2027 Early Hearing Detection & Intervention Conference
March 22-24, 2027 • Bellevue, WA
NEW FOR 2027: The EHDI Conference will be held Monday–Wednesday.
INSTRUCTIONAL SESSIONS
Abstract Submission Information
Abstract Submissions for breakout/poster sessions are closed.
Abstract Submissions for instructional sessions are closed.
Please note: The days of the week the conference will be held has shifted this year!
- Pre-sessions and the welcome reception will be MONDAY, 3/22.
- Plenaries and breakout sessions will be TUESDAY (3/23) and WEDNESDAY (3/24).
- Post-sessions/field trips will be THURSDAY, 3/25.
| Monday Morning Sessions | ||
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IDEA View Abstract ▼
Want to be a successful advocate in IEP meetings? In order to do so, you must know what the law says and how it protects children with disabilities. What makes a parent a successful advocate for their child who is deaf/HOH? What helps a provider successfully advocate for their student? Legal protection is available for parents of children with disabilities; sadly, not all parents are aware of it. This presentation offers both parents and professionals the knowledge to successfully work with schools for their child’s/student’s educational future. Protection of the parent/school relationship is the most important aspect of successfully advocating for a child with disabilities. Professionals can easily educate parents in this model of parent/school relationship building without jeopardizing their position. IDEA protects parents; it’s up to the parents to protect their relationship with school personnel. In this session participants will have the opportunity to rewrite sections of the IEP that have missing pieces. Firsthand examples will be provided throughout the session from an advocate who has been teaching this session and advocating for students for over 18 years, beginning with her now 25-year-old deaf daughter.
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Monday, 3/22 8:00 AM - 12:00 PM |
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Creating Meaning Together View Abstract ▼
How we understand the world around us is a complex combination of many influencing factors. Some factors are internal: senses, emotions, mental and physical abilities. Some factors are external: people, policies, language, media. These influences combine to help us create meaning. As early intervention professionals and parents, together we form ideas about what being DHH means for each of our children. Holler et al. (2021) talked in their study with occupational therapists about how understanding a social model of disability impacted their practice. They found that having this understanding leads to more positive perceptions of disability, more “everyday” application of services, and a focus on ability. As early intervention professionals, we strive to meet the best practice guidelines including using everyday routines and supporting families where they are. The 2013 Joint Committee on Infant Hearing (JCIH) supplement to the 2007 position statement includes a goal regarding training for EI providers. Goal 3 states that EI professionals should have “qualifications and core knowledge and skills to optimize the child’s development and child/family well-being" (p.1328). This instructional session will provide opportunities for each of us, in our varied roles, to better understand how a social model perspective can help us meet those guidelines. As a group, our session goals are to: 1) Begin to understand the social construction model, 2) Reflect on our beliefs about disability/deafness, 3) Reflect on how we participate in constructing disability/deafness with families, 4) Examine barriers in early intervention systems, 5) Brainstorm what we can do to improve our personal practice. There will be various opportunities provided to learn throughout this session. Small group discussion, personal reflection, and large group discussion. Upon completion of the session, each participant should have some concrete ideas for how a social model understanding can improve their interactions with families and encourage best practice in their area.
Holler, R., Chemla, I., & Maeir, A. (2021). Disability orientation of occupational therapy practitioners in physical rehabilitation settings: Tension between medical and social models in theory and practice. American Journal of Occupational Therapy, 75, 7504180010. https://doi.org/10.5014/ajot.2021.042986 Joint Committee on Infant Hearing. (2013).
Supplement to the JCIH 2007 position statement: Principles and guidelines for intervention after confirmation that a child is deaf or hard of hearing. Pediatrics, 131(4), e1324-1349. https://doi.org/10.1542/peds.2013-0008
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Monday, 3/22 8:00 AM - 12:00 PM |
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ASL & English Using Cued Language View Abstract ▼
This presentation will explain the manual system of Cued American English and discuss its effectiveness when used in conjunction with American Sign Language with deaf and hard of hearing students, providing an authentic and fully accessible bilingual approach. Participants will also be provided with knowledge about one school's journey to implement Cued American English into their educational program. Participants will view videos of classroom teachers utilizing Cued American English and American Sign Language in a classroom environment. Academic data of students who have been consistently educated using a bilingual/bimodal approach will be shared during the presentation as well.
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Monday, 3/22 9:00 AM - 11:00 AM |
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From Overwhelm to Readiness View Abstract ▼
Families often receive a child’s Deaf/Hard-of-Hearing (DHH) identification during a stressful and unfamiliar time. They may be learning new terms, attending appointments, and making important decisions. EHDI systems help families move toward screening, diagnosis, referral, and early intervention. Yet many families also need support as they process what this news means for them emotionally. The Processing Project: An Artistic Guide to Help Parents Process Their Child’s Deaf/Hard-of-Hearing Identification was created to help meet that need. It offers a simple, creative tool that supports reflection, emotional awareness, and family readiness.
