Friday, July 1st


8:00 am - 9:00 am  

Knowledge-Building sessions



Dr. Marietta Paterson Ed.D., CED

Christina Perigoe Ph.D., CCC-SLP, CED, LSLS Cert. AVT

Anita Bernstein M.Sc., Dip. Spec. Ed., ECE, LSLS Cert. AVT

Aziza Tyabji Hydari, PostGrad.Dip.

Daniel Ling’s Model of speech assessment and teaching is as relevant today as when it was first published. This presentation will provide an overview of Ling’s system, evaluation tools, and key principles and strategies for promoting intelligible speech, along with video examples of how to use his assessments and intervention strategies. These will be presented by Ling Consortium members from around the world in order to illustrate implementation of the Ling model with children of various ages and abilities, including those who come late to listening and those who have additional learning challenges. The Ling Consortium is a group of international listening and spoken language professionals dedicated to disseminating knowledge and information about Ling’s life and work. Session attendees will be involved in evaluation and goal setting and in the discussion of techniques used in a variety of settings and countries.

From "Dreamers" to "Velvet Bulldozers": Stokes’ 6-stages

Louise Honck Cert. MRCSLT, PG. Dip. AVT, LSLS Cert. AVT

Susannah Burden Cert. MRCSLT, Pg. Dip. AVT, LSLS Cert. AVT

Our challenge as listening and spoken language practitioners is to guide parents through their journey—from their initial stage of not knowing what is possible for their child to their goal of a child who is able to talk and communicate in the same way as them.  Parents need to understand their child’s hearing loss and be guided in what it will take to reach their goal. This requires knowledge of the stages of the parent journey; why and how we need to stimulate audition; and the importance of parents being able to advocate for their child until they are old enough to do it for themselves. This presentation will explore Stokes’ 6-stages of the parent journey from “dreamers” (where the parents feel that their hopes and aspirations for their child are unattainable) to “velvet bulldozers” (where they are gentle, assertive facilitators of their child’s success), and the strategies to accelerate progress and advance opportunities.   

Homework 101: A Strong Start for Families

Amanda Dunaway M.S.D.E., CED, LSLS Cert. AVEd.

Transitioning from play-based preschool/kindergarten to academic-based elementary school presents many changes for children and their families, not the least of which is the introduction of homework. Homework is one of the biggest challenges for students who are deaf and hard of hearing and their families. Effective family support with homework during the early academic years can pave the road for a positive educational experience for a child with hearing loss. This support begins with determining the child’s learning style and employing strategies to engage the student in homework at home. Next, families need strategies for communicating homework concerns to the child’s teacher. Finally, families need simple strategies and educational technology tools to assist them with homework, particularly emphasizing vocabulary. Together, these methods will enable parents to establish their child with hearing loss on the path to becoming a confident, inspired student.


Second Time Around: Cochlear Implant Success for the Older Child

Velvet Buehler M.A., CCC-SLP/A

Emily Noss M.A., CCC-SLP

This presentation will outline research validating the benefits of bilateral cochlear implants; “critical age” issues related to bilateral cochlear implants; assessment tools utilized for bilateral cochlear implants; and outcomes of older children who receive a cochlear implant. Case studies will highlight outcomes and expectations for older children receiving a second cochlear implant, while recorded treatment sessions will demonstrate successful and fun activities to maximize listening when the second cochlear implant is received at an older age. Participants will learn about treatment goals and activities utilized to optimize performance when the second implant is received several years after the first implant.

LSLS Strategies: What, How and Why?

Sherri Fickenscher M.S., LSLS Cert. AVEd

Elizabeth Gaffney M.E.D., LSLS Cert. AVEd

The terms strategies and techniques are referred to in literature, in educational programs, in the LSLS certification guidelines for mentoring, and in almost every aspect of listening and spoken language. These strategies are often listed, but not very often defined and the research to defend the use of these strategies is very rarely mentioned. This presentation will define the difference between strategies and techniques and review top strategies. The strategy will be defined; discussion will take place surrounding how this strategy is done and why this strategy is important. Research that defends the use of various strategies will be reviewed. Video clips will be viewed to show participants what these strategies look like when working with a child who is deaf or hard of hearing.

