2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/06/2023 | 3:15 PM - 3:45 PM | Adverse Childhood Communication Experiences and Intersectionality | DECC 201/202
Adverse Childhood Communication Experiences and Intersectionality
We all know how deaf and hard of hearing children are at risk for missing out on communication and language while growing up, no matter what technological aids and modality they use. Now we have data showing specific distinctions in their experiences that needs to be brought to current families and professionals' attention. The Center for Deaf Health Equity at Gallaudet University gathered data from a sample of around 1,500 deaf and hard of hearing individuals from diverse backgrounds who were asked about their experiences with accessing language and information when they were children. One interesting finding shows that although only 8% of respondents never or often did not understand what their caregivers said and their caregivers could not understand them when talking to each other one on one, over 30% did not feel included in family communication and felt ignored. That leads to two distinct challenges in communication and language access. The stated data shows that those can contribute to adverse childhood communication experiences that are known to be linked to onset of chronic diseases.
Early intervention approaches focusing on 1:1 child-caregiver communication along with those promoting family communication and inclusion will be discussed. Real stories with intersecting identities from diverse backgrounds will be shared. This presentation will conclude with a call to action at the policy level that would require state to state collaboration efforts for the greatest impact.
We will identify and discuss early intervention approaches that would work for 1:1 child-caregiver communication and other approaches that may be more effective at promoting family communication and inclusion. We will show real stories by deaf people with intersecting identities from diverse backgrounds. This presentation will conclude with a call to actions at the policy level that would require state to state collaboration efforts for greatest impact.
- Define adverse childhood communication experiences (ACCE)
- Distinguish between language deprivation and communication neglect
- Recognize the role of intersectionality in a person's communication experiences while growing up
Presentation:
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Handouts:
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Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Tawny Holmes Hlibok, Esq.
(), Gallaudet University, tawny.holmes.hlibok@gallaudet.edu;
Tawny Holmes Hlibok serves as Language Policy Counsel at Gallaudet University along with being an Associate Professor in the Department of Deaf Studies. She graduated from University of Baltimore School of Law. In addition to her law degree with a family mediation & law certification, she has a Master of Arts in Family Centered Early Education. Ms. Holmes Hlibok has worked four years in teaching deaf and hard of hearing students, mainly in the early childhood education field. As part of her position, she focuses on improving/establishing federal and state policy related to early intervention and education of deaf and hard of hearing children. Ms. Holmes Hlibok strongly believes in the power of collaboration and has contributed a significant amount of her work towards this endeavor, in varying ways, from promoting parent resources to inclusion of deaf and hard of hearing adult professionals.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Gallaudet University.
• Receives Salary for Employment from National Association of the Deaf.
Nonfinancial -
No relevant nonfinancial relationship exist.
Lori Day
(), Gallaudet University, lori.day@gallaudet.edu;
Lori Day received her bachelor’s degree from Allegheny College in Psychology and Neuroscience and her Ph.D. in Clinical Psychology from Gallaudet University. She completed her clinical predoctoral fellowship at Baylor College of Medicine and completed a postdoctoral fellowship in Pediatric Neuropsychology at the Kennedy Krieger Institute. Lori is licensed to practice psychology in D.C. and Maryland, and she is a certified PCIT therapist.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Poorna Kushalnagar
(), Gallaudet University, poorna.kushalnagar@gallaudet.edu;
Dr. Kushalnagar is a professor and directs the Center for Deaf Health Equity at Gallaudet University. She is the principal investigator of grants funded by the National Institute of Health (NIH) that total over $10 million dollars. These grants support studies aligned with her primary research interests in: (1) generic- and deaf/hh-specific quality of life outcomes; (2) adaptation and standardization of PROMIS-Deaf profile for deaf/hh adults; (3) trends of Internet usage for cancer health-related purposes; and (4) applied interventions to improve patient reported and health outcomes among deaf/hh people across the lifespan. In addition to directing the Center for Deaf Health Equity, Dr. Kushalnagar serves as a chief research officer for the Office of Research at Gallaudet University.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Claire Ryan
(), Center for Deaf Health Equity, Gallaudet University, Claire.ryan@mail.utexas.edu;
Ph.D. Candidate in School Psychology
ASHA DISCLOSURE:
Financial -
Nonfinancial -