Financial Disclosure 3/22/2018

Transcription

1 Financial Disclosure Employed by: The Laurent Clerc National Deaf Education Center, Gallaudet University My travel costs have been covered by Missouri Speech and Hearing Association No other relevant financial relationship Laurent Clerc National Deaf Education Center Mary Ann Kinsella-Meier Project Manager ASL Standards Webcasts Theory of Mind 1

2 What the Eyes Reveal About the Brain Early Literacy PUBLIC INPUT Nationwide Survey Informs the development of new national resources & Provides a summary for program development, planning, and support Early Intervention Network: Supporting Linguistic Competence for Children Who are Deaf or Hard of Hearing Five Factors 1. Planning for language and communication development should be individualized and systematically guided by ongoing assessment and monitoring. 2. A collaborative, ongoing process should be used to explore modalities, technologies, and strategies to support the development of linguistic competence. IFSP 3. Early exposure to accessible language through sign is beneficial to language acquisition. 4. Early fitting of amplification and ongoing monitoring of its effectiveness are integral to selecting communication strategies to facilitate language development 5. Direct and daily access to language and communication is essential to facilitating each child's language and communication development. 2

3 Evidence Recommended Practices Program Highlight IFSP 3

4 Screenings are great but. How many of us Struggle with supporting parents in the early phases of the EI process? Work with early interventionists who haven t had a lot of experience or training with deaf/hh infants and toddlers? Would like ideas to support the intervention work? Regardless of modality Focus is on the whole child, the family, and language access Setting Language in Motion: Family Supports and Early Intervention for Babies Who are Deaf or Hard of Hearing Module 1: Early Identification: Newborn/Infant Hearing Screening and Evaluation and the Importance of Ensuring Early Access to Language Module 1: rule of the Universal Newborn Hearing Screening process Keys to achieving language Developmental milestones. Module 1: handouts & links 4

5 Module 1: Activity Guide for Early Intervention Professionals Module 1: Activity Guide Module 2 - Understanding Hearing: How the Ear Works and How to Test Hearing in Infants Module 2: how the ear works, Audiologic testing for infants and young children How to understand an audiogram and how this relates to language development Module 2 handouts & links Module 2 Searchable content 5

6 Module 2: Activity Module 3 Hearing Aids Module 3: Review of hearing aid features/options and types recommended for young children Video on how to do a listening check and care for the hearing aid Tips on how to encourage a child's hearing aid use and language exposure Module 3 handouts & links Module 3 Searchable content Module 3 Activity Guide 6

7 Module 3 Activity Module 4 Language Learning Through Sign Module 4: Discussion of the benefits of signing for all babies Suggestions on how to communicate through sign with a baby ASL as a primary language Discussion how sign language and speech development can co-exist Tips on how to learn sign language Module 4 Handouts & links Module 4 Searchable content Module 4 Activity Guide 7

8 Module 4 Activity Module 5 Cochlear Implants Module 5: learn about the audiologic criteria for cochlear implantation see how a cochlear implant works develop an understanding of the surgical procedure learn about the activation process and appropriate expectations learn about the factors that impact a positive outcome Module 5 Handouts & links Module 5 Searchable Content Module 5 Activity Guide 8

9 Module 5 Activity Module 6Module 6 Module 6 Communication & Language in the Home Module 6: Building a strong language foundation through responsive modeling Sharing techniques and strategies that foster language growth Provides a step-by-step approach to building communication skills Tips on supporting a child with access to sound Tips on supporting a child with access to visual language Module 6 Handouts & links Module 6 Searchable content Module 6 Activity Guide 9

10 Module 7: Module 7 Family Supports Develop an understanding of the various reactions and range of feelings families experience Learn about the benefits of journaling and the positive impact on families Develop an understanding of the various parenting styles Review tips provided for parents and caregivers Review tips for early intervention service providers Module 7 Handouts & links Module 7 Searchable content What does Setting Language in Motion offer? Module 7 Activity Guide A comprehensive, intentional, and thoughtful approach to early identification, early intervention with a focus on language access. Offers this in three languages Provides downloadable pdf s Contains videos for instruction Diverse Parent interviews Provides teaching guides and innovative ideas for early intervention implementation. 10

11 Thank you! Questions? Feedback? Visit our website:

12 Setting Language in Motion: Activity Guide Activity 6.1 Responsive Language Modeling Module 6: Promoting Communication in the Home Section: Responsive Language Modeling Activity 6.1: Using Coaching Techniques to Support Families in Exploring How to Facilitate Their Child s Language and Communication A. Review with families the following concepts described in Module 6 related to responsive language modeling: Describe what the child is doing. Respond immediately to the child s needs. Recognize the child is making communication attempts. Focus on building comprehension. Set high language expectations. Expose the child to natural language using real-life communication exchanges. Add to the discussion using the Tips for Language Modeling and Language Stimulation handout from this module. B. Observe the family during natural play to see what they do and how they communicate. Include the following coaching techniques: Point out what the family is already doing to support the strategy (e.g., I noticed that you made sure you were in front of Maria and she could see your face and hands when you were playing. That was great! ).

