Pre-Symposium Mini Workshops: Thursday, July 9

8:30 a.m.-10:30 a.m.

Pre-Symposium Mini Workshop: Adapting LSL Principles to Serve Diverse Families

Ellen Rhoades
Independent Consultant, Plantation, Florida

Linda Daniel
HEAR in Dallas, Dallas, Texas

Sheryl Eatmon
Atlantic Provinces Special Education Authority, New Brunswick, Canada

Auditory-verbal principles may not be directly applicable to some families. Adaptation of approaches to behavior management, caregiver coaching, and educational placement may be necessary to facilitate listening and spoken outcomes in children from diverse families. Positive listening and spoken language outcomes can be achieved when practitioners overcome personal biases/preconceptions and practice clinical cultural competence.

Learning Objectives

During this workshop, participants will:

  • Discuss the underlying premises of auditor-verbal principles and successful listening and spoken language management
  • Identify personal biases and barriers to expanding listening and spoken language services for culturally diverse families (where “culture” consists of the values, norms, beliefs, languages, and other communication systems that define people as a collective)
  • Generate examples of innovative service delivery models that expand listening and spoken language practice to include diverse families
Pre-Symposium Mini Workshop: Together We Hear: Program for Spanish Speaking Families

Myriam De La Asuncion, Annie Rodriguez
MED-EL Corporation, Durham, North Carolina

This presentation will discuss the common cultural differences between Latinos, including a brief demographic overview, and traits about this population to help participants move towards cultural sensitivity. The session will introduce a bilingual program and its support services created to assist this population on topics of hearing health care.

Learning Objectives

During this workshop, participants will:

  • Understand the cultural differences that exist in the Latino population.
  • Discuss the types of support services and programs offered as additional resources for Spanish speaking families.
  • Receive brief information on the current challenges that may arise when working with this population.
Pre-Symposium Mini Workshop: Audiology Basics: Everything you Need to Know

Jane Madell
Pediatric Audiology Consulting, Brooklyn, New York

If a child is not hearing well enough with technology, auditory-based therapy cannot be successful. This workshop will assist clinicians in understanding how to evaluate audiologic reports and a child’s performance to determine if a child is hearing well enough and, if not, what has to be corrected.

Learning Objectives:

During this workshop, participants will:

  • Look at an audiogram and interpret how it affects speech perception.
  • Understand how to determine if technology is providing sufficient access.
  • Evaluate speech perception and determine what a child is and is not hearing.

10:45 a.m.-12:45 p.m.

Pre-Symposium Mini Workshop: Say What? How we Communicate About Diagnosis

Elizabeth Gaffney     
All Ears! Listening and Language Center, Houston, Texas

The language used to convey diagnosis influences how families process grief, comply with treatment, and engage in early intervention. How can we ignite change? Following the EdCamp model, participants should bring a desire to engage together in discussion and will brainstorm an action plan to support families on their diagnosis journey.

Learning Objectives

During this workshop, participants will:

  • Develop considerations for giving and discussing a diagnosis of hearing loss
  • Describe how professional and parent communication affects family and child outcomes
  • Compare changes in language used to give and discuss diagnoses in their own practice.
Pre-Symposium Mini Workshop: Ling—What’s New? ¿Qué Hay de Nuevo?

Mary McGinnis
John Tracy Center/Mount Saint Mary’s University DHH Graduate Program, Los Angeles, California

María Fernanda Hinojosa
Aurea Lab, Mexico City, Mexico

Participants will discuss updates to the Ling system in assessing, developing, and remediating listening and spoken language with diverse populations in English and Spanish. Learners will use the Ling App and Ling Guide in evaluating video case studies, and will complete a survey about practitioners’ needs regarding the Ling system.