9:30 am - 10:30 am

knowledge-Building sessions



Ronda Rufsvold ABD, LSLS Cert. AVEd

Ye Wang Ph.D.

The landmark research of Hart and Risley (1995) informed us that typically developing monolingual children from a lower socioeconomic status have access to fewer words than children from a higher socioeconomic status, indicating a 30 million word gap between children from these two types of households and suggesting that quantity of words is an important factor in language development. Is talking more enough? This presentation will explore the question: Is the quality or quantity of language more important for children with hearing loss who are learning to listen and developing spoken language? A study using LENA technology and linguistic analyses investigated quantity of language (adult word counts, child vocalizations and conversational turns) and quality of language (lexical, syntactical and clausal diversity of utterances) in 45 English-speaking households where listening and spoken language is the primary mode of communication. This session will present the results of this study and discuss its implications. Professionals will learn evidence-based strategies and suggestions that can be implemented immediately into their practice.


Joanna Stith Ph.D., LSLS Cert. AVT

Parenting and working with children with hearing loss can often lead to power struggles, frustration and constant repetition.  It can be challenging for both parents and professionals to avoid the communication trap, while striving to expect children who are deaf and hard of hearing to listen and develop speech. This session will present the Love and Logic approach, founded and directed by Jim Fay, Charles Fay and Foster Cline, which uses consistent limits, natural consequences and fewer words to enforce what is expected.  Participants will learn how to use empathy, choices and enforceable statements by watching video clips presenting stories and solutions to multiple behavioral issues encountered both in the home and classroom.  Attendees will also gain knowledge on ways to avoid power struggles and prevent misbehavior as well as how to stay calm in stressful parenting and teaching situations.

Teachers, Teams, Technology: Listening in Today's Classroom

Jennifer Cox Au.D., CCC-A

Jessica Hasbrouck M.A., CCC-SLP

Today’s mainstream learning environments demand more than just listening to the teacher; they require that students have access to their peers and technology in the classroom.  This is especially important in “collaborative” classroom environments where comments, questions and discussion become critical to the educational philosophy of today’s classroom. Some students work in teams a majority of their school day.  In addition, listening to recorded speech and use of computer programs is a frequent occurrence in today’s mainstream environment. While technology is often the suggested solution, it may be used ineffectively, may be rejected by the student, or can become too cumbersome in fast-paced listening and learning environments or when students are required to switch classes.  This session will discuss common classroom recommendations, issues with regard to listening to auxiliary devices and recommendations for different scenarios. It will also formulate an educator checklist for individualized classroom environments.

Speech to my ears

Valeri Le Beau M.S., CCC-SLP

Everyday environments can provide challenging listening environments for a parent to communicate with their child (Mulla, 2013). Children with hearing loss are at risk for developing language on par with their peers with typical hearing because their access to speech in these listening environments is compromised. Research has proven that by providing wireless technology to children in noisy, challenging listening environments or from a distance can encourage children to imitate speech (Benoit, 1989) and increase language acquisition rates (Moeller et al., 2009).  Early intervention best practices encourage coaching parents to foster communication in natural environments. There has been little guidance on how early intervention providers can coach families on the benefits and practices of using wireless technology for the young child. This session will review relevant research related to the benefits of using wireless technology and provide practical ideas and coaching to use it.

10:30 am - 12:00 pm

Knowledge-BUILDING sessions


Making the First Move: Techniques for Effective Self-Advocacy

Catherine McNally

Caitlin Parton, J.D.

The first meeting with a teacher, coach, employer, Individualized Education Program (IEP) coordinator or a peer can be nerve-wracking for a student or young adult who is deaf or hard of hearing as well as his/her parent or caregiver. Ever wonder how to start the “just-the-heads-up” conversation or what you need to communicate about your needs? Join us for five 5-minute “lightning talks” from deaf adults who have effectively managed these conversations. They will share successful strategies and ice-breaker methods as well as how they worked with “challenging” individuals.  Topics will include: being a strong self-advocate; how to use accessible technology to your advantage; strategies for working with teachers and professors; navigating socializing as a person with hearing loss; educating your family on your communication needs; and the legal tools you should know to get accommodations in college and the workplace.

