| Sunday Full Day Sessions |
IDEA and Advocacy Learning Session
View Abstract ▼
What makes a parent a successful advocate for their child who is deaf/HOH? What helps a provider successfully advocate for their student? Legal protection is available for parents of children with disabilities; sadly not all parents are aware of it. This presentation offers both parents and professionals the basics to successfully work with schools for their child’s educational future. Protection of the parent/school relationship is the most important aspect of successfully advocating for a child with disabilities. Professionals can easily educate parents in this model of parent/school relationship building without jeopardizing their position. IDEA protects parents; it’s up to the parents to protect their relationship with school personnel. In this session participants will have the opportunity to rewrite sections of the IEP that have missing pieces. Firsthand examples will be provided throughout the session from an advocate who has been teaching this session and advocating for students for over 15 years, beginning with her new 21-year-old daughter.
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Sunday, 3/5
9:00 am - 3:00
(1 hour lunch break) |
Real-Time Embedded Coaching, Helping Caregivers Help Their Children
View Abstract ▼
This course will provide coaching techniques for professionals working with parents and caregivers of children who are deaf or hard of hearing. Under the practices of IDEA it is suggested that support provided to families accessing Part C, Early Intervention, services should include a coaching model that uses a combination of “demonstration” and “return demonstration.”
Real-time embedded coaching is a term applied to coaching a caregiver and providing suggestions, while he/she is engaged in an activity with a child rather than waiting until after the activity is over. The early interventionist is providing support to that caregiver in real time by making comments and suggestions throughout the activity. By doing so, the parent or primary caregiver is able to adjust his/her technique and incorporate suggestions immediately and thereby immediately see the impact of the suggestion. This also gives the coach an opportunity to verify for the caregiver what he/she is doing well and ensure the caregiver has understood the coach’s explanations and expectations. By watching the caregiver conduct the activity and implement the suggestions, the coach becomes immediately informed of what further modifications/suggestions are needed.
Real-time embedded coaching, although very effective, requires the use of specific knowledge and techniques of the early interventionist. Many early interventionists shy away from using real-time embedded coaching during the return demonstration aspect of a parent-infant session, perhaps because they do not have the confidence or knowledge of the skills required to implement it. This course will describe “embedded coaching” during return demonstration, which has been found to be extremely effective in accelerating parents’ progress in acquiring skill in working with their children.
All of the strategies and techniques provided throughout this session may be applied to working with families who have chosen Listening and Spoken Language or Sign Language.
This presentation will describe for the participants, through lecture, discussion, video tape and video analysis, and interactive activities how to effectively implement return demonstration and real-time embedded coaching.
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Sunday, 3/5
9:00 am - 3:00
(1 hour lunch break) |
| Sunday Afternoon Sessions |
Maximizing Auditory Access for Children with Hearing Loss
View Abstract ▼
For children to learn successfully using audition, it is essential that technology is performing optimally. The goal of technology is to provide access to auditory information so the child can use listening for the development of speech and language. We cannot assume that because children are wearing hearing aids, Baha’s, or cochlear implants, that they are hearing well. Only by careful evaluation can we determine if a child has sufficient auditory access. This presentation will discuss what to look for in an audiological evaluation; how to determine if speech perception is sufficient. The role of the LMH test and other speech perception tests will be discussed and video's will be used to demonstrate testing.
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Sunday, 3/5
1:30 pm - 3:30 pm |
Creating Meaning Together: Understanding EI from a Social Model
View Abstract ▼
How we understand the world around us is a complex combination of many influencing factors. Some factors are internal: senses, emotions, mental and physical abilities. Some factors are external: people, policies, language, media. These influences combine to help us create meaning. As early intervention professionals and parents, together we form ideas about what being DHH means for each of our children. Holler et al. (2021) talked in their study with occupational therapists about how understanding a social model of disability impacted their practice. They found that having this understanding leads to more positive perceptions of disability, more “everyday” application of services, and a focus on ability. As early intervention professionals, we strive to meet the best practice guidelines including using everyday routines and supporting families where they are. The 2013 Joint Committee on Infant Hearing (JCIH) supplement to the 2007 position statement includes a goal regarding training for EI providers. Goal 3 states that EI professionals should have “qualifications and core knowledge and skills to optimize the child’s development and child/family well-being" (p.1328). This instructional session will provide opportunities for each of us, in our varied roles, to better understand how a social model perspective can help us meet those guidelines. As a group, our session goals are to:
Begin to understand the social construction model
Reflect on our beliefs about disability/deafness
Reflect on how we participate in constructing disability/deafness with families
Examine barriers in early intervention systems
Brainstorm what we can do to improve our personal practice
There will be assorted opportunities provided to learn throughout this session. Small group discussion, personal reflection, and large group discussion. Upon completion of the session, each participant should have some concrete ideas for how a social model understanding can improve their interactions with families and encourage best practice in their area.