This session will introduce The Processing Project as a resource that can be shared by professionals alongside EHDI services. The guide includes seven art-based designs. Each design gives caregivers a prompt and reflection questions. These activities help parents notice their thoughts and feelings, work through overwhelm, and make space for uncertainty. They also help caregivers explore what is within their control and what story they are telling about their child’s future. The guide does not replace medical, educational, or therapeutic care. Instead, it can support families as they engage with those services.
Participants will learn how creative reflection can strengthen family engagement and provider-family communication. The session will also show how this type of tool can give families another way to express experiences that may be hard to put into words. Learners will be able to describe the purpose of The Processing Project, explain how it addresses an emotional support gap after DHH identification, and identify ways similar tools could support state-based EHDI programs. During the session, participants will also have the opportunity to complete one or two of the designs themselves so they can experience how the tool works. By including caregiver processing as part of early intervention support, this session expands the discussion of EHDI best practices. It highlights emotional readiness, family confidence, and strong parent-professional partnerships as important parts of comprehensive EHDI services.
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Monday, 3/22 9:00 AM - 11:00 AM |
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Elevating Family Voice View Abstract ▼
The transitions to preschool from early intervention and kindergarten from preschool can be processes full of anxiety and unknowns. This session aims to address these emotions head on by bringing together a group of families and professionals with experience in working with children who have combined vision and hearing loss to share stories, tips, and resources with session attendees. This collaborative interactive session is designed to foster an environment in which participants can engage in shared learning and leave with practical insights and resources to effectively support children and their families. This training also will continue to affirm families in elevating their voice for and with their child throughout the lifespan. Throughout the instructional session, participants will hear key insights shared by families regarding their child’s transitions and learn innovative ways to use the effective, family-informed strategies, tools, and resources shared to support children with vision and hearing differences during their transition. This family centered approach will assist teams as they plan for successful transitions that include family stories, fact sheets, transition checklists, transition planning guides, and resources to ensure accessible communication methods, appropriate sensory accommodations, and adapted materials that facilitate a successful and inclusive transition process for each child. This session will offer foundational information for families and professionals who support children with combined vision and hearing loss. While each family’s story and experience will be unique, common themes and key information may overlap with content shared in previous years’ presentations.
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Monday, 3/22 9:00 AM - 12:00 PM |
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| Monday Afternoon Sessions | ||
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Transforming the Kansas Language Assessment Program Results into Action View Abstract ▼
Since 2018, the Kansas Language Assessment Program for Deaf and Hard of Hearing Children (LAP-DHH) has systematically assessed the language development of children from birth through age eight in American Sign Language (ASL) and/or English. In collaboration with Vanderbilt Health, these longitudinal data are being analyzed to better understand developmental trajectories, identify factors associated with successful language outcomes, and inform evidence-based intervention practices. This session will present emerging findings from these analyses, including data gathered through the Language Access Profile Tool (LAPT), which documents children's access to language across home, school, and community environments.
Participants will explore patterns of strengths and needs across both ASL and English language domains. Findings from standardized language measures, language samples, and developmental assessments will be examined to highlight common areas of growth as well as persistent challenges in morphology, syntax, vocabulary, and narrative skills. Particular attention will be given to ASL grammatical development using measures such as the ASL Index of Productive Syntax (ASL IPSyn), which provides insight into children's acquisition of increasingly complex linguistic structures.
Through case-based learning, participants will apply the findings to a range of clinical and educational scenarios. Participants will analyze language profiles, interpret assessment data, and identify intervention priorities tailored to each child's communication needs and family goals. Using an active learning format, participants will engage in guided discussions and problem-solving activities to translate research findings into practice. By connecting longitudinal outcome data with real-world decision making, participants will identify actionable strategies that can be incorporated into direct services, coaching, and family-centered intervention. Participants will leave with a deeper understanding of language development in deaf and hard of hearing children and practical approaches for leveraging assessment data to improve language access and long-term outcomes in both ASL and English.
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Monday, 3/22 12:30 PM - 4:30 PM |
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From State-Level Associations to Longitudinal Evidence View Abstract ▼
Background: Early Hearing Detection and Intervention (EHDI) systems rely on coordinated screening, diagnosis, and early intervention to reduce delays in identifying and supporting infants with hearing loss. State-level variation in EHDI outcomes may reflect differences in screening and diagnostic processes, population characteristics, public-health resources, and broader social and health-system factors. However, analyses based only on cross-sectional or pooled state comparisons may conflate persistent differences between states with changes occurring within states over time. This study examined longitudinal associations between selected state-level factors and EHDI outcomes using a 13-year multi-state panel.
Methods: A longitudinal state-level panel of 42 U.S. states from 2009 to 2022 (excluding 2020) was analyzed. Outcomes are hearing loss prevalence and early intervention enrollment per 1,000 screened infants. Pooled ordinary least squares, between-state, and two-way fixed effects models were estimated to distinguish long-run cross-state differences from within-state temporal change. Interaction models assessed whether breastfeeding prevalence modified the association between process measures and outcomes.
