.

• Describe the certification process in a non-English speaking community.
• Identify barriers to this certification process.
• Identify enablers of this process in a group of mentors and mentees.

Co-Teaching Toddlers with a TOD and SLP

Instructional Level: Intermediate

Chrissie Barcelona, Susan Schmitt
DePaul School for Hearing and Speech (United States)

This presentation will highlight a co-teaching model between a Teacher of the Deaf and a Speech-Language Pathologist for a toddler-aged class and their caregivers. Discussion will focus on how the use of collaboration and consistent use of Listening and Spoken Language strategies benefit the youngest listeners.

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

• Describe the value of having both TOD and SLP teaching toddler-aged children and their caregivers in a small group setting.
• Examine the components of collaboration and importance of collaboration among professionals.
• Describe how to use, model, and coach parents on Listening and Spoken Language strategies within all lessons and across all developmental domains.

Ling Sound Toys and LMH Sound Puzzles

Bianka Wasserman
(South Africa)

As the owner and founder of Olipop Toyshop and the mom of a deaf son, I created a range of products to help develop listening and spoken language. These toys and puzzles were created with the intention that they become accessible worldwide to all children that need them.

• Identify a good resource for Ling sound toys.
• Identify a good resource for LMH sound puzzles.
• Perform Ling and LMH sound tests with these great resources.

Assessment Through the Screen and Beyond

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

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

Review the free, criterion-referenced assessment and analysis forms in English and Spanish in the areas of speech perception, speech production, and pragmatics. The forms are useful for assessing, setting, and monitoring goals, and are especially useful working with parent, and in telepractice settings where use of standardized assessments is limited.

• Review the free, criterion-referenced assessment and analysis forms in English and Spanish in the areas of speech perception, speech production, and pragmatics.
• Identify the advantages of using criterion-referenced assessment and analysis materials for assessment, goal setting, and monitoring, particularly in telepractice settings.
• Explain the advantages of using criterion-referenced assessment and analysis materials with parents for parent education.

Genetic Testing for Children with Hearing Loss

Tera Quigley
Decibel Therapeutics (United States)

Genetically driven protein deficiencies account for over 50% of congenital hearing loss cases. We’ll share educational materials highlighting the benefits of genetic testing for clinicians and families. We will also review our no-cost, sponsored, genetic testing program available to anyone in the U.S. under 18 with auditory neuropathy.

• Describe the prevalence of genetic hearing loss, and benefits of genetic testing.
• Access sponsored, no-cost genetic testing for pediatric patients with auditory neuropathy.
• Summarize how to access and provide informational resources about genetic hearing loss, importance of genetic testing, and clinical research opportunities.

Teachers’ Observations of Grade 1 Students with DHH

Kuei-Ju Lin
Children’s Hearing Foundation (Taiwan)

By analyzing the data, we will show that a large percentage of children through an Early Childhood Transition Program can stably manage their hearing aids during school time. The data also show that approximately 12% of teachers did not clearly know what they could observe for children’s hearing performance.

• Describe DHH students’ self-care ability to manage their listening devices.
• Describe DHH students’ self-care ability to manage their FM system or remote microphone hearing assistive technology.
• Identify what a Grade 1 teacher should observe and assist with DHH students’ hearing aid managing abilities and extra items.

Simon Thinks

Simone Zitta
Private Practice (Brazil)

The use of tools in the routine of children with cochlear implants has shown to be impactful in speech-language therapy. In order to develop listening and spoken language, they need effective tools, such as language games of functional use. We will describe a game called Simon Thinks that helps enrich the development of auditory memory ability and language building.

• Identify tools specific to developing listening comprehension.
• Detail tasks of the game Simon Thinks to increase auditory skills.
• Determine which tools to use for vocabulary and language expansion.

Family Kit: Let’s listen!

Eliana Fredes
Servicio de Logopedia Oír Pensar Hablar (Spain)

Instructional Level: Intermediate

With the kit “A escuchar se ha dicho”, that includes the story book “Put my Hearing Aids on”, the fridge magnet “How to administer the Ling Six Sound Test”; and a mini guide with basic concepts and information, we will accompany and inform families going through this first stage of hearing loss and technology use.

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

• Demonstrate how to use the “A escuchar se ha dicho” kit in our speech therapy service for advice and accompaniment parents of children with hearing loss and their children.
• Explain how through the kit “A escuchar se ha dicho” we can accompany families that have just fund out about the diagnosis of their child’s hearing loss.
• Identify which strategies and tools may be most useful to advise and inform families in this first stage of diagnosis and hearing technology use.

Children and Social Media: Tips for Everyone

Riley Gallagher
University of Tennessee Health Science Center (United States)

Learn about social media’s impacts on children, its relation to their hearing loss, and the ease at which misinformation can be spread. Talk with us about safety, resources for navigating commonly used social media platforms, and understanding how it can positively and negatively affect children.

• Comfortably navigate commonly used social media platforms.
• Describe your child’s or patients’ relationship with social media and their perspective on it.
• Recognize the way social media may have aided in forming positive relationships and fostering a sense of belonging/understanding between those with hearing loss from around the world.

Instructional Level: Intermediate

Maura Martindale
No Limits for Deaf Children (United States)

Sylvia Rotfleisch
Private Practice (United States)

A new, clinician-friendly screening instrument has been developed for use by beginning teachers, therapists, and clinicians called the “Screening Auditory Discrimination Abilities.” We administered it to collect speech perception data on school-age students with hearing loss in order to secure information on its relationship to user-friendly speech production instruments.