Holler, R., Chemla, I., & Maeir, A. (2021). Disability orientation of occupational therapy practitioners in physical rehabilitation settings: Tension between medical and social models in theory and practice. American Journal of Occupational Therapy, 75, 7504180010. https://doi.org/10.5014/ajot.2021.042986
Joint Committee on Infant Hearing. (2013). Supplement to the JCIH 2007 position statement: Principles and guidelines for intervention after confirmation that a child is deaf or hard of hearing. Pediatrics, 131(4), e1324-1349. https://doi.org/10.1542/peds.2013-0008
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Sunday, 3/5
1:00 pm - 4:00 pm |
Using Mindful Play, Storytime and Movement to Improve Outcomes for Deaf/HH Children
View Abstract ▼
Mindful play, storytime and movement have been shown to benefit children, physically, mentally, emotionally, and socially- especially those children from birth to age 5. There has been scientific evidence made in terms of mindful movement, especially expressive movement (such as tummy time, baby and toddler yoga, music and art) and the potentially positive impacts that these have on the brain and body in terms of proprioception, interoception, visual stimulation and vestibular stimulation. This session will include examples of mindful play, storytime and movement tools caregivers, teachers or Early Intervention staff can use anywhere --- at home, at school, at the park. These tools can help to increase early language development, access to sound, and increase bonding between child and caregiver(s) in an accessible and inclusive environment. Participants will come away with tangible tools that reinforce mindful play, storytime, and mindful movement. As a parent of a little one who was born with sensorineural, bilateral moderate-severe hearing loss, I have used these tools to create links for my own child’s development. Subsequently, I began working with caregivers and their little ones in private settings, daycares, school environments, head start programs, and early intervention settings to bring these tools to families to use on their own. I have been able to successfully work in this field for the last 10 years, and I look forward to sharing this meaningful work with participants.
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Sunday, 3/5
1:00 pm - 3:00 pm |
When the Going Gets Tough... Think Sustainability
View Abstract ▼
The EHDI System has done an excellent job of setting strong goals in 1-3-6, ensuring family and DHH involvement, and working towards diversity, equity, and inclusion.
Goals, however, can only truly be achieved with strong sustainability efforts over time. Leaders often find themselves putting out daily fires and juggling demanding tasks without taking the time and opportunity to lead efforts that will be sustained despite obstacles that we all face. Projects and programs often face an untimely end, due to inability of leaders to ensure that sustainability measures are put in place.
Sustainability can be achieved, even through unexpected systemic impacts (i.e., COVID), changes in funding, changes in personnel and organizational relationships. Systems improvement can be achieved when organizations and stakeholders focus on sustainability efforts. Incorporating viable practices into an organization/agency can be transformational for short- and long-term success. Stakeholders across the board—parent leaders, EHDI coordinators, D/HH Leaders, and others—will be ready to respond more quickly, more efficiently, and more successfully to the ongoing challenges posed in the complexity of systems building when capacity and sustainability efforts are incorporated into daily practices.
This interactive session will provide key strategies and practical insights to ensure sustainability over time, focusing on the positive impacts of 1) mentoring/coaching 2) avoiding burnout 3) preparing for inevitable transitions in personnel (succession planning).
