2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
2/28/2017 | 3:00 PM - 3:30 PM | Two Methods of Intervention with Spanish-Speaking Families: Direct Service Provision and Intervention Through an Interpreter | Hanover A
Two Methods of Intervention with Spanish-Speaking Families: Direct Service Provision and Intervention Through an Interpreter
Increasing research evidence indicates that children with hearing loss can learn multiple spoken languages. Moreover, learning the language of the home does not impede acquisition of the majority language but rather, can accelerate it. Encouraging development of the home language also facilitates family involvement and maintains the family-child bond. With a rising number of children with hearing loss in the U.S being identified from Spanish-speaking homes, there is an ever increasing need to provide effective intervention in Spanish. The initial portion of this presentation will consist of a compilation of information and resources gathered from the experiences of a bilingual speech-language pathologist who works with families from over 10 different Spanish speaking countries. Intervention topics will include how to use culturally-relevant themes and holidays, as well as songs, books, vocabulary and sound-object associations to demonstrate how intervention can be provided directly in Spanish. This presentation will also highlight differences in Spanish versus English language development; variations in word usage that are regional/dialect dependent will also be discussed. These factors are all necessary considerations as a part of a comprehensive bilingual program. However, access to bilingual speech-language services for families remains severely limited. In fact, just 6% of SLPs meet the definition of ‘bilingual’ according to the American Speech-Language Hearing Association. As such, monolingual English-speaking SLPs and early interventionists will often rely upon interpretation and translation to deliver their services to linguistically diverse populations. Therefore, in addition to discussing direct service delivery in Spanish, this presentation will also address questions that most commonly arise when integrating an interpreter into a session with the caregiver and child, such as: “When is an interpreter really needed?” or “How do I conduct a skills-based assessment through an interpreter?” Considerations for customizing the mode of interpretation based on therapeutic goal will also be shared.
- Gain knowledge regarding how to provide intervention to children with hearing loss directly in Spanish and how to adjust goals/activities to be culturally and linguistically relevant
- Cite differences between Spanish and English language development and how to access appropriate resources to track Spanish language development
- Learn how to adjust planning and assessment to integrate an interpreter as well as how to tailor the mode of interpretation to support a therapeutic goal
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Presenters/Authors
Aneesha Fairley
(), Audtiory-Verbal Center, Inc, afairley@avchears.org;
Aneesha joined Auditory-Verbal Center, Inc. in January of 2011 after serving families of children with hearing loss in both North Carolina and Florida. She received her Master of Science in Speech-Language Pathology in 2004 and her Doctor of Philosophy in Speech & Hearing Sciences in 2010 from the University of North Carolina at Chapel Hill. She has a Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-Language-Hearing Association (ASHA) and a license in Speech-Language Pathology from the Georgia Board of Speech-Language Pathology and Audiology. Aneesha is also a certified Listening and Spoken Language Specialist of the Alexander Graham Bell Academy. She piloted the teleintervention program for AVC in 2011.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Sarah Radlinski
(), Auditory-Verbal Center, Inc., Sarah@avchears.org;
Sarah Radlinski, M.S., CCC-SLP, LSLS Cert. AVT is a speech-language pathologist and Listening and Spoken Language Specialist. Since earning her speech pathology master’s degree on the hearing loss specialty track from Vanderbilt University, Sarah has served as the bilingual AV therapist for the Auditory-Verbal Center, Inc. in Atlanta, Georgia. Sarah also currently serves as the Latino Programming Director for the Georgia chapter of the Alexander Graham Bell Association for the Deaf & Hard of Hearing. Sarah additionally serves children in Panama through the Hear the World Foundation; Sarah provides LSL training to the local speech therapist and coaches the families of children who received donated cochlear implants in-person as well as via tele-therapy. Additionally, Sarah mentors AVT mentees internationally and has presented at state, national, and international conferences on topics related to pediatric hearing loss, with a focus on providing culturally and linguistically relevant intervention for Spanish-speaking families.
ASHA DISCLOSURE:
Financial -
Nonfinancial -