15th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 13-15, 2016 • San Diego, CA
3/14/2016 | 3:20 PM - 3:50 PM | Topical Session 3 | Royal Palm 3/4 | 3 - Language Acquisition and Development
Setting Language in Motion: Family Supports and Early Intervention for Babies Who Are Deaf and Hard of Hearing
There is a continued need for high quality, accessible resources to guide and support families and caregivers of newly identified children who are deaf or hard of hearing. This presentation will focus on evidence-based, practical information addressing topics integral to the identification process and intervention opportunities for these infants. A review of the critical components necessary to promote early language acquisition, as well as tips on how this information can be used effectively with families and service providers will be shared.
Setting Language in Motion is designed for early intervention providers, educators of deaf children, early childhood specialists, allied professionals, parents, and other caregivers. It is a free-web based resource that has been developed to meet this need.
Seven areas critical to guiding families in their understanding of the often complex information involved in identifying a child who is deaf or hard of hearing and promoting language acquisition for these young children are included. These seven modules cover:
• Early Identification: Newborn/Infant Hearing Screening and Evaluation and the Importance of Ensuring Early Access to Language,
• Understanding Hearing: How the Ear Works & How to Test Hearing in Infants,
• Hearing Aids: The Basics,
• Launching Communication and Language through Sign,
• Cochlear Implants: The Basics,
• Promoting Communication in the Home, and
•Parenting a Child Who is Deaf or Hard of Hearing
The learning modules are available in three languages with captions: American Sign Language, English and Spanish. The resources include associated down-loadable and printable handouts in written English and in Spanish that are designed to empower families in supporting their child’s development. This resource can be accessed from any computer, thereby making it applicable to families as well as providers in both urban and rural settings.
- 1. Participants will be able to use the resource Setting Language in Motion to learn about considerations and strategies to support language acquisition of young children who are deaf or hard of hearing child.
- 2. Participants will identify at least two concepts shared in Setting Language in Motion that they might use in their work.
Presentation:
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Handouts:
Handout is not Available
CART:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
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ASHA DISCLOSURE:
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Mary Ann Kinsella-Meier
(Primary Presenter), Laurent Clerc National Deaf Education Center, Gallaudet Univsersity, Mary.Ann.Kinsella-Meier@gallaudet.edu;
Mary Ann Kinsella-Meier, AuD, is a Project Manager at the Laurent Clerc National Deaf Education Center, Gallaudet University. She manages product development which meets the mandates of the Education of the Deaf Act (EDA) to develop, evaluate, and disseminate innovative curricula, instructional technologies and strategies; manages mission-furthering work in the areas of strategic planning, research, evaluation, project development, product dissemination, technical assistance, training and outreach. Mary Ann was the project manager overseeing this collaborative work. Previously, she led the expansion at the Maryland School for the Deaf to extend educational services to those students who had access to learning through spoken English. She coordinated and established cochlear implant services, including the provision of cochlear implant programming capabilities on both campuses. She is a co-author of a book on sign language for audiologists and speech-language specialists, as well as a contributing author for a book on aural rehabilitation and communication therapy.
ASHA DISCLOSURE:
Financial -
Receives Salary for Management position from Laurent Clerc National Deaf Education Center, Gallaudet University.
Nonfinancial -
No relevant nonfinancial relationship exist.
Terrell Clark
(Co-Presenter), Children's Hospital Boston, Terrell.Clark@childrens.harvard.edu;
Terrell A. Clark, PhD, a contributing author for this resource, is director of the Deaf and Hard of Hearing Program at Boston Children’s Hospital. Her endeavors through this program include teaching, supervising, conducting research, and providing clinical assessments with babies, school-aged children, and teens. As a pediatric psychologist at Boston Children’s, she is appointed as a senior associate in the Department of Psychiatry (Psychology) while at Harvard Medical School, she is an assistant professor of psychology. She has also taught at Tufts University in the Department of Child Development for many years, given numerous national and international presentations, served as an advisor to agencies and organizations on matters affecting deaf and hard of hearing children, and received regional and national recognition for her work.
ASHA DISCLOSURE:
Financial -
Receives Salary,Intellectual property rights for Employment from Boston Children's Hospital.
Nonfinancial -
No relevant nonfinancial relationship exist.
Charlotte Mullen
(Author), Boston Children's Hospital, charlotte.mullen@childrens.harvard.edu;
Charlotte Mullen, AuD, a contributing author for this resource, is the primary pediatric audiologist for the Deaf and Hard of Hearing Program and Coordinator for Education and Training for the audiology service of Boston Children’s Hospital. She founded the Sound Outreach to Schools educational audiology program. Mullen has given numerous presentations to professional and parent groups. Her clinical work initially identified an increased incidence in hearing loss among children treated by extra-corporeal membrane oxygenation (ECMO). Working closely with the Developmental Medicine Program, Mullen developed a clinical practice guideline for audiological monitoring which led to incorporation into the 2007 Joint Committee on Infant Hearing recommendations.
ASHA DISCLOSURE:
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Nonfinancial -
Denise Eng
(Co-Presenter), Children's Hospital Boston, denise.eng@childrens.harvard.edu;
Denise Fournier Eng
Denise Fournier Eng, MA, CCC-SLP, a contributing author for this resource, is a speech-language clinician with the Deaf and Hard of Hearing Program of Boston Children’s Hospital and a member of the hospital’s Cochlear Implant Team. Mrs. Eng has worked in private school programs for deaf and hard of hearing children, public school settings, and in early intervention. She has taught in the deaf education master’s degree program at Boston University and at Framingham State College and Emerson College. Mrs. Eng has coordinated several partnerships in the community and with museums to support accessible opportunities for deaf and hard of hearing children and their families, created parent education programming and in-service training programs for public school personnel, and presented at numerous regional and national conferences.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Debra Nussbaum
(Co-Presenter), Laurent Clerc National Deaf Education Center, Debra.Nussbaum@gallaudet.edu;
Debra Nussbaum is manager of projects on language development and communication support at the Laurent Clerc National Deaf Education Center at Gallaudet University. This includes coordination of their Cochlear Implant Education Center (CIEC). She earned her Master’s Degree in Audiology from George Washington University and has worked at the Clerc Center since 1977; first as a pediatric audiologist and then managing projects related to language and communication for children who are deaf or hard of hearing. She has spearheaded national efforts in exploring and sharing considerations for facilitating listening and spoken language for children who also use sign (including children with cochlear implants). She has developed numerous resource materials and professional training workshops, and speaks nationally and internationally on this topic. She has been chair of the DC Hears Intervention Committee since 2001, where she has coordinated early intervention supports in the District of Columbia’s newborn infant screening program.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.