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Sunday, 3/5
1:00 pm - 4:00 pm |
Developing a Coordinated Statewide System of Earliest Interactions for Families: A Family-Centered Cyclical Approach
View Abstract ▼
Maine has a unique collaborative, coordinated EHDI system that has evolved over many years. The development of this system required relationship building, thoughtful planning, coordination, and continuous reflection. Establishing open communication and meaningful partnerships between key agencies have laid the foundation for families to embrace their early journey with the support and guidance of professionals throughout the state that are interconnected. Empowering families, this process encourages early interaction, discussion, questioning, and informed decision-making with a family-centered early intervention focus that pivots when needed throughout the family experience.
Come learn how to build a collaborative statewide system that integrates the critical importance of early interactions and foundations of language followed by a process of exploration of language and communication opportunities (ELCO). The ELCO process encourages families to recognize the importance of early attachment while moving through the process of initial decision-making with the support and guidance of other parents of children who are deaf or hard of hearing, Deaf and hard of hearing adults, early intervention specialists, audiologists, and pediatricians. Presenters will share how continuous reflection on the success of the approach as well as clear communication and shifting as needed is imperative to the evolution of a successful statewide system for families of Deaf and hard of hearing children.
Bring your state’s key stakeholders and join us for an informational and interactive session where presenters will share strategies for developing one statewide system of support. Participants will reflect on their own state system and will be guided in the creation of an action plan leading towards the development of a statewide coordinated family-centered system.
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Sunday, 3/5
1:00 pm - 4:00 pm |
Building Connections and Supporting Learning with Infants & Toddlers who have Complex Needs Including Deafblindness
View Abstract ▼
Deafblindness is a low incidence disability, and unique, specialized knowledge and skills are required to support the needs of these infants and toddlers. As a result, many families and professionals may need to adjust or reframe their understanding of child development to best support the needs of these children. The practices used with children who are deafblind can also be implemented with children who have complex, multiple needs including limited motor and communication skills. Because deafblindness typically limits a child’s ability to take in and process information, they often do not learn incidentally. Families and practitioners must use intentional, well-planned strategies to help children learn through their best modality, and they must also provide appropriate accommodations to help the child learn through daily routines. Building a trusting relationship with infants and toddlers from this population is the first step in being a bridge to the world around them. By empowering them to use their hands as their eyes and ears, the child will better be able to connect, process, and interact. Once a trusting relationship is built, the child, family, and trusted individuals can move forward together.
This session will provide evidence-based practice strategies highlighted in the National Center on Deaf-Blindness’ Practice Guides. These practices will increase the ability of professionals to collaborate with families to meet the unique needs of these children and of the family when creating daily routines with their child.
Additionally, this session will present strategies and resources to help families and practitioners reframe their thinking about working with children who are deafblind and/or have significant support needs. The approaches presented will focus on increasing knowledge of foundational skills that support access, active engagement, and connection. By taking stock of the foundational skills they have, attendees of this session will draw on their unique strengths and knowledge to identify ways they can embed these strategies into existing activities to enhance learning and engagement. The session will contain a presentation on evidence-based practices, examples, and active discussion. By using the evidence-based practices presented, providers and families can promote positive outcomes for children with complex needs, including deafblindness.
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Sunday, 3/5
1:00 pm - 4:00
(1 hour lunch break) |
| Wednesday Sessions |
Reframing Challenges as Opportunities in Family-Centered Early Intervention
View Abstract ▼
Through family-centered early intervention, practitioners build on family strengths, attend to family needs and priorities, while observing interactions, modeling strategies to enhance communication, and guiding caregivers through reflection and joint planning to focus on additional opportunities to enhance caregiver-child communication. In this model of family-centered practice, we meet families where they are. While the presence of hearing loss or a hearing difference in one or members of the family unit can be a unique feature of a family, it is often not the only aspect or dimension that influences the family system. An intersection of hearing loss AND other child or family related factors can have a multiplicative, rather than just an additive effect. Preparing a workforce that is equipped with knowledge, skills, and dispositions to work with diverse families is a priority. This instructional session will focus on three child and family factors that are commonly encountered by early interventionists and often considered to be “challenging” cases.
One factor that will be addressed is the presence of multiple home languages or a home language other than the majority language. Working with families who are bilingual or multilingual can seem challenging to a workforce that is primarily monolingual. Access to fluent language models, ideally, models who are using the language of the home and heart can facilitate a strong connection between the child caregiver as well as language development. Understanding the “language landscape” of the child and family’s communication opportunities is the first step to determining an effective intervention plan.
