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ABSTRACT INFORMATION
Title: 'Internet Therapy: an Evolution of Coaching as a Practice in Early Intervention' Track: 4 - Early Intervention Keyword(s): internet, coaching, early intervention, Learning Objectives: The participant will be able to define coaching as a process. The participant will be able to analyze the coaching process via case studies Abstract: This session will describe the evolution of using the coaching model as a process to deliver listening and spoken language therapy via the internet to children with hearing loss. It will apply the components of a coaching process and adult learning theory to Listening and Spoken Language therapy via the internet. Videos will be used to present case studies that demonstrate the coaching process for parents with children with hearing loss. The coaching model includes: joint planning, observation, action, reflection and feedback (Rush, Sheldon, 2011). In early intervention, coaching is a process that builds a cooperative and collaborative relationship between the parent and the Early Interventionist through empowerment. Adult learning theory suggests that adults learn best when they apply new learning to existing knowledge through an experiential model. According to Raab, Dunst and Trivette (2010) adult learning theory includes active involvement in the learning process, real-life experience as the basis for learning, learning that has immediate relevance, and learning that is practice-centered rather than content driven. Strategies of the coaching process, embedding strategies in the child’s routine and natural environment are well known in early intervention, the application of these strategies to internet therapy are more difficult to implement without thoughtful and purposeful planning by the Early Interventionist Listening and Spoken Language (LSL)Specialist. During a therapy session delivered using the ihear program, objectives are developed for the student in the areas of cognition, audition, receptive and expressive language, and speech. Specific strategies are developed that the parent can use while working with the child outside of the session. The application of an early intervention model using listening to develop spoken language will be identified and the process applied when the delivery method is not “in person” but virtually through the internet. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
Cheryl Broekelmann - Primary Presenter St. Joseph Institute for the Deaf      Credentials: LSLSCert.AVEd      Other Affiliations: AG Bell       Cheryl Broekelmann, LSLS Cert. AVEd, is the Director of Early Intervention and Internet Therapy. She has over 25 years experience as an educator of the deaf. She has presented at workshops and at AG Bell conferences. Some of the titles of her presentations are: “Needs of Parents who have Children with Hearing Impairment”, “Lights, Camera, Action”, “What Do I Do When They Want to Learn About Dinosaurs?”, “Meeting the Needs of Families of Children Who are Deaf or Hard of Hearing”, “Demystifying Deafness”, “Preschoolers Rule With The Right Tools”, “Bridging Distances with Tele-Therapy for Children with Hearing Loss” and “Collaboration + Coordination = Communication”. Cheryl has an undergraduate degree in Deaf Education from Fontbonne University and a Masters of Education in Early Childhood Administration.       ASHA DISCLOSURE: Financial - Receives Salary for Employment,Management position from St. Joseph Institute for the Deaf.   Nonfinancial - No relevant nonfinancial relationship exist. Michelle Graham - Co-Presenter St. Joseph Institute for the Deaf      Credentials: CED, LSLS Cert. AVEd       Michelle is the Lead Early Intervention Therapist at St. Joseph Institute for the Deaf. Michelle is an experienced Listening and Spoken Language Specialist and maintains teacher certification in the area of special education. Michelle provides Early Intervention therapy services to families in person and via internet therapy.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Jeanne Flowers - Author St. Joseph Institute for the Deaf      Credentials: MSDE MS CF-SLP CED LSLS Cert. AVEd      Other Affiliations: AG Bell       Jeanne is an Early Intervention Therapist and an ihear Therapist at St. Joseph Institute for the Deaf in St. Louis. She holds a Masters Degree in Deaf Education from Washington University in St. Louis, MO, a Masters Degree in Speech Language Pathology from Fontbonne University in St. Louis, MO, a Bachelors of Arts in Communication Sciences and Disorders with a minor in education and is certified Listening and Spoken Language Specialist in Auditory Verbal Education. Jeanne has 6 years of experience working with children with hearing impairments. Jeanne’s previous teaching experiences at St. Joseph Institute include teaching in a transition kindergarten classroom and individual speech and auditory sessions.       ASHA DISCLOSURE: Financial - Receives Salary for Employment from St Joseph Insitute for the Deaf.   Nonfinancial - No relevant nonfinancial relationship exist. Amy Knackstedt - Author St. Joseph Institute for the Deaf      Credentials: MA CED       Amy is an ihear Therapist. Amy has a Master of Arts in Early Intervention in Deaf Education from Fontbonne University. Amy has taught at SJI since 2006 and her classroom experience has been with students ranging from ages 3 to 10. She works with children age 0-3 in the ihear Program.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Barb Meyers - Author St. Joseph Institute for the Deaf      Credentials: MA Ed, CED       Barb Meyers is an early intervention therapist for the ihear online therapy program at St. Joseph Institute for the Deaf in St. Louis. She holds a Master of Arts in Special Education and a Bachelor of Arts in Deaf Education from Fontbonne University in St. Louis, Missouri. Barb has been teaching deaf and hard of hearing children for over 40 years. Barb’s previous experience working with children at SJI includes teaching in the preschool department and educating families. Barb currently teaches a curriculum course in the Early Intervention in Deaf Education Master’s program at Fontbonne University and is a supervising teacher for graduate students doing practicum work in that program.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Mandy Eckelkamp - Author St. Joseph Institute for the Deaf      Credentials: MS, CCC-SLP       Mandy is an ihear Therapist. She has a Master of Science in Speech-Language Pathology with an emphasis in working with children who are deaf or hard of hearing from Fontbonne University. Mandy has three years of experience working in an elementary public school setting with students who have hearing loss.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.