Assessing Auditory and Speech Skills in Children after Cochlear Implantation

Mary-Kay Therres M.S., CCC-SLP, LSLS Cert AVT

Children who receive hearing aids and/or cochlear implants require habilitation to ensure that they develop listening and spoken language skills to the best of their potential. To ensure that development progresses appropriately, professionals need to be aware of the hierarchy of these skills, goals to facilitate development and tools to use to monitor acquisition. This presentation will review the hierarchies of audition, speech and language as well as specific goals that facilitate the acquisition of skills. It will discuss several monitoring tools, including the LittlEARS® Auditory Questionnaire which evaluates auditory behaviors in children under age 2 and provides normative data; the Open- and Closed-set Task©, which assesses the speech production and speech perception skills of children under age 3; and the EARS® test battery, which assesses auditory behaviors of detection, discrimination, identification and comprehension in children 3 to 18 years of age.

10:30 am - 12:00 pm

Special Session


Time with Ted: Looking ahead with ted Meyer, M.D., AG Bell's incoming board president

Ted Meyer, M.D.

Session description TBA

11:00 am - 12:00 pm

Knowledge-BUILDING sessions


Parental Perspectives: Fueling Success in the Mainstream Classroom

Melanie Ribich B.S., M.S.

Kat Golden

Wendy Horvath

Tammy Kenny

Cynthia Logsdon

The educational outlook for children with hearing loss using hearing aids or cochlear implants to access sound has changed drastically over the past 10 years. Both professional and parental expectations for children with hearing loss need to change as well. Hearing loss does not limit a child’s educational potential, provided they are given the tools to fuel their academic success. In this session, a panel of experienced parents who have used the auditory-verbal approach for their children with hearing loss will discuss methods and tools they are using to ensure their children meet educational challenges in a mainstream elementary school setting and reaching their full potential.

Focus on Teens: Safety and Bullying Prevention

Dr. Cheryl Johnson, Ed.D.

Carrie Spangler Au.D.

Sara Kennedy M.S.

Deaf and hard of hearing teens are vulnerable to bullying and other safety issues. This session will discuss these issues from personal, professional and parent perspectives, and provide strategies and resources to address these problems experientially through conversation and interaction with participants.

Keep Calm & Music On!

Shana Lucius M.A., CCC-SLP, LSLS Cert. AVT

Jennifer Wickesberg-Summers Au.D., CCC-A, LSLS Cert. AVT

Universal Newborn Hearing Screening mandates and early identification of hearing loss have allowed for more proactive habilitation practices for children with severe to profound degrees of hearing loss. Listening and spoken language professional have a responsibility to remain on the cutting edge of best practices and approaches to guide and coach families through their journey with hearing loss. There is mounting evidence that encourages the integration of music into group therapy sessions and its carryover at home to support bonding between parents and their children with hearing loss, in addition to laying a solid foundation for listening, speaking and literacy skills. This session will highlight various musical techniques from the presenters’ clinical practices as well as strategies parents can use to include music into their everyday family routines.

Is Your Teamwork ENUF?

Cat Mathes M.Spec.Ed., LSLS Cert. AVT

Parents and professionals are often described as a team. A team is a set of individuals joining together to achieve a goal. The perspective of each team member is different and team members may take on different roles as needed.  In the listening and spoken language auditory-verbal therapy model, professionals guide parents of children with hearing loss and depend on them to share what happens away from the appointment in order to identify, measure and achieve goals for language development.  In this presentation, both parents and professionals will learn about effective collaboration through lecture, small group discussions, video and individual application. The presenters will describe Ken Moses’ ENUF (Empathy, Non-judgmental, Unconditional, Feeling-focused) philosophy and provide instruction, guidance and real-life results from utilizing adult learning tenets and embracing the ENUF approach.  They will expand on how these methods work in face-to-face sessions as well as telepractice appointments with parents and children.

The Common Ground: Working Together

Rick Hauan M.S.