Results: Here we show that within states, higher screening coverage was inversely associated with lower hearing loss prevalence (two-way fixed effects ß = -0.025, 95% CI [-0.034, -0.017], p<0.001), whereas higher diagnostic rates are positively associated with hearing loss prevalence (ß = 0.009, 95% CI [0.001, 0.016], p=0.019). Breastfeeding prevalence is positively associated with hearing loss prevalence (ß = 1.587, 95% CI [0.236, 2.939], p = 0.022) and with early intervention rates in pooled models (ß = 2.880, 95% CI [1.379, 4.381], p<0.001), but not within states over time.
Conclusion: These findings suggest that detection outcomes appear more strongly associated with screening coverage and diagnostic activity, whereas early intervention enrollment is more sensitive to maternal and child health infrastructure. Evaluating performance across the care cascade may better identify gaps than relying on single-stage metrics.
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Monday, 3/22 1:00 PM - 3:00 PM |
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The Importance of Touch View Abstract ▼
Many infants and toddlers with multiple disabilities experience differences in sensory functioning and information processing that can affect access to language and learning. Most early intervention providers are hearing and sighted professionals who may have limited preparation in creating accessible language experiences for children with sensory loss. This session will explore the critical role of touch in learning for children with dual sensory loss, the neuroscience of tactile working memory, and the development of higher-level thinking skills through intentional tactile experiences. Participants will examine concepts such as tactile cognition, working memory, and congenital deafblindness, and learn how consistent, purposeful tactile interactions can scaffold cognitive development and support language fluency. The session will conclude with an overview of the Tactile Working Memory Scale (TWMS), developed by the Nordic Welfare Centre, and its application in practice. Video samples demonstrating tactile techniques, along with opportunities for hands-on practice, will be incorporated throughout the session.
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Monday, 3/22 1:00 PM - 4:00 PM |
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From Family Stories to Systems Change View Abstract ▼
Despite the success of universal newborn hearing screening, some children experience late-onset, progressive, or otherwise later-identified hearing loss. Recent research highlights the continuing need for effective monitoring, identification, intervention, and management beyond newborn screening. For families, however, delayed identification is not experienced as a series of clinical events but as a complex journey across medical, audiological, educational, early intervention, insurance, and community systems.
This interactive workshop introduces a case-based professional learning approach using Late to the Party, a family narrative describing experiences associated with later-identified childhood hearing loss. Designed for both pre-professional learners and practicing professionals within EHDI systems, the approach connects research evidence, family experience, and practice. Rather than simply describing a family's experience, participants will examine why recommended practices are not always implemented consistently in real-world settings.
Participants will engage with the learning model by reading and analyzing a selected family story from Late to the Party. Working collaboratively, they will construct a systems-navigation map comparing the family’s pathway with recommended EHDI practices. Through this process, participants will identify missed opportunities, communication breakdowns, delays, successful collaborations, family decision points, and instances where responsibility for coordinating care shifted to the family.
Using an implementation science lens, participants will then identify barriers and facilitators at the family, professional, organizational, and systems levels. They will translate their analysis into actionable strategies by specifying the implementation barrier, proposed action, responsible professional or system, and anticipated impact on children and families.
The workshop concludes by demonstrating how this family-narrative approach can be adapted for pre-professional education and continuing professional development. Participants will leave with a replicable framework for using family experiences to identify EHDI implementation gaps, strengthen interprofessional collaboration, translate family insights into systems-level action, and reduce the burden on families to coordinate services and advocate for appropriate care.
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Monday, 3/22 1:00 PM - 4:00 PM |
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Looking for Cortical Visual Impairment View Abstract ▼
Cortical Visual Impairment (CVI) is a brain-based visual condition and a leading cause of pediatric visual impairment in developed countries. Yet CVI frequently remains unidentified in young children, particularly when ocular examinations do not fully explain a child’s difficulties using vision. For infants and young children with neurological risk factors, developmental delays, complex medical histories, or atypical responses to visual information, early recognition of possible CVI is critical.
Professionals in speech, language, hearing, and early intervention are uniquely positioned to recognize behaviors that may signal CVI. Difficulties with visual attention, visual recognition, visually guided reach, response to faces, complex environments, distance viewing, and integration of vision with other sensory information may influence how a child communicates, interacts, learns, and participates in daily routines. These behaviors can sometimes be attributed solely to global developmental delay, attention, sensory, or social-communication differences when an underlying visual access problem has not been considered.
This presentation will describe practical approaches for identifying young children who should be referred for further CVI assessment and will distinguish screening from diagnosis and comprehensive functional vision assessment. Participants will learn to recognize common CVI-related behaviors, consider medical and developmental risk factors, and understand how environmental and instructional adaptations can improve visual access. Particular attention will be given to supporting communication and language development by reducing visual complexity, using familiar and meaningful visual targets, managing competing sensory input, allowing adequate response time, and intentionally pairing visual information with auditory and tactile experiences.
