ACI December 2014 Paula Gross Susan Lenihan
|
|
- Blanche Mathews
- 5 years ago
- Views:
Transcription
1 The Outcomes of a University Program to Support Literacy Skills of Children Using Cochlear Implants and Professional Competencies of Future Speech-Language Pathologists ACI December 2014 Paula Gross Susan Lenihan Pgross@fontbonne.edu Slenihan@fontbonne.edu
2 Camp FIRE (Fontbonne Inspires Reading Excitement) Promotes literacy skills for students with hearing loss ages 8-14 Graduate students develop competencies for working with children who use cochlear implants.
3 Design of Program Thematic units (fantasy stories, fairy tales, volcanoes, space and advocacy) Graduate students assisted in all areas! Individual and group comprehension exercises Interactive dialogue, vocab and text meaning discussions Fluency measured through use of running records Written language activities, journals Games Hands-on enrichment activities Science experiments Sensory experiences
4 Assessment Measures Vocabulary: Pre- and post-assessments Comprehension: Pre- and post-assessments Fluency: Running Records / Miscue Analysis Camp Participant Survey at the end of camp Graduate Student Survey: Pre- and post-camp experience Parent Survey at the end of camp Used to inform instruction and guide future planning
5 # Students # Students Vocabulary Assessment 2 Tools Terms and Pictures- Pre-Test: 7 out of 16 students scored 100% Post-Test: 9 out of 16 students scored 100% Terms and Definitions- Pre-Test: 7 out of 13 students scored 100% (3 students did not complete) Post-test: 8 out of 14 students scored 100% (2 students did not complete) Terms and Pictures Terms and Definitions Pre: # correct Post: # correct Pre: # correct Post: # correct Words to ponder: tilted, glanced and trembled
6 # Students Comprehension 10 multiple choice questions Pre-Test: 2 out of 14 students scored 100% 2 students did not complete. Post-Test: 8 out of 15 students scored 100% 1 student did not complete Mutiple-choice Questions Pre: # Correct Post: # Correct Observation: Question #10 required students to make inferences. Where are Jack and Annie at the end of each Magic Tree House story?
7 Fluency Parents reported reading levels Matched with passages from, 3-Minute Reading Assessments: Word Recognition, Fluency, and Comprehension from Scholastic Teaching Resources. Running Records/Miscue Analysis
8 Camp Participant Survey Results I Rating Enjoyed camp. 3.7 Made new friends. 3.4 Enjoyed reading, Midnight on the Moon. 3.4 Improved reading skills. 3.4 Completed homework. 4.0 Enjoyed science experiments. 3.7 Learned new vocabulary. 3.4 Completed writing exercises. 3.6 Worked hard. 3.7 Want to participate in camp again Strongly Agree 3-Agree 2-Neutral 1-Disagree 0-Stongly Disagree Favorite things about camp: When we do big, fun experiments each day. Having fun, hanging out with my friends. Building the rocket ship. Egg hunt. Snacks and lunch and bowling. Snacks and hearing tests each day. Least favorite things about camp: Quizzes. Taking a test. Writing.
9 Graduate Student Survey Results As a graduate student, I have Pre Post Worked with children with cochlear implants Felt comfortable communicating with them Worked with children with hearing aids Felt comfortable communicating with them Maintained/performed troubleshooting on hearing aids. Maintained/performed troubleshooting on implants Administered the Ling Felt comfortable administering the Ling Helped deaf students complete academic work Communicated with parents of deaf children Felt comfortable communicating with them Enjoyed communicating with parents Frequently 3-Often 2-Sometimes 1-Occasionally 0-Never I can Pre Post Identify teaching strategies Implement teaching strategies Identify academic struggles Feel confident in my career choice Strongly agree 3-Agree 2-Neutral 1-Disagree 0-Strongly disagree
10 Parent Survey Results My child Rating Enjoyed the program. 4.0 Interacted with other children with deafness. 3.7 Talked about events from camp at home. 3.6 Completed daily homework. 3.6 Enhanced literacy skills. 3.7 Fully participated in reading and extension activities. 3.7 Enhanced social skills. 3.6 Interacted with teachers and SLPs. 3.9 Wants to participate in future programs. 3.9 *As a parent, I was able to interact with others parents of deaf children. *Carpooling 2.7 Survey Scale: 4-Strongly Agree 3-Agree 2-Neutral 1-Disagree 0-Strongly Disagree
11 Conclusions and Recommendations All parties report overall positive experiences Growth in all areas Suggested improvements: Higher level of text Making inferences Speaking in front of others (presentation) Provide writing samples to parents Pre-training for graduate students Conversational skills Reduce quiz/test anxiety Let older campers tutor younger ones
12 Commendations and Comments from Parents My child learned how to read better and made great friends. The personal attention, support and encouragement he received really boosted his overall confidence. My daughter has advanced from a 2 nd grade reading level to 7 th grade level in three years. We attribute some of this amazing advancement to FIRE camp! My son absolutely LOVES this camp and looks forward to it every year! He always comes home excited about the day s activities and can t wait for the next day. She enjoyed going to the program and wasn t too stressed which isn t typical. Convenient location and great facility. Friendly teachers and staff. Enthusiastic and positive learning environment. She really loved it.