Barbara Hecht Ph.D.

Joseph Finnegan, Jr. M.S.

Jane Mulholland M.A., M.Ed.

John Porteous J.D.

The Common Ground Project is a joint effort involving leaders from the Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD) and OPTION Schools, and funded by the Oberkotter Foundation. Historically, leaders of special schools serving children who are deaf and hard of hearing have not had a united message articulating what supports and systems are needed to meet students’ educational needs. Leaders from each organization have come together to ensure that children under the age of 3 have services from specially qualified providers. Children with hearing loss require immediate, specialized, family-centered services, but often this does not occur in a timely manner or at all. Uniting with a common voice addressing key student rights and services will help professionals to navigate the system for deaf and hard of hearing children from identification through graduation from high school.

12:00 pm - 1:00 pm


1:00 pm - 2:00 pm

Accelerate sessions


Professional Learning

Beyond YouTube: Video Support for Professional Learning!

Kathy Sussman M.S.

Ahladhini Rao-Dugar M.Ed.

Mary Ellen Nevins Ed.D.

It is well established that professional learning is most powerful when embedded in the workplace. For teachers and clinicians responsible for helping children who are deaf and hard of hearing reach their fullest listening and spoken language potential, purposeful attention to skill refinement is one route to improving practice and increasing child outcomes.  Innovative and easy to use video technology that allows teachers and clinicians to observe their “professional reality” is a viable tool for personal growth.  Without an objective look in the classroom or therapy session, it is easy to fall prey to confirmation bias (Knight, 2015); systematic videotaping and review holds promise for driving a career journey that builds competence over time. This interactive session will explore one tool in use at the Weingarten Children’s Center and detail the protocol developed for its comprehensive adoption to support a school-wide professional learning initiative.

LSLab: A DIY Professional Development Initiative

Ashley Garber M.S., CCC-SLP, LSLS Cert. AVT

Amanda Hopkins M.S., CCC-SLP

LSLab is a professional development initiative grown out of the desire for participatory and connected learning opportunities for professionals in the field of listening and spoken language. Borrowing ideas from EdCamp, an “unconference” model actively used by educators, this style of professional development requires no presenters or predetermined agenda, only the participant’s desire to be an engaged and active learner. This session will outline the LSLab concept and components of a successful event. Participants will learn why “unconferences” are a valuable tool for increasing one’s own understanding and knowledge. The session will present and discuss the implications of survey results from pre- and post-event samples. Participants will engage in active planning for their own LSLab event.  

Professional Development through Hearing First

Dr. Teresa Caraway Ph.D., CCC-SLP, LSLS Cert. AVT

[Session description to be announced]



Recent Advances in Bone-Anchored Hearing Implants

Alan Raffauf M.A.

This course will cover practical concepts surrounding bone-anchored hearing implants, including candidacy, indications and recent advancements in sound processing technology, as well as the surgical procedure itself.

Early Auditory-Verbal Intervention in Atresia and Microtia

Emma Rushbrooke M.Phil. (Audiology), Dip.Aud., M.Aud.SA., LSLS Cert. AVT, RNC

Aural atresia is a rare condition in which the ear canal is absent.  The malformation of the external ear (microtia) and middle ear are also common in atresia. Children with microtia and/or aural atresia (M&A) are at an increased risk of speech, language and learning difficulties. This session will present the results and implications for learning and literacy of a study aimed to examine whether children with M&A receiving early Auditory-Verbal Therapy (AVT) acquired typical speech and language skills prior to the commencement of formal learning.  Twenty children (4-6 years old), who had received early AVT, completed spoken language, receptive vocabulary and speech assessments. Case studies will further illustrate the impacts of device, severity and other variables. The session will also present and outline exciting new research into biofabrication.

