2026 Early Hearing Detection & Intervention Conference
March 15-17, 2026 • Jacksonville, FL
3/16/2026 | 1:55 PM - 2:25 PM | Centering Family Voices in Graduate Training: Preparing Confident Providers for Family-Centered Early Intervention | City Terrace 10
Centering Family Voices in Graduate Training: Preparing Confident Providers for Family-Centered Early Intervention
Family-centered early intervention is recognized as a cornerstone of the Early Hearing Detection and Intervention (EHDI) system (e.g., Moeller et al., 2024; Szarkowski et al., 2024). Yet, many providers report feeling least confident when working with families in birth-to-three settings (Blaiser & Mahshie, 2022), noting that graduate training programs often lack focused instruction and family-focused experiential opportunities related to early intervention for children who are deaf or hard of hearing (DHH). Thus, graduate students not only lack comfort with very young children but also have limited opportunities to engage meaningfully with families and understand the family perspective.
This disconnect can lead to provider behaviors that are primarily information- and action-driven—approaches that may be mismatched with families’ emotional readiness and needs immediately following identification. To address this gap, this presentation will describe a graduate training model that places families at the center of program design and implementation. The model integrates lived family experiences and perspectives into coursework, clinical experiences, and competency assessments (e.g., coaching, reflection, and communication activities). Families serve as instructors, interview partners, and feedback providers, allowing students to develop empathy, listening skills, and confidence in supporting family-centered care.
Both synchronous and asynchronous modalities are highlighted as strategies for embedding the family experience across diverse learning environments. Outcomes from student reflections and competency measures will illustrate how this model strengthens provider confidence and prepares a workforce that is responsive, collaborative, and attuned to family priorities in early intervention.
- Describe the importance of integrating family perspectives into graduate training programs focused on early intervention for children who are DHH.
- Analyze the impact of family participation in coursework, clinical experiences, and competency assessments on student learning and confidence.
- Develop strategies for embedding family-centered practices into synchronous and asynchronous training models that prepare future providers for family engagement.
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Presenters/Authors
Kristina Blaiser
(Primary Presenter,Author), Idaho State University, Kristina.Blaiser@isu.edu;
Kristina Blaiser, Ph.D., CCC-SLP, is
a 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 graduate training and implementation of family-centered early intervention. Dr. Blaiser serves on the national American Academy of Pediatrics Provider Education Committee and on the advisory board for the Family Leadership, Language and Learning Center.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Idaho State University, AAP-PEC, FL3, Office of Special Education Programs.
Nature: employee, Advisory Board Member (AAP-PEC, FL3), Grantee.
Nonfinancial -
No relevant nonfinancial relationship exists.
Kat Ross
(Co-Author), Idaho State University, kathleenross2@isu.edu;
Kat Ross is a parent of a child who has a hearing difference. She is a Family Support Ambassador for HATCH Family Support at Idaho State University. Her passion for empowering other parents with information and resources keeps her engaged in the EHDI system and striving for positive outcomes for all children who have a hearing difference in her home state of Idaho.
Before joining the HATCH Family Support team, Kat was the Executive Director of Idaho Hands and Voices when legislation for pediatric hearing aid insurance coverage was accomplished in Idaho. She also worked in the Boise School District in several roles at elementary schools. Prior to moving to Idaho and starting a family, Kat worked as a marketing associate and executive assistant at a private wealth management firm in San Francisco.
Kat holds degrees in Early Childhood Education (AA Cuesta College), General Studies, and Psychology (BA Columbia College).
In her free time, Kat loves to travel, camp, cook, and relax with her family and mini Goldendoodle.
ASHA DISCLOSURE:
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Nonfinancial -
AAA DISCLOSURE:
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Marie Martinez
(Co-Presenter,Co-Author), Idaho State University, janemartinez@isu.edu;
Marie is a pediatric speech-language pathologist and behavior analyst who serves early intervention populations. She is currently a doctoral candidate in Rehabilitation and Health Sciences at Idaho State University. Her research explores the impacts of family support and caregiver coaching on language outcomes for young children.