13 Comments from Graduate Students I really enjoyed participating in this camp! I feel more comfortable in an academic setting with children this age. I found I love this age group. I thought it was really fun. Perfect! I would do this again next year. It was so much fun.
14
15 Camp FIRE is funded through the generous support of Charles and June Gallagher Graduate students participating in Camp FIRE are scholars in two personnel preparation grants from the U.S. Department of Education: H325K Preparing Early Interventionist for Young Children Who Are Deaf/Hard of Hearing and Their Families H325K Preparing Speech-Language Pathologists for Collaborative, Inclusive Education of Two Low-Incidence Groups: Students Who Use Augmentative and Alternative Communication and Students Who Use Cochlear Implants
Using Green Screens to Promote Self-Advocacy and Communication Skills INNOVATION. INSPIRATION. IMPACT.
Using Green Screens to Promote Self-Advocacy and Communication Skills INNOVATION. INSPIRATION. IMPACT. Learning outcomes for this presentation: To give you confidence in your technology skills by showing
More informationThe Pediatric Therapy Associates Therapy and Administrative Staff
Dear Families, We are thrilled to share the results of our 2012 Pediatric Therapy Associates Patient Satisfaction Survey with you! The results from surveys completed by families seen in each of our offices,
More informationLessons And Activities In American Sign Language By Suellen J. Bahleda, Brenda E. Cartwright READ ONLINE
Lessons And Activities In American Sign Language By Suellen J. Bahleda, Brenda E. Cartwright READ ONLINE Find tips on how to slowly and easily add American Sign Language (ASL) into classroom activities.
More informationMAINSTREAM TEACHER OF THE DEAF
MAINSTREAM TEACHER OF THE DEAF Job Description Clarke Schools for Hearing and Speech/Pennsylvania assists anyone involved in mainstreaming students with hearing loss in regular classrooms.. Mainstream
More informationDeaf Support Department
Deaf Support Department Welcome Heathcote Deaf Support Department (DSD) is a specialist department in the school that has space for up to 15 deaf learners from Year 7 to Year 13. Deaf students are considered
More informationI M P A C T R E P O R T S EPT J U L Y 2015
I M P A C T R E P O R T S EPT 2 0 1 4 J U L Y 2015 The Elizabeth Foundation Impact Report Academic Year 2014/2015 Our history The Elizabeth Foundation is a registered charity which was founded in 1981
More informationTExES Deaf and Hard-of-Hearing (181) Test at a Glance
TExES Deaf and Hard-of-Hearing (181) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name
More informationSouth Dakota School for the Deaf
South Dakota Board of Regents Informational Items December 6-8, 2016 Inside this issue: Cochlear Implant Mapping with University of South Dakota West River Evaluations 2 Meet Jodi Schnider 3 SDSD Outreach
More informationHearing, Deaf, and Hard-of-Hearing Students Satisfaction with On-Line Learning
Hearing, Deaf, and Hard-of-Hearing Students Satisfaction with On-Line Learning By James R. Mallory, M.S. Professor Applied Computer Technology Department jrmnet@rit.edu Gary L. Long, PhD, Associate Professor
More informationSouth Dakota School for the Deaf
South Dakota Board of Regents Informational Items August 2 4, 2016 A Partnership with Families Submitted by Sarah Lingle In our new series, we ask families about SDSD Outreach services, Jennifer and Jamie
More informationProfessional Development
At Clarke, we help children who are deaf and hard of hearing learn to listen and talk. Children served by Clarke use advanced technologies, including cochlear implants and hearing aids, to Established
More informationSouth Dakota School for the Deaf
South Dakota Board of Regents Informational Items May 10 May 12, 2016 Inside this issue: A Partnership with Families Submitted by Alissa Hutchinson Cochlear Implant Clinic 2 Kami Van Sickle 2 Fairview