13 Setting Language in Motion: Activity Guide Activity 6.1 Responsive Language Modeling Point out missed opportunities to include a strategy (e.g., That would have been a perfect time to show Max the sign for hungry. ). Be encouraging and give parents lots of positive feedback. Some parents may feel selfconscious in practicing these strategies. Encourage parents to practice the technique during the week before your next home visit. Obtain feedback from the family about what worked or did not work for them in implementing a strategy. Find out what they learned while practicing a strategy with their child. Add to the discussion using the handout from this module, Tips for Interacting with a Baby Who is Deaf or Hard of Hearing. C. Every family is unique. Think about each family individually and build upon their strengths. Ask the family to show you typical daily activities in their home. Take time to understand how this family and their relationships work. Ask respectful questions to learn about what is appropriate and comfortable for this family. Be creative in providing families with ideas on how to incorporate responsive modeling strategies while still honoring any unique cultural practices and values of the family. D. For families who speak a language other than English: Have an interpreter available to translate both the child s utterances and the parents responses. It makes coaching easier when you can understand what the family is doing. Encourage the family to use similar techniques in their native language. Additional Resource: Closing the Gap When Working with Spanish-Speaking Populations (EHDI E-Book) Developed with Kimberly Leong 2

14 Setting Language in Motion: Family Supports and Early Intervention for Babies Who are Deaf or Hard of Hearing Communication Language Milestones The skills and milestones identified here are those that appear most often in research about early language development in children who are deaf or hard of hearing. This chart is not meant to be exhaustive but instead to highlight some of the critical milestones of language development. If there are any concerns about a baby s language development, his or her early intervention provider or pediatrician should be contacted. Receptive Skills Birth-6 months: Quiets and/or smiles when interactions occur Appears to recognize caregivers (and quiets if crying) Moves head in the direction of people Notices toys that are visually attractive Appears to attend to signed or spoken language Follows eye gaze Enjoys being held and/or cuddled Laughs when sees fingers approach to tickle Begins to respond to attention-getting behavior (e.g., waving, changes in vocalization, turning the lights on and off) 6-12 months: Enjoys games like Peek-a-Boo and Pat-a- Cake Responds to changes in facial expression Begins to recognize signs or speech for common items (e.g., more, cup, shoe, juice) Begins to respond to gestured or vocalized requests (e.g., Come here. ) Appears interested in the same items or objects as his or her parent(s) 1-2 years: Points to a few body parts when asked Follows simple commands and understands simple questions (e.g. Roll the ball. ; Where s your shoe? ) Attends to simple short stories Points to something when asked (e.g., Where s the dog? ) Recognizes own name Recognizes names of family members 2-3 years: MODULE FOUR Launching Communication and Language Through Sign Understands differences in meaning (e.g., go-stop, big-little, up-down) Follows two requests ( Get the book and put it on the table. ) Receptive vocabulary range (signed or spoken) >150 Understands how and when to take turns in a conversation Responds to questions (e.g., Who? ; What? ) Has some understanding of when things occurred (e.g., today, yesterday) Can identify and match colors when asked Enjoys stories and imitates the actions, facial expressions, movement, and other characteristics of characters from a story Expressive Skills Birth-6 months: Smiles at a familiar person Makes pleasure sounds (e.g., cooing) and/or plays with hands Cries differently for different needs

