Building Self-Advocacy Skills During Early Intervention. EHDI Maura Berndsen, MA, CED, LSLS Cert. AVT

Transcription

1 Building Self-Advocacy Skills During Early Intervention EHDI Maura Berndsen, MA, CED, LSLS Cert. AVT

2 DISCLOSURES AND INTRODUCTIONS I have the following relevant financial relationship(s) in the products or services described, reviewed, evaluated or compared in this presentation. Listen and Talk Employee AG Bell Membership WA State Hands and Voices Membership Volunteer Board Member

3 LEARNING OBJECTIVES Learning Objective 1:Define self-advocacy in relationship to early intervention Learning Objective 2: Describe why self-advocacy is important during early intervention Learning Objective 3: List strategies for integrating selfadvocacy skills into service delivery during early intervention

4 WHAT S THIS ALL ABOUT?

5 DEFINITIONS Self-advocacy means understanding and seeking support for one s personal rights. Kristina English, PhD; University of Akron;

6 DEFINITIONS Self-Advocacy is learning how to speak up for yourself, making your own decisions about your own life, learning how to get information so that you can understand things that are of interest to you, finding out who will support you in your journey, knowing your rights and responsibilities, problem solving, listening and learning, reaching out to others when you need help and friendship, and learning about self-determination.

7 TRADITIONAL EXAMPLES. Children and Adults..

8 ELEMENTS Hearing Technology Communication Strategies Hearing Yourself! (Confidence) Self- Advocacy

9 WHY DOES IT MATTER?

10 POSITIVE IMPACT Conversing Continued Conversation Breakdown Effective Repair

11 Ignored by Others More Breakdowns Without Self-Advocacy and Repair Strategies More Sensitive Passive

12 HOW DOES THIS DEVELOP?

13 TYPICAL DEVELOPMENT Early communication repair skills are learned during interactions before children reach school age. Develop as linguistic abilities become more complex Repetition commonly used by young children (2 ½-5 yrs.) Inappropriate responses common Revision or addition to clarify and expand the listener s comprehension (5-8 yrs.) Define or provide background information (8-9 yrs.) More sophisticated additions increase (10-11 yrs.)

14 PERSPECTIVE

15 EARLY EXAMPLES. Infants and Toddlers..

16 EARLY CHILDHOOD LENS Self- Determin. Speaking Up Get Info Reach Out Self- Advocacy Finding Supports Listen and Learn Making Decisions Problem Solve Rights and Respns.

17 HOW CAN WE MEASURE THIS?

18 TOOLS Observation Scales Inventories

19 CASLLS

20 RKIDSWITHHEARIN GLOSS.COM/

21 SEAM

22 SCRIPT

23 HOW DO WE SUPPORT DEVELOPMENT?

24 How About Float? SINK OR SWIM?

25 START EARLY! Children with hearing loss experience more communication breakdowns but don t develop self-advocacy and repair strategies without support.

26 OUTCOMES AND GOALS Consider the skills that impact a child s ability to selfadvocate. Include intentional family coaching related to skills that impact a child s ability to self-advocate. Listening Language Social-Emotional

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28 IFSP EXAMPLES Sophie will let us know if her hearing aid isn t working. Use an expressive cue (clapping, thumb s up, yeah! pointing to her ear) when her hearing aid is functioning after equipment check. Use an expressive cue (frown, uh-oh pointing to her ear) when her hearing aid is purposely off. Spontaneously use an expressive cue to share that there s a problem with her hearing technology.

29 IFSP EXAMPLES Leo will slow down when we can t understand what he says. Show understand of fast and slow with toys and in play (cars, in songs, etc.). Identify if something is fast or slow. Change rate of speech when asked.

30 IEP EXAMPLE By 03/10/2016, when her hearing aids are purposely left off in order to assess her awareness of her hearing aids functioning properly, Sophie will improve her self advocacy skills from appropriately informing her teacher that her hearing aids are off or not working (without modeling/prompts) in 0/5 opportunities to appropriately informing her teacher that her hearing aids are off or not working (without modeling/prompts) in 4/5 opportunities across 2 weeks in one trimester as measured by classroom and/or SLP data.

31 IEP EXAMPLE By 03/10/2016, when a speaker intentionally creates a communication breakdown in a structured setting, Sophie will improve her self-advocacy skills from identifying the cause of the breakdown (too soft, too fast, too slow, etc.) in 0/5 opportunities to identifying the cause of the breakdown (too soft, too fast, too slow, etc.) in 4/5 opportunities across 1 month as measured by classroom and/or SLP data.

32 TEACHING STRATEGIES Early Exposure Narrate why you are using different strategies Narrate your child s intentions Narrate the actions of others Build self-esteem, reinforcing your child s effectiveness Incorporate listening, language, and social-emotional skills that influence effective self-advocacy and repair Provide fun, meaningful practice when developmentally appropriate Highlight your need for self-advocacy and repair strategies.

33 SIMILAR TO Awareness Am I aware of the challenge and possible solutions? Discrimination How do interactions compare to what I am expecting? Identification Can I label the challenge? Comprehension Can I share my ideas to address a challenge?

34 CLOSING THOUGHTS Self-advocacy and repair strategies influence everyone s ability to connect with others and learn. Children who are deaf/hard of hearing require focused practice to develop these skills. Naturally occurring interactions provide early opportunities to build the foundation for skills that emerge and develop in toddlers, preschoolers and school-age children.

35 CONTACT INFORMATION Listen and Talk th Ave NE Seattle, WA / (fax) Maura Berndsen, Educational Director maurab@listentalk.org

36 RESOURCES Building Skills for Success in the Fast-Paced Classroom (Anderson & Arnoldi, 2011). Cottage Acquisition Scales for Listening, Language and Speech, cts/our_products/caslls/ Cochlear Implants for Kids, Warren Estabrooks Self-Advocacy for Students who are Deaf and Hard of Hearing (English)

37 RESOURCES Student Communication Repair Inventory & Practical Training (Anderson, 2012). Wrights Law,

38 Thank You For more information, please visit our website at