2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
| A Hybrid Habilitation Model: Combining Music with Cross-lateral Movements in Young Children with Hearing Loss
A Hybrid Habilitation Model: Combining Music with Cross-lateral Movements in Young Children with Hearing Loss
Early identification of hearing loss among children has become an increased priority in the United States. According to the Early Hearing Detection and Intervention (EHDI) program annual data published by the Centers for Disease Control and Prevention (CDC), an average of 6,400 babies are diagnosed with hearing loss annually in the US. For this reason, early detection and intervention have become priorities to help deaf and hard of hearing children improve their language and communication outcomes. One intervention that has shown promise with this subpopulation is music habilitation or therapy. For example, recent research suggests the potential benefits of utilizing music within the preschool curriculum can facilitate auditory perception skills, increase speech and language development, and enhance literacy instruction in a fun and meaningful way (Nelson et al., 2016). Another therapeutic approach that has shown some positive benefits is cross-lateral body movement, which can help build the capacities that can lead to full sensory access and improved communication between the two hemispheres of the brain. Further, because both hemispheres of the brain and all four lobes are activated during these cross-lateral body movements, cognitive function is heightened and ease of learning increases (Hannaford, 2005).
This presentation will 1) facilitate discussion with educators and parents regarding the benefits of combining music habilitation with cross-lateral movements in children with hearing loss to improve academic performance and social-emotional connections, 2) provide participants with a ready resource including six demonstrated activities for practical application, and 3) discuss the physical benefits of mind and body connections by incorporating midline movements into daily routines or educational activities when working with young deaf and hard of hearing children receiving early intervention services in the home, toddler groups or preschool children under the age of 5.
- 1. Participants will discuss the potential benefits of combining cross-lateral movements with music in facilitating auditory perception skills, increasing speech and language development and enhance literacy instruction in a fun and meaningful way.
- 2. Participants will experience and discuss six different ways to facilitate cross-lateral movements in young children with hearing loss.
- 3. Participants will discuss ways to naturally embed these two therapeutic approaches into everyday routines
Presentation:
3353554_15011CassieRiding.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Cassie Riding
(Primary Presenter), Utah State University , cassier@usdb.org;
Cassie Riding is a Deaf Education Graduate Student in the Utah State University Listening and Spoken Language program. She currently works as a Parent Advisor in the Parent Infant Program for the Utah Schools for the Deaf. She has a bachelor's degree in Signed Language Interpreting and Communications from the University of New Mexico. Cassie has loved working with Deaf and Hard of Hearing Communities for the past sixteen years and recently found her passion within early intervention. Music and literacy are her favorite tools to use in language development and she is delighted to discuss them with parents and professionals any chance she gets.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -
Sarah Law
(Co-Presenter,Co-Author), Utah State University, sarah.law@usu.edu;
Sarah Law is an Assistant Clinical Professor in the Department of Communicative Disorders and Deaf Education in the Listening and Spoken Language Deaf Education program at Utah State University. She has a background in LSL deaf education and currently supervises the LSL deaf education graduate students at Utah State University.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -
Elizabeth W Parker
(Co-Presenter,Co-Author), Utah State University, liz.parker@usu.edu;
Elizabeth Parker is a Clinical Instructor and Practicum Supervisor in the Listening and Spoken Language Deaf Education program, Department of Communicative Disorders and Deaf Education at Utah State University. She has served as a classroom teacher, aural habilitation specialist and Program Director of Utah Schools for the Deaf and the Blind. She has taught and mentored hundreds of students and professionals to better serve children who are deaf or hard of hearing. Liz believes that communication is at the heart of everything we do as human beings. She is passionate about meeting new people, mentoring students and helping people realize their true potential.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -