2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/05/2012 | 2:00 PM - 3:00 PM | Supporting EHDI Parents through Home-Based Intervention Services | Missouri Pacific | 6
Supporting EHDI Parents through Home-Based Intervention Services
As increasing numbers of infants and toddlers are being identified with hearing loss at young ages, growing numbers of professionals will be called upon to provide services within family contexts in natural environments emphasizing daily routines. Since most professional training focuses on school-aged children, many early intervention service providers lack the skills necessary to effectively work with parents of these very young children. Developing an environment where reciprocal communication between child and parent/caregiver is enhanced is a primary objective for early intervention providers when working with children who have diagnosed hearing loss. An adult model of learning can be implemented to assist in structuring sessions leaving parents feeling confident. Key in the delivery of these services is recognizing and being responsive to varying cultural and educational differences in families. Many professionals new to home-based service delivery can struggle with the multidimensional aspects of their work. They are faced with the task of developing trusting relationships, answering challenging parent questions, and being able to assess and then discuss progress towards meeting child and family specific outcomes. Early success depends on the adults in a child’s world feeling confident.
Audience participants in this session will:
1) Learn four evidenced-based practices that promote positive parent-professional relationships in early intervention home-based service delivery (leading with open-ended questions, active listening, use of body language, and developing questions in response to parent responses).
2. Analyze segments of videotaped therapy sessions with diverse families that highlight each of the four practices
3. Complete a chart identifying how strategies are implemented
4. Compare and contrast videotaped simulations that do not contain these practices, and
5. Discuss how observed interactions could be modified to better enhance parent-professional relationships.
- 1) As a result of viewing videotape of family-centered sessions, the learner will identify four evidenced-based practices that promote positive parent-professional relationships in early intervention service delivery. 2) The learner will identify, compare and practice modifications of strategies used in positive parent interaction(s).
Presentation:
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Presenters/Authors
Maribeth Lartz
(POC,Co-Presenter), Illinois State University, mnlartz@ilstu.edu;
Maribeth Nelson Lartz, Ph.D., is professor and coordinator of the Deaf/Hard of Hearing Teacher Preparation Program at Illinois State University. She is the Principal Investigator for LIMITLESS, a U.S. Department of Education personnel preparation grant that prepares early intervention professionals to work with young children with hearing loss and their families. Dr. Lartz received her bachelor’s degree and master’s degree from the University of Texas at Austin and her Ph.D. in Early Childhood Special Education from the University of Illinois at Urbana-Champaign. Prior to working at Illinois State University, Dr. Lartz was a classroom teacher of children with hearing loss in Texas.
ASHA DISCLOSURE:
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Nonfinancial -
Tracy Meehan
(Co-Presenter), Illinois State University, tmeehan@ilstu.edu;
Tracy Meehan has her BS from Southern Methodist University and her Master’s Degree in Administration from National Lewis University. She is currently a Clinical Assistant Professor at Illinois State University. She has served as the Project Coordinator for two separate U.S. Department of Education personnel preparation grants that focused on preparing early intervention professionals to work with young children with hearing loss and their families and vision loss and their families. Tracy holds an Illinois credential in Early Intervention allowing her to do evaluations and provide direct service to young children with hearing loss and their families. Her 40 year career has been spent working in deaf education at a variety of levels both administrative and educational. She has been a classroom teacher, itinerant teacher, special education administrator and a private educational consultant.
ASHA DISCLOSURE:
Financial -
Nonfinancial -