EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/08/2020 | 9:00 AM - 12:00 PM | Using the L2L to Identify Professional Development Needs Related to Spoken Communication | Chicago B
Using the L2L to Identify Professional Development Needs Related to Spoken Communication
Spoken communication development of young children is strongly influenced by the quality and quantity of input the child receives (i.e., full time access to hearing technology, appropriately fit hearing technology, and access to language). However, because providers come from different educational backgrounds, there is little concentrated focus on these aspects in graduate training or professional development programs. When providers want to learn more about spoken language outcomes, it is often challenging to know where to start, what to prioritize, and resources to access to successfully implement a professional development plan.
This presentation will use the Listening to Learn Provider Checklist for Early Intervention (L2L; Thompson, Blaiser & Yoshinaga-Itano, 2019) to guide providers through a professional development plan to support spoken language outcomes of young children. During this instructional session providers will complete three sections of the Listening to Learn Professional Development Tool (L2L) that relate to supporting full time use of hearing technology, ensuring appropriate fit of hearing technology, and reinforcing a language rich home environment. In this tool providers can assess their own comfort, reflect on families on their caseload's ability to integrate the skills in daily life, and identify the strategies they use and/or could learn more about.
In this interactive program, each provider will have an opportunity to create their own L2L Professional Development Plan. Providers will then break out in groups with other participants those with similar skills/comfort to develop goals and identify resources to support these goals.
- Participants will assess their ability to incorporate auditory skills with a family's daily routines.
- Participants will develop a professional development plan for listening and spoken language.
- Participants will identify resources for their professional development needs related to listening and spoken language.
Presentation:
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Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Kristina Blaiser
(), Idaho State University, Kristina.Blaiser@isu.edu;
Kristina Blaiser, Ph.D., CCC-SLP, is
an Associate Professor of Speech-Language Pathology in the Department of Communication Sciences and Disorders and directs the HATCH (Helping Adults Talk to Children) Lab at Idaho State University. Dr. Blaiser has extensive experience leading early childhood education programs and evaluating the outcomes of children who are Deaf and Hard-of-Hearing. Her research interests include program evaluation and graduate training related to assessment and early intervention practices of children who are Deaf/Hard-of-Hearing. Dr. Blaiser’s recent work has focused on using telehealth to support families in early intervention. Kristina is the Coordinator for ASHA SIG 9: Hearing Loss and Hearing Disorders in Childhood.
ASHA DISCLOSURE:
Financial -
• Receives Grants for Other activities from Obkerkotter Foundation.
Nonfinancial -
• Has a Professional (Advisory Board Member)
relationship for Board membership.
Nanette Thompson
(), Listen Foundation, Inc., nanette@listening2learn.com;
Nanette is a an SLP and a LSLS Cert. AVT. She works closely with the Listen Foundation, Colorado Home Intervention Program, University of Colorado Hospital, and Rocky Mountain Cochlear Implant Center providing diagnostic services and weekly speech, language, and listening therapy to families, children, and adults.
She provides training and mentoring to many professionals across the United States in the areas of auditory skill development, language expansion, and speech production.
ASHA DISCLOSURE:
Financial -
Nonfinancial -