More informationWe re all in: How and why one hearing family chose sign language
We re all in: How and why one hearing family chose sign language Presented by: Lisa, Steve, Emma and Abby Crawford EHDI conference, San Diego, CA. March 14, 2016 Objectives Identify barriers and disincentives
More informationBritish Sign Language Level 2 Online Course Evening
British Sign Language Level 2 Online Course Evening Thank you for requesting an information guide from Teach Me Sign. Please enjoy! About Teach Me Sign... At Teach Me Sign we aim to make British Sign Language
More informationThere are often questions and, sometimes, confusion when looking at services to a child who is deaf or hard of hearing. Because very young children
There are often questions and, sometimes, confusion when looking at services to a child who is deaf or hard of hearing. Because very young children are not yet ready to work on specific strategies for
More informationGood Communication Starts at Home
Good Communication Starts at Home It is important to remember the primary and most valuable thing you can do for your deaf or hard of hearing baby at home is to communicate at every available opportunity,
More informationStudent with Hearing Loss Inspiring Story
Student with Hearing Loss Inspiring Story Tena McNamara, President-Elect of the Educational Audiology Association, had the opportunity to interview a very unique young woman about her perceptions of her
More informationUP THE HILL PROJECT NEWSLETTER
A MESSAGE FROM TOVA ROZENGARTEN (PROJECT COORDINATOR). Welcome to the Up the Hill Project (UTHP) end of year newsletter. It has been another successful year for the Project and I would like to take this
More informationKarl White, a perfect fit to hold the Emma Eccles Jones Endowed Chair in Early Childhood Education. Photo by Jared Thayne.
Karl White, a perfect fit to hold the Emma Eccles Jones Endowed Chair in Early Childhood Education. Photo by Jared Thayne. 14 UTAHSTATE I SUMMER 2013 A Career Giant in a Land of Little People For Newest
More informationPrimary School Children who have Dysfluent Speech (Stammering/Stuttering).
Patient Information Leaflet Primary School Children who have Dysfluent Speech (Stammering/Stuttering). Information for parents, teachers and carers For more information, please contact Speech & Language
More informationCommunication Options and Opportunities. A Factsheet for Parents of Deaf and Hard of Hearing Children
Communication Options and Opportunities A Factsheet for Parents of Deaf and Hard of Hearing Children This factsheet provides information on the Communication Options and Opportunities available to Deaf
More informationSign Language Fun in the Early Childhood Classroom
Sign Language Fun in the Early Childhood Classroom Enrich Language and Literacy Skills of Young Hearing Children, Children with Special Needs, and English Language Learners by Sherrill B. Flora My name
More informationcopyrighted material by PRO-ED, Inc.
Preface As a stutterer, as a speech language pathologist, and as a listener, I have grown to understand that stuttering is the absolute worst thing in this world... if we do not talk about it. When I speak
More information3/16/2016. Learning Objectives. Benefits of Bilingual/Bimodal Preschool Programming. Bilingual/Bimodal Inclusive Early Childhood Program
Bilingual/Bimodal Inclusive Early Childhood Program. Maine Educational Center for the Deaf and Hard of Hearing Learning Objectives will be able to explain the benefits of bilingual bimodal programming
More informationSection I - Consider the Student's Language and Communication
Student Name: Grade: School Name: Today's Date: Interpreter Name: Interpreter Credentials: Not credentialed QA 1/EIE 1 QA 2/EIE 2 QA 3/EIE 3 EIPA (Level: ) RID (Type: ) Days/Times/Period/Class with Student:
More informationQuestion 2. The Deaf community has its own culture.
