EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/06/2012 | 3:05 PM - 3:35 PM | Missing the Mark in Early Intervention for Babies Who Are Hard of Hearing or Deaf Learning Spoken Language | Grand Ballroom A | 3
Missing the Mark in Early Intervention for Babies Who Are Hard of Hearing or Deaf Learning Spoken Language
In the 1990s, a new paradigm was proposed for EI for babies with disabilities, shifting emphasis to the importance of naturally-occurring routines. Such change from a professional- to a family-centered model re-defined EI in constructive ways and included recognition of the rights of families to make choices and to be supported in their vision of desired outcomes for their babies. However, the new paradigm also instituted policies that miss the mark for babies with HL. In most states, general EI policies mandate and often limit the services babies with HL receive. It is critical that, as informed colleagues, we advocate for changes that are known to be in the best interest of the children and families whom we serve.
This presentation will examine three factors contributing to a growing early intervention (EI) crisis for babies with hearing loss (HL) whose families have chosen a listening and spoken language outcome. At the core of this crisis is the difficulty of, and sometimes resistance to, incorporating best practices for the treatment of childhood HL into general EI systems used in the U.S. Many of these systems were created before newborn hearing screening, advanced hearing technologies and specialized therapy strategies existed. Families seeking a listening and spoken language outcome represent a new population requiring transformation in how EI services are implemented. An EI model appropriate for infants and toddlers learning spoken language through listening has features distinct from EI models proposed for children with other disabilities and suggestions to address these distinctions will be discussed.
- describe three discrepancies that exist between general early intervention policies and early intervention specific to children with hearing loss.
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Presenters/Authors
Amy McConkey-Robbins
(Author), Commuication Consulting Services , amcrobbins@aol.com ;
Amy McConkey Robbins is a speech-language pathologist working in private practice in Indianapolis.
She specializes in working with children with hearing loss wearing cochlear implants or hearing aids, and children with language-based academic difficulties. Through her practice, Communication Consulting Services, she provides speech, auditory and language therapy, consults with school districts, and leads workshops nationally and internationally.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Teresa Caraway
(POC,Primary Presenter,Author), Hearing First, tcaraway@hearingfirst.org;
Dr. Teresa Caraway, CEO Hearing First, an educational endeavor of the Oberkotter Foundation, is leading the effort to improve outcomes for children and their families through family and professional support and learning. She is the Founder and President of Learning Innovation Associates, and the Founder of Hearts for Hearing. A Certified Auditory-Verbal Therapist, Dr. Caraway served as the founding President of the AG Bell Academy for Listening and Spoken Language and as a founding board member of the American Cochlear Implant Alliance. She has previously served as a Director of the Alexander Graham Bell Association for the Deaf and Hard of Hearing, AG Bell Academy for Listening and Spoken Language, and Auditory-Verbal International. She has been recognized by her peers for outstanding clinical skills. A former Adjunct Assistant Professor at the University of Oklahoma Health Sciences Center, Dr. Caraway is an international consultant and skillful workshop presenter on teaching spoken language through listening.
ASHA DISCLOSURE:
Financial -
Nonfinancial -