Early identification of CVI can change how adults interpret a child’s behavior and, more importantly, how they design opportunities for communication, learning, and participation.
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Monday, 3/22 1:00 PM - 3:00 PM |
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Multi-State Perpectives on cCMV View Abstract ▼
Congenital Cytomegalovirus (cCMV) remains the most common congenital infection in the United States, yet state level approaches to screening, education, data management, and family support vary widely. This three hour continuing education session brings together leaders from Minnesota, Illinois, Utah, and Vermont to share more than a decade of lessons learned, emerging practices, and new initiatives shaping cCMV work across the country. Throughout the session, presenters will emphasize that effective cCMV care must include families as partners to the greater system of care, documentation and infrastructure building.
The session begins with a comprehensive review of cCMV fundamentals. Presenters will describe transmission, prevention strategies, and the developmental and hearing related impacts of cCMV, followed by an overview of the screening process and the importance of clear, consistent parent or stakeholder education. This segment will address common misconceptions and highlight best practice considerations for professionals and partners working in medical settings, early intervention, childcare, educational, or public health settings. The discussion will reinforce that early communication with families, shared decision making, and culturally responsive guidance are essential.
The second portion focuses on strengthening outcomes through data collaboration within public health programs. Using Illinois’ partnership between the Early Hearing Detection and Intervention (EHDI) program and the Adverse Pregnancy Outcomes Reporting System (APORS) birth defects registry as a case example, presenters will examine how independently developed data systems require careful alignment of goals, funding structures, and operational priorities. Discussion will include selecting relevant data elements, defining data across systems and states, designing robust matching policies or procedures, and maintaining data integrity. Presenters will share examples of how data are used in research, follow up, policy development, and funding justification. This segment will highlight that data systems must ultimately serve families—improving timeliness, reducing duplications, and supporting coordinated care.
Next, participating states will provide updates on state’s current status of cCMV screening, diagnosis, follow up, and outcomes, highlighting program achievements, potential barriers, and future directions. Each update will reflect how states are working to address practices, service access, and meaningful communication throughout the cCMV journey.
Finally, the session concludes with a facilitated interactive multi state panel examining how legislation, state infrastructures, and degrees of implementation shape screening outcomes, EHDI workflows, and the services families receive. Panelists will discuss the role of parent advocacy in advancing cCMV legislation, the importance of parent to parent support following screening and diagnosis, and examples of real world access to diagnostics and intervention services for children diagnosed with cCMV. The panel will underscore that families are central partners in shaping policy, designing workflows, and evaluating service delivery.
By the end of the session, participants will have a better understanding of how cCMV policy, data systems, workflow design, and public health partnerships intersect—and how these intersections can be leveraged to create environments of informed guidance, and collaboration while states address cCMV when mandates do and do not exist.
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Monday, 3/22 1:00 PM - 4:00 PM |
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Partnering with Parents View Abstract ▼
Early Intervention services provided under IDEA are designed to occur within the child’s natural environment and to support families within the context of their everyday lives. For children who are deaf or hard of hearing, meaningful opportunities to develop vocabulary and language occur throughout the day, during mealtimes, play, getting dressed, and other activities that are important to the family. Effective Early Intervention therefore requires professionals to move beyond providing materials or activities for the child and instead partner with parents to identify and strengthen naturally occurring opportunities for communication and language development.
This session will explore how parent-professional collaboration and coaching can support parents as active participants in their child’s language development. Participants will examine the difference between providing intervention to a child and partnering with a parent to embed language-learning opportunities into meaningful daily routines. Real-life examples will illustrate why professionals must consider the family’s routines, activities, materials, priorities, and preferences rather than relying on toys and materials brought by the professional.
Parent perspectives will be explored in three areas:
• Building relationships and trust: What motivates parents to engage in coaching and parent support, and how relationships influence their willingness to participate and try new strategies.
• Supporting parents through coaching: How parents experience real-time, embedded feedback, reflection, and opportunities to practice strategies within their own routines.
• Collaborating through joint planning: How parents benefit when professionals listen to their priorities, recognize their expertise, and work with them to identify practical ways to support vocabulary and language development.
Through lecture, video clips, guided discussion, and interactive activities, participants will examine practical approaches for making coaching more collaborative, relevant, and meaningful to families. The session will emphasize that effective Early Intervention is not simply about what the professional does during a session; it is about how professionals partner with parents to increase meaningful communication and language-learning opportunities throughout the child's everyday life.
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Monday, 3/22 1:00 PM - 4:30 PM |
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Tyson Tough View Abstract ▼
Catch phrases are widely used in today's world, often as a memorable motto for change. "Tyson Tough" seeks to do just that and beyond. A DeafBlind child with significant complexities has begun a movement towards assuming competence and resiliency in families and professionals alike. Presenter Michelle John will introduce the dynamics of the family-professional interaction; the good, bad and ugly. Then we'll learn about the better and best- making small changes in how we view ourselves and our work in our profession or family can make rapid changes. Quality improvement can be embedded in the everyday! Stories from Tyson's life will compare and contrast interactions; exemplifying that those based on strengths create motivation. Partnerships will improve and data shows higher levels of engagement with sustained attendance to appointments and goals with these strategies.
