Maximize your CEUs and immerse yourself in comprehensive learning with these workshops:
All Workshops will be held on Thursday, June 29, 2017.
Ling Speech: Practical Developmental and Remedial Strategies
Mary McGinnis Cand Ph.D., LSLS Cert. AVT
Jane Freutel, Ed.D., LSLS Cert. AVT
The promise of newborn hearing screening is largely being met, with a majority of children being identified at birth, their families immediately served in parent-infant programs, resulting in speech and language outcomes at or near their typically hearing peers. Some children are lost to follow up, however, arriving late to services, with more needs in all developmental domains. More children are also being identified earlier with multiple challenges that may have a profound effect on the development of listening and spoken language. Parents who contract the John Tracy Clinic usually choose listening and spoken language, whether in English, or another spoken language. How can we help these parents move through their circumstances and realize their dreams of a child who uses listening and spoken language?
This workshop will focus on:
- Teaching professionals how to use the Ling speech system to guide parents in learning to assess their children’s speech. Professionals will also learn strategies for helping parents move their children’s speech development forward, including those children who are identified late or have multiple challenges.
- Providing current research supporting the auditory approach to spoken language, the basic concepts of the Ling speech system, assessment of phonetic and phonologic speech targets in English, as well as other languages, practical strategies in using prerequisite behaviors and facilitating contexts to develop specific phonemes, and remedial strategies in speech. Strategies will be demonstrated in structured, as well as unstructured contexts;
- Engaging participants in lecture, video analysis of assessment and targeted teaching, and small group work to apply the Ling concepts to various stages of speech acquisition (vocalization, suprasegmentals, manner, place, voicing, blends). Participants are asked to bring case studies of their own to the small group setting in order to apply the Ling principles.
LSL Strategies: Evaluating the Research
Emily Lund Ph.D., CCC-SLP
Sherri Fickenscher M.S., LSL Cert. AVEd
A tenet of training Auditory-Verbal practitioners includes “rigorous application of techniques, strategies and procedures that promote optimal acquisition of spoken language through listening” (Alexander Graham Bell Academy for Listening and Spoken Language, 2016, n. p.). Although there is no singular defined body of work defining auditory-verbal strategies, Fickenscher and Gaffney (2016) have compiled Auditory Verbal Strategies to Build Listening and Spoken Language Skills (LSL) which defines and discusses various LSL strategies. To date, however, these strategies have not been individually explored through a research-based lens for children with hearing loss.
Practitioners have called for evidence to support the effectiveness of Auditory Verbal Therapy, including strategy application (Eriks-Brophy, 2004). The purpose of this presentation is to review research supporting the use of the LSL strategies to determine which are rigorously evidence based, and to describe the use of strategies to participants. Because LSL strategies are the backbone of teaching spoken communication to children with hearing loss, the effectiveness of these strategies should be validated and professionals should be able to discuss them in the context of available research.
- Describe a systematic review of the literature (e.g., Lund, 2016) regarding the efficacy of specific LSL strategies (e.g., auditory closure, auditory first, auditory sandwich, expectant look, joint attention, motherese, repetition, parallel talk, wait time, and whispering (i.e., low-lighting).
- Report on ways professionals can review research articles for clinical benefit and discuss the tenets of evidence-based practice.
- Present the evidence basis of each strategy through review of journal articles, reports of clinical practitioners, and patient values.
- Demonstrate and encourage participants to practice those strategies with the strongest evidence basis. Participants will be invited to engage in discussion of strategies that present with a weaker evidence base and identify ways to strengthen the evidence favoring those strategies.
Their Words, Their World: Take the Challenge
Elizabeth Rosenzweig, M.S., CCC-SLP, LSLS Cert. AVT
Jenna Voss, Ph.D., CED, LSLS Cert. AVed
Their Words, Their World: Take the Challenge will examine how auditory verbal practitioners can apply research on the importance of "parent talk" to meet the needs of the families they serve. Participants will discuss the effects of language socialization on both children and adults and learn tools that will help them adapt their practice to be responsive, authentic, and relevant for a diverse range of family structures and cultures. The presenters will use case studies, poll questions, group discussion, and self-reflection to help participants examine their own beliefs about culture and language and share tools and techniques for creating culturally relevant intervention practices that respect and enhance family talk to promote optimal child outcomes.
This interactive workshop will begin with a discussion and self-assessment to help participants identify their goals and questions. Relevant research on the power of parent talk, listening and spoken language strategies, and language socialization in a variety of cultures will be presented. Participants will be asked to consider how children and families are socialized to view and use language. Additionally, we will facilitate reflection on how we, as AV professionals, are socialized to view and use language. Participants will be challenged to consider how our own views and uses of language may or may not fit with the existing communication patterns in the homes of the families we serve.