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

• Administer the Screening Auditory Discrimination Abilities screening test.
• List the statistical outcomes of the Screening Auditory Discrimination Abilities research.
• Explain how the Screening Auditory Discrimination Abilities is related to speech production.

Instructional Level: Advanced

Virginia Madorin
North Carolina Department of Public Instruction (United States)

Lillian Henderson
University of North Carolina – Chapel Hill (United States)

Teacher burnout results in absenteeism and attrition, thus leading to poor student outcomes and a high cost to school systems. Come along with us as we explore the importance of peer coaching, the benefits of nonviolent communication, and the use of strength-based techniques that helped one teacher reignite her passion.

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

• Explain potential benefits of peer coaching as a protective factor in teacher and therapist burn-out.
• Identify tools and strategies to support learning partners in identifying areas for growth and change.
• Identify symptoms and consequences of burnout for both professionals and students.

Instructional Level: Intermediate

Joan Hewitt
Project TALK (United States)

Jane Madell
Pediatric Audiology Consulting (United States)

Not every child performs as well as we expect them to do. Some are complex cases, and others are not managed appropriately. This course will use case studies, which include children with lack of auditory progress and/or complex issues, to discuss ways to ensure optimal intervention.

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

• Identify when audiology test results are not sufficient to use audition to learn speech and language.
• Identify when listening, speech, and language goals are not optimal.
• Utilize a wide variety of performance data to develop and monitor therapy goals.

Instructional Level: Basic

Alexandria Mestres
University of Miami/Charter Schools (United States)

Self-advocacy skills are critical for students who are deaf and hard of hearing. But how do we motivate students to use the skills they are learning? Self-determination theory offers a way to motivate these students to become successful advocates in their academic environments.

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

• Identify the importance of self-determination theory as it relates to self-advocacy.
• State steps for supporting students who are deaf and hard of hearing in developing self-advocacy skills.
• Discuss methods to motivate students who are deaf and hard of hearing to become successful advocates.

Instructional Level: Advanced

Casey Reimer
Washington University School of Medicine in St. Louis (United States)

Due to the lack of evidence-based strategies in deaf education, teachers struggle with where to look in times of need. Why not look to another field for guidance: cognitive psychology. The well-known learning strategy, retrieval practice, was used with children who are deaf and hard of hearing (DHH) (ages 5.0-8.11) to improve vocabulary learning.

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

• • Describe what retrieval practice is, the decades of successful research using retrieval practice, and why it should be used with children who are DHH.
  • Demonstrate how retrieval practice can be easily implemented into a classroom environment with students who are DHH.
  • Summarize how that in this particular study, the implementation of retrieval practice caused increased vocabulary learning for children who are DHH.

Instructional Level: Basic

Lynn Miskiel, Lynn Perry, Daniel Messinger
University of Miami (United States)

By using technologies to quantify vocalizations and peer interactions in an inclusive auditory oral preschool, we found that vocalizations from each peer predicted a child’s vocalizations to that peer. Children’s vocalizations to peers was associated with their language assessment scores. Implications for clinical application will be discussed.

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

• Discuss automated measures of movement and language and their use in developmental research.
• Explain the role of peer interaction on language use in children with and without hearing loss.
• Explain the role of children’s language use on their end-of-year language abilities.

Instructional Level: Intermediate

Ellen A. Rhoades
Independent (United States)

Abdelrahman Ashour
King Fahad Specialist Hospital (Saudi Arabia)

Yara Harb
LSL Tele-Practitioner (Canada)

Evidentiary findings demonstrate that positive parent-practitioner therapeutic alliances are linked to positive early intervention outcomes. Skills considered requisite for developing this optimal emotional bond will be described. Cultural differences among Arabic-speaking parents will be discussed. Results of a survey shared with Arabic-speaking colleagues will be summarily shared.

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

• Describe the skills or subsets requisite for establishing a parent-professional alliance.
• Demonstrate the ways in which Arabic-speaking parents differ from each other.
• Identify strategies for establishing a supportive and emotional relationship with Arabic-speaking parents who embrace a collectivist culture.

Parental Experiences with a Newborn with Microtia/Atresia

Instructional Level: Intermediate

Meredith Berger
Clarke Schools for Hearing and Speech (United States)

This presentation is based on a research study on the experiences of parents following the birth of a child with microtia/atresia. We will address demographic information, 1:3:6 adherence, amplification decisions and experiences, challenges, and needs identified and described by parents following the birth of a child with microtia/atresia.

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

• Summarize JCIH guidelines and current research on parent perspectives and experiences following the birth of a child with microtia/atresia.
• Describe themes across parent experiences following the birth of a child with microtia/atresia.
• Identify strategies for supporting families of children with microtia atresia that align with the goals of JCIH and EHDI.

Complex and Challenging Cases: Shunts and CIs

Instructional Level: Advanced

Elizabeth Rosenzweig
Teachers College, Columbia University (United States)

Valerie Lew
UCLA Health (United States)

This presentation will discuss the current state of knowledge regarding cochlear implantation in patients with ventriculoperitoneal (VP) shunts. A case study of a medically complex child with a VP shunt and cochlear implants (CIs) will be presented to examine ways in which auditory-verbal therapy can be modified for this population.