Question 1 The only communication mode the Deaf community utilizes is Sign Language. False The Deaf Community includes hard of hearing people who do quite a bit of voicing. Plus there is writing and typing
More informationKids Booklet 5 & on Autism. Create an autism awareness ribbon! Tips for parents & teachers. Activities puzzles
Kids Booklet on Autism Create an autism awareness ribbon! Tips for parents & teachers 5 & Activities puzzles Take a look at what s inside! Questions and Answers About Autism page 2 Brothers and Sisters
More informationThe Medical and Educational Teams: Working Together in North Carolina to Improve Outcomes
The Medical and Educational Teams: Working Together in North Carolina to Improve Outcomes Krista S. Heavner, MS CCC-SLP; LSLS Cert AVT Erin Thompson, MS CCC-SLP; LSLS Cert AVT Sherri Vernelson, M Ed; LSLS
More informationGricelda Olvera ELI 31 Final Portfolio Rosie Speck Fall 2013 I M FROM MEXICO AND MY NAME IS. Gricelda Olvera.
Gricelda Olvera ELI 31 Final Portfolio Rosie Speck Fall 2013 I M FROM MEXICO AND MY NAME IS Gricelda Olvera. Week 1. First week of class!!! The first few days in college I felt nervous. On the second day
More informationAutism: Growing challenge 'It's time that people learn about it' mother. Sunday, February 8, By KIM BARTO - Bulletin Staff Writer
Autism: Growing challenge 'It's time that people learn about it' mother Sunday, February 8, 2009 By KIM BARTO - Bulletin Staff Writer (This is the first article in a series on autism. The series will look
More informationIntroduction. Diagnosis
Introduction Life and Change with Usher is a research study about the lives of people with Usher syndrome. Over two years we studied the lives of people with Usher, first in books, articles and blogs,
More informationCochlear Implant Education Center
Cochlear Implant Education Center Cochlear Implants and Sign Language: Building Foundations for Effective Educational Practices Designing Programs and Services for Children with Cochlear Implants: The
More informationBrinton & Fujiki Brigham Young University Social Communication Intervention Script for The Easter Bunny s Assistant
Brinton & Fujiki Brigham Young University Social Communication Intervention Script for The Easter Bunny s Assistant The Easter Bunny s Assistant by Jan Thomas, 2012, Harper, New York. Sharing a Story to
More informationCollaborative Success for Students Who are Deaf/Hard of Hearing
Collaborative Success for Students Who are Deaf/Hard of Hearing Kansas School for the Deaf Outreach Services Joan Macy Outreach Coordinator Angie Walker Education Consultant Paula Crotty Speech/Language
More informationBoard of Regents Informational Items
Board of Regents Informational Items April 2018 Inside this issue: Teen Group 2 Partnering with Families Partnering with Schools 3 3 EHDI 4 Audiology News 5 Learning in a Day Have you ever had a chance
More informationLearners Stories 1. A Good Education is Important. Mary Lou Caissie
Learners Stories 1 A Good Education is Important Mary Lou Caissie Since I grew up in Deaf School, the education system was not good because I did not learn anything. I felt frustration with myself because
More informationA Missing Link. Where are the speech & language pathologists in attachment trauma therapy?
A Missing Link Where are the speech & language pathologists in attachment trauma therapy? Presented by Susan Ward, LPC Carole Soucaze, SLP Who s here? Parents? Psychotherapists? Respite providers? Occupational
More informationMeg A. Mole, The Adventures of. Future Chemist. Meg celebrates the International Year of Chemistry 2011 and Interviews Dr. Sherita D.
The Adventures of Meg A. Mole, Future Chemist Meg celebrates the International Year of Chemistry 2011 and Interviews Dr. Sherita D. McLamore-Hines F or the 4th quarter of the International Year of Chemistry
More informationASL ONE CURRICULUM UNIT ONE: Lesson 1.1 Fingerspelling I Rule #1 of Deaf Culture Assessment: Assignment 1.1
UNIT ONE: Lesson 1.1 Fingerspelling I Rule #1 of Deaf Culture Assessment: Assignment 1.1 Lesson 1.2 Fingerspelling II Lesson 1.3 Fingerspelling III Introducing one s self Lesson 1.4 Personal Pronouns Assessment:
More informationThe image part with relationship ID rid3 was not found in the file. Susan Cochrane, M.A., CCC SLP, BRFS Sheryl R. Gottwald, Ph.D.
