EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/05/2019 | 3:45 PM - 4:45 PM | To Sign or Not to Sign with Children with Hearing Loss: What We Believe and Why We Believe it | International A
To Sign or Not to Sign with Children with Hearing Loss: What We Believe and Why We Believe it
Using sign language with children with hearing loss is a controversial topic with strong opinions on both sides of the continuum. This divergence is fueled by conflicting scientific evidence about the impact of sign language use on spoken language outcomes in children with hearing loss. While researchers, clinicians, and teachers may disagree about the extent to which sign language may help or hinder spoken language in children with hearing loss, there is strong consensus that the decision to sign or not to sign resides with the parents. A parent’s decision about communication mode is likely influenced by several factors, including the opinions of their physician, audiologist, early intervention providers, and other friends and family members. Given this influence, it is essential for providers and physicians to understand their own beliefs about signing and why they hold these beliefs. The purpose of this discussion-based presentation is to critically review the scientific evidence of both sides of the sign language debate. We will also discuss how personal experiences influence the interpretation of research results. By understanding the extent to which individual experiences and biases influence beliefs and behaviors, clinicians will be better able to counsel families more objectively about the decision to use or not use sign language.
- Participants will describe research findings that support not using sign language with children with hearing loss.
- Participants will describe research findings that support the use of sign language with children with hearing loss.
- Participants will identify sources of their beliefs regarding the use of sign language with children with hearing loss and discuss how these beliefs may influence their relationship with families.
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18878_10390MeganRoberts.rtf
Presenters/Authors
Megan Roberts
(), Northwestern University, megan.y.roberts@northwestern.edu;
Megan Roberts, PhD, CCC-SLP, is the Jane Steiner Hoffman and Michael Hoffman Assistant Professor in the Roxelyn and Richard Pepper Department of Communication Sciences and Disorders at Northwestern University. Her work focuses on family-centered early communication interventions for young children with language delays (children with hearing loss, autism, developmental language disorders). This clinically based line of research examines different variations of parent-implemented communication interventions tailored specifically for different populations of children with language delays. Her research has been funded by the National Institute on Deafness and Other Communication Disorders and the Institute of Education Sciences. In addition to conducting research on family-centered interventions, she is also a licensed speech-language pathologist with IL early intervention credentials in both speech-language pathology and developmental therapy. She has over 10 years of experience working with infants and toddlers in early intervention.
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Tina Grieco-Calub
(), Northwestern University, tinagc@northwestern.edu;
Tina Grieco-Calub, PhD, CCC-A is an Assistant Professor at Northwestern University. Her research focuses on auditory development and spoken language processing in young children with hearing loss. Her work has received funding from the National Institute of Health, and her articles have appeared in journals such as Ear and Hearing, Journal of Neuroscience, and Journal of Speech Language and Hearing Research. She has lectured widely across the country and is a long-standing member of the American Speech Language Hearing Association.
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