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

• Identify challenges of cochlear implantation and rehabilitation for children with VP shunts.
• Summarize current research on trajectories of children with VP shunts and CIs.
• List potential treatment modifications for children who are deaf with additional disabilities.

Instructional Level: Basic

Renee Lucero
John Tracy Center (United States)

During this interactive presentation, we will reflect on how partnerships with culturally and linguistically diverse families and inclusive practices in deaf education has evolved since the presenter was diagnosed with a hearing loss decades ago. We will discuss best practices for addressing diversity, equity, and inclusion in deaf education.

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

• Describe the evolution of best practices in diversity and inclusive education in deaf education.
• Summarize evidence-informed practices when serving culturally and linguistically diverse families.
• Identify at least three new evidence-informed practices to directly implement into their own teaching.

Instructional Level: Basic

Alexandria Mestres
University of Miami/ Florida Charter Schools (United States)

Everyone is happy to see COVID and virtual learning in the rear view mirror. However, could virtual learning play a role in giving students who are deaf and hard of hearing access to qualified professionals? If so, what does that look like? Best practices are needed to ensure support for this population.

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

• Recognize the potential benefits of virtual learning for mainstream students who are deaf and hard of hearing.
• Identify content that can be taught through the virtual environment and the potential for positive outcomes.
• Discuss some of the potential strategies for establishing best practices for virtual learning with students who are deaf and hard of hearing.

Instructional Level: Basic

María Ruiz Montes, Carmen Ruiz Montes
(Spain)

Have you started or are you going to start working as a therapist? Do you have questions you don’t know how to answer? In this session we will learn to reflect together on common issues in the professional practice of an auditory-verbal therapist. We are waiting for you!

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

• Reflect on your own professional practice.
• Use a frame of reference to accompany families and their children with hearing loss in the development of listening and spoken language.
• Identify resources to guide your career development.

Instructional Level: Intermediate

Mariana Helbig
Auditory Verbal UK (United Kingdom)

Carol Flexer
University of Akron (United States)

Karl White
National Center for Hearing Assessment and Management (United States)

Sara Doutre
(United States)

Neuroscience continues to support the notion that we “hear with our brains”. How can we ensure we are developing neural pathways for listening and language development and supporting parents to do the same? This session invites participants to discover practical examples of strategies to develop the auditory brain. While this session is designed for professional learning, it is open to all registered symposium attendees.

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

• Detail developmental milestones related to young children’s auditory brain development.
• Apply listening and spoken language strategies to build an auditory brain.
• Will have gained knowledge and practical skills on coaching parents in the strategies required for auditory brain development.

Instructional Level: Basic

Dani Schlesinger
Chris Hani Baragwanath Academic Hospital (South Africa)

Maria Emilia (Mila) Melo
Sound Advice Hearing Clinic, Sincronia Nucleo de Estudos TAV (Canada)

Beauty Hariz
Cochlear MEA (United Arab Emirates)

Son A Chang
Soree Ear Clinic Rehabilitation Center (South Korea)

Jane Madell
Pediatric Audiology Consulting (United States)

In this networking session, certified and non-certified Listening and Spoken Language (LSL) professionals and other stakeholders will gather to connect with colleagues around the world. The goal is to have a conversation within global networking groups focused on celebrations, challenges, and advancement of LSL intervention within local communities. While this session is designed for professional learning, it is open to all registered symposium attendees.

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

• Develop connections with other professionals to create global networking groups.
• Communicate the challenges and joys experienced by LSLS professionals across the world.
• Share practical strategies for helping the local LSL AV community and create an action plan.

Instructional level: Basic

Ivette Cejas
University of Miami (United States)

Julie Swaim
AG Bell Association for the Deaf and Hard of Hearing (United States)

This session provides learners with the opportunity to connect with professionals and parents on a variety of topics pertaining to raising a child with hearing loss. Join in conversation with others about issues, questions, experiences, and joys families may experience as their child with hearing loss grows up learning to listen, talk, and thrive. This session will include live discussions and examples of current research related to parenting stressors and how to overcome them. While this session is designed for parent/caregiver learning, it is open to all registered symposium attendees.

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

• Detail the parent programming offered through the Listen-Learn-Link Parent Support Line.
• List the benefits of online parent support through relevant content and timely connections.
• Explain the importance of understanding research and how to access current and new findings.

Instructional Level: Intermediate

Judy Sexton
Clarke Schools for Hearing and Speech (United States)

Cynthia Robinson
We Hear Here (United States)

Children are being considered for mainstreaming as early as preschool. Preschool years are critical for developing a range of listening and spoken language skills to support a child’s educational future. An assessment, such as the Mainstream Assessment of Readiness-Preschool, provides “whole child” information necessary to evaluate and plan for successful transition and support.

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

• Identify the strengths and needs of children who are deaf or hard of hearing and who are being considered for mainstream placement with their peers who have typical hearing.
• Explain critical discussion points to evaluate a child’s overall readiness for mainstreaming.
• Describe the process to write goals and benchmarks for children in the mainstream at the preschool level.

Instructional Level: Basic

Michelle Graham, Lexi Newman
St. Joseph Institute for the Deaf (United States)

We will explore the role of a new teacher of the deaf or speech-language pathologist thrust into the role of a listening and spoken language provider. A focused discussion and examples that help foster a strong coaching partnership between mentor and mentee, and real-life application of planning and implementing sessions will be provided.