The image part with relationship ID rid3 was not found in the file. Susan Cochrane, M.A., CCC SLP, BRFS Sheryl R. Gottwald, Ph.D., CCC SLP, BRFS Disclosure My name is Susan Cochrane. I am here to talk
More informationHearing Impaired K 12
Hearing Impaired K 12 Section 20 1 Knowledge of philosophical, historical, and legal foundations and their impact on the education of students who are deaf or hard of hearing 1. Identify federal and Florida
More informationSnapshot of Parents Beliefs on Deaf Education: Preliminary findings from VL2 EELS. Gallaudet University VL2 EELS Team
Snapshot of Parents Beliefs on Deaf Education: Preliminary findings from VL2 EELS ` Gallaudet University VL2 EELS Team Introduction The study is a national longitudinal study that will collect a wealth
More informationDownload Signing: How To Speak With YOur Hands Kindle
Download Signing: How To Speak With YOur Hands Kindle American Sign Language is a wonderful silent language of hands, face, and body that is rich with nuance, emotion, and grace. Bantam is proud to present
More informationP P A I M T A S L P D E
P P A I M T A S L P D E K. Todd Houston, PhD, CCC-SLP, LSLS Cert. AVT Assistant Professor of Speech-Language Pathology Director, Graduate Studies Program in Auditory Learning & Spoken Language Dept. of
More informationLearning Basic Skills in Sign Language II
COURSE SYLLABUS Learning Basic Skills in Sign Language II Summer 2007 Course Number: Credits: Prerequisite: Instructor: Location: Dates: EDUC 495-6, 716, (0327CU) One (1) Undergraduate credit Graduated
More informationCHARACTERISTICS OF STUDENTS WHO ARE: DEAF OR HARD OF HEARING
CHARACTERISTICS OF STUDENTS WHO ARE: DEAF OR HARD OF HEARING 1. In General: An estimated twenty one million Americans have some degree of hearing loss, mild to severe. Of the 60,000+ students identified
More informationTIPS FOR TEACHING A STUDENT WHO IS DEAF/HARD OF HEARING
http://mdrl.educ.ualberta.ca TIPS FOR TEACHING A STUDENT WHO IS DEAF/HARD OF HEARING 1. Equipment Use: Support proper and consistent equipment use: Hearing aids and cochlear implants should be worn all
More informationFOUNDATIONS FOR LITERACY: AN EARLY LITERACY INTERVENTION FOR DHH CHILDREN
FOUNDATIONS FOR LITERACY: AN EARLY LITERACY INTERVENTION FOR DHH CHILDREN Amy Lederberg, Susan Easterbrooks, Stacey Tucci, Victoria Burke, Elizabeth Miller Georgia State University Carol Connor, Arizona
More informationTEACHING SPEECH AND LISTENING USING AUDITORY VERBAL STRATEGIES. SP ED 5530 and 6530 FALL 2014
TEACHING SPEECH AND LISTENING USING AUDITORY VERBAL STRATEGIES SP ED 5530 and 6530 FALL 2014 INSTRUCTOR: Marilyn Madsen Office: Scera Park Utah School for the Deaf Extension Orem, Utah (801) 431-5103 Email:
More informationAmelia & Leukemia. Written by Amy Robinson. Thesis Submitted in Partial Fulfillment of the. Requirements for a Degree in Writing
Amelia & Leukemia Written by Amy Robinson Thesis Submitted in Partial Fulfillment of the Requirements for a Degree in Writing Teaching of Writing Option May 1, 2012 Thesis Advisor: Professor Karen Vastola
More informationConcept & Language Development in Young Children who are Deaf/Hard of Hearing or Visually Impaired
Concept & Language Development in Young Children who are Deaf/Hard of Hearing or Visually Impaired Renee Ellis, M.Ed. VI Educational Consultant - Infants/Early Childhood Texas School for the Blind & Visually
More informationHelping Families Achieve the Best Outcome for their Child with a Cochlear Implant
Helping Families Achieve the Best Outcome for their Child with a Cochlear Implant Donna L. Sorkin, M.A., Vice President, Consumer Affairs Melissa Wilson, Au.D., CCC-AAA, Clinical Applications Specialist
More informationQigong Massage For Your Child With Autism: A Home Program From Chinese Medicine PDF
Qigong Massage For Your Child With Autism: A Home Program From Chinese Medicine PDF Qigong massage has been used in China for thousands of years as a means to achieve health and wellbeing, and to treat
More informationAustralia s Alateen LinkUp
Australia s Alateen LinkUp July 2018 Welcome to the new issue of LinkUp the newsletter for Alateen members in Australia. We hope you will make it your own by sharing your stories. Sharing our stories is
More information#8 Assessment: The competent teacher understands various formal and informal assessment
#8 Assessment: The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students. As a teacher I need to be able to
More informationSouth Dakota School for the Deaf
South Dakota Board of Regents Informational Items March 31 April 2, 2015 Fairview Learning Reading Program Submitted by Jodi Schnider On November 5-6, South Dakota School for the Deaf (SDSD) hosted a two
More informationThis American Life Transcript. Prologue. Broadcast June 25, Episode #411: First Contact. So, Scott, you were born without hearing, right?
