Thursday, June 28: 8:00 a.m. - 11:30 a.m.
3 by 3: Grade Level Reading by Third Grade
Velvet Buehler, Gayla Guignard
Up to third grade, children learn to read. After third grade, children read to learn. This presentation will describe “what it takes” to develop grade level literacy skills and “how it’s done.” This presentation will discuss research related to reading realities for all children, as well as research on literacy for children who are deaf or hard of hearing. Attendees can expect to learn about literacy terminology, emergent and later literacy skill developmental milestones. Norm-referenced assessments, examples of goals for literacy from birth through third grade and various intervention activities and curriculums will be shared. Utilizing adult learning theory, small and large group activities will be conducted throughout the session.
LSLS Mentoring: A Brain to Pick, An Ear to Listen
Elizabeth Rosenzweig, Jenna Voss, Uma Soman
LSLS Mentoring: A Brain to Pick, An Ear to Listen will lead participants on an exploration of the theoretical and practical aspects of LSLS mentoring. Through lecture, interactive polling, video demonstrations, and small group discussion, this session addresses mentoring from a comprehensive perspective from common procedural questions regarding the LSLS mentoring processes to handling “hard conversations” and difficult mentoring situations and to practical, professional, and ethical issues in listening and spoken language mentoring practice. Participants will explore what a mentoring model means in terms of developing an ongoing learning relationship versus traditional one-off instructional sessions or staff trainings. Participants will leave with a toolbox of mentoring skills, hands-on practice in analyzing LSLS mentee videos and completion of Academy required documentation (including hands-on practice in completing the F-1 “Mentor’s Observation and Evaluation Form”) and group practice in addressing sticky situations in mentoring. Presenters will share experiences mentoring U.S. and international LSLS candidates in university, OPTION school, and clinical settings.
Supporting Families to Participate in Telepractice
Children who are deaf or hard-of-hearing (D/HH) require timely, appropriate early intervention services to achieve positive learning outcomes, but factors, such as lack of local services, shortage of qualified providers, and geographical barriers, often limit families' access to services. Despite the increasing availability of telepractice and preliminary research supporting its use, many parents and professionals continue to prefer in-person sessions where all participants are in the same room. This short course explores the basis for these preferences, analyzes perceived barriers to participation and identifies strategies to overcome barriers. This presentation will include specific strategies for improving parents’ understanding of telepractice, including managing expectations, roles and responsibilities.
Attendees will be provided with knowledge about how to promote the benefits of telepractice, strategies to shift current perceptions of telepractice and techniques to support parent participation in telepractice.
Differentiating Between Perception and Production in Children with Hearing Loss
Jane R. Madell, Joan Hewitt, Sylvia Rotfleisch
Why do some children with hearing technology have highly intelligible speech while others have poor or unusual articulation?
Audiologists must ensure that the programming of the hearing aids and/or cochlear implants allows full access to and accurate perception of all speech information. Speech pathologists and auditory-verbal therapists must encourage auditory brain development to stimulate and maximize speech and language development. When a child does poorly, how do audiologists, speech-language pathologists and listening and spoken language specialists know if the problem is a perception problem or a production problem?
This course will provide guidance for audiologists, speech-language pathologists and listening and spoken language specialists to evaluate children’s performance problems. Through detailed information and case studies, this course will help professionals determine if errors are indicative of the need for reprogramming of the technology, further auditory brain development or specific articulation therapy. Finally, the course will identify articulation patterns and errors which indicate the need for specific articulation therapy.
Prosody: Key to Understanding and Producing Connected Speech (Ling Consortium)
Marietta Malcolm Paterson, Christina B. Perigoe, Mary McGinnis
Today, excellent auditory perception is available to most individuals with cochlear implants and advanced hearing aids. When we speak, every utterance requires us to make small, subtle adjustments in our speech anatomy and physiology to coordinate vocal production that allows us to convey meaning. We are all familiar with the use of intonation patterns to reflect emotional states and to indicate statements, questions and exclamations (pitch).
Professionals are often more comfortable in assessing and teaching the segmental aspects of speech - the production of vowels, diphthongs and consonants. It is essential to look beyond syllable and word tests of speech production and know how to meaningfully assess the child’s production of suprasegmentals in connected spoken language and teach in linguistic context.
This presentation will describe how prosody is perceived and produced, its essential role in the auditory comprehension of spoken language and dynamic production of connected intelligible speech. This presentation describes prosodic features, introduce the Paterson-Cole Phonologic Evaluation Procedure (PC-PEP) as a new tool that provides a more in-depth assessment of prosody. Case study examples to identify problems with speech patterns and set goals and strategies for developing and remediating prosody will be presented.