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

• Discuss the role of a provider in planning sessions and working with students and their families.
• Explain the role of a mentor coaching a new listening and spoken language provider.
• Explore strategies that build a strong coaching relationship between mentor and mentee.

Preventive Education Program for Parents (PEPP)

Instructional Level: Intermediate

Ulrika Löfkvist
Uppsala university (Sweden)

Sandra Nilsson
Falun Municipality (Sweden)

Carina Johansson
Region Vastra Gotaland, Habilitation & Health, Hearing Organization (Sweden)

Ella Andreasson
Region Uppsala (Sweden)

Hanna Mared
Department of Hearing & Balance Clinic, Karolinska University Hospital (Sweden)

The Preventive Education Program for Parents (PEPP) is a 12-week education for parents with newly diagnosed infants. PEPP uses data driven tools and has been developed by a group of clinicians and senior researchers. There are two main processes within PEPP-coaching: to promote close partnership and to increase parental engagement.

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

• Summarize the need of very early preventive education programs for parents of infants who are deaf or hard of hearing.
• Explain how data driven tools may be used to coach parents and to evaluate progress in education programs.
• Describe key factors that contribute to engaging and empowering parents.

Instructional Level: Basic

Christy Chadwick
Hawaii Hears (United States)

Most educators in the field are not trained in how to support parents of children with hearing loss as they cope with grief and adjust to learning how to raise a child with a hearing loss. This presentation gives teachers tools and strategies to help parents through the process.

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

• Perform parent coaching with confidence of families’ goals, needs, and consideration.
• Identify ways to communicate effectively with parents about diagnosis, terms, and communication approaches.
• Explain hearing loss to parents while being aware of diversity and self biases.

Instructional Level: Intermediate

Benjamin Hornsby, Ph.D.
Associate Professor, Vanderbilt University Medical Center (United States)

Hilary Davis, Ph.D.
Pediatric and Educational Audiologist, Vanderbilt University School of Medicine (United States)

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Cochlear Innovations Support a Lifetime of Possibilities

Amy Donaldson, James Roll
Cochlear Americas (United States)

Discover the technologies and services offered by Cochlear to support children who are considering or have hearing implants. Discussing the latest hearing implant technology innovations and how recipients are part of a revolution in Connected Care. Participants will leave with resources that support children with hearing implants throughout their lifetime.

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

• List technologies available in Cochlear’s hearing implants that support a lifetime of hearing for children.
• Define Connected Care and explain how children might benefit from this type of technology now and in the future.
• Identify specific Cochlear services that can support children with hearing loss.

Instructional Level: Basic

Trudy Smith
NextSense Institute (Australia)

Amy Szarkowski
Children’s Center for Communication/
Beverly School for the Deaf and University of Massachusetts Boston
(United States)

Bianca Birdsey
(South Africa)

This one-hour interactive conversation is designed to provide families with an update on the principles of Family Centered Early Intervention (FCEI), recognize the behaviours and actions of providers and systems, and gain an understanding of what they can contribute to and benefit from within a family-centered model. While this session is designed for parent and caregiver learning, it is open to all registered symposium attendees.

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

• Describe the principles of Family Centered Early Intervention.
• Recognize the behaviours and actions of FCEI providers and systems.
• Describe the responsibilities families have within an FCEI model.

Instructional Level: Basic

Gayla H. Guignard
AG Bell Association for the Deaf and Hard of Hearing (United States)

Parents and caregivers have a variety of experiences related to identifying their child’s hearing loss and entrance into the various services provided to their child and family. This session is designed for students and will include a facilitated conversation among parents through a panel discussion. Students will have the opportunity to ask parent panelists questions as the facilitator addresses the major learning outcomes of this session. While this session is designed for student learning, it is open to all registered symposium attendees.

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

• Describe the processes that families navigate as their child’s hearing loss is identified and hearing aids and/or cochlear implants and intervention services are pursued.
• Define the stages of grief and how parents come to terms with the news of hearing loss.
• Name the unique roles of various professionals, including auditory-verbal practitioners, in the family’s life.

Instructional Level: Intermediate

Gayla Guignard
AG Bell Association (United States)

This session provided by Academy leadership will focus on updates related to certification as a Listening and Spoken Language Specialist (LSLS Cert. AVT or LSLS Cert. AVEd) as well as continuing education programs. Specific information will be provided related to the LSL Registry and future related plans.

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.

Instructional Level: Advanced

Ellen A. Rhoades
Independent (United States)

Rachel E. Glade
University of Arkansas (United States)

Nanette Nicholson
Nova Southeastern (United States)

We conducted a global scoping review to identify all published studies that focused on listening and spoken language outcomes for children using hearing technology and/or their caregivers participating in auditory-based interventions. Given that sociodemographic variables may predict variability in intervention outcomes, we determined whether such data were disaggregated.

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

• Identify the ways in which a scoping review differs from other types of reviews.
• Describe those sociodemographic variables linked to intervention outcomes and the potential benefits of disaggregating such data.
• Articulate the general population-based trend of published studies identified in this global scoping review.

Instructional Level: Intermediate

Take a walk with professionals from around the world as they guide you on the development of listening and spoken language (LSL) on a global level. Participants will learn about strategies to develop programs in low resource countries as well as consider how to adapt to local cultural norms. Overcoming barriers and working with local languages will also be discussed.

