EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/07/2023 | 3:00 PM - 3:30 PM | Tune In! Listening + Spoken Language + Developmental Milestones | DECC 205
Tune In! Listening + Spoken Language + Developmental Milestones
Many children with hearing loss, with early intervention and appropriate amplification, demonstrate gains in speech, listening, language, and literacy skills. Despite these advancements, many children continue to exhibit instabilities in cognitive, behavioral, and emotional control, as well as, self-regulation, and aspects of executive function. Transdisciplinary intervention services that target the domains of language, communication, psychosocial functioning, motor, and cognitive development can promote academic and social success. (Mellon, Ouellette, Greer, Gates, Ulanet 2002) Developmental synchrony occurs when children acquire skills at or near the time they are intended to do so biologically. This is important because the ability of the brain to develop neural connections grows with repeated stimulation during the first 3 and ½ years of life. The younger the infant, the greater the neuroplasticity. (Sharma et.al. 2005) Developmental change occurs in all domains simultaneously and interactively. We will discuss the importance of caregiver-child attunement by reading the child’s non-verbal/verbal cues and creating a strong foundation from which the child can explore their world. We will also review developmental milestones and how to integrate listening, language, and speech among all domains. If these skills are supported during the time of intended biological pre-programming, then a developmental rather than a remedial model of intervention can occur because the therapist and caregiver are working in harmony with the child’s structure.
- 1. Participants will summarize the importance of developmental synchrony and caregiver-child attunement.
- 2. Participants will describe a variety of strategies for stimulating listening and spoken language utilizing developmental milestones across domains.
- 3. Participants will devise listening and spoken language intervention activities based on specific stages of development.
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Presenters/Authors
Barbara Meyers
(), St. Joseph Institute for the Deaf, bmeyers@sjid.org;
Barbara Meyers is a listening and spoken language therapist for St. Joseph Institute for the Deaf. Barb sees families in their homes in the state of Missouri, as well as, coaches caregivers, professionals, paraprofessionals, and school age students via the iHear Internet Therapy program. Barb has licensures in Missouri, Indiana, Nebraska, Wisconsin, and Kansas. She holds a Master of Arts degree in Special Education and a Bachelor of Arts degree in Deaf Education from Fontbonne University in St. Louis, Missouri. Barb has been teaching deaf and hard of hearing children for over 40 years. Her previous experience has been teaching 3–9-year-old students with St. Louis County Special School District and 3-4-year-old students in the preschool program at SJI. Barb has supervised undergraduate and graduate students from Fontbonne University and Washington University and has been a mentor to fellow staff members. Barb has worked with families who speak 2 or more languages including Spanish, Vietnamese, Arabic and Mandarin.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Mary Randall Ivy
(), St Joseph Institute for the Deaf, mivy@sjid.org;
Mary-Randall is a teacher of the deaf certified to work in the state of Missouri with children from birth to 21 years old. She received her bachelor’s degree in Communication Sciences and Disorders with a minor in Education from the University of Mississippi and her Master of Science in Deaf Education from Washington University in St. Louis. Known by her students as “Miss Randall,” Mary-Randall teaches children and serves families as the Toddler Classroom teacher and an early interventionist and iHear therapist. She is currently pursuing her certification as a Listening and Spoken Language Specialist in Auditory-Verbal Education. Mary-Randall is passionate about the role listening and spoken language play in developing communication for deaf and hard of hearing children and implementing family-centered therapy in early intervention. She has experience working with children with multiple disabilities, as well as movement-based practices in education. Mary-Randall enjoys working with families to promote an active listening and learning environment for their children!
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Lexi Newman
(), St. Joseph Institute for the Deaf, lnewman@sjid.org;
Lexi Newman is a certified teacher of the deaf in the state of Missouri who works with children and their families ranging from birth to 21 years old. She received her bachelor’s degree from the University of Alabama in Communication Sciences and Disorders with a minor in Human Development and Family Studies. Lexi earned her Master of Science in Deaf Education from Washington University School of Medicine. She has had extensive experience working with children & families in various settings and delivery methods including hospitals, clinics, schools, and teletherapy. She is extremely passionate about promoting child development in all areas, nurturing parent-child relationships, and collaborating with other professionals. Lexi now serves children and their families as an early interventionist and iHear therapist at St. Joseph Institute for the Deaf and will begin to pursue her certification as a Listening and Spoken Language Specialist in Auditory-Verbal Therapy.
ASHA DISCLOSURE:
Financial -
Nonfinancial -