18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
3/06/2012 | 11:00 AM - 12:00 PM | Tele-intervention: Supporting the New Generation of our Workforce | Grand Ballroom B | 7
Tele-intervention: Supporting the New Generation of our Workforce
Tele-intervention (TI) is a type of telepractice that pertains to the provision of early intervention services to families of infants and toddlers. The National Center for Hearing Assessment and Management (NCHAM) initiated the use of TI three years ago as a strategy for addressing the paucity of therapists and developmental specialists with the needed qualifications and experience to meet demands, particularly in rural areas. This shortage in the workforce is particularly evident when families of children with hearing are unable to receive services from professionals trained in a listening and spoken language approach. Over the