Scott Krepel Interview from TAL #411 1 This American Life Transcript Prologue Broadcast June 25, 2010 Episode #411: First Contact Is that Marc? Yes, that s Marc speaking for Scott. So, Scott, you were
More informationNancy Rourke, De VIA Artist Artist in Residency at Ohio School for the Deaf November 16-20, 2015 Summary of the Special Art Project
The special project was approved by the ODE (Ohio Department of Education), Supertindent Doug Lowery and Principal Greg Mendenhall. It was funded by VOCA (Victims of Crime Act) and Deaf Positive Attitude
More informationChildren with cochlear implants: parental perspectives. Parents points of view
: parental perspectives Parents points of view Introduction In this booklet, we summarise the views of parents of children with cochlear implants. These parents completed a lengthy questionnaire about
More informationUseful Decision-Making Tools that Assist Parents in Ensuring Successul Language and Communication Outcomes
Useful Decision-Making Tools that Assist Parents in Ensuring Successul Language and Communication Outcomes NCHAM Webinar February 15, 2013 PRESENTED BY JANET DESGEORGES, EXECUTIVE DIRECTOR HANDS & VOICES
More informationDEAF CULTURE AND THE DEAF COMMUNITY IT S MORE THAN SPEECH : CONSIDERATIONS WHEN WORKING WITH DEAF AND HARD OF HEARING INDIVIDUALS 9/21/2017
Introduction IT S MORE THAN SPEECH : CONSIDERATIONS WHEN WORKING WITH DEAF AND HARD OF HEARING INDIVIDUALS Graduated from Ball State University Bachelor s 2013 Graduated from Ball State University Master
More informationRecovering Families: A Tool For Parents in Recovery August 1, 2016
Recovering Families: A Tool For Parents in Recovery August 1, 2016 Topics for discussion Challenges for parents in recovery Development of Recovering Families Sample pages and activities Evaluation efforts
More informationSouth Dakota School for the Deaf
South Dakota Board of Regents Informational Items June 28 30, 2016 A Partnership with Families Submitted by Carol Johnson In our new series, we ask families about SDSD Outreach services. Kay Kaup, a parent
More informationParents Talk About Teaching Kids to Read
Parents Talk About Teaching Kids to Read [This page prints out on 5 sheets] Learn what other parents say about teaching their kids to read. Click on the links below to go to the quote. After you read the
More informationOverseen by: Prof. Judy Freedman Fask, College of the Holy Cross
Interviewee:Dennise Scott Interviewer: Lauren Spadaro Interpretors: Rebecca Blusenheim, Bethany Bertrand, Northeastern University Date of Interview: May 8, 2007 Location: College of the Holy Cross Overseen
More informationWhat makes us special? Ages 3-5
What makes us special? Ages 3-5 Pudsey s learning aims I can think about how we are different and how we are the same. I can think about how we are special and what makes us unique. Key Words Special Unique
More informationClassroom Accommodations for Students Who Are Deaf or Hard-of-Hearing
Classroom Accommodations for Students Who Are Deaf or Hard-of-Hearing Marni Johnson Martin, Au.D., CCC-A; Mandy J. Williams, Ph.D., CCC-SLP University of South Dakota & Marci Gassen, Au.D., CCC-A Avera
More informationBuilding Self-Advocacy Skills During Early Intervention. EHDI Maura Berndsen, MA, CED, LSLS Cert. AVT
Building Self-Advocacy Skills During Early Intervention EHDI-03.10.2015 Maura Berndsen, MA, CED, LSLS Cert. AVT DISCLOSURES AND INTRODUCTIONS I have the following relevant financial relationship(s) in
More informationDEMENTIA RESOURCE PACK
DEMENTIA RESOURCE PACK CONTENTS THE A MILLION HANDS BIG MOMENT 2 UNDERSTAND THE ISSUE 3 PLAN ACTION 4 TAKE ACTION 5 LEARN AND DO MORE 7 TELL THE WORLD 8 1 THE A MILLION HANDS BIG MOMENT We are asking Cub
More informationThe Mother-to-Mother Postpartum Depression Support Book PDF
The Mother-to-Mother Postpartum Depression Support Book PDF â œi thought I was the only one...â After she gave birth to a bouncing baby girl, Sandra Poulin felt like crying. And she didâ for months. But
More informationTowson University Center for Adults with Autism Towson, MD Adventure Pursuits for Adults with Autism
Towson University Center for Adults with Autism Towson, MD www.towson.edu/chp/caasd Adventure Pursuits for Adults with Autism Project Coordinator: Lisa Crabtree, PhD, OTR/L, Towson University Center for
More informationUsing Personas in the Design Process of Digital Exhibit Interactives Creating Museum Media for Everyone
Using Personas in the Design Process of Digital Exhibit Interactives Creating Museum Media for Everyone (DRL-1114549) Stephanie Iacovelli (siacovelli@mos.org) May 2014 The Creating Museum Media for Everyone
More informationCA: Hi, my name is Camille, and I will be interviewing you today. Would you please introduce yourself?