Marie has presented at various national conferences focused early intervention curricula, professional development programs, and caregiver training. She is passionate about bridging the gap between research and practice by providing caregivers with evidenced-based speech, language, and behavior strategies that they can use during daily routines. As a mother of a young child learning to communicate, Marie enjoys integrating these strategies into the precious moments she spends caring for her son.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Idaho State University.
Nature: .
Nonfinancial -
No relevant nonfinancial relationship exists.
Ashley Ben-Jacob
(Co-Presenter,Co-Author), Idaho State University, ashleybenjacob@isu.edu;
Ashley Ben-Jacob, M.Ed., is a Deaf/Hard of Hearing (DHH) Educational Specialist dedicated to improving outcomes for young children who are DHH and their families. She earned her Master of Education and DHH credential through the University of San Diego and John Tracy Center, where she developed a strong foundation in family-centered listening and spoken language practices. Ashley is currently pursuing her Ph.D. in the Rehabilitation and Communication Sciences Program at Idaho State University. Her research examines competencies and self-efficacy among Teachers of the Deaf/Hard of Hearing, with an emphasis on interprofessional preparation and coaching strategies in early intervention. In addition to her doctoral studies, Ashley provides consultation and professional development for school districts, promoting evidence-based, family-centered practices in deaf education.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Susan Jones
(Co-Author), Idaho Elks Hearing and Balance Center, jonessus@slhs.org;
Susie Jones, MS, CCC-SLP, LSLS Cert. AVT is a licensed speech-language pathologist. She earned her master's degree from Idaho State University and has experience in both pediatric and adult communication disorders. She has extended training in aural rehabilitation and treatment of auditory processing delays, and is a certified listening and spoken language specialist. Susie is a founding member of Idaho Hands and Voices, a member of the Alexander Graham Bell Association for the Deaf, and past board member of Idaho Sound Beginnings.
ASHA DISCLOSURE:
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Nonfinancial -
AAA DISCLOSURE:
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Nonfinancial -
Nanette Thompson
(Co-Author), Listen Foundation, Inc., nanette@listening2learn.com;
Nanette is a an SLP and a LSLS Cert. AVT. She works closely with the Listen Foundation and the 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 also provides training and mentoring to professionals across the United States in the areas of parent coaching, auditory skill development, language expansion, and speech production.
ASHA DISCLOSURE:
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Nonfinancial -
AAA DISCLOSURE:
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Gabriel Bargen
(Co-Author), Idaho State University, barggabr@isu.edu;
Gabriel Anne Bargen, Ph.D., is the Interim Dean, College of Health, and Executive Director for the Idaho State University Health Science Center and an Associate Professor of Audiology in the Department of Communication Sciences and Disorders. Her clinical and research training includes master's degrees in both speech-language pathology and audiology and a PhD in Audiology from the University of Kansas. She has taught several graduate courses including pediatric audiology and advance aural rehabilitation. Professional interests include pediatric audiology specifically diagnostic hearing assessment and treatment and assessing risks associated with hearing dysfunction in infants. Dr. Bargen’s current research focuses on evaluating risk indicators for delayed-onset hearing loss and finding ways to make resources accessible to all children who are hard of hearing or deaf in Idaho by connecting community entities across the state. Dr. Bargen is on the Idaho Sound Beginnings (EHDI) Advisory Board, she serves on ASHA's Committee of Ambassadors as Idaho's audiology representative, and is on the American Journal of Audiology Editorial Review Board and the SIG 9 Editorial Review Board.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Idaho State University.
Nonfinancial -
• Has a Professional
(advisory board for stakeholders supporting children who are DHH and their families)
relationship for Volunteer membership on advisory committee or review panels.
AAA DISCLOSURE:
Financial -
Financial relationship with Idaho State University.
Nature: Salary from employer. Member of advisory committee for Idaho SoundBeginnings. .
Nonfinancial -
No relevant nonfinancial relationship exists.