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

• Describe the challenges of hearing loss for families in underserved countries around the world.
• Observe practical LSL techniques and strategies that support intervention.
• Apply insights to their own current or aspiring work in international pediatric hearing care programs.

From Northern Ireland to Africa with Love

Rosemary Gardner
Auditory-Verbal Therapist (United Kingdom)

Within the European KA202 Erasmus+ project, VOICE, a quality standards for habilitation of young children with CIs, were developed. These 28 quality standards are the result of a systematic review and a delphy study based on interviews of international experts in habilitation of young children with CIs.

Quality Standards for Habilitation of Children with CIs

Leo De Raeve
ONICI, Independent Information and Research Center on Cochlear Implants (Belgium)

LSL development following CIs for patients whose first language is not English is largely undocumented. We explore ways a primarily English-speaking clinician can tailor the carryover rehabilitation activities to the family’s language of preference in conjunction with post-CI aural rehabilitation using English auditory training.

Navigating Multilingualism in a Rainbow Nation

Jenni Bester, Sarah Lange
CHAT Centre, Carel Du Toit Centre (South Africa)

Barbara Kellett
Tygerberg Hospital, University of Stellenbosch Cochlear Implant Unit (South Africa)

The multilingual context of South Africa is unique. A paradigm shift has focused therapists supporting the development of mother tongue. The audience will hear from parents how they experience intervention at the CHAT Centre. Practical LSL strategies will be shown, guiding and coaching parents in their mother tongue.

Beyond Genghis Khan: Early Intervention and Continuum of Care in Mongolia

Paige Stringer
Global Foundation for Children with Hearing Loss (United States)

Significant advancements have helped children with hearing loss listen and speak, but local access to such services are limited in developing countries. Presenter will share how the Global Foundation for Children with Hearing Loss is helping to implement.

Parenting Young Children with Cochlear Implants

Instructional Level: Intermediate

Orly Gross
(United States)

This study examined the interplay between parenting stress, birth order, and perceived social support among mothers of young children with cochlear implants. Results indicated that parental stress is negatively correlated with perceived social support. Also, parental stress levels vary across time in the hearing loss journey.

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

• Describe about the impact of various forms of perceived social support on mothers of children with cochlear implants.
• Explain the general trajectory of parental stress levels throughout the hearing loss journey, from a diagnosis of hearing loss through cochlear implant surgery and recovery.
• Recognize the effect of birth order on parental stress and perceived social support.

Confident Kids Program: Guiding Infants to Adolescence

Instructional Level: Advanced

Danielle Lam, Ingrid Steyns
The Shepherd Centre (Australia)

As children grow and develop, their listening, language, and social skill development needs also evolve. Ongoing support for children as they mature needs to consider the ways in which contributors to theory of mind change over time, and the role that parents, peers, and professionals have in supporting the process.

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

• Describe the importance of the change in theory of mind contributors as children mature.
• Describe the requirement for program adaptations to address family needs.
• Identify new ideas with families to incorporate social skill development and support of emotional health and functioning.

Supporting Transition to School for Children with Hearing Loss

Instructional Level: Intermediate

Jai-Pei Lin, Chian Yow Kwek
Children’s Hearing Foundation (Taiwan)

Many parents of children with hearing loss who can communication well with others still raise concerns about their children’s adaptability for preschool. The Children’s Hearing Foundation provides transitioning support, which targets cases who will enter preschool in the coming semester. The goal is to improve both parents and children’s readiness for school.

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

• Identify the values and the purpose of transition support.
• Describe how to design a transition-to-school program for preschool children with hearing loss.
• Master the keys to a successful school-transition preparation.

Barriers to Genetic Testing for Hearing Loss

Instructional Level: Basic

Tera Quigley
Decibel Therapeutics (United States)

Genetically driven protein deficiencies account for over 50% of congenital hearing loss cases. However, from 2017-2019, only 16% of children with hearing aid or cochlear implant claims completed genetic testing. We conducted a real-world survey to understand key barriers to genetic testing and discuss potential solutions.

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

• Describe about the prevalence of genetic hearing loss.
• Demonstrate familiar with the barriers to genetic testing for patients with hearing loss.
• List the benefits of genetic testing for patients with hearing loss.

Changing Paradigms

Instructional Level: Basic

Teresita Mansilla
Private Practice (Paraguay)

In Paraguay, hearing loss does not have government coverage. Families feel alone and lost facing a diagnosis for the first time. We will share the work that is being performed through a Foundation working with parents, professionals, and alliances to empower them to help their children.

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

• Identify strategies to work with families in areas where professional support is scarce or needed.
• Prepare parents to feel comfortable in working and communicating with professionals.
• Demonstrate initiative to support parents working together.

Speech Acoustics for CI Programming

Instructional Level: Intermediate

Joanna Mcadam
The Shepherd Centre (Australia)

An outline of how LSL Specialists and audiologists work together in an early intervention setting to optimize CI programming using speech acoustics. Information will include definitions of key speech acoustics concepts and a case study.

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

• Describe the importance of collaborative practice.
• Identify the key points about speech acoustics.
• Demonstrate easy tools to get data on the children they serve.