Technology under special circumstances

Ted Meyer

[Session description TBA]

1:00 pm - 2:00 pm

Knowledge-BUILDING sessions


Aural Rehabilitation for Teens and Adults

Lindsay Zombek M.S., CCC-SLP, LSLS Cert. AVT

Often people with hearing loss receive their first cochlear implant as a teen or an adult.  There is also a growing group of teens and adults who are getting a second implant a long time after receiving their first one.  While aural rehabilitation is widely accepted for a child after receiving a cochlear implant, the recommendations for therapy are not as clear for teens and adults who are verbal communicators.  To treat a teen or an adult with a new cochlear implant, a provider must be familiar with typical auditory skill development and know how to apply this information to activities that are both functional and engaging for a teen or an adult.  This session will examine the common challenges reported by this population and frequent auditory skill deficits found in many teens and adults seeking aural rehabilitation, as well as functional strategies and techniques for professionals to target and apply in their practice.

Managing Hearing Needs in School-Aged Children

Meredith Holcomb Au.D., CCC-A

Hearing loss is the most common developmental disorder identifiable at birth and its prevalence has been estimated to be 1-3 per 1000 live births. The overall prevalence increases throughout school-age due to progressive, late-onset, late identified and acquired hearing loss. The educational, cognitive and social development of these children could be negatively impacted without appropriate management of the hearing loss in the classroom. This lecture will discuss various etiologies of pediatric hearing loss, treatment options and management strategies.  It will also discuss school services available for children with hearing loss through real cases and group discussion.

Single-Word Vocabulary Practice: It Makes a Difference

Betsy Brooks M.S., LSLS Cert. AVEd

The presentation will focus on the importance of the acquisition of single-word vocabulary. In order for children with hearing loss to develop adequate spoken language skills, they must have sufficient vocabulary. It’s been well documented that vocabulary development has a measureable impact on the development of language skills. Without the ability to understand and use a variety of word types, it is essentially impossible to understand a series of words or to string a series of words together to produce one’s thoughts and ideas. This presentation will provide parents and professionals with creative techniques for providing direct instruction in the area of vocabulary development. The session will review and explain vocabulary lists of the First 100 Words, the Next 150 words and the Following 300 used at the Moog Center, along with video segments of vocabulary instruction in a variety of settings.

Essential Programs to Coach and Empower Parents

Joanne Travers M.S.

This presentation will offer a unique, interactive approach to coach and empower parents and will address effective ways to deliver parent knowledge and foster well-being. The presenter brings 20 years of experience consulting 1,000 parents of children who are deaf and hard of hearing from different socioeconomic backgrounds. Because caregivers are most influential in a child’s development, attention to educating the parent becomes a priority.  The Essential Programs to Coach and Empower Parents approach goes beyond content in hearing health and habilitation. The approach prepares parents to be emotionally ready and cognitively prepared to raise deaf and hard of hearing children.  The session will discuss six education modules and present specific learning activities, while incorporating small group conversations, storytelling and activities that result in positive learning experiences. Participants will learn strategies that educate and empower parents living in resource-poor communities.

Increasing Student Progress via Team Collaboration

Andrea Bell M.A., CCC-SLP

Jill Stephens Au.D., CCC-A

Debbie Colson-McCarthy M.S.Ed., CCC-SLP, LSLS Cert. AVEd

Each year, an increasing number of families are choosing listening and spoken language outcomes for their deaf and hard of hearing children. Families are using early amplification, early intervention services, and listening and spoken language preschools (LSLP) to ensure their children will be able learn in mainstream settings with their typically hearing peers. This session will discuss a collaborative, inter-professional approach utilized by one LSLP and a local cochlear implant team. The session will focus on the use of children’s outcome data to guide team decisions and increase student progress. Participants will learn how the LSLP bridges the physical distance between professionals in the school system and those at the hospitals/medical centers to collaborate and coordinate a range of educational, medical and support services.

Otologic Issues and Hearing Loss

Ted Meyer, M.D., Ph.D.

Many children do not present with what some may call the “typical profile” for a particular intervention, however, practice and experience tell us that current, medically-sound solutions are available for most children. This presentation will focus on current technologies and medical/surgical applications from the perspective of a physician  and surgeon whose practice is completely specialized in hearing and balance issues in children and adults.

