Maximize your CEUs and immerse yourself in comprehensive learning with these workshops:
THURSDAY, JUNE 30
8:00 a.m. – 11:30 a.m.
Parent-Educator Partnership: Granting Student Success
Sharon B. “Dianne” Dixon, MSP, CCC-SLP, LSLS Cert. AVT
Mariann Carter, M.S., M.Ed.
Parents and educators must use common language in order to attain common goals. Navigating the needs of a typically developing child with hearing loss can appear overwhelming, given that it requires knowledge of the law, specific environmental needs as well as quality curriculum. In this workshop, participants will learn about the needs of a middle school student transitioning to secondary education and beyond. Attendees will be able to identify the needs of the professional, parent and student/child to ensure success long term. Through case studies, the workshop presenters will share resources, ideas and applicable learning and thinking strategies for all members of an educational team.
Applying LSLS Principles to Telepractice
Melissa McCarthy, B.A., M.E.D., LSLS Cert. AVT
Many Listening and Spoken Language Specialists (LSLS®) are now using telepractice as part of their service delivery to ensure that all families who seek a listening and spoken language outcome for their children with hearing loss are able to access qualifi ed professionals, regardless of location. The majority of the Principles of LSLS Auditory-Verbal Therapy focus on guiding and coaching parents, an approach that is well suited to telepractice. Although guiding and coaching parents should underpin any auditory-verbal session, the physical limitations of a telepractice model provide professionals with increased opportunities to emphasize this area. This workshop will systematically address each of the principles and demonstrate how to apply each within a telepractice model.
Auditory-Verbal Family-Centered Practice
Ellen A. Rhoades, Ed.S., LSLS Cert. AVT
Helen M. Morrison, Ph.D., CCC/A, LSLS Cert. AVT
Mary McGinnis, Cand. Ph.D., CED, LSLS Cert. AVT
Anita Bernstein, M.Sc., Dip. Spec Ed., ECE, LSLS Cert. AVT
Jill Duncan, Ph.D, LSLS Cert. AVT
It is imperative for auditory-verbal practitioners to think systemically across family relationships and respect the complex manner in which families interact. The evidence-based family-centered approach to auditory-verbal intervention is differentiated from other family-based models. Its core elements include the promotion of listening and spoken language skills integral to parental responsiveness and parent-child interactions coupled with the child’s natural environment which is relationship- and routines-based. Participants will understand and learn strategies for incorporating these core elements into their respective practices. The workshop presenters will share case histories and language script examples via lecture, panel, interactive discussions and small group activities.
Balancing Literacy Instruction: Using Evidence-based Practices
Debra Schrader, B.S.Ed.
The “Come Read with Me” program is an intensive summer literacy intervention and grant-funded research project that capitalizes on the benefits of shared reading and writing interactions during the period of emergent literacy. This presentation will review the program’s essential components and discuss child, parent and teacher outcomes during the three-year implementation period of the program. The presenters will review assessment tools to evaluate phonological awareness, concepts of print and word knowledge, and the continuum of early writing skill development in young deaf and hard of hearing children. Participants will learn strategies that support the acquisition of foundational reading and writing skills.
1:00 p.m. – 4:30 p.m.
Preparing Families and Professionals for IEP Meetings
Betsy Brooks, M.S., LSLS Cert. AVEd
Liz Fales, M.A., LSLS Cert. AVEd
The intention of the Individuals with Disabilities Education Act (IDEA) is for parents to be active participants in the Individualized Education Program (IEP) process; however, most parents do not have sufficient understanding of the process in order to engage and fully participate. It is the obligation of professionals working with families to educate parents about the IEP process. This workshop will provide the information parents and professionals need to understand the IEP process. Topics will include the main components of the IEP process, the key elements of the IEP document, the essential components of measurable goals, the role of parents during the IEP process, and challenges professionals and families may face.
Managing Complex Pediatric Cases: A Multidisciplinary Approach
Ivette Cejas, Ph.D.
