2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
Myths, Misconceptions, and Barrier-Busting: Encouraging Providers to Optimize AAC Systems for Children with Complex Communication Needs
It is estimated that 40% of children born deaf or hard of hearing will be identified as having a concomitant disability, or ‘Deaf/HH Plus’ (Gallaudet Research Institute, 2011; Wiley et al., 2015). Moreover, families who utilize listening and spoken language for their child may seek out early interventionists who specialize in this modality. It is imperative that early interventionists working with children who Deaf/HH Plus can identify additional barriers to communication development and proactively support the complex communication needs of these children during critical periods of language development. A child who is Deaf/HH Plus may face unique challenges acquiring spoken language or communication in general and could require a more robust and dynamic system to optimize their communication outcomes. Children who are D/HH Plus may experience motor-planning deficits, additional sensory deficits, decreased speech intelligibility due to structural or motoric deficits, cognitive disabilities, or social-communication impairments. The aim of this poster is to bring awareness to common myths and misconceptions regarding the role of AAC systems in early intervention and the influence of AAC on communication development, especially for children who Deaf/HH Plus The poster will outline and describe potential barriers to listening and spoken language outcomes, and general communication development, for these children. Robust AAC systems can play a critical role in advancing early intervention outcomes for children who are Deaf/HH Plus.
References:
Gallaudet Research Institute. (2011). Regional and National Summary Report of Data from the 2009-2010 Annual Survey of Deaf and Hard of Hearing Children and Youth. Retrieved September 27, 2021, from http://research.gallaudet.edu/ Demographics/2010_National_Summary.pdf
Wiley, S., St. John, R., & Lindow-Davies, C. (2015). Chapter 9: Children who are deaf/hard of hearing PLUS. National Center for Hearing Assessment and Management.
- Understand mitigating factors which challenge learners who are deaf to successfully develop spoken language, and how AAC can support communication development.
- Recognize the existence of provider hesitancy and common myths and misconceptions that can influence the integration of multimodal communication systems while working in early intervention settings with Deaf/HH Plus individuals.
- Identify and troubleshoot barriers for initiating assessment and intervention of AAC systems in early intervention with Deaf/HH Plus learners with complex communication needs.
Poster:
This presentation has not yet been uploaded.
Presenter: Erin Shannon
Erin Shannon is a certified Speech-Language Pathologist who has worked in a variety of early childhood and Part C settings. She graduated from the University of Minnesota-Twin Cities with her master's degree in Speech-Language Pathology in 2017, and is currently pursuing her master's degree in Deaf Education in Early Intervention from Fontbonne University in St. Louis, MO.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Rachel is a certified speech-language pathologist at Children's Minnesota, specializing in AAC, cleft lip/palate, cochlear implants, and pediatric dysphagia in both inpatient and outpatient settings. She graduated with her master's degree in speech-language pathology in 2016 from the University of Wisconsin-Madison.
ASHA DISCLOSURE:
Financial -
Nonfinancial -