19th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 8-10, 2020 • Kansas City, MO
3/10/2020 | 10:10 AM - 10:40 AM | Supporting Children and Families "Catch Up" When They Have Missed 1-3-6 | Empire B
Supporting Children and Families "Catch Up" When They Have Missed 1-3-6
The Joint Committee on Infant Hearing (JCIH) has endorsed the 1-3-6 protocol - screening by 1 month, diagnosis by 3 months, and enrollment in early intervention by 6 months. Numerous research studies have demonstrated the positive outcomes of early intervention, and more recently the specific impact of meeting the 1-3-6 protocol. Even though many more children are being diagnosed early, loss to follow up continues to be a challenge. Nationally, 25% of children who refer on their newborn hearing screening are lost to follow up. Of those diagnosed with permanent hearing loss, 19.6% are lost to follow up for enrollment in EI before 6 months, nationally, with more than 30% lost to follow up in some states.
Our program serves a predominantly rural population in the mid-west through early intervention and early childhood education programs. Approximately 50% of the children and families we see have missed 1-3-6 and are coming to us “late” for diagnosis and listening and spoken language intervention. Our program philosophy is to meet children and families where they are and take them as far as they can, as fast as they can towards their desired outcome. Through intensive, individualized, interprofessional intervention we have seen many of these children “catch up”, or continue to make meaningful gains that positively impact their long-term outcomes and quality of life.
In this presentation, we will share our guiding principles for working with children who receive “late” intervention through five case studies and longitudinal data of children who have been in our program. These children started in our program between 2 and 5 years of age, and most had additional challenges. Current outcomes will be shared. Participants will reflect on their current practices and challenges to create an action plan for supporting children and families who receive “late” intervention.
- Participants will define developmental synchrony and examine the impact of “late” intervention on development synchrony.
- Participants will identify strategies that support communication development when children have received “late” intervention.
- Participants will create an action plan for changes to make to better serve children who receive “late” intervention and/or present with additional impacting factors.
Presentation:
This presentation has not yet been uploaded.
Handouts:
21060_12684UmaSoman.pdf
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Uma Soman
(), Carle Auditory Oral School, uma.soman@carle.com;
Uma Soman is an educator of students who are deaf, LSLS mentor, and deaf-education researcher. She received her doctoral degree from Vanderbilt University in 2017, through the National Leadership Consortium in Sensory Disabilities Fellowship (2010-2014), her Masters in Education of the Deaf from Smith College/Clarke School for the Deaf in 2002., and is also Listening and Spoken Language Specialist Auditory Verbal Educator (LSLS Cert AVEd).
Dr. Soman is the Outreach Coordinator at Carle Auditory Oral School in Urbana, IL, and works with students who are deaf or hard of hearing their families, and their educational teams in mainstream school environments. She also trains and mentors professionals pursuing listening and spoken language specialist certification in USA and India. Dr. Soman’s research focuses on language, academic, and social outcomes of children who are deaf or hard of hearing. She is an active member of Alexander Graham Bell Association, and OPTION Schools.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Carle Foundation Hospital.
Nonfinancial -
• Has a Institutional (Board Member)
relationship for Board membership.
• Has a Professional,Institutional (Co-Founder, Program Director) (Co-founder, board member)
relationship for Volunteer employment,Board membership.
• Has a Institutional (Board Member)
relationship for Board membership.
Ashley Sharer
(), Carle Foundation Hospital, ashley.sharer@carle.com;
Ashley Sharer, MA, CCC-SLP is an early interventionist and speech-language pathologist. She received her master’s in speech-language pathology from University of Illinois at Urbana Champaign in 2010. Ashley is Hanen and PROMPT Level 1 trained, and has a special interest in providing feeding evaluations and therapy. After providing early intervention services in Seattle, WA for 7 years, Ashley joined Carle Auditory Oral School in Urbana, IL. Currently she provides individual speech-language-listening therapy to school age children and early intervention services to children who are deaf and hard of hearing and their families in a variety of natural settings. Ashley is pursuing her Listening and Spoken Language Specialist certification.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Carle Foundation Hospital.
Nonfinancial -
No relevant nonfinancial relationship exist.
Danielle Chalfant
(), Carle Auditory Oral School, danielle.chalfant@carle.com;
Danielle Chalfant, M.A., CCC-A, is a teacher of the deaf, audiologist, and the Director of Carle Auditory Oral School. She has a Bachelors degree in Deaf Education from Mac Murray College and Masters degree in Audiology from the University of Minnesota. For the past 19 years, she has worked with children and families who attended the CAOS program. Danielle has been a strong advocate for numerous children who are deaf or hard of hearing and their families.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Carle Foundation Hospital.
Nonfinancial -
No relevant nonfinancial relationship exist.