In this session, we will discuss a variety of topics that intermingle including addressing biases of information presented to families, parent advocacy, self-care, self-esteem, empathy, self-worth, reflective listening, resiliency, grief, professionalism, caregiver burnout, improving partnerships, systematic quality improvement and introspection, among others.
Understanding ourselves and our role within the EHDI and Early Intervention ecosystem gives us the power to create change. By using best practices, even if it feels unsteady at first, we create paths to quality improvement within one's family or profession. Everyone can be empowered by true presence; being understood by others even when it's under circumstances that may not be ideal creates space for growth.
Sound like a lot? Then this session is for you! Together we'll laugh, shed a tear or two, and find camaraderie while learning together in a safe space. This session will be a presentation, large group work and individual work wrapped up with warmth and understanding.
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Monday, 3/22 1:30 PM - 4:00 PM |
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Elephants, Dancing, and Clarity View Abstract ▼
Early intervention can be an extremely distressing process for the families of dhh children. Especially in the months after identification and onboarding, parents can experience a whole spectrum grief, fear and confusion while trying to navigate unfamiliar bureaucracy and understand a huge amount of new information. Professionals are often caught up in this hurricane, and sometimes seek to lessen the emotional impact and data overload of a hearing loss diagnosis by softening their language and simplifying their messages, both to reassure parents and avoid interactions that are counterproductive for caregivers and practitioners.
Unfortunately, this all too often results in ambiguous communication, leading to misunderstandings. This can complicate the already-fraught process of decision-making in early intervention, and prolong family distress. Miscommunication can be compounded when language and cultural barriers exist between professionals and parents or caregivers. But truly “family-friendly” language is not just a kindness, it’s an ethical obligation that professionals have to do no harm and ensure that children receive the best research-supported services possible.
This presentation uses real-world examples of ambiguous communication and the CDC’s editorial guidelines on plain language to help professionals educate and guide families on recommended practices and outcomes for their kids.
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Monday, 3/22 2:00 PM - 4:00 PM |
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Advancing Your EHDI Advocacy Skills View Abstract ▼
Webster’s Dictionary defines advocacy as the act or process of supporting or pleading for a cause, idea, or proposal for one’s self or others. The right to advocate as a citizen or as part of group is a cornerstone of our country’s democratic process which welcomes citizen input to policymaking and to the passage of laws. In the US, we have opportunities to provide input at the state and national levels at open forums, hearings or via unsolicited input. We may advocate in person or remotely using a range of electronic tools. As parents, family members, or caregivers we speak from our own personal experience regarding the needs of children. As providers of services, medical professionals, educators, administrators, or researchers we offer our professional perspective regarding the needs of children and families.
One does not need to be a lawyer or lobbyist to be an effective advocate. Advocacy based upon one’s own experience is highly effective and can have important impacts on laws and policies.
This two-hour, interactive boot camp will provide background on pending legislation and policy direction relative to the national Early Hearing Detection and Intervention Program’s 2027 reauthorization process with a focus on how parents and professionals can get involved now and remain involved as advocates over time at the state and national levels. Join the new EHDI Advocacy program being carried out under the auspices of the National Center for Hearing Assessment and Management and add your voice to the important dialogue that will shape EHDI now and for years to come. Gain insights and direction from advocacy experts involved in the legislative process for EHDI and other programs. Gather tools and support materials to help you join others across the country to positively impact programs for children and families.
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Monday, 3/22 2:00 PM - 4:00 PM |
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| Thursday Sessions | ||
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Creating Engaging and Language Rich Events View Abstract ▼
Family activities can provide meaningful opportunities for deaf and hard of hearing children to develop language, strengthen relationships, and build community connections. This interactive workshop will help participants identify goals for family events, explore approaches for intentionally integrating language acquisition, and develop practical strategies for creating language-rich activities. Participants will leave with a framework for designing engaging, meaningful experiences that support language development while fostering family and community ties.
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Thursday, 3/25 9:00 AM - 11:00 AM |
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Supporting and Emporwering Parents of Children who are Deaf or Hard-of-Hearing View Abstract ▼
An estimated 7% of children receiving audiologic care have a diagnosis of Autism Spectrum Disorder (ASD). Little is known about how parents of children who are Deaf or Hard-of-hearing (DHH) with ASD manage hearing and language needs, given the intersection, and possibly compounding challenges, of Autism needs. The Multidisciplinary Lab for Pediatric Hearing and Development recently completed a study investigating how and when parents of children who are DHH with ASD choose to prioritize or deprioritize hearing and language needs and the role of Autism in their decision making. This instructional session will provide a detailed overview of those findings and discuss specific clinical implications and strategies for how early intervention teams can support and empower families during their unique journeys of navigating both hearing and Autism care. This instructional session will include opportunities for attendees to share both personal insight and ideas that can contribute to the overall learning experience through group discussion and role-plays.