Another factor that will be addressed is the diagnosis of an additional disability. Learners who are deaf with an accompanying disability face varied communication and language skills. Practitioners will need to utilize thoughtfully selected assessments, in combination with intentional collaborative practices with caregivers and a team of professionals, to determine the nature and impact of deafness and/or disability and ultimately, to implement the most effective intervention practices which meet the needs of each child’s unique learning profile.
Finally, the experience of trauma or adversity by the child or the caregivers, including substance abuse, mental illness or incarceration of family members, parental separation or divorce, separation from parents, or domestic violence, eg., can have long-term negative impacts on children across developmental areas. Yet, the negative impacts of early adversity can be mitigated when children have strong attachments with positive and caring adults.
In this instructional session, the presenters will share current state of knowledge and evidence-based practices related to addressing the potentially negative impact of these factors. A variety of case studies that include these factors will be shared with the participants. A case analysis framework will be shared as a tool to help attendees evaluate the strengths and needs of the particular cases. Participants will work in small groups to identify an intervention plan keeping in mind the contribution of these factors. By the end of the instructional session, participants will have tools and information to reframe working with “challenging” cases as opportunities for authentic family-centered early intervention.
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Wednesday, 3/8
8:30 am - 11:30 am |
How EHDI service providers can facilitate the best outcomes in young children who are deaf/hard of hearing across the continuum of hearing technologies
View Abstract ▼
Early identification of hearing loss and early intervention services form a family’s first experience with an infant or young child who is deaf/hard of hearing. Service providers in the Early Hearing Detection and Intervention (EHDI) system not only need to provide accurate and timely diagnosis of hearing loss, but also maintain open communication with families about the continuum of hearing healthcare. Early conversations about hearing technology may begin with hearing aids, but parents also should understand that cochlear implants may become a viable option to afford their child adequate and appropriate access to speech. The decision to consider candidacy for cochlear implantation relies not only on audiologic and medical criteria, but also a child’s skill progression and quality of life with appropriately fit hearing aids. EHDI service providers should understand the current recommendations for pediatric cochlear implantation based on the pillars of evidence-based practice: Research evidence, clinician’s expertise, and client’s preferences and goals.
This session will use an interactive format to pose a question to the audience, query their responses, then use evidence-based research and best clinical practices to guide learning. Topics will explore key topics that parents grapple with when considering cochlear implantation for their child, including but not limited to (a) candidacy determination for children younger than 6 months of age; (b) surgical risks for children younger than 9 months of age; and (c) the relevance of implantation age for speech, language, hearing, and psychosocial outcomes.
A team of professionals must monitor consistently the progress of a child who is deaf/hard of hearing to ensure they make month-over-month progress in communication realms. Engaging EHDI service providers in the quest for a continuum of hearing technology rather than viewing cochlear implants as a last resort will ease the transition of families from hearing aids to cochlear implants. In turn, this will allow children who are deaf/hard of hearing to maintain acquisition of speech, language, and hearing skills and foster development of positive mental and social well-being.
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Wednesday, 3/8
9:00 am - 11:00 am |
Signing Exact English: What? Why? How?
View Abstract ▼
Signing Exact English is a widely misunderstood and therefore an underused or potentially misused tool that can help support deaf and hard of hearing students with a variety of backgrounds and needs. This presentation will explain what Signing Exact English
(S.E.E.) is to parents and professionals who don’t know and clarify what it is to those who do. Next we will describe why S.E.E. is used, why it should be an option for all families to explore with their child’s education and why we want to educate parents and professionals about the outcomes in this type of language development model. In addition, examples and framework will be given on how S.E.E. can be used alone, or in conjunction with a listening and spoken language approach to facilitate English literacy skills. Finally, we will explain the concept of “marriage” between S.E.E. and ASL for deaf/hard of hearing children and their families and how essential this concept is for long term success.
