2022 Early Hearing Detection & Intervention Virtual Conference

March 13 - 15, 2022

<< BACK TO AGENDA

3/10/2015  |   9:40 AM - 10:10 AM   |  Supporting Families of Children with Hearing Loss: The River School Parent-Support Continuum   |  Segell   |  7

Supporting Families of Children with Hearing Loss: The River School Parent-Support Continuum

Incorporating parent training and support into early education programs for children with hearing loss can effectively promote children’s early language learning (Quittner et al., 2013; Niparko et al., 2010). Through The River School’s parent-support continuum, families have access to a network of support services tailored to their needs at each stage of their children’s development. Programs available to families include: • Parent-Infant Program - free, community-based, weekly support group open to any child with hearing loss, birth to three and their family members, regardless of communication modality or amplification. Facilitated by a team with training in audiology, speech-language pathology, developmental psychology, and early childhood education, Parent-Infant teaches parents to use hands-on activities that promote children’s language development, and provides education for families as they navigate the process of early identification and intervention. • Sound Support - monthly support group for parents of children with hearing loss who attend The River School. Sound Support combines time for formal presentations on a range of topics, professional and parent panels, and opportunities to connect with a cohort of families. • Therapeutic Coffees- parents-only monthly support group facilitated by a psychologist provides a safe place for grief counseling, emotional support and parent-education. • Individual Therapy- parents who need more individualized support can receive weekly counseling with a River School psychologist. • Parent-Child Interaction Therapy (PCIT) - promotes child language and behavioral development and fosters positive parent-child relationships. In PCIT a certified therapist observes and coaches parents and children as they play together. Parents are taught skills they can apply in the home to promote child development and establish a nurturing and secure relationship with their child. Parent support is critical to fostering early language growth. The River School’s parent-support continuum empowers parents through education and support, to promote their children’s communication skills.

  • Recognize the critical role of family support in promoting children’s early language skills.
  • Describe types of programs that may be implemented in order to support families of children with hearing loss
  • Design a continuum of parent support services, tailored to their program’s specific needs, that will best support parents and facilitate early childhood development.

Presentation:
This presentation has not yet been uploaded.

Handouts:
Handout is not Available

Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference


Presenters/Authors

Nicole Hutchinson (Primary Presenter,POC), The River School, nhutchinson@riverschool.net;
Nicole Hutchinson holds a BA in Linguistics: American Sign Language from the University of California, San Diego and a MA in Deaf Education: Family-Centered Early Education from Gallaudet University. She holds teaching licenses in Deaf Education, Early Childhood Education, and Early Childhood Special Education. At The River School, Nicole coordinates the Parent-Infant Program for deaf and hard of hearing infants, toddlers and their families and teaches in a preschool classroom. Outside of The River School, she is co-chair of the Early Intervention Committee for the DC Early Hearing Detection and Intervention Advisory Board


ASHA DISCLOSURE:

Financial -
No relevant financial relationship exist.

Nonfinancial -
No relevant nonfinancial relationship exist.

Amanda Wittman (Co-Presenter), The River School, awittman@riverschool.net;
Amanda Wittman is a speech-language pathologist at The River School. She embeds speech and language therapy in an inclusive setting in the Toddler Division and helps facilitate the Parent-Infant Program. Amanda holds a B.A. from Indiana University-Bloomington and an M.A. from The George Washington University. Outside of the classroom, Amanda also conducts research programs and grant acquisition for The River School


ASHA DISCLOSURE:

Financial -

Nonfinancial -