EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
2/28/2017 | 9:40 AM - 10:10 AM | Providing Family-Based Early Intervention in a Clinic Setting | Hanover E
Providing Family-Based Early Intervention in a Clinic Setting
Research has shown that when young children have language delays due to hearing loss, their parents and caregivers play a crucial role in helping them develop age-appropriate language skills. Daily routines and interactions between caregiver and child serve as the “classroom” where a child with hearing loss learns language. For this reason, family-centered intervention provided in the home is often considered the optimal service-delivery model. However, home-based services are not always feasible when interventionists must serve families located across a large geographical area. This is especially true for interventionists providing highly-specialized treatment modalities delivered by a limited number of providers. This presentation will address the benefits and rationale of a family-centered approach to treatment for children with hearing loss. More importantly, we will discuss how a family-centered approach can be employed outside the home in a clinical setting. Participants will learn how to empower parents to become their child’s primary early interventionists, while intervention is guided by a practitioner in a clinical setting. They will also learn strategies and tools to teach parents to transform their daily routines and interactions with their children into language-learning opportunities. We will also discuss the role of the caregiver in common early-intervention approaches and whether changes can be made to better facilitate caregiver engagement and child outcomes.
- Learners will identify the reasons that parent/caregiver engagement is crucial in early intervention
- Learners will identify whether current early-intervention practices facilitate caregiver engagement, and what may be missing from some early-intervention models
- Learners will list strategies and tools to maximize parent engagement and empowerment in a clinical setting
Presentation:
This presentation has not yet been uploaded.
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Alison Tucker
(), Auditory-Verbal Center, Inc., atucker@avchears.org;
Alison Tucker is a certified LSLS Auditory-Verbal Therapist and has worked at the Auditory-Verbal Center, Inc. in Atlanta for the past 15 years. She is also the parent of a profoundly deaf bilaterally implanted teenager who completed the Center's AV program in 1999. Prior to working at the Auditory-Verbal Center, Alison worked as an SLP in a variety of school and early intervention settings.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Sarah Radlinski
(), Auditory-Verbal Center, Inc., Sarah@avchears.org;
Sarah Radlinski, M.S., CCC-SLP, LSLS Cert. AVT is a speech-language pathologist and Listening and Spoken Language Specialist. Since earning her speech pathology master’s degree on the hearing loss specialty track from Vanderbilt University, Sarah has served as the bilingual AV therapist for the Auditory-Verbal Center, Inc. in Atlanta, Georgia. Sarah also currently serves as the Latino Programming Director for the Georgia chapter of the Alexander Graham Bell Association for the Deaf & Hard of Hearing. Sarah additionally serves children in Panama through the Hear the World Foundation; Sarah provides LSL training to the local speech therapist and coaches the families of children who received donated cochlear implants in-person as well as via tele-therapy. Additionally, Sarah mentors AVT mentees internationally and has presented at state, national, and international conferences on topics related to pediatric hearing loss, with a focus on providing culturally and linguistically relevant intervention for Spanish-speaking families.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Lauren Seale
(), Auditory-Verbal Center, Inc., lseale@avchears.org;
Lauren joined the Auditory-Verbal Center, Inc. in Atlanta, Georgia in October 2013. She earned her Bachelor’s degree in English from the University of North Carolina in 2004 and her Master’s degree in Communication Disorders from the University of Virginia in 2013. As part of her graduate study, she treated children with hearing loss and their families according to the principles of Auditory-Verbal Therapy. Lauren has her Certificate of Clinical Competence from the American Speech-Language-Hearing Association, and is licensed to practice speech-language pathology in the state of Georgia.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Jonathan Jolivette
(), Auditory-Verbal Center, Inc., jonathan@avchears.org;
Jonathan joined the Auditory-Verbal Center in June 2015. He earned his Bachelor’s degree in Communication Sciences and Disorders with a minor in Spanish from the University of Houston and his Master’s degree in Speech-Language Pathology from the University of North Carolina. While at UNC, Jonathan was a participant in a U.S. Department of Education Training Grant which prepared him to serve infants, toddlers and school-age children with hearing loss. Jonathan has presented on topics related to pediatric hearing loss at the Early Hearing Detection and Intervention (EHDI) conference. Jonathan has his Certificate of Clinical Competence from the American Speech-Language-Hearing Association, and is licensed to practice speech-language pathology in the state of Georgia. Jonathan has also earned designation as a Listening and Spoken Language Specialist-Certified Auditory-Verbal Therapist by the Alexander Graham Bell Academy.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Sarah Vanselous
(), Auditory-Verbal Center, Inc., Sarah-Macon@avchears.org;
Sarah joined Auditory-Verbal Center, Inc. in June of 2016. She graduated from the University of North Carolina at Chapel Hill with a degree in Speech-Language Pathology. During her time there, she was part of a nationally funded grant for training graduate students to work with children with hearing loss, and devoted much of her coursework and clinical studies to working with the birth-to-five population. She previously graduated from UNC's psychology program in 2012, with a minor in Linguistics, where she developed a passion for language. Outside of her coursework, Sarah has worked as a teacher and researcher for the Middle School Writing Project at UNC-CH, and as a camp counselor for children with language impairments. She also participated in a camp specifically for children with hearing loss in the North Carolina mountains, and trained at the Children's Cochlear Implant Center at UNC. Sarah is licensed to practice speech-language pathology in the state of Georgia.
ASHA DISCLOSURE:
Financial -
Nonfinancial -