Closing the Gap: Vocabulary and Retrieval Practice

Instructional Level: Intermediate

Jennifer Trueblood
St. Joseph Institute for the Deaf (United States)

Retrieval practice has been shown to help children who are deaf and hard of hearing (DHH) acquire and retain vocabulary more than repeated exposure. This presentation investigates the relation between vocabulary development and frequency of at-home retrieval practice and parent perception, as examined in a 2021 small-scale study.

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

• Explain the importance of vocabulary development, especially for children who are DHH and use listening and spoken language.
• Define retrieval practice and give examples of implementation.
• Describe the relation between vocabulary acquisition, frequency of at-home retrieval practice, and parent perception in the small-scale study presented.

Device Wear Time: Parent Reports vs Datalogs

Instructional Level: Intermediate

Yi-Jui Li
Children’s Hearing Foundation (Taiwan)

Consistent use of hearing devices has been identified as a key factor contributing to language development in children with hearing loss. Here we will discuss the relationship between parent-reported and the datalog device wear time, and provide information on at which point such a difference constitutes a significant misperception.

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

• Recognize the concept of personal wear time percentage (WTP).
• Describe at which point a difference between parent-reported and the datalog WTP constitutes a significant misperception.
• Use WTP results for counseling client to achieve consistent device use.

Language Experience Stories: What, Why, and How

Instructional Level: Basic

Krista Rey
Columbia Regional Inclusive Services (United States)

This poster and presentation will discuss language experience stories: what they are, why they are beneficial, and strategies to implement them within the classroom and at home.

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

• Describe why language experience stories can promote language and literacy development.
• Identify two strategies when creating a language experience story.
• Apply their knowledge of strategies to create their own language experience story for their child or student.

Hearing Screening in Neonatal Abstinence Syndrome

Instructional Level: Intermediate

Aura Gordon
(United States)

This presentation seeks to determine a management guide for neonatal hearing screening in neonates exposed to psychoactive drugs. Currently there is no clear guide that determines when is the best time to evaluate these patients and how to treat them.

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

• Determine the neonatal screening approach in newborns with neonatal abstinence syndrome.
• Describe the clinical management experience of these patients.
• Demonstrate management guide to carry out hearing screening in newborns with withdrawal syndrome.

CIs: Deciphering Emotions in the Voice

Instructional Level: Basic

Ofelia E. González F.
Universidad Autónoma de Querétaro (Mexico)

Emotional prosody is a fundamental element for the recognition of the mental state of others. In this session, the acoustic clues that allow emotions to be recognized are identified and the result of a study carried out on cochlear implant (CI) users through PREs is shared to generate practical evaluation and intervention proposals.

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

• Recognize the acoustic properties of the voice that identify emotions.
• Detail the difference in processing emotional prosody in CI users.
• Identify the limitations of CIs to recognize emotions in the voice and learn practical proposals for intervention to support the development of this ability.

Auditory-Verbal Rehabilitation Needs of Students

Instructional Level: Intermediate

Guo Ying
Guangzhou Qicong School (China)

This presentation will explore the auditory-verbal rehabilitation needs of school-age students who are deaf or hard of hearing and receive an inclusive education in China. Solutions to challenges will be discussed.

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

• Describe the current development of auditory-verbal therapy (AVT) in China.
• Identify the needs and difficulties encountered by students who are deaf and hard of hearing.
• Assist more students who are deaf and hard of hearing and their families find problem-solving strategies through the AVT.

Instructional Level: Intermediate

Maria Fernanda Hinojosa Valencia, Brianda Campero Calderon Gutierrez
Aurea Lab, Mexico City (Mexico)

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

Reading scores of children with hearing loss are usually low. New research demonstrates a reading and writing program based on constructivist theory and practices resulting in children succeeding at grade level with their peers in the mainstream. Video case studies demonstrating the program and intervention tools will be shared.

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

• Compare various intervention frameworks for reading and writing.
• List resource materials that assist in analyzing children’s reading and writing using a constructivist framework within a listening and spoken language approach.
• Describe specific constructivist intervention strategies that help children become successful writers and readers.

Instructional Level: Intermediate

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

Emotional self-regulation is the learned skill of applying conscious thought, rather than acting on impulse, when responding to strong emotions. Strategies before and after difficult moments can be used to teach emotional self-regulation. This session will explore long-term outcomes of shame self-talk and discuss how to develop shame-resilience.

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

• Define emotional self-regulation, emotional fluency, empathy, and shame resiliency.
• Describe the long-term impact of shame self-talk and identify ways to help children develop shame resiliency.
• Identify strategies to teach emotional self-regulation before and after difficult moments.

Instructional Level: Intermediate

Barbara Hecht
Clarke Schools for Hearing and Speech (United States)

Participants will learn about the demographics, current research, challenges and best practices for listening and spoken language (LSL) professionals serving students who have hearing loss and additional disabilities.

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

• Cite at least three challenges in identifying and diagnosing additional disabilities in young children who are deaf and hard of hearing (DHH).
• Explain at least four best practices that LSL professionals should use to best serve DHH children with additional disabilities.
• Describe two areas of critical need for further research and professional development.

Instructional Level: Basic

Renae Cuevas Dias
(United States)

This presentation will review some research practices related to utilizing cochlear implants (CIs) from different countries. Providers should be aware of different country/cultural backgrounds that impact access and supports for children with hearing loss. We will also explore some modifications to interventions to support children from different countries/cultural backgrounds.