Research to Practice: Meeting the Needs of Family-to-Family Support in the 21st Century
Teresa Caraway, Ph.D., CCC-SLP, LSLS Cert. AVT
Wendelyn DeMoss, M.S., CCC-SLP, LSLS Cert. AVT
Marge Edwards, M.S., CCC-SLP, LSLS Cert. AVT
Family-to-Family support is increasingly recognized as an essential component to a family’s Listening and Spoken Language (LSL) journey. Family guidance and coaching are fundamental tenants practiced by LSL professionals who provide direct services to families. Well informed practitioners recognize the need to provide families with diverse opportunities to share their experiences and develop additional knowledge, yet many professionals have not received specific training to meet a family’s social and emotional needs. As such, it is imperative that professionals in Auditory-Verbal practice recognize, value, and champion family-to-family support as a valuable component of the family’s LSL journey. Family-to-family support empowers parents to establish collaborative partnerships with other experienced parents throughout the intervention and learning process (Luterman, 2015).
This interactive session will explore recent research on family support (Henderson et. al, 2016, 2014) and discuss practical strategies to provide diverse opportunities for family support. Participants will learn how best practices in family support can be implemented in their practice so that families can maximize their capacity to be their child’s most important teacher and advocate. When practitioners purposefully provide diverse family-to- family support opportunities as a central component of LSL intervention, parents are empowered, partnerships are forged, and child outcomes can be maximized.
Pre-linguistic Development: Precursors of Language Acquisition
Uma Soman, Ph.D., LSLS Cert. AVEd
Elizabeth Rosenzweig, M.S., CCC-SLP, LSLS Cert. AVT
Children with hearing loss can develop age-appropriate spoken language when they receive early amplification and intervention. However there continues to be variability in outcomes of children with hearing loss that is not fully explained by audiological factors (e.g., severity of hearing loss), intervention factors (e.g., hearing age, intervention dosage), or child factors (e.g., presence of additional disabilities). It is thus important to examine foundational processes that might be impacted by hearing loss that in turn affect language acquisition.
In this course, presenters will share current research on three developmental processes that serve as precursors of language acquisition in typically developing infants:
- Perceptual attunement to native language
- Prosodic bootstrapping
- The role of “motherese” or infant-directed speech in language acquisition. The presenters will discuss how congenital hearing loss might influence development of these precursors and subsequent language development, and identify intervention strategies to minimize the negative impact of hearing loss on development of these processes.
Through this presentation participants will gain knowledge about the body of literature related to perceptual attunement, prosodic bootstrapping and "motherese" or infant direct speech. Participants will also gain knowledge related to precursors of language acquisition that might be impacted by hearing loss, and discover strategies that can be implemented during early intervention to minimize the negative impact.
Keep Play Going; Keep Language Growing
Juliana Wanek, M.DEHS., CED
Ana Sei, M.DEHS.
Amanda Grant, M.S., CED
Donna Kramer, M.Ed.
Adrienne Russell, M.DEHS, LSLS Cert. AVEd
Becky Schmitt, M.A., LSLS CERT. AVEd
The real work for families happens outside of the therapy hour. The time parent and child spend with the professional are only sufficient to guide and direct skills, not to establish and stabilize them. Sessions can introduce ideas and coaching strategies with the hope that skills will be integrated into the child’s daily living experience. Early listening and language takes place in the home through daily routines and it is the common, repetitive phrases of those routines that are first understood and spoken.
Parents must build a healthy parent-child attachment that will have a profound effect on how their child will function in the world. Research into infant attachment consistently shows that babies thrive mentally, socially, and emotionally in direct relation to a parent’s responsiveness and sensitivity. Parents and caregivers are those most appropriate and responsible for inputting the abundant auditory information needed for developing the brain. This workshop will highlight use of STARR strategies (S: Stay close; T: Talk, talk, talk; A: Auditory environment; R:Reciprocity; R: Repeat), a practical and developmentally appropriate method for parents to enhance their child’s listening and spoken language development as a way to enhance parental sensitivity. These strategies transcend parent education, finances, training, and environment, and are designed with LSL strategies embedded to establish a strong foundation in listening and spoken language. By incorporating the STARR strategies, parents and caregivers will be bathing their child with spoken language in a meaningful auditory environment.
This workshops will also highlight the connections between language and literacy development, how each depends on the other even before birth. Parents and caregivers modeling meaningful sounds and words through daily read-aloud experiences at an early age is essential for preparing children to become skilled readers later in life. A strong foundation in language and literacy development predicts academic readiness for kindergarten and a child’s success in their educational career. However, children with hearing loss typically demonstrate poor literacy skills, making it imperative to provide appropriate strategies for intervention at the earliest opportunity. Workshop participants will learn about “Stay and Play” bags and how to incorporate these two critical domains of literacy and language development.
Mainstream Boulevard: The Houses on the Block
Clarke Schools Mainstream Staff
This interactive workshop is designed to focus on preparation for and participation in mainstream education. The Clarke Schools Mainstream Education program has provided mainstream transition and support programming for a number of years and hosts a mainstream conference every Fall. Clarke Schools is often approached for consultation in response to questions such as, “When is a child ready for the mainstream? “ “What factors and considerations do we take into account?” Topical areas will be presented as “houses” and will cover the variety of issues, solutions, and strategies related to preparation for the mainstream, building a team, the role of the itinerant, direct vs. indirect services, development of self-advocacy, child/student assessment and data collection, writing of goals and objectives, and access to the classroom and extra-curricular activities. This presentation will assist attendees in identifying and support student needs as well as those of the professionals who work with them.
Questions? Contact us!