2013 Ohio Early Hearing Detection & Intervention Summit

Transcription

1 2013 Ohio Early Hearing Detection & Intervention Summit Columbus Airport Marriott Columbus, Ohio November 8-9, 2013 FRIDAY, NOVEMBER 8 TH 12:30-1:00PM 1:00-1:15PM Registration Welcome Carrie Davenport, Ed.S., Early Childhood Education Consultant, Center for Outreach Services (Ohio School for the Deaf) Reena Kothari, AuD., Consultant, Infant Hearing Program (Ohio Department of Health) 1:15-2:00PM ODH EHDI Program Naomi Halverson, Ohio EHDI Coordinator Sheryl Silver 2:00-2:30PM 2:30-2:45PM 2:45-4:15PM We Are Hands & Voices Tabitha Belhorn, President, Ohio Hands & Voices How Deaf Children Learn (and Why They Sometimes Don t), Marc Marschark, Ph.D., National Technical Institute for the Deaf For more than 100 years investigators have taken a keen interest in language and cognition in deaf individuals. In many ways, they have played a central role in arriving at our current understanding of how deaf children learn and, indirectly, in proscribing educational methods deemed appropriate for them. But something has gone awry. Deaf learners continue to lag behind hearing peers in literacy and other academic skills relative to their hearing peers. Despite hundreds of studies and a new methode du jour every few years, their challenges have been stubbornly resistant to elucidation. This presentation will describe some of the differences between deaf and hearing learners, differences that can either help or hinder learning in formal and informal settings but need to be recognized by parents, teachers, and students. It will be suggested that a primary reason for the lack of progress in teaching and learning in deaf education is that we have been looking in the wrong places for the solutions. 4:15-4:30PM 4:30-5:15PM CONCURRENT SESSIONS Parent Coaching 101, Jodee Crace, MA, American Society for Deaf Children This presentation will discuss the benefits of families and professionals partnering together, Parent Coaching, including the Empowerment Model,

2 stressors in parenting, when parent coaching may be needed, what issues you may face as a parent coach, what a parent coaching session looks like, and skills needed to coach parents. Audience questions and dialogue will be encouraged in this session. Engaging Parents of Children with Hearing Loss in Intervention Habilitation, K. Todd Houston, Ph.D., CCC-SLP, LSLS Cert. AVT Parents play a vital role as the primary language facilitators for their children with hearing loss. Perspectives on parenting roles, especially fathers, continue to evolve. For children with hearing loss, fathers also have tremendous responsibility and fulfill a critical function. Even when both parents want to initiate appropriate listening and spoken language services for their children, they may not be able to find well-trained professionals in their communities. At The University of Akron, a model of telepractice has been developed to provide listening and spoken language services to families of young children with hearing loss. This presentation will describe strategies to promote increased parental engagement as well as define a model of telepractice designed to provide family-centered Auditory-Verbal Therapy. Transition to Preschool: The Basics of Navigating the Transition from Early Intervention Services to Preschool Services for Your Child, Carrie Block and Virginia Calvelage, Ohio Hands & Voices This session focuses on the transition of specialized services for children who are deaf or hard of hearing from Early Intervention to Local Education Agencies by the time a child turns three. In this session, participants will learn the time lines in state law associated with this process, the meetings and evaluations that are held, state law qualifications for children specific to hearing loss, service providers who may be involved in the process, as well as possible services, supports, and programming for your child at the age of 3. Parent Dinner (optional)

3 2013 Ohio Early Hearing Detection & Intervention Summit Columbus Airport Marriott Columbus, Ohio November 8-9, 2013 SATURDAY, NOVEMBER 9 TH 8:30-9:00AM 9:00-9:45AM Registration, continental breakfast Joint Commission on Infant Hearing Early Intervention Supplement 2013, Christine Yoshinaga-Itano, University of Colorado Boulder The newest JCIH document is a supplement to the year 2007 position statement of the Joint Committee on Infant Hearing (JCIH) and provides comprehensive guidelines for establishing strong early intervention (EI) systems with appropriate expertise to meet the needs of children who are deaf or hard of hearing (D/HH). Optimal outcomes can only be achieved when there is high quality to the universal newborn hearing screening programs, the audiologic diagnostic process of confirmation that a child is D/HH and fitting of amplification, and the provision of appropriate, individualized, targeted and high-quality early intervention services. There are 12 best practice guidelines for early intervention programs that include the provision of timely referral to early intervention services with providers who have knowledge and skills in early childhood deafness and hearing loss, infusion within the system of partnerships with parents as well as professionals who are deaf or hard of hearing, longitudinal developmental assessments for monitoring the child s development, data management systems that include developmental outcomes, a process to monitor the fidelity of the intervention, and appropriate services for children with additional disabilities, those from non- English speaking families and those from special populations, including unilateral hearing loss and auditory neuropathy/dyssynchrony. 9:45-10:00AM 10:00-10:45AM An EHDI Roadmap for Optimal Outcomes, Christine Yoshinaga-Itano, University of Colorado-Boulder The road to optimal communication outcomes for children who are deaf or hard of hearing is fraught with obstacles. The easiest step on the pathway is the beginning, hearing screening in the newborn period. Parents/families benefit from seamless transitions as they progress along the pathway initiated by EHDI. This presentation will provide systems development most likely to avoid some of the pitfalls along the way: 1) failure to follow-through to diagnosis, 2) failure to refer to early intervention, 3) failure to enroll in early intervention (EI) (bias, confusion, either/or choices) or failure to qualify for EI services, 4) failure to fit hearing aids appropriately and/or failure to obtain access to high quality sign language instruction, 5) lack of audibility across

