19th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 8-10, 2020 • Kansas City, MO
3/10/2020 | 1:45 PM - 2:15 PM | Learning How to Learn about Theory of Mind in Young Children who are Deaf/Hard of Hearing: Preliminary Results of Initiative to Transform Culture and Revitalize Professional Practice in Birth to Five Programming | Chouteau A
Learning How to Learn about Theory of Mind in Young Children who are Deaf/Hard of Hearing: Preliminary Results of Initiative to Transform Culture and Revitalize Professional Practice in Birth to Five Programming
Despite the fact that many children who are D/HH reap the benefits of early Identification, early access to hearing technology and early Intervention, continued challenges in the development of sociolinguistic competence remain. Attention to Theory of Mind (ToM), recognizing the mental states of self and others, has received much attention in recent years. Nurturing the systematic growth of Theory of Mind in children who are d/hh has implications for creating robust listening, language and literacy environments at home and in school. A professional learning initiative for developing ToM was adopted at a birth to five program for children who are deaf/hard of hearing. Guided by a professional learning professional to curate instructional materials and facilitate practical skill development, program personnel committed to becoming a learning community for this purpose. They affirmed a desire to embrace a culture of observational assessment and shared learning with colleagues across age levels. One prominent anticipated outcome of the program initiative was the compilation and adoption of a series of developmentally appropriate language and literacy tasks and materials. Preprogram assessment data surveying confidence in concepts, terms, strategies for the initiative were gathered. Early knowledge-building experiences created the backdrop for strategy selection and implementation across all levels of the program. With an ultimate goal of generating a program-wide, spiraling curriculum for the development of ToM through story sharing and children’s literature, an all-program agenda for situated professional learning in this specialty area was developed. This presentation will share preliminary data, both quantitative and qualitative, about the content, process and results of this professional learning initiative and its developing ToM "curriculum"
- identify strategies for encouraging ToM development in young children who are d/hh applicable to current programming
- evaluate the design of an initiative approach to professional learning
- interpret data for judging program enhancement
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Presenters/Authors
Wendy Deters
(), Consultant, wdeters@childsvoice.org;
Wendy is a speech-language pathologist and the Professional Development Coordinator at Child’s Voice. Wendy manages the daily programming of the Wood Dale Early Intervention program and assists the school program in professional development. She has been practicing since 2004 and is a Listening and Spoken Language Specialist. Wendy provides speech and aural rehabilitation home-based services as well as initial evaluations. She is also an Adjunct Assistant Professor at Midwestern University.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Rollen Cooper
(), Child's Voice School, rcooper@childsvoice.org;
Rollen Cooper received his master's degree in Education of the Deaf from Washington University. He has been teaching for over 20 years, working with children with hearing loss from birth to twelve years old. He is currently the Director of Early Intervention at Child's Voice.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Michele Wilkins
(), Child's Voice School, mwilkins@childsvoice.org;
Michele Wilkins is the Executive Director of Child's Voice School serving the greater Chicago metropolitan area, having held this position for more than 20 years. She has worked in the field of deaf education for her entire career holding positions as classroom teacher, parent-infant specialist,teacher supervisor and college instructor. Dr Wilkins belongs to many professional organizations that support Executive Directors,Special Education, Deaf Education, and Nonprofit Organizations. She is certified as a Listening and Spoken Language Specialist (LSLS Cert.AVEd.).
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Mary Ellen Nevins
(), Consultant, maryellen.nevins@gmail.com;
Mary Ellen Nevins, Ed.D., is an experienced educator of children who are deaf or hard of hearing. A professional learning specialist, her attention to, and publications regarding professional learning for hearing and speech professionals, complement her longstanding work with children using hearing technologies to listen, think, talk and read. Nevins is recognized as a national expert on educational issues associated with children who are deaf or hard of hearing and the needs of the professionals with whom they work.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.