1:30 pm - 3:00 pm

learning lab


Emergent Speech and Literacy with SMILE

Enid Wolf-Schein, Ed.D., CCC-SLP

This session will describe how the SMILE (Structured Methods in Language Education) Association Method can be used even when students have additional disabilities. Students with complex needs may have severe spoken language and literacy problems that frequently persist into adulthood without specific intervention. Their communication problems are often so severe that assessment is difficult and sometimes not applicable to the teaching process. Collaboration between classroom, therapy and home may be hard to manage but is possible when the program is very structured with readily achievable steps that can be introduced and practiced in a variety of settings. This presentation will help professionals and families with deaf and hard of hearing students of all grades and ages who are nonverbal and not reading.

2:30 pm - 3:30 pm

ACCELerATE Sessions


Global Issues

Parents’ View on Auditory-Verbal Therapy in Denmark

Jane Lignel Josvassen M.A., CCC-SLP, LSLS Cert. AVT

The Danish patient organization Decibel established a research unit in August 2013 funded by the Ministry of Social Affairs in Denmark. A current project “Age equivalent language for children with hearing impairment, HI” aims at investigating intervention approaches for a randomized group of children with hearing loss. The study’s primary focus is to evaluate the auditory-verbal approach and to assess the relevance of this approach for children with hearing loss and their families in Denmark by focusing both on children outcomes as well as parental evaluation. This session will present preliminary data from the parents’ evaluation of auditory-verbal therapy for their children with hearing loss.

Strategies for Mentoring: Insights from Vietnam

Paige Stringer M.A.

Dorie Noll M.S.D.E., CED, LSLS Cert. AVEd

The Global Foundation for Children with Hearing Loss (GFCHL) works to improve resources available to young children who are deaf and hard of hearing in low and middle income countries. The program provides access to hearing technology and implements a successful training program for the locally based listening and spoken language (LSL) professionals the children need to reach their potential. The GFCHL curriculum is taught by pediatric audiologists and LSL professionals who volunteer time throughout the year to provide coaching and share their expertise with the Vietnamese. The founder and executive director of GFCHL, along with three LSL professionals who have volunteered with the foundation, will present lessons and strategies they’ve learned through their experiences in Vietnam that have improved their work with children, families and other professionals.

Mentoring across the Miles

Jayne Simpson Allen M.Ed., LSLS Cert. AVT

Jane Lignel Josvassen M.S., LSLS Cert. AVT

Mentoring is a key component of becoming a Listening and Spoken Language Specialist (LSLS®). This presentation will outline and share the good practice model used for the mentoring relationship of the presenters across the miles, including how they overcame linguistic and geographical barriers.  The session will include video sharing for analysis. It will discuss the use of trained translators, the advantage for learning with native English-speaking mentors, and adaptation of strategies and techniques across language and culture.  

Special Populations

Working with the 40 Percent

Amy Cantu M.A., CCC-SLP, LSLS Cert. AVT

It is estimated that approximately 40 percent of children with hearing loss have additional disabilities (Murray, 2009). The assessment and treatment of this population of children can be difficult due to their unique and individual needs. This course will review available assessments and how they can be used to identify the strengths and needs of these clients. It will also review available curricula that are appropriate for tracking progress.  Participants will learn how to maximize the listening and spoken language skills of children who use cochlear implants or hearing aids, and review obstacles in the assessment and treatment of this population.

Hearing Loss: Just One Piece of the Puzzle

Jessica Hasbrouck M.S., CCC-SLP

Katie Eddins M.S., CCC-SLP

With technological advancements, well-trained professionals and appropriate supports, children with hearing loss can be very successful in a mainstream classroom.  However, some children have concomitant factors that can have an impact on their classroom success.  How does one determine if a student's communication and academic struggles are related to hearing loss, a separate difficulty, or a combination of both?  This session will highlight the need for educational teams to understand the learning needs of the whole child, and to realize that hearing loss may be one of several factors to consider when developing an appropriate educational program in an inclusion setting.  Participants will gain insight on identifying “red flags” that signal the presence of other factors that may be contributing to difficulties in learning.  The session will feature case studies and open discussion to explore various scenarios, possible support services and additional needed testing to improve classroom performance.