Learning Objectives

During this workshop, participants will:

  • Identify the changes occurring to the Ling system of listening and spoken language through it uses with diverse populations
  • Explain the use of the Ling system with various types of children in developmental to remedial contexts and in various languages
  • Discuss new resource materials that will assist in presenting the Ling system of assessment, development, and remediation of listening and spoken language to new audiences in both English and Spanish.
  • Learners will be able to extend a child’s attention by applying the ‘Three Ps’ principle during purposeful play.
Pre-Symposium Mini Workshop: Mind Matters: Theory of Mind in Children

Landon Lacey
MED-EL Corporation

Social-emotional skills are foundational to meaningful relationships. Due to a variety of converging factors, research shows that children with hearing loss have delayed or disordered Theory of Mind development. Participants will discover why it is critical to target these skills and will be able to integrate strategies into practice.

Learning Objectives

During this workshop, participants will:

  • Analyze typical and atypical development of Theory of Mind within the realm of Social Emotional Development.
  • Evaluate research articles pertaining to Theory of Mind and children with and without hearing loss.
  • Self-evaluate current strengths and weaknesses regarding coaching families to target Theory of Mind skills.

2:00 p.m.-4:00 p.m.

Pre-Symposium Mini Workshop: Learn to Listen Through Story Books/Aprender a escuchar a traves de cuentos

Lilian Flores-Beltran
Práctica Privada, Ciudad de Mexico, Mexico

Clarisa Denham and Marcela Garrido
Aurea Lab, Mexico City, Mexico

Se hará un breve repaso al panorama que nos muestra las ventajas y la importancia del trabajo de los cuentos. Analizaremos los cinco diferentes niveles que hay en éstos, así como saber seleccionarlos específicamente, dependiendo del  propósito de aprendizaje. Los profesionales adquiriran una adecuada metodología de enseñanza-aprendizaje con los familiares.

Objetivos de aprendizaje

Después de este curso:

  • Los participantes serán capaces de aplicar las técnicas y estrategias de la TAV en las sesiones de rehabilitación, cognición y lenguaje, así como en sus planes cuatrimestrales y semanales, haciendo uso de los cuentos para trabajar objetivos específicos.
  • Los participantes serán capaces de seleccionar los cuentos más adecuados tomando en cuenta los diferentes niveles de cognición y de percepción auditiva y lingüística, para más Adelante generar actividades relacionadas entre sí y globalizadas.
  • Los participantes serán capaces de aplicar directamente técnicas de coaching para los padres, utilizando diferente tipo de cuentos con la misma familia y acordes a los objetivos a lograr.
Pre-Symposium Mini Workshop: Conscious Discipline: Behavior Starts with the Brain

Jennifer Boyd, Helen Carter, Joanna Smith
Hearts for Hearing, Oklahoma City, Oklahoma

Hearts for Hearing has adapted Conscious Discipline’s neuro-developmental brain-state model to coach parents and professionals. This model will equip them with brain-based tools to help children build self-regulation and executive skills for greater performance in listening and spoken language in therapy, audiology, the classroom and at home.

Learning Objectives

During this workshop, participants will:

  • Identify the three brain states and how they relate to behavior.
  • Understand tools used to create an environment of safety, connection, and problem solving.
  • Learn how to apply tools of Conscious Discipline into auditory-verbal therapy and audiology, as well as the classroom and the home.
Pre-Symposium Mini Workshop: Their Hearing Loss? Their Gain! Student-Driven Inquiries

Elaine Smolen
Columbia University, New York, New York

Anne Smolder
Capital Region Beginnings, New York, New York

Struggling with how to engage older students? In student-driven inquiries, children and teens ask questions about their own hearing loss, plan research, and make connections between their discoveries and academic subjects. Through hands-on practice, participants will learn how to build self-advocacy, listening, and language skills while encouraging their students’ curiosity.

Learning Objectives

During this workshop, participants will:

  • Explain the purpose of a student-driven inquiry into hearing loss and related topics
  • Identify at least four listening and spoken language and/or academic goals that can be targeted through a student-driven inquiry
  • Use at least three materials or resources for a student-driven inquiry into hearing loss.
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