Interviewee: Ying Li Interviewer: Camille Alvarado Date of Interview: April 17, 2007 Location: Worcester, Massachusetts Transcriber: Randylin Bourassa, The Salter School Interpreters: Nicole Heart and
More informationVolunteer Project Include - Involve - Inspire
Volunteer Project Include - Involve - Inspire Project Detail The Parasol Project has over 20 years experience of working with disabled, nondisabled, vulnerable and at risk children and young people across
More informationAspect Positive Behaviour Support
Aspect Positive Behaviour Support Individual Autism Profile Information Sheet Why develop an individual autism profile? People on the autism spectrum may have a range of support needs based on their preferences,
More informationUnder the Supervision of: Prof. Judy Freedman Fask, College of the Holy Cross
Interviewee: Jamie Lard Interviewers: Marissa Steppacher and Lauren Donovan College of the Holy Cross Interpreters: Kristin Olsen and Heather Webber Northeastern University Transcriber: Kyla Donovan, Salter
More informationHow to Recognize and Reduce Challenges to Children s Comprehension of Books
How to Recognize and Reduce Challenges to Children s Comprehension of Books Rebecca Landa, Ph.D., CCC-SLP Director, Center for Autism and Related Disorders April 3, 2013 Main points Have a look at children
More informationChild and parent perspective of effective and ineffective therapeutic alliance during treatment for stuttering
University of Iowa Honors Theses University of Iowa Honors Program Spring 2017 Child and parent perspective of effective and ineffective therapeutic alliance during treatment for stuttering Mallory Carr
More informationCHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE AMERICAN SIGN LANGUAGE 1
CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE AMERICAN SIGN LANGUAGE 1 Course Number 5716 Department Elective Length of Course One (1) year/two (2) semesters Grade Level 9-12 Prerequisite None
More informationOne week program of activities. Aimed at AS-Level Psychology students. Takes place in July, after AS-Level exams
samantha.rowbotham@manchester.ac.uk SPS-OUTREACHGROUP@listserv.manchester.ac.uk One week program of activities Aimed at AS-Level Psychology students Takes place in July, after AS-Level exams Intended to
More informationSpring Classes At A Glance
? Spring 2019 @ Venado Middle School WHAT IS THE ACE PROGRAM AND WHAT ARE ACE CLASSES? The ACE Program (Afterschool Classroom Enrichment) is a program sponsored by IPSF (Irvine Public Schools Foundation)
More informationImperial Festival Evaluation Highlights
Imperial Festival 2017 Evaluation Highlights July 2017 Imperial Festival is an annual event held by Imperial College London. Described on the Imperial website as a weekend dedicated to sharing the best
More informationSupporting Volunteers. Ruth Bowen Volunteer Development Manager Bield Housing & Care
Supporting Volunteers Ruth Bowen Volunteer Development Manager Bield Housing & Care Introduction Why volunteer? Impact on service users How do we involve volunteers? Challenges for the future Why volunteer?