Online together: when it is more than hearing loss

Cheryl Broekelmann

This presentation will provide an overview of internet therapy service provision (telepractice) with a population of children who have hearing loss in addition to other medical diagnoses. Telepractice is an ideal solution for many families. It lends itself to a coaching model that supports family-centered therapy in a child’s natural environment done at a time when it is most convenient for the family.  For a child with hearing loss with additional needs this convenience is often a critical component for success. Telepractice eliminates barriers that might otherwise limit the access to services. The session will present results of a quality of life questionnaire, anecdotal evidence of outcomes via case studies, as well as successes and challenges with this service delivery model. Further, it will explore adult learning theory and qualities of the telepractice therapist.

2:30 pm - 3:30 pm

Knowledge-BUILDING Sessions


Self-Advocacy: Building Social Relationships

Bowen Tang M.E.D., CAEDHH cert.

Sarah Brault M.E.D.

Self-advocacy is an essential skill necessary for students with hearing loss to develop in order for them to cultivate strong social relationships. This session will discuss the importance of self-advocacy and describe ways that self-advocacy can be fostered both within and outside the general education classroom environment. Participants will leave with solid examples of how they can help students who are deaf and hard of hearing develop strong self-advocacy skills as well as how professionals incorporate self-advocacy goals into Individualized Education Programs (IEPs).

Enhancing Intervention and Assessment with LENA

Christine Yoshinaga-Itano Ph.D., CCC-A, CED

Dinah Beams M.A.

This session will present information on the latest technology development of LENA (Language ENvironmental Analysis), with the unveiling of LENA Mobile for use with children who are deaf and hard of hearing. LENA Mobile includes the traditional automatic analysis features of LENA, capable of being analyzed in the cloud and distributed quickly to early intervention providers and administrators for release to parents through cell phone or computer delivery. Data analysis and reports can be generated within hours of the upload. During the session, participants will learn about new automated features of LENA Mobile; research on children who are deaf and hard of hearing; intervention strategies for development of spoken language; and utilization of LENA in an assessment protocol through case study examples.

The Power of parents: panel and Interactive session

Meredith Knueve Sugar, J.D.

The Power of Parents is a panel and whole audience interactive session in which questions are posed to panel participants and additional feedback is solicited from the audience. A myriad of questions, from listening and spoken language to social development and a balanced family life will be entertained during this session.

3:30 pm - 5:00 pm



Advocacy Through The Ages

Lyra Repplinger

Jeff Campagna

This learning lab will include a panel of cochlear implant recipients from preschool to high school age as well as parents. They will describe how they self-advocate in their current social and educational settings, including extracurricular activities. The panelists will share their hearing loss journey from diagnosis to cochlear implantation and the outcomes that have occurred post-activation.

4:00 pm - 5:00 pm

Accelerate Sessions (15 minutes per topic, plus 15 minute panel)



Telepractice: Delivering Early Intervention and Audiology Services

Jessica Balfour-Ogilvy BA AppSci (Speech Pathology), LSLS Cert. AVT

Emma Rushbrooke M.Phil. (Audiology), Dip.Aud., M.Aud.SA., LSLS Cert. AVT, RNC

Hear and Say, based in Queensland, Australia, provides services to families whose children have a hearing loss regardless of geographical location. One model of service delivery is through the use of telepractice, providing families with increased flexibility and access to quality services. The services are aligned to the 10 Principles of Auditory-Verbal Practice by the AG Bell Academy for Listening and Spoken Language and the principles of the international consensus document on best practice in family-centered early intervention. This session will describe two aspects of the Hear and Say telepractice model of service delivery: early intervention using listening and spoken language therapy and occupational therapy and remote MAPping of cochlear implants using videoconferencing (teleaudiology). The presentation will include video footage, a case study and a review of qualitative and quantitative research outcomes.