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Wednesday, 3/8
9:00 am - 11:30 am |
Using the D-LEAT to Collect DHH Children's Language Histories: A Hands-On Workshop
View Abstract ▼
According to the Joint Committee on Infant Hearing, the primary goal of the EHDI system is to facilitate language acquisition in deaf and hard-of-hearing (DHH) children. This is reflected in the CDC’s investment in a technical assistance center to help state EHDI programs monitor language outcomes. A crucial question for both EHDI systems and service providers concerns predictors of language outcomes. Regrettably, no state EHDI programs are currently tracking what is arguably the single most powerful predictor of language outcomes: access to language input. This is also a critical gap in most early intervention services. Therefore, the primary goal of this presentation is to introduce a method for characterizing a DHH child’s early access to language input, by using the DHH Language Exposure Assessment Tool (D-LEAT; Hall & De Anda, 2021, JSLHR). The structure of the workshop is described below. Participants are strongly encouraged to bring laptops.
Part 1 (60 min) reviews foundational concepts including what a language access profile is, how it differs from “communication mode”, the distinction between language exposure and language access, and the different categories of communicative input that the D-LEAT uses. Learning is assessed with two quizzes, and followed by discussion and a short (5 minute) break.
Part 2 (90 min) reviews the D-LEAT administration protocol and plays a recording of an example interview. (Example interviews are available in both English and ASL.) Learning is assessed with another short quiz, followed by discussion.
Long (meal?) break: 75 min
Part 3 (75 min) steps through the technical features of the D-LEAT spreadsheet, which is provided to participants at this point. Participants then follow along with another example interview (in English or ASL), to practice using the spreadsheet to enter responses, allowing time for troubleshooting and discussion. Learning is assessed by comparing the profile on the participants’ spreadsheets to the profile on the presenter’s spreadsheet. A brief (5 minute) break follows.
Part 4 (60 min) focuses on implementation, featuring comments from service providers and program administrators who have begun to incorporate the D-LEAT into their work with DHH children in EHDI-relevant contexts. In lieu of a learning assessment, participants have the opportunity to create an action plan to identify their next steps, followed by some closing remarks.
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Wednesday, 3/8
9:00 am - 4:00
(1 hour lunch break) |
Instructional Sessions are included in the EHDI Annual Conference for sessions/topics that do not fit into the standard breakout session format. Consider proposing an Instructional Session only if one or more of these considerations apply:
Proposals will be considered, reviewed, and selected by the 2023 EHDI Annual Conference Planning Committee and the EHDI Conference Co-Organizers. Criteria for selecting Instructional Sessions will align with the broader abstract submission criteria.
Instructional Session abstracts will be reviewed and scored according to the following criteria by the EHDI Conference Planning Committee:
Ohio Valley Voices
Ohio Valley Voices (OVV) is an early intervention program located in Southwest Ohio that teaches children with hearing loss to listen and speak through the use of hearing aids and cochlear implants. Ohio Valley Voices provides a parent-infant and toddler program which serve children aged birth to 3. We are licensed by the Ohio Department of Education for our academic programs. The majority of Ohio Valley Voices' staff are certified Listening and Spoken Language Specialists. Ohio Valley Voices has a full audiology clinic that provides for all aspects of pediatric audiology. We believe that every child has the right to communicate. By offering a data-driven curriculum in a nurturing, language-enriched setting, our team of specialists gives children the tools they need to talk and reach their full potential.
The OVV tour will give participants the opportunity to observe our listening and spoken language classrooms and academic classrooms. Participants will have a full tour of our audiology clinic. Participants will hear about Ohio Valley Voices' data outcomes, and will have the opportunity to ask questions. Attendees on this field trip will be required to wear a mask during the field trip for the safety of our children/students, staff, and attendees.
| Tentative Schedule |
| Depart Duke |
8:00 am |
| Arrival at OVV |
8:45 am - 9:00 am |
| Brief Introduction of OVV and programming |
9:00 am - 9:20 am |
| Tours/Classroom Observations |
9:20 am - 9:40 am |
| Q & A and wrap up |
9:45 am - 10:00 am |
| Departure |
10:00 am |
St. Rita School for the Deaf - SRSD
St. Rita School for the Deaf has been existence since 1915 and is just north of downtown Cincinnati. St. Rita has a rich history for educating deaf and hard of hearing children from preschool-12th grade. The school promotes a language-rich academic environment through American Sign Language, sign and voice, communication devices, visual supports, print rich resources and technology. With small class sizes, individualized instruction, and direct communication, students have access to Licensed Intervention Specialists, Licensed teachers of the Deaf and Hard of Hearing during the school day as well as a Related Services team that includes 5 Speech and Language Pathologists and an Audiologist. St. Rita School for the Deaf strives to provide a solid education in standard academic courses, auxiliary and remedial aid, as well as, offers a variety of extra-curricular activities, vocational, on the job experiences and social activities for all students.