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

• Describe some different practices around the use of CIs in a variety of countries around the world.
• Explain how the different practices for CIs might impact how they support children from a variety of countries and cultures.
• Describe some modifications to interventions they might perform to support children from different countries and cultural backgrounds.

Instructional Level: Intermediate

Jennifer Wallace
Atlanta Speech School (United States)

The experiences provided during early childhood can support and lead toward the development of executive function skills in older children. This presentation will provide attendees with information about the key components of executive function and listening and spoken language (LSL) strategies that may be used to foster the development of each skill area.

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

• Define executive function as it relates to young children.
• Identify key behaviors or skill areas important to the development of executive functioning.
• List strategies and skill-building activities within LSL practice to support both executive function and speech/language skills concurrently.

Instructional Level: Intermediate

Joan Hewitt
Project TALK (United States)

While clinicians and parents understand that cochlear implant (CI) programming is an integral part of intervention, many are unfamiliar with the procedures and terminology associated with MAPping. This course will explain CI MAPping and terminology in laymen’s terms so that clinicians and parents can understand the process.

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

• Identify the key components of cochlear implant programming.
• Explain the steps of cochlear implant programming in parent-friendly language.
• Explain CI programming terminology and its relevance to a child’s development of audition.

Instructional Level: Intermediate

Gloria García del Solar, Pamela Tomicic, Javiera Drápela, Ignacia Martinez Valle
Carrera de Fonoaudiología Facultad de Medicina Clínica Alemana Universidad del Desarrollo (Chile)

Romina Piccione
Compañía de Implantes Auditivos Med-El (Argentina)

Attendees will analyze the milestones in the development of narrative discourse, learn about the “Cuéntame” stimulation program, including access to the objectives and methodology of the 12 sessions. They will also learn about the impact of the intervention through the use of the resources to guide families in the progression of narrative skills.

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

• Analyze the milestones in the development of narrative discourse to obtain diagnostic information.
• Plan an intervention to stimulate discursive skills based on the objectives of the “Cuéntame”.
• Learn about the performance of children who use hearing aid technology through the “Cuéntame” program.

Instructional Level: Intermediate

Michelle Graham, Brittany Scott
St. Joseph Institute for the Deaf (United States)

This session will explore the role of the listening and spoken language (LSL) early interventionist and school-age therapist providing services in collaboration with a team of professionals coaching and guiding the family to help the child reach their potential.

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

• Identify the role of a LSL provider as part of an early intervention and school based team.
• Explore LSL strategies and techniques within a coaching model to foster a child’s auditory development.
• Discover the effectiveness of a coaching model delivered via teletherapy through discussion of case studies and data representation.

The Power of SEL: Post Pandemic Tips

Instructional Level: Basic

Lauren Munkondya
Southern Utah School of the Deaf (United States)

Kaytie Cook-Ward
Westwind School Division (Canada)

The need for social-emotional development is at an all-time high after the pandemic. Join us to create opportunities for developing executive functioning skills for toddlers and preschoolers in daily activities.

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

• Identify ways they can connect with caregivers on a human level.
• Identify opportunities to use daily life activities to teach children school readiness skills.
• Identify age-appropriate social-emotional development markers.

Enhancing Literacy and Executive Functioning Using Poems

Instructional Level: Intermediate

Carol Flexer
The University of Akron (United States)

Ritu Nakra
Hear Me Speak (India)

This presentation will discuss why and how to use poetry as a means of developing language, creative thinking, imagination, and problem-solving skills in young children. Included will be videos showing parents being guided and coached to enrich their child’s literacy and higher order thinking skills through the use of poetry.

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

• Explain the role of poems in the child’s development of phonemic awareness and rhyming words.
• Describe how the use of poems expands the child’s vocabulary through the enhancement of their listening skills, auditory memory, and auditory sequencing.
• Discuss how to coach parents in the inculcation of poetry into their daily literacy routines, leading to the child’s growth of executive functioning.

Instructional Level: Intermediate

Noel Kenely, Sarah Hogan, Amy Spicer
Auditory Verbal UK (United Kingdom)

Explore an updated framework for supporting families at different stages of their journey. Originally created in 2013 as a roadmap, the “Stokes 6-Step Parent Journey” has been fully revised and updated to reflect the ever-shifting needs and direct experiences of families over the past 10 years.

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

• Describe the updated model of Stokes’ 6-Step Parent Journey.
• Reflect on the families that they work with and identify which features of caregivers’ behaviours align with the Stokes’ updated model.
• Apply Stokes’ updated model to tailor the support that is needed by the family at different points in their listening and spoken language journey.

Instructional Level: Intermediate

Rocío Daniela Concha Ortiz
Universidad Autónoma de Barcelona (Spain)

Background, methodology, and results of an empirical study conducted in preschool participants with cochlear implants are presented. The main theme focuses on the development of emotional understanding. The evolutionary model of Harris and Pons (2000) is presented and the influential sociodemographic and auditory factors are studied in depth.

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

• Describe the emotional development of the preschool population, according to the Pons et al. (2000) model.
• Differentiate the emotional development of preschoolers with cochlear implants.
• Identify the factors that influence the emotional understanding of preschoolers with cochlear implants.

Instructional Level: Intermediate

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

Elizabeth Tyszkiewicz
Private Practice (United Kingdom)

Hilda Furmanski
Private Practice (Argentina)

Conversations with a more experienced colleague during a 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”. While this session is designed for professional learning, it is open to all registered symposium attendees.

