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 | 11:35 AM - 12:00 PM | Engaging Parents, Developing Leaders – Part 2: Progress towards Parent Priorities! | DaVinci A/B
Engaging Parents, Developing Leaders – Part 2: Progress towards Parent Priorities!
The greatest challenge for children who are deaf or hard of hearing is the ability to acquire age appropriate language to communicate. As services and technology continue to improve, we see greater potential for and improved outcomes in a child’s ability overcome this challenge. When JCIH recommendations for access to a hearing screening by 1 month of age, a diagnostic evaluation to confirm a hearing loss by 3 months and quality intervention by 6 months of age are met, children with who are deaf or hard of hearing are often caught up to their hearing peers in speech and language by the age of 3.
Current research (Ching et al, 2015; Wang, 2017) indicates 4 factors that impact this outcome are 1) age of amplification, 2) cognition 3) maternal education and 4) socioeconomic status. Therefore; children with hearing loss born into poverty are at an even greater disadvantage to catching up to their peers in order to enter kindergarten ready to learn. Studies have indicated that children from low socioeconomic homes hear 30 million words less than their peers by the age of 3 directly impacting their vocabulary.
This presentation will share updates from our 2017 self-study using the Annie E. Casey Foundation, “Engaging Parents, Developing Leaders”, highlighting the advancements made towards the priorities determined and prioritized by our Engaging Parents, Developing Leaders Task Force. Focus will be on how our center has utilized the results of the self-study to take steps towards empowering parents from low socioeconomic homes, and brainstorm how other EHDI programs can do the same. Our hope is that this presentation will empower other EHDI programs to further engage their families by sharing tools and resources for success. We will share all of the initiatives we have taken, developed and implemented since our self-study.
- The learner will be able to understand the impact of maternal education and socioeconomic status on outcomes in language development for children with hearing loss.
- The learner will be able to list resources that can be utilized by their EHDI program to increase parent involvement in order to improve child outcomes.
- The learner will be able to brainstorm initiatives to take steps to help empower parents and develop leaders to support additional families of children with hearing loss.
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18878_10319ErinThompson.docx
Presenters/Authors
Erin Thompson
(), The Children's Cochlear Implant Center at UNC, erin.thompson@unchealth.unc.edu;
Erin Thompson, M.S., CCC-SLP, LSLS Cert AVT, has worked at the Children's Cochlear Implant Center at UNC since July 2004. She earned her Bachelors from Appalachian State University and her Master’s Degree from UNC-Chapel Hill. She completed her clinical fellowship year with Pediatric Speech and Language Services out of Greensboro. Erin conducts parent participation sessions in person as well as through the UNC REACH tele-therapy program. Erin also conducts speech and language evaluations for the cochlear implant team. She works with graduate level students and coaches other Speech-Language Pathologists and Teachers of the Hearing Impaired through the LSL Junction at UNC, and collaborates with the Department of Public Instruction to advance skills of school based professionals across North Carolina. Erin is also a member of the Global Foundation for Children with Hearing Loss and has traveled to Vietnam and Mongolia to help provide coaching and training abroad.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.