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Thursday, 3/25 9:00 AM - 11:00 AM |
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Ready, Set, Refer! Recongnizing Pediatric Cl Candidates in the Era of Expanded Indications View Abstract ▼
Pediatric cochlear implant candidacy has expanded considerably, yet referral practices often remain rooted in traditional severe-to-profound hearing-loss criteria. As a result, children with residual hearing, asymmetric hearing loss, single-sided deafness, limited aided speech recognition, or inadequate developmental progress may not be referred until significant concerns have emerged. Early-intervention professionals and audiologists play a critical role in recognizing these children and initiating timely evaluation.
This interactive instructional session will move beyond the unaided audiogram to examine the full range of information that should inform pediatric CI referral. Participants will review current and expanded indications, distinguish referral criteria from final candidacy decisions, and learn to integrate ear-specific thresholds, aided audibility, speech-recognition performance, hearing-aid use, developmental progress, and family-reported functional concerns. Special attention will be given to children with usable residual hearing, including contemporary evidence regarding hearing preservation and the risks of delaying referral while waiting for further decline.
Through guided analysis of varied pediatric cases, participants will determine when additional information is needed, when continued monitoring may be appropriate, and when referral should occur. Cases will include children with moderately severe or sloping hearing loss, poor performance despite appropriately fitted hearing aids, asymmetric hearing loss, and single-sided deafness. Participants will also practice explaining the purpose of a CI evaluation to families without implying that referral commits them to implantation. Attendees will leave with a practical framework for identifying potential candidates, counseling families, and making earlier, evidence-informed referrals.
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Thursday, 3/25 9:00 AM - 11:00 AM |
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Instructional Session Information
Instructional Sessions are included in the EHDI Annual Conference for sessions/topics that do not fit into the standard breakout session format. Consider proposing an Instructional Session only if one or more of these considerations apply:
- To be effective/useful, the session topic requires more than the standard 25 or -55 minutes offered for EHDI Conference breakout sessions.
- The session requires a more interactive or hands-on experience than can be adequately achieved in the standard 25 or 55 minutes offered for EHDI Conference breakout sessions.
- The session format requires a different room set-up or technology than typically possible in a standard breakout session room; for example, it requires a more interactive, special technology or equipment that would not be feasible during a standard breakout session.
Proposals will be considered, reviewed, and selected by the 2027 EHDI Annual Conference Planning Committee and the EHDI Conference Co-Organizers. Criteria for selecting Instructional Sessions will align with the broader abstract submission criteria.
Please note: Each instructional session must have a minimum of 10 registrants, or the session will be canceled. Decisions about holding the session based on number of registrants will be made approximately one month prior to the conference start date.
Instructional Session abstracts will be reviewed and scored according to the following criteria by the EHDI Conference Planning Committee:
- Relevance and significance to the early identification of hearing loss and early intervention services for infants and young children with hearing loss and their families. [1 - 15 points]
- The abstract should address a current topic and information appropriate for the purposes of the Conference goals.
- The abstract should address important issues or gaps related to improving state-based EHDI services.
- The abstract should describe how the session will inform, enable, or update others in improving EHDI services regarding potential issues related to clinical practice, education of professionals/families, or future research.
- The abstract describes how the session will advance the practice/knowledge base of EHDI.
- The abstract should expand the discussion or perspective to build on existing knowledge or address new knowledge, discoveries, methodologies, tools, technologies, or practices.
- Meets the following Criteria to be considered for an Instructional Session. [1 - 15 points]
- To be effective/useful, the session topic requires more than the standard 25 or -55 minutes offered for EHDI Conference breakout sessions.
- The session requires a more interactive or hands-on experience than can be adequately achieved in the standard 25 or 55 minutes offered for EHDI Conference breakout sessions.
- The session format requires a different room set-up or technology than typically possible in a standard breakout session room; for example, it requires a more interactive, hands-on, application or special technology or equipment that would not be feasible during a standard breakout session.
- Overall clarity. [1 - 10 points]
- The abstract should be well written and organized in a coherent manner.
- The amount of information to be presented should be appropriate for the proposed session length and format.
- The abstract should clearly describe the presentation's goals and learner outcomes.
- The abstract should provide prospective participants enough information to determine if the session will meet their needs
- If research results are included, they should be clearly described and supported by statistical findings with the conclusions supported by the results.
If you have any questions, please contact me at mandy.jay@usu.edu or 501.626.4640.