Lynn Miskiel, M.A., CCC-SLP/A, LSLS Cert. AVEd
Myriam De La Asuncion, Au.D., CCC-A
Kathleen Vergara M.A., CED
Kari Morgenstein Au.D., CCC-A
The management of complex cases of children with hearing loss and other developmental delays requires a multidisciplinary approach. Through case studies and interactive discussions, this workshop will discuss outcomes on hearing, speech and academic performance, the development of realistic goals as well as strategies for effective use of resources, tools for progress monitoring, and standardized and non-standardized methods to evaluate progress. The presenters—including pediatric audiologists, Listening and Spoken Language Specialists (LSLS®), teachers of the deaf, and a psychologist—will review the University of Miami’s model for managing and tracking outcomes for children who are deaf and hard of hearing and their families, and discuss common complexities involved in working with children who have hearing loss and other developmental disabilities.
Putting Family Outcomes First in Counseling and Coaching
Darcy Stowe, M.S., CCC-SLP, LSLS Cert. AVT
Sara Neumann, Au.D.
In obtaining listening and spoken language as the outcome for a child with hearing loss, there are several integral steps and decisions that must take place in the first few years of a child’s life. This in-depth workshop will focus on three main areas: state-of-the-art diagnostic testing for infants with hearing loss; redefining the partnership between providers and parents/families of children with hearing loss; and developing a roadmap for obtaining desired listening and spoken language outcomes. Participants will engage in an interactive presentation style which provides detailed information, testimonial videos and engaging group discussions in order to take new knowledge and apply it practically to meet individual needs.
Theory of Mind in Day-to-Day Therapy
Elizabeth Tyszkiewicz, M.Sc., LSLS Cert. AVT
Frances Clark, LSLS Cert. AVT
“Mmm, those cupcakes smell delicious.” The child who says this knows that the remark is more likely to get her a cupcake than a straightforward request. Having “theory of mind” (TOM) means understanding what other people may think and feel, and how this influences what they do or say. The steadily increasing knowledge base about TOM shows how crucial it is to effective communication, while also demonstrating that it persists as an area of delayed development in children with hearing loss. Through discussion, group work, video and practical exercises, participants will learn about current thinking on TOM as well as developmental aspects to enable them to incorporate this crucial aspect of communication learning into their work with families.
FRIDAY, JULY 1
8:00 a.m. - 11:30 a.m.
Re-thinking the Evaluation Framework for Eligibility Purposes
Ariele Matkov, MAT
Maura Berndsen, M.A.
Monika-Maria Oster, M.A., LSLS Cert. AVT
Many of today’s students who are deaf and hard of hearing in mainstream settings demonstrate listening, speech and language skills on par with their peers with typical hearing along with sufficient academic progress. This often leads to the inaccurate conclusion that these students do not require specially designed supports. However, students may have difficulties advocating for their needs, or struggle with higher level academic language skills. This workshop will review the strengths and challenges of high performing students, the difficulties that are often encountered when evaluating their needs and eligibility determination. A paradigm shift for planning evaluations will be introduced. Case studies will highlight the importance of family coaching and professional collaboration as comprehensive results are used to develop goals and objectives for students in areas other than listening, speech and language.
Accelerating and Advancing LSL Practice through Strengths-based Coaching
Kathryn Wilson, M.A., CCC-SLP, LSLS Cert. AVT
Lillian Henderson, MSP, CCC-SLP, LSLS Cert. AVT
Comprehensive and effective professional learning experiences are fundamental in growing the number of well-prepared and highly qualified Listening and Spoken Language Specialists (LSLS®). While knowledge acquisition in the domains of Listening and Spoken Language (LSL) practice is critical, research supports coaching as the most significant training component to ensure implementation of new knowledge and information. Coaching and guiding adults requires different skills from those required to teach children. This workshop will accelerate and advance the knowledge and abilities of participants coaching aspiring professionals and peers in LSL practice. Specifically, participants will engage in interactive learning about Evocative Coaching—an approach that builds on existing strengths and incorporates the principles of Appreciative Inquiry—and learn to apply the new knowledge and information to transform adult behavior and professional practice to promote excellence in LSL outcomes.