2023 Early Hearing Detection & Intervention Conference
March 5-7, 2023 • Cincinnati, OH
3/07/2023 | 3:45 PM - 4:15 PM | Building pragmatics in early childhood: What, Why, and How | DECC 230/231
Building pragmatics in early childhood: What, Why, and How
Pragmatics, or the social use of language and understanding of social/contextual demands, can be an area of vulnerability for some deaf/hard of hearing (DHH) babies and toddlers. Even in the presence of solid overall language skills, the ability to navigate social situations and understand the demands of social contexts is reduced among many children who are DHH (Paul et al., 2020). This session brings together an adult who is DHH, a parent of a child who is DHH, and two psychologists to offer insights about pragmatic development based on recent research on pragmatics, developmental frameworks (Mood et al., 2020; Toe et al., 2020), and lived experiences (Young et al., 2020). The presentation will employ a strength-based lens, even as it highlights a challenging issue.
Research suggests that the foundation for pragmatics is laid quite early through ‘turn-taking’ (Kelly et al., 2020), through the use of gesture (Goldin-Meadow, 2020), as well as through caregiver-child exchanges (Yoshinaga-Itano et al., 2020). The relevance of pragmatic development, for families as well as professionals, will be emphasized (Szarkowski et al., 2020). After a brief foundation in the research, the presentation will focus on the relevance of pragmatics for caregivers and early intervention providers. It will highlight effective, real-life practices in promoting strong pragmatic abilities in early childhood among children who are DHH.
- 1. Define pragmatics, in their own signs or words, and indicate at least two reasons why this topic is important for young children who are DHH.
- 2. Share a minimum of two facts of pragmatic development in the 0-3 year period.
- 3. Identify at least two things that they could do to promote pragmatic development, either with their own DHH or DHH Plus child (if they are a caregiver/parent) or with DHH children with whom they work (if they are a professional).
Presentation:
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Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Amy Szarkowski
(), Children's Center for Communication/Beverly School for the Deaf, Amy.Szarkowski@childrens.harvard.edu;
Amy Szarkowski, PhD, is the Director of The Institute and The Clinic at the Children's Center for Communication/ Beverly School for the Deaf (CCCBSD), and faculty for LEND (Leadership Education in Neurodevelopmental and related Disabilities), at Boston Children's Hospital. Dr. Szarkowski holds an academic appointment as Assistant Professor in the Department of Psychiatry at Harvard Medical School. She is also an adjunct instructor for the Infants, Toddlers and Families (ITF) Interdisciplinary program at Gallaudet University.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Boston Children's Hospital/Harvard Medical School.
• Receives Salary for Employment from CCCBSD.
• Receives Salary for Employment from Gallaudet University.
Nonfinancial -
No relevant nonfinancial relationship exist.
Sara Kennedy
(), Hands & Voices, Sara@handsandvoices.org;
Sara is a mom of four children, including a daughter who was born at home and later identified with progressive loss. An occupational therapist by training, Sara has worked for Hands & Voices since 2001 as the editor for the quarterly newspaper, the Communicator. Sara has a special interest in advocating for hearing screening in the homebirth community. She was a coauthor for the Virtual Waiting Room web presence at Hands & Voices, the handbook Bridge to Preschool: Navigating a Successful Transition as well as articles and presentations on teaching our deaf/hh children about sex, promoting self-advocacy, progressive hearing loss, and the decision process regarding cochlear implants. Sara transitioned out of her role as Director of Colorado Hands & Voices since 2011 at the end of February 2022. She finds her new consulting role with her young adult children rewarding and challenging.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Karen Hopkins
(), The Maine Educational Center for the Deaf and Hard of Hearing, karen.hopkins@mecdhh.org;
Karen Hopkins is the Executive Director of The Maine Educational Center for the Deaf and Hard of Hearing and the principle investigator of Maine's HRSA grant. Karen oversees early intervention and statewide educational programming for children who are Deaf or hard of hearing birth to age 22. throughout the state of Maine. She serves on the Hands & Voices HQ Board of Directors, the Maine Newborn Hearing Screening Advisory Board, The Percival Baxter Foundation for Deaf and Hard of Hearing Children Board, was a founding member of Maine’s Hands & Voices chapter and has served on the National EHDI meeting planning committee. Karen has presented at several national conferences and internally at the FCEI conference in Austria and the FCEI conference in China. Karen is a Deaf adult who has three children, one of whom is hard of hearing.
ASHA DISCLOSURE:
Financial -
• Receives Salary,Grants for Management position from HRSA Maine Educational Center for the Deaf.
Nonfinancial -
No relevant nonfinancial relationship exist.
Deborah Mood
(), Children's Hospital Colorado, Deborah.Mood@childrenscolorado.og;
Debbie Mood is a licensed psychologist who specializes in working with deaf and hard of hearing children, as well as with children with a variety of developmental disabilities. Her primary appointment within Developmental Pediatrics at Children’s Hospital Colorado emphasizes clinical assessment and treatment of developmental disabilities. Dr. Mood also participates on interdisciplinary teams specifically providing assessment for deaf and hard of hearing children.
ASHA DISCLOSURE:
Financial -
Nonfinancial -