15th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 13-15, 2016 • San Diego, CA
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3/13/2016 | 1:00 PM - 5:00 PM | Pacific Salon 1
Neurodevelopment of Language and Listening: Using What We Know about the Brain to Inform Clinical Practice
This session will foster an understanding of how to improve intervention for d/hh infants and toddlers using brain-based science. We will draw upon empirical findings, explain how they were used to arrive at suggested techniques for supporting the development of children with reduced hearing, and share specific recommendations that will be of use to professionals from a variety of backgrounds. We anticipate that this session will be of most use to experienced service providers who are willing to allow themselves to “think outside the box.”
The information presented in this session is the result of months of collaboration and thought-provoking discussion by a working group of 12 professionals with considerable expertise in working with d/hh children. Through this process, we have explored and incorporated the cognitive science that explains how the brain learns to make sense of language. Employing a brain-based approach to understanding these phenomena has allowed for professionals from different disciplines (including audiology, speech-language pathology, early childhood education, early intervention and psychology) to step outside of their traditional disciplinary boundaries. We have challenged each other to think more empirically and holistically about the roles that each service provider plays in helping children to develop. Through this process, we have examined and critiqued existing ideas within specific disciplines about how to help children with reduced hearing learn to listen and build their language and cognitive skills. Rather than accept widely held views within our fields, such as the “listening hierarchy” and “building blocks of language,” we have used our emerging understanding of the neuropsychological processes involved in making sense of language and comprehending information to anchor our discussions. This has allowed us to set aside disciplinary presumptions, and to consider how to adjust our models of intervention to align with how the brain actually learns.
- a. Identify a minimum of three facts about neurodevelopment that has implications for learning language
- b. Explain a minimum of two ways that understanding of neurodevelopment is important for professionals working with deaf and hard of hearing children.
- c. Describe a minimum of two ways in which current practice in their respective fields does not align with what is presently known about how the brain processes language.
Presentation:
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Handouts:
Handout is not Available
CART:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Amy Szarkowski
(Primary Presenter,POC), Boston Children's Hospital & Harvard Medical School, Amy.Szarkowski@childrens.harvard.edu;
Dr. Szarkowski is a Psychologist in the Deaf and Hard of Hearing Program at Boston Children's Hospital. Her work there involves conducting developmental and psychological assessments, providing support to Deaf and hard of hearing children and their families through short-term therapy, and advocating for appropriate supports and accommodations to meet childrens' needs. Dr. Szarkowski also holds an appointment as Instructor at Harvard Medical School, Department of Psychiatry. She teaches in the Deaf and Hard of Hearing Infants, Toddlers and Families Collaboration and Leadership program at Gallaudet University, as well as in the Eliot-Pearson Department of Child Study and Human Development at Tufts University.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Denise Eng
(Co-Presenter), Children's Hospital Boston, denise.eng@childrens.harvard.edu;
Denise Fournier Eng
Denise Fournier Eng, MA, CCC-SLP, a contributing author for this resource, is a speech-language clinician with the Deaf and Hard of Hearing Program of Boston Children’s Hospital and a member of the hospital’s Cochlear Implant Team. Mrs. Eng has worked in private school programs for deaf and hard of hearing children, public school settings, and in early intervention. She has taught in the deaf education master’s degree program at Boston University and at Framingham State College and Emerson College. Mrs. Eng has coordinated several partnerships in the community and with museums to support accessible opportunities for deaf and hard of hearing children and their families, created parent education programming and in-service training programs for public school personnel, and presented at numerous regional and national conferences.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Jill Grenon
(Co-Presenter), The Learning Center for the Deaf, Jill_Grenon@tlcdeaf.org;
Jill Grenon MA, CAGS, NCSP, is a School Psychologist at the Learning Center for the Deaf in Framingham, MA. She received a BA from the University of Rhode Island in Communication Studies with a concentration in Speech Pathology and Audiology. She also holds a Master's degree in Developmental Psychology and a CAGS in School Psychology with a Specialization in Deafness from Gallaudet College. Jill has worked in schools for the Deaf with children from birth to age 22 over the course of the last 30 years. Her work includes assessing the cognitive, linguistic, and emotional functioning of children of all ages, in addition to family and staff consultation. Jill’s work within a bilingual/bicultural school focuses on the commitment of TLC to give all deaf and hard-of-hearing children the earliest possible access to language by creating language-rich learning environments geared towards each child’s communication modality.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Nicole Salamy
(Co-Presenter), The Learning Center for the Deaf, nicole_salamy@tlcdeaf.org;
Nicole Salamy graduated with a Master of Science degree from Boston University. She has been a speech-language pathologist at The Learning Center for the Deaf in Framingham, MA for 14 years. Currently, Nicole is also the Support Services Coordinator working with a team of clinicians including speech-language pathologists, physical therapists and occupational therapists. Nicole's experience includes working with a variety of children with hearing loss, some who have hearing aids and cochlear implants and others who do not. Her clinical work also includes working with children who have apraxia of speech, cerebral palsy and autism spectrum disorder. She has enjoyed presenting at a variety of conferences throughout the country.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
No relevant nonfinancial relationship exist.
Robin Hough
(Co-Presenter), Beverly School for the Deaf, robinhough@cccbsd.org;
Robin Hough is coordinator for the Parent Infant Program at the Beverly School for the Deaf. She has worked in Early Intervention for the past 10 years. Prior to that, she worked as a special education teacher in a variety of settings serving hearing and Deaf/HH children. Some of those experiences include classroom teacher, residential director, camp director and group home
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.