4 the speech spectrum and/or lack of access to a fluent signer, 6) abnormal sensory or neural anatomy/physiology-impact on audition and/or vision, 7) inability to discriminate vowels, consonants (place, manner, voicing) and/or identify, and discriminate facial expressions, direction, size, 7) inability to use symbolic gesture, 8) inability or difficulty with symbolic reference (the first word, 9) insufficient access to sufficient quantity of adult words, 10) adult words are too low in intensity for audibility or if in sign language too low in quantity, diversity and quality, 11) conversational turn-taking is too infrequent, 12) child vocalizations/signs are infrequent, 13) vocalizations do not approximate spoken English or a fluent sign language system, 14) percent of day with meaningful language adult to child conversation, distant language, in noise, with TV, in silence-without language. 10:45-11:00AM 11:00AM-12:30PM Delivering Family-Centered Early Intervention: A Team Approach, Marilyn Sass-Lehrer, Ph.D., Gallaudet University Family-centered practice is more than a popular slogan. Family-centered practice builds on families strengths by supporting, guiding and engaging them in all aspects of your early intervention program. Implementing familycentered programming that promotes child and family outcomes is challenging and requires a team approach. This presentation will explore what it means to be a family-centered practitioner, the knowledge, skills and dispositions you need, and strategies that will enhance your family-centered practices. 12:30-1:15PM 1:15-2:00PM LUNCH CONCURRENT SESSIONS Supporting Early Literacy in English and ASL at Home, Julie Stewart, MA, Ohio Hands & Voices Research has consistently shown that children who are deaf or hard of hearing (DHH) demonstrate delayed achievement in literacy skills when compared with their hearing peers. Children not only need to be taught to read in school, but need to be exposed to books and reading as sources of information and enjoyment from an early age. How can parents, teachers, or other caregivers connect books in English to ASL for children who are DHH? Using recent research that looks at the reading strategies used by DHH parents reading to their DHH children (e.g. Berke, 2013) as well as Gallaudet s 15 Principles for Reading to Deaf Children as a framework, this presentation will provide research-based strategies on how to support the development of literacy skills in English and ASL in children who are DHH. Autism Spectrum Disorder in Children who are Deaf/Hard of Hearing, Susan Wiley, MD, Cincinnati Children s Hospital Medical Center

5 This presentation will use a combination of information from the literature, retrospective chart review of children with a dual diagnosis and feedback from family and professional focus groups to assist the learner in understanding the unique needs of children who are deaf/hh with an autism spectrum disorder. Red Flags for atypical communication will be presented as well as information about the needs related to communication, functional skills, and integrated care models. Attendees will be able to describe aspects of atypical development in children with the dual diagnosis, identify communication strategies which can help with children with a dual diagnosis, and gain an understanding of family perspectives regarding the dual diagnosis of hearing loss and autism spectrum disorders. Early Hearing Detection and Intervention: Care Coordination from NICU to Community, Kelly Baroch, Au.D., FAAA, CCC-A, Cincinnati Children s Hospital Medical Center For infants with extended NICU admissions, identification and intervention of hearing loss may need to be initiated in the medical setting then seamlessly transferred to home and community intervention programs. Care coordination is necessary across healthcare systems, agencies, schools, and Early Intervention programs to link infants and families to appropriate services. This is best achieved when team relationships are characterized by mutual respect, trust, and transparency and are grounded in the needs, concerns, and priorities of families (Antonelli 2009). During this presentation, we will explore how medical, community, and state organizations can partner for effective care coordination of medically complex deaf and hard of hearing infants. 2:00-2:15PM 2:15-3:00PM It s a Team Effort, Lisa Kovacs, Director of Guide By Your Side, Hands & Voices Headquarters, Panelists: Sandi Domoracki, Sonya Hayes, Steve Phillips, Sherry Nagy, Debbie Colson It s a Team Effort is a panel of the potential professionals with special expertise in working with families of children who are Deaf or Hard of Hearing. This dynamic panel of professionals will promote the importance of working together as a team and the role of the family on the team. Conference participants will have the opportunity to ask questions and engaged in the discussion of this important topic. 3:00-3:15PM Closing, evaluations