Field Trips
(1) UW Hearing Research Labs and Seattle Children's Childhood Communication Center
UW Hearing Research Labs and Seattle Children's Childhood Communication Center
Thursday, March 25
8:30am to 3:30 pm tour. A maximum of 25 participants will visit given the limited space of the labs.
| Tentative Schedule | |
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| 8:30am | Bus leaves hotel |
| 9:00am | Orientation to UW Research Labs |
| 10:00am | Tour of Bloedel |
| 11:00am | Tour of I-LABS |
| 12:00 | Bus from UW to Seattle Children's |
| 12:30-1:30 | Lunch at Seattle Children's cafeteria (participants responsible for purchasing lunch) |
| 1:30-3:30 | Tour of Seattle Children's Childhood Communication Center |
| 3:30pm | Bus returns to hotel |
University of Washington Research Labs
Participants will tour research labs at the University of Washington involved in studying hearing and perception development. The Virginia Merrill Bloedel Hearing Research Center is one of the largest and most influential hearing–science research groups in North America. The Prosthetic Auditory Development Lab (PADL) studies how auditory acuity affects spoken-language outcomes in infants and children who use a cochlear implant using behavioral psychoacoustic measures. The Laboratory for Auditory Neuroscience and Development (LAND) Lab focuses on auditory brain development, speech and music perception, listening in noisy real-world environments, and language learning using magnetoencephalography (MEG), electroencephalography (EEG) and computer-based listening studies. The Institute for Learning & Brain Sciences (I-LABS) is an interdisciplinary center dedicated to discovering the fundamental principles of human learning, with a special emphasis on early learning and brain development. We'll tour research labs involved in studying early language development, social and emotional development, cognitive and brain development.
Seattle Children's Childhood Communication Center
For more than 100 years, Seattle Children's Hospital has specialized in meeting the unique physical, emotional and developmental needs of children from infancy through young adulthood. Seattle Children's ranks as the top hospital for children in the Northwest and in the top 10 in the nation. The Childhood Communication Center provides care for children with hearing, speech, and communication disorders with a team of doctors, surgeons, geneticists, audiologists, speech, language pathologists and other specialists offer the most comprehensive range of pediatric hearing and speech services. We will tour the Seattle Main campus including specialty services in audiology, otolaryngology, the cochlear implant team, hearing technology services and aural habilitation.
The address of the building is 1701 NE Columbia Road, Seattle, 98195 and is about a 20 minute drive from the Hyatt hotel in Bellevue.
(2) EHDI Field Trip – Seattle Area Early Learning Programs and Services
EHDI Field Trip – Seattle Area Early Learning Programs and Services
A maximum of 30 participants will visit three early learning programs with diverse philosophical approaches. Representatives from the three agencies will join the tour.
| Tentative Schedule | |
|---|---|
| 7:45 a.m. | Depart Hyatt Regency Bellevue |
| 8:45–9:45 a.m. |
Visit NWSDHH in Shoreline
|
| 9:45–10:15 a.m. | Travel to HSDC |
| 10:15–11:15 a.m. |
Visit the Rosen Family School at HSDC
|
| 11:15 a.m.–12:30 p.m. |
Lunch and presentation at HSDC
|
| 12:30–1:00 p.m. | Travel to Listen and Talk in Kirkland |
| 1:00–2:00 p.m. |
Visit Listen and Talk
|
| 2:00 p.m. | Depart Listen and Talk |
| Approximately 2:30 p.m. | Return to Hyatt Regency Bellevue |
Trip Description
In the Seattle metropolitan area, there is a wide range of early learning services for deaf and hard of hearing children. Early Support for Infants and Toddlers and early learning school programs are provided by three agencies:
Northwest School for Deaf and Hard-of-Hearing Children's Family Conversations program and school (S.E.E. with spoken English, birth through eighth grade)
Hearing, Speech and Deaf Center's Parent-Infant Program (PIP) and Rosen Family School (ASL/English bilingual, birth to age 5; HSDC serves infants to elders)
Listen and Talk School (listening and spoken language, birth through age 21)
We invite you to visit all three sites with presentations by each agency. Local partner agencies will also share information.
This is not simply a three-stop tour; it is an opportunity to see how three organizations with different approaches can collaborate to support DHH children and families across a community.
There will be representatives from the Northwest School for Deaf and Hard-of-Hearing Children; including its Family Conversations program (NWSDHH/FC), the Hearing, Speech & Deaf Center (Parent-Infant Program and Rosen Family School), Listen and Talk, Center for Deaf and Hard of Hearing Youth (CDHY), Spokane HOPE, and Washington State Hands and Voices.
Participants will visit:
Northwest School for Deaf and Hard-of-Hearing Children
northwestschool.com
Northwest School for Deaf and Hard-of-Hearing Children (NWSDHH) supports deaf and hard-of-hearing (D/HH) children and their families through a continuum of services from birth through eighth grade. Using simultaneous Signing Exact English (S.E.E.) and spoken English, NWSDHH provides children with consistent access to the English language, supporting the development of strong communication, literacy, and academic skills. S.E.E. makes the vocabulary, grammar, and structure of English visible through signing, while spoken language is provided simultaneously. NWSDHH's Family Conversations program offers family-centered birth-to-three services for children in King, Pierce, and Snohomish Counties. Through individualized coaching in English or Spanish, families learn strategies to support their child's language and communication development during the earliest years. Building on this foundation, NWSDHH's preschool through eighth-grade program provides highly interactive, evidence-based instruction that supports academic achievement, social development, and growing independence. The school also offers S.E.E. classes and opportunities for family connection, including services specifically designed to support Spanish-speaking families. Through its integrated programs, NWSDHH works to ensure D/HH children develop the language, confidence, and skills to become empowered communicators, academically competitive learners and engaged members of the communities of their choice.