Thursday, June 28: 11:30 a.m. – 1:00 p.m.
Lunch On Your Own
Thursday, June 28: 1:00 P.m. – 4:30 p.m.
Innovative Coaching: Strategies and Activities for Working with Parents
Betsy Moog Brooks
This course will focus on strategies and techniques for working with parents using an embedded coaching model. Through video examples participants will learn the components of an effective parent-child session, including joint planning, demonstration, coaching the parent, reflection and feedback (Rush & Shelden 2011).
This course will focus on the embedded coaching aspect of a parent-child activity, which has been found to be effective in accelerating parents’ progress in acquiring skills for working with their children.
The Behavioural Scientist Looks Our Way
David Edward Sindrey
What happens between the listening and spoken language sessions between parents and their children with hearing loss makes all the difference. But wait a minute! That's when we - as professionals - aren't there! Our effectiveness rests on our ability to support the families we see from the moment they leave us right up to the next time we meet. Our service is “take out” not “eat in.” However, supporting new behaviours can be difficult Some parents take what we offer and run with it.
The science of behaviour change offers powerful tools to help us design effective interventions. This practical course will cover current findings in behavioural science as they relate to work as an LSLS professional. The Behaviour Change Wheel by Michie, Atkins and West (2014) will be presented. It allows for a comprehensive behavioural analysis of the problem. The “Hear On” video intervention designed by Sindrey and Moodie using this approach will be shared and discussed. This 12- week video series followed from a behavioural analysis of parents failing to keep hearing aids on children under the age of 2. This framework allows for a careful assessment of what it might take for new behaviours to occur. Learn how evidence based principles from the science of education, persuasion, and motivation can help us to increase our impact on the families that need it.
The Brain Architecture Game: A 1,825 Day Synapsis
Sherri Fickenscher, Lindsay Zombek
This interactive presentation explores the science of early childhood brain development by playing “The Brain Architecture Game,” which was developed by the Alberta Family Wellness Initiative. The architecture of the brain is formed in the earliest years of life. The Center on the Developing Child at Harvard University summarizes research by stating that never do our brains develop and grow more than in the first 1,825 days of life, approxmiately in the first five years.
Genetics are the starting point of the brain, but environments and experiences have a tremendous impact on how the brain develops. While practitioners have no influence on a child's genetic makeup, they can have a tremendous influence on the types of environments and experiences that shape a child’s brain. Given materials to “build a brain,” this activity requires participants to break into small groups and build the tallest brain (representing brain functionality) while also constructing a sturdy brain (representing the ability to withstand stress).
Vision and hearing are first sensory areas established in the brain. Discussion will take place at points throughout the activity about what impact hearing loss has on the developing brain and how practitioners can foster environments and experiences that help to promote strong foundational skills in the brain.
Partnerships with a Purpose: Infant and Early Childhood Mental Health
Darcy L. Stowe, Tamara Elder, Erin Roberts
As babies with hearing loss are identified earlier and provided with quality early intervention at a young age, it is crucial that Listening and Spoken Language Specialists are able to promote healthy relationships between caregiver and child.
A child does not learn language alone, and his or her bond with caregiver is an integral foundation for optimizing a child’s listening and spoken language outcomes. This interactive presentation will provide an overview of Infant and Early Childhood Mental Health and how it fits into early intervention with a Listening and Spoken Language Specialist.
In 2017, Hearts for Hearing initiated a partnership with Sunbeam Family Services. Sunbeam is a nonprofit in Oklahoma City that focuses on “building strength, resilience in individuals and families.” In November 2017, a formal six-month pilot program began.
In addition to providing a foundation of knowledge regarding infant mental health, this short course will highlight the pilot program between Hearts for Hearing and Sunbeam Family Services. Participants will have the opportunity to engage in role-playing, conversations, and goal-setting in order to move forward in adding an emphasis on Infant and Early Childhood Mental Health in their programs.
Two Ears Are Better Than One: Recommendations and Outcomes of Bimodal and Bilateral Hearing Technology
Meredith Ann Holcomb, Jason Wigand
This course will discuss off-label use of hearing devices for children with asymmetrical hearing loss, single-sided deafness, Auditory Neuropathy Spectrum Disorder (ANSD) and, multiple disabilities. It will also cover recommendations for following the pediatric minimum speech test battery, considerations of using updated hearing aid technology on the contralateral ear, and clinical recommendations of how to best fit the contralateral hearing aid. Assistive technology benefits will be discussed as well. The participant will leave with a better holistic understanding of how to manage a child with cochlear implants and hearing aids. Of note, one presenter is a bilateral cochlear implant user. He will discuss his own experience, and several case studies will be presented.