15 Shows excitement or displeasure through vocalizations, body movement, and/or facial expressions Looks attentively towards a person s face Smiles in the direction of people and shifts body or head to follow them 6-12 months: Babbling emerges via vocalization and hand gestures Uses hands to gesture or grasp and vocalizations to get and keep the attention of others Imitates handshapes or sounds Attempts to produce one- to two-word phrases although may not always be clear or accurate Waves goodbye at appropriate times Begins to mimic body language or the behavior of others Enjoys games like Peek-a-Boo and Pat-a- Cake Fixates on the face of the person talking to him or her Begins to produce single word utterances (e.g., more, milk) 1-2 years: Great monthly growth in expressive language Produces questions using one to two words (e.g., Where s blanket? ; What s that? ) Strings words together (e.g., More cookie. ; No juice. ; Mommy book. ) Attempts to produce responses to questions even if he or she doesn t have the words Responds to questions by pointing to objects in the environment Answers simple questions (e.g., Where? ; What? ) Spontaneously communicates wants and needs (e.g., sleepy, hungry, thirsty) 2-3 years: Attempts to label almost everything Spontaneously asks for or directs attention to objects by naming them Expressive vocabulary ranges between words Begins to describe items using adjectives (e.g., big, small, shiny) Requests help when needed Uses pronouns (e.g., he, she, it) Counts from 1-5 independently Names colors Begins to tell simple stories about present situations Milestones were compiled using these resources: American Speech-Language-Hearing Association, chart/ Andrews, J. F., Logan, R., & Phelan, J. G. (2008). Milestones for language development of speech, hearing and ASL. ADVANCE Healthcare Network for Speech & Hearing, 18(2), 16. Apel, K., & Masterson, J. (2012). Beyond baby talk: From speaking to spelling: A guide to language and literacy development for parents and caregivers. New York: Three Rivers Press. Meier, R. P., & Newport, E. L. (1990). Out of the hands of babes: On a possible sign advantage in language acquisition. Language, 66, Simms, L., Baker, S. M., & Clark, D. (2013). The standardized visual communication and sign language checklist for signing children. Sign Language Studies, 14(1), Please refer to the Module 4 video for more tips and information. Also, visit our websites at and Copyright 2015 by Laurent Clerc National Deaf Education Center, Gallaudet University; and Boston Children s Hospital. All rights reserved. The activities reported in this publication were supported by federal funding. Publication of these activities shall not imply approval or acceptance by the U.S. Department of Education of the findings, conclusions, or recommendations herein. Gallaudet University is an equal opportunity employer/educational institution, and does not discriminate on the basis of race, color, sex, national origin, religion, age, hearing status, disability, covered veteran status, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, political affiliation, source of income, place of business or residence, pregnancy, childbirth, or any other unlawful basis.

16 Setting Language in Motion: Family Supports and Early Intervention for Babies Who are Deaf or Hard of Hearing Tips for Interacting with a Baby Who is Deaf or Hard of Hearing Below is a summary of ideas to guide interaction to enhance language growth for babies who are deaf or hard of hearing. Get in the child s line of vision and make eye contact before beginning communication interactions. MODULE SIX Promoting Communication in the Home Denise Fournier Eng, M A, CCC- SLP Boston Children s Hospital Deaf and Hard of Hearing Program Animate your facial expressions to match the sound patterns of your voice. Gain the child s attention by either waiting until the child looks or by gently touching on the arm or shoulder or waving in the direction of the child s gaze. Respond to the child s voice, sounds, and laughter by changing your facial expressions or by imitating the child s expressions. When talking with the child, include visual supports such as natural gestures, pointing, miming, and demonstration.

17 Imitate the child s facial expressions, vocalizations, and gestures; let the child respond and then imitate his or her expressions again. When changing a diaper, show the child the diaper to let him or her know what is going to happen next. Do the same for a bath, changing clothes, meal time, etc. When the child wakes up in the morning or from a nap, let him or her know you are coming by turning on the hall lights as you approach and walking heavier to provide vibrational feedback. When you are entering the room, turn on a soft light. Consider using a stroller that lets the child face you so you can interact and connect visually. Make eye contact with the child and lightly touch him or her before picking the child up so he or she can anticipate the action. Look for toys that have both sound and visual effects (e.g., flashing lights along with songs). For Additional Resources Please refer to the Module 6 video for more tips and information as well as for additional resources. Also, visit our websites at and Copyright 2015 by Laurent Clerc National Deaf Education Center, Gallaudet University; and Boston Children s Hospital. All rights reserved. The activities reported in this publication were supported by federal funding. Publication of these activities shall not imply approval or acceptance by the U.S. Department of Education of the findings, conclusions, or recommendations herein. Gallaudet University is an equal opportunity employer/educational institution, and does not discriminate on the basis of race, color, sex, national origin, religion, age, hearing status, disability, covered veteran status, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, political affiliation, source of income, place of business or residence, pregnancy, childbirth, or any other unlawful basis.