EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/09/2015 | 11:35 AM - 12:05 PM | Incorporating Lessons from Neurodevelopment to Inform Clinical Practice: Optimizing Language & Listening Outcomes | Combs Chandler | 3
Incorporating Lessons from Neurodevelopment to Inform Clinical Practice: Optimizing Language & Listening Outcomes
Many deaf and hard of hearing children are well able to benefit from hearing aids and cochlear implants, showing outcomes on par with expectations for hearing peers. Yet, despite good auditory access, some children who are cochlear implant or hearing aid users are not developing appropriate, functional language skills. For those children, a gap exists between their solid access to sound and their reduced ability to make sense of what they hear. Drawing from the fields of speech-language pathology, psychology, audiology, deaf education, language acquisition and neurocognition, this presentation will examine current practices in listening and language training in light of known factors associated with neurodevelopment. Understanding how the brain makes sense of sound and optimizing its ability to do so can lead to improved comprehension. This has direct implications for intervention, service provision, parental guidance, and overall programming for children who use hearing aids or cochlear implants. In light of better understanding of language, cognitive and neurodevelopmental processes, additional suggestions are offered for closing the gap between what is heard and what is understood. The aim of this presentation is to highlight means of promoting not only access to sound for children who can benefit from assistive listening technologies, but also to foster access to meaning.
- Differentiate access to sound and comprehension of language.
- Identify a minimum of three strategies for improving language-based outcomes in deaf and hard of hearing children who can benefit from the use of hearing aids or cochlear implants.
- Discuss a minimum of two ways in which understanding of neurodevelopment can inform the interventions and supports that are used for deaf and hard of hearing children who use assistive listening technologies.
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Presenters/Authors
Greg Licameli
(Author), Boston Childrens Hospital, Greg.Licameli@childrens.harvard.edu;
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Amy Szarkowski
(Primary Presenter,POC), Children's Center for Communication/Beverly School for the Deaf, Amy.Szarkowski@childrens.harvard.edu;
Amy Szarkowski, PhD, is the Director of The Institute and The Clinic at the Children's Center for Communication/ Beverly School for the Deaf (CCCBSD), and faculty for LEND (Leadership Education in Neurodevelopmental and related Disabilities), at Boston Children's Hospital. Dr. Szarkowski holds an academic appointment as Assistant Professor in the Department of Psychiatry at Harvard Medical School. She is also an adjunct instructor for the Infants, Toddlers and Families (ITF) Interdisciplinary program at Gallaudet University.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
• Has a Professional (Research Committee Co-Chair)
relationship for Volunteer membership on advisory committee or review panels.
• Has a Professional (Advisory Board)
relationship for Volunteer membership on advisory committee or review panels.
Denise Eng
(Co-Presenter), Children's Hospital Boston, denise.eng@childrens.harvard.edu;
Denise Fournier Eng
Denise Fournier Eng, MA, CCC-SLP, a Co-Presenter for this resource, is a speech-language clinician with the Deaf and Hard of Hearing Program of Boston Children’s Hospital and a member of the hospital’s Cochlear Implant Team. Mrs. Eng has worked in private school programs for deaf and hard of hearing children, public school settings, and in early intervention. She has taught in the deaf education master’s degree program at Boston University and at Framingham State College and Emerson College. Mrs. Eng has coordinated several partnerships in the community and with museums to support accessible opportunities for deaf and hard of hearing children and their families, created parent education programming and in-service training programs for public school personnel, and presented at numerous regional and national conferences. She is newly accepted as a Scholar Member of the Boston Children's Hospital Academy for Teaching and Educational Innovation and Scholarship.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Boston Children's Hospital.
Nonfinancial -
No relevant nonfinancial relationship exist.
Elizabeth Erickson O'Neill
(Author), Boston Children's Hospital, elizabeth.ericksononeill@childrens.harvard.edu;
Dr. Erickson O'Neill is an audiologist at Boston Children's Hospital.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Susan Mumby Gibbons
(Author), Boston Children's Hospital, sue.gibbons@childrens.harvard.edu;
Dr. Gibbons is an audiologist and speech-language pathologist at Boston Children's Hospital.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Jennifer Harris
(Author), Boston Children's Hospital, jennifer.harris@childrens.harvard.edu;
Dr. Harris is an audiologist at Boston Children's Hospital.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Jennifer Johnston
(Author), Boston Children's Hospital, Jennifer.Johnston@childrens.harvard.edu;
Jennifer Johnston is a speech-language pathologist at Boston Children's Hospital in the Deaf and Hard of Hearing Program. Dr. Johnston began her career as a teacher of the deaf and subsequently received her master's degree in speech-language pathology from Emerson College and her EdD with a specialty in psycholinguistics at Boston University. Publications include a focus on deaf and hard of hearing children with complex medical histories and autism spectrum disorder. Dr. Johnston's special areas of interest center on language development and literacy.
ASHA DISCLOSURE:
Financial -
Nonfinancial -