More informationP O D C A S T Transcript. Dr. Gary Small. Author of 2 Weeks to a Younger Brain
P O D C A S T Transcript Dr. Gary Small Author of 2 Weeks to a Younger Brain Dr. Small, what is your first memory of being interested in the subject of memory? Well, I think I got interested in it when
More informationPlacement Checklist for Children Who Are Deaf/Hard of Hearing
Placement Checklist for Children Who Are Deaf/Hard of Hearing The purpose of this checklist is to guide considerations and decisions related to placement for children who are Deaf or Hard of Hearing for
More informationHandout #1 Autism-Friendly Programming: WHY? HOW? Prepared for the 2014 Texas Library Association Conference
Handout #1 Autism-Friendly Programming: WHY? HOW? Prepared for the 2014 Texas Library Association Conference Background: WHAT is Autism?? It s Neurobiological DSM-5 Definition: Autism Spectrum Disorder
More informationTeamTalk. good CAMP T.J. Tell us something. Thank you JULY 21, Submitted by: Shara Page, Rehab Director
TeamTalk Tell us something good l CAMP T.J. Submitted by: Shara Page, Rehab Director JULY 21, 2015 l Another awesome year for C.A.M.P. TJ in the books; every year is one that makes a special mark on the
More informationAccessible Computing Research for Users who are Deaf and Hard of Hearing (DHH)
Accessible Computing Research for Users who are Deaf and Hard of Hearing (DHH) Matt Huenerfauth Raja Kushalnagar Rochester Institute of Technology DHH Auditory Issues Links Accents/Intonation Listening
More informationInterdisciplinary Collaboration: How Does it Work? A Panel Presentation Early Hearing Detection and Intervention Meeting 2016 San Diego, CA
Interdisciplinary Collaboration: How Does it Work? A Panel Presentation Early Hearing Detection and Intervention Meeting 2016 San Diego, CA Presentation Agenda Introduction of Panelists Why Interdisciplinary
More informationResults and analysis of
Results and analysis of Champion Dads Group (CDG) Leaders Survey 2016 Final Report June 2017 1 Contents Introduction... 3 Highlights... 3 Method... 4 Engagement... 5 1. How many men were engaged in the
More informationOverseen by: Prof. Judy Freedman Fask, College of the Holy Cross
Interviewee: Claire Constantin Interviewer: Pat Doherty Interpreter: Betty Filipkowski Date of Interview: March 6, 2008 Transcriber: Victoria Iannazzo Overseen by: Prof. Judy Freedman Fask, College of
More informationChildren under 6 who have Dysfluent Speech (Stammering/Stuttering).
Patient Information Leaflet Children under 6 who have Dysfluent Speech (Stammering/Stuttering). Information for parents, teachers and carers For more information, please contact Speech & Language Therapy
More information2018 Impact Report IGNITING LOCAL LOVE
2018 Impact Report IGNITING LOCAL LOVE When Jayce s kids fell behind in reading, United Way s Summer Success Literacy camps helped them improve their skills - and their confidence. When I learned that
More informationCategory Communication Deaf/Hard of Hearing
Category Communication Deaf/Hard of Hearing MINISTRY OF EDUCATION DEFINITION An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory
More informationDeveloping Early Intervention Programs that Foster Social-Emotional Learning
Developing Early Intervention Programs that Foster Social-Emotional Learning Amanda P. Wittman, M.A., CCC-SLP Nancy K. Mellon, M.S. The River School, Washington D.C. Disclaimer I am a full-time employee
More informationEnglish for living in the UK. The Cervical Smear
English for living in the UK The Cervical Smear At a glance... Objective This class is aimed at teaching new arrivals to the UK about the need for cervical screening and to reduce the anxiety a smear test
More informationThis week s issue: UNIT Word Generation. conceive unethical benefit detect rationalize
Word Generation This week s issue: We all know the story about George Washington s honesty. As a little boy George chopped down a cherry tree with his shiny new axe. When confronted by his father he immediately
More informationCreating a Program of Family-Focused Web based Resources
Creating a Program of Family-Focused Web based Resources Betsy Kammerer, PhD Terrell Clark, PhD Garland Waller, MA Greg Licameli, MD Harvard Medical School Children s Hospital Boston Sources of Information
More information3 RD FORM EXTRA PRACTICE 7 HEALTH PROBLEMS
3 RD FORM EXTRA PRACTICE 7 HEALTH PROBLEMS http://www.englishexercises.org/makeagame/viewgame.asp?id=7131 http://www.englishexercises.org/makeagame/viewgame.asp?id=5978 1- Complete the crossword puzzle.
More information