A tour of the campus and variety of classroom settings will be offered to experience the unique programming offered at St. Rita School for the Deaf. Attendees on this field trip will be required to wear a mask during the field trip for the safety of our children/students, staff, and attendees.
| Tentative Schedule |
| Arrival at SRSD |
10:45 am - 11:00 am |
| Brief Introduction of SRSD and programming |
11:00 am - 11:10 am |
| Campus Tours/Classroom/Clinic |
11:10 am - 11:40 am |
| Q & A and wrap up |
11:45 am - 12:00 pm |
| Departure |
12:00 pm |
| Arrive at Duke |
12:30 pm |
OVV: 22 miles from Duke Energy Convention Center
SRSD: 15 miles from Duke Energy Convention Center
OVV to SRSD: 14 miles between
*This field trip allows for a maximum number of 25 attendees.
Cincinnati Children's Hospital Medical Center programs for Deaf and Hard-of-Hearing Children
Special Emphasis on Interdisciplinary Care for Children with Additional Disabilities
Participants will visit Cincinnati Children's Hospital Medical Center (cincinnatichildrens.org), a nonprofit academic medical center established in 1883, one of the oldest and most distinguished pediatric hospitals in the United States. CCHMC is in the top 3 in the nation in NIH grants/funding for pediatric research, and top 4 in the nation among all Honor Roll hospitals in the U.S. News & World Report's 2021-22 Best Children's Hospitals. Programs at CCHMC serving deaf and hard of hearing children include the Communication Sciences Research Center (CSRC), an interdisciplinary group of clinical scientists focused on hearing, speech, language and literacy research in children. The Center is integrated with Clinical Audiology and Speech-Language Pathology, which each have among the largest clinical departments serving deaf and hard of hearing children in the U.S. The Cincinnati Leadership Education in Neurodevelopmental and related Disabilities (LEND) program is part of a national network of 52 LEND programs across the country, funded by the Maternal and Child Health Bureau of the federal government. LEND programs share the same overall mission of improving the health of infants, children and adolescents with, or at risk for, neurodevelopmental and related disabilities, including hearing loss and other disabilities (Autism, Down syndrome, cerebral palsy and other causes of developmental delay).
Participants will tour research labs and interdisciplinary clinical facilities serving children with hearing loss, with a special focus on children with additional disabilities. You will have the opportunity to view hands-on demonstrations and specialized research and clinical centers including MRI, EEG, Audiology, Speech-Language, Physical Therapy and Occupational Therapy. Tours will be led by faculty and staff from the CSRC, Audiology and LEND programs.
- Children's Auditory Research Lab, Early detection of hearing and speech-language in preterm infants, funded by NIH
- Listening Lab, Auditory Processing and Autism studies, funded by NIH and Autism Speaks
- Technology Assisted Language Intervention (TALI) study, funded by NIH
- Audiology Clinic, Cochlear Implant program and Care Coordination for Children and Families
- LEND Program, Developmental Behavioral Assessment and Treatment
- LEND Program, Physical, Occupational, Speech-Language Therapy
- Rubenstein Family Library
| Tentative Schedule |
| Depart Duke |
8:30 am |
| Arrival at UC/CCHMC |
8:45 am |
| Brief Introduction of Clinical and Research Site |
9:00 am - 9:20 am |
| Break |
9:20 am - 9:30 am |
| Tour |
9:30 am - 11:30 am |
| Summary/Wrap up |
11:45 am - 12:00 pm |
| Departure |
12:00 pm |
| Arrive at Duke Energy |
12:30 pm |
CCHMC: 22 miles from Duke Energy Convention Center
*This field trip requires a minimum number of 12 attendees for it to occur and allows for a maximum number of 48 attendees.