Using Telepractice to Advance Opportunities for Family-centered Intervention

Melissa McCarthy B.A., M.E.D., LSLS Cert. AVT

Arlene Stredler-Brown Pd.D., CCC-SLP

In a truly family-centered model of service delivery, families are seen as equal partners with professionals, capable of making decisions and implementing interventions that draw on the family’s capabilities and improve family functioning over time. The principles of family-centered practice should underpin any listening and spoken language intervention session. The physical limitations of a telepractice service delivery model—where the professional is unable to physically interact with the child or physically manipulate the family’s resources or environment—provide professionals with increased opportunities to emphasize the transferring of knowledge and skills to the caregiver and using everyday routines and materials available in the home. This session will present preliminary data from a recent study investigating whether the physical limitations of a telepractice model can actually enhance the use of family-centered practices and ultimately lead to more positive family functioning.

Games & Things

Click on This!

Shea Denham M.S. Ed, LSLS Cert. AVEd

The use of multimedia technology is social, engaging and fun. When used purposefully, it can support brain development. As a bonus, today’s technology is mobile so learning never stops. This session will orient participants to a variety of apps and other multimedia technologies that are currently available and illustrate how to maximize their use as effective tools for language development, aural (re)habilitation and social skill building for school-age children with hearing loss. Participants will learn how to evaluate an app for use in the classroom or therapy.

Fun & Games: The Many Sides of Velcro

Shelley Chesney CCC-SLP, LSLS Cert. AVT

This session will provide parents and professionals with some fun and practical ways to incorporate speech, language and listening into various activities using Velcro.

There is an App for That and an iPad too

Velvet Buehler M.A., CCC-A/SLP

This portion of the presentation will provide parents and professionals with some fun ways to utilize apps, books, and songs on the iPad which are effective to target goals for children with hearing loss enrolled in therapy.  The presenter will demonstrate how apps can reinforce home carryover of goals related to auditory skills, receptive and expressive vocabulary, morphology/syntax, social language, and literacy development. 

4:00 pm - 5:00 pm

Knowledge-BUILDING Sessions


2020: Reassessing Teacher Preparation - The Next Decade

Dan Salvucci M.Ed., M.E.D., CCC-A

Jenna Voss Ph.D., CED, LSLS Cert. AVEd

This session will identify current challenges in the professional preparation of teachers of the deaf and hard of hearing. The presenters will describe models of distance education currently being used to address these challenges and propose research areas that need investigation with respect to distance education and quality training of new professionals.  

Building Self-Advocacy and Repair Strategies Early

Maura Berndsen M.A., CED, LSLS Cert. AVT

Kim Hamren M.Ed., CED, LSLS Cert. AVT

The importance of self-advocacy skills and communication repair strategies has rightfully gained attention in work with children and families living with hearing loss. This session will describe how Listen and Talk integrates self-advocacy and repair strategies into existing routines and uses coaching strategies to build these important skills for young children and their families. Participants will discuss elements of self-advocacy and repair strategies, the development sequence for these skills, and ways to assess and monitor progress. The session will also emphasize how common practices can build the foundation for self-advocacy and repair strategies. The presenters will share examples of Individual Family Service Plan (IFSP) outcomes and Individualized Education Program (IEP) goals.

Music 101 for Deaf and Hard of Hearing Adults

David Davis B.A., MLIS

Do you live with hearing loss and are interested in music, but haven’t discovered your groove? Join us for an exploration of different properties/genres of music and how and why we choose the music we like. Learn ways maximize your music experience and explore music on your own. We will sample music, compare observations, and learn together! Come prepared to listen and comment!

Storytelling from the Heart: Cultivating Positive Outcomes for your Child

Joanne Travers, M.S.

This session will deepen your perspective, awaken your mind to ideas, bring you closer to relationships with other parents, and ultimately cultivate your child’s development. Whether you are a parent of a newly diagnosed child who is deaf or hard of hearing or a parent whose journey has since encountered a thousand experiences, come tell your story or come to just listen! When parents come together to share their amazing experiences and embrace each other with narratives, they deepen their ability to engage and parent their children in listening and spoken language.  Through storytelling, parents remember what they learn and can cultivate astonishing strength and perspective. With respect for all in attendance, parent stories will be limited to 3-4 minutes.

Emerging Technology, Apps, and Websites for Hearing Loss

Mariella Paulino

Susan Boswell

Session description TBA