The Rosen Family School and Parent-Infant Program at the Hearing, Speech and Deaf Center
hsdc.org
The Hearing, Speech & Deaf Center's Education Department offers a culturally rich, bilingual ASL/English continuum for Deaf, DeafBlind, and hard of hearing children from birth to five through our Parent-Infant Program and The Rosen Family School. Our Parent-Infant Program (PIP) provides early intervention home visits across three counties and coaches parents in child development, visual culture, and ASL to build bilingual, bicultural homes rich in language and belonging. Deaf PIP providers bring both professional expertise and their lived experience as thriving Deaf adults to every visit. The Rosen Family School continues this foundation in infant, toddler, and preschool classrooms where Deaf and hard of hearing children, hearing children with Deaf family members, and other hearing peers learn together in full ASL immersion. With a Deaf Lead Teacher in every classroom and a predominantly Deaf teaching staff, children acquire ASL and visual culture naturally—through play, relationships, and daily conversation with fluent language models in a natural Deaf environment—while building English literacy. Community play groups, parent nights, ASL classes, library-partnered ASL Storytimes, and a monthly newsletter connect families with one another and the Deaf community. As part of HSDC—a Puget Sound nonprofit fostering accessible communities through communication, advocacy, and education—families can also access our SLP Department, Advocacy and Community Engagement, and Interpreting Services. Together, PIP and Rosen ensure every child has full, early access to language, strong bilingual foundations, and a sense of belonging and Deaf identity from the very beginning.
The Listen and Talk School
listenandtalk.org
Listen and Talk provides listening and spoken language (LSL) services, following the Principles of Certified LSL Specialists, to support families and their deaf or hard-of-hearing children in gaining the skills and confidence needed for spoken language development. Our specialists employ evidence-based practices emphasizing effective use of advanced hearing technologies. Listen and Talk provides a continuum of services to support a child's development from birth through age 21, with services tailored to reflect each individual's needs and values. Goal-setting and service delivery are informed by ongoing evaluation, which enhances listening, cognitive, and conversational skills and ensures each child's equitable access to future opportunities.
With additional information from:
Washington State Center for Deaf and Hard of Hearing Youth (CDHY)
https://www.cdhy.wa.gov/
The Washington State Center for Deaf and Hard of Hearing Youth (CDHY) supports deaf and hard of hearing (DHH) children (from birth through age 22), their families, and the professionals who serve them throughout Washington State. Through its statewide Birth-to-Three program, CDHY provides family-centered early intervention services that promote early language access, communication development, and meaningful family engagement. CDHY partners with families, early support providers, educational programs, and community organizations to help ensure children have access to individualized services and a range of language and communication opportunities, including American Sign Language (ASL), listening and spoken language, and bilingual approaches. CDHY also supports professionals across Washington State through consultation, technical assistance, and professional development, while helping families navigate available resources and explore communication opportunities that align with their goals and priorities. By fostering partnerships among programs with diverse approaches, CDHY works to strengthen Washington's early intervention system, empower families to make informed decisions, and ensure DHH children and their families have access to meaningful support, resources, and connections.
Spokane HOPE
www.spokanehope.org
Spokane HOPE (Hearing Oral Program of Excellence) is a nonprofit early intervention and education program serving children who are deaf or hard of hearing from birth through age five throughout the greater Spokane, Washington, region and northern Idaho. Our interdisciplinary team of Teachers of the Deaf (TODs) and Speech-Language Pathologists (SLPs) provides family-centered birth-to-three early intervention, parent coaching, and specialized Listening and Spoken Language (LSL) preschool services. Our birth-to-three program supports families in their chosen communication approach, including LSL and access to ASL resources and instruction, and offers bilingual Spanish early intervention services to better support Spanish-speaking children and families. We work with children who use hearing technology, including hearing aids and cochlear implants, to promote access to sound and language development. Our preschool is a specialized LSL program designed for families who have chosen a listening and spoken language approach for their child. Using evidence-based practices, our team integrates auditory learning, speech and language development, social-emotional learning, academics, and kindergarten readiness skills to prepare children to successfully transition into their neighborhood kindergarten classrooms, ready to communicate, learn, socialize, and thrive alongside their hearing peers. Spokane HOPE collaborates with families, early intervention providers, school districts, regional health agencies, audiologists, and community organizations to provide coordinated services and continuity of support for children and families.
Washington State Hands and Voices
https://wahandsandvoices.org/
A parent-driven nonprofit organization that provides families with resources, networks, and information needed to improve communication and educational outcomes for their children.