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

• Describe structured joint thinking and discussion in a group setting to move through the process of analyzing 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.

Instructional Level: Basic

Gayla H. Guignard
AG Bell Association for the Deaf and Hard of Hearing (United States)

Individuals who are deaf or hard of hearing have a variety of experiences related to identification of their hearing loss and entrance into the services needed to build language and communication abilities. This session is designed for students and will include a facilitated conversation among adults who are deaf and hard of hearing through a panel discussion. Students will have the opportunity to ask panelists questions as the facilitator addresses the major learning outcomes of this session. While this session is designed for student learning, it is open to all registered symposium attendees.

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

• Describe the impact of the various services and experiences that individuals who are deaf or hard of hearing participate in across childhood as they navigated learning to listen and talk, hearing well, and go through school.
• Define the unique roles that various professionals, including auditory-verbal practitioners, have on individuals who are deaf or hard of hearing during childhood and the transition to adulthood.
• Apply their understanding of “what matters most now” and the impact of the changed perspective that adults who are deaf or hard of hearing have as adults vs. childhood to their clinical/educational practice.

(Keynote Presentation)

Instructional Level: Intermediate

Eliot Shearer, MD, Ph.D.
Pediatric Otolaryngologist, Boston Children’s Hospital
Assistant Professor of Otolaryngology, Harvard Medical School (United States)

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Instructional Level: Basic

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

This session will explore the provider-caregiver partnership and the role of the parent. Discussion of ideas for carryover of listening and spoken language strategies engaging parents in learning opportunities for their child throughout the day increasing the parental self-efficacy and success towards the child’s outcomes.

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

• Analyze the role of both a provider and a caregiver as they participate in services.
• Identify key elements to building and maintaining a provider-caregiver partnership that empowers and creates a high level of self-efficacy.
• Discuss the role of team members when planning a session using a coaching model; explaining listening and spoken language strategies targeting the continued development of language through listening.

Time of CI Use Estimated by Caregivers

Instructional Level: Intermediate

Malgorzata Zgoda
The Institute of Physiology and Pathology of Hearing (Poland)

The analysis of the average time of use of the speech processor should be used by therapists as a tool for supporting and educating the child’s caregivers, emphasizing the importance of systematic sound and speech stimulation in the habilitation of their children’s hearing and speech.

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

• Identify the importance of regular use of a cochlear implant (CI) by child for the development of auditory functions and speech.
• Obtain data on the time of using the prosthesis from various sources.
• Learn to use data from a data logging of the CI system to support caregiver of the youngest children who uses CIs.

Instructional Level: Advanced

Inge Kaltenbrunn
NextSense (Australia)

More than 45% of children with cochlear implants (CI) may have additional disabilities. This presentation showcases how a holistic interdisciplinary intervention approach, the COMBINE methodology, can optimize communication outcomes in children with complex needs; overviews CI benefits; and provides suggestions on tracking progress, documenting outcomes, special considerations, and research gaps.

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

• Summarize the current research gaps and special considerations in cochlear implantation when children have complex needs.
• Define CI benefits for children with complex needs and identify how progress can be tracked effectively.
• Describe elements of an intervention program to optimize outcomes.

Instructional Level: Intermediate

Sylvia Rotfleisch
Hear to Talk (United States)

Abdelrahman Ashour
King Fahad Specialist Hospital (Saudi Arabia)

Listening and spoken language professionals in many corners of the globe are now striving to contribute specific key information to their teams related to speech acoustics and speech perception. An assessment, which is independent of language, will be explained including how this data is foundational for team collaboration.

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

• Use a new tool which is independent of language to assess speech perception in countries across the globe.
• Describe the unique role of relating speech perception to speech acoustics in listening and spoken language therapy and how this can be a foundation for team building.
• Identify a variety of strategies to build team respect and collaboration.

Development of Genetic Medicines for the Ear

Instructional Level: Intermediate

Michelle Valero, Brian Lin
Akouos, Inc.

The otoferlin gene (OTOF) encodes otoferlin, a critical protein for inner hair cell function; individuals with biallelic OTOF mutations typically present with congenital, Severe to Profound hearing loss. Here, we describe the preclinical development strategy leading to FDA clearance for a clinical trial in pediatric individuals with OTOF-mediated hearing loss.

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

• Describe how to identify individuals with otoferlin gene-mediated hearing loss.
• Summarize the nonclinical studies conducted with the investigational genetic medicine AK-OTOF.
• Explain Akouos’s novel delivery approach for intracochlear administration.

MED-EL: Innovations in Cochlear Implant Individualization

Instructional level: Intermediate

Laura Corcoran
MED-EL Corporation (United States)

Join us to learn how MED-EL is providing recipients with a truly individualized cochlear implant experience. We’ll cover MED-EL’s design philosophy and technology, review candidacy criteria for a variety of populations, and share exciting innovations that consistently provide more natural sound quality for MED-EL recipients.

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

• Describe and explain MED-EL cochlear implant candidacy criteria.
• Identify at least three (re)habilitation resources available from MED-EL.
• Describe how Otoplan and Anatomy Based Fitting offer MED-EL patients an individualized cochlear implant experience.

(Keynote Presentation)

Instructional Level: Intermediate

Lisa R. Park, Au.D., CCC-A
Associate Professor, University of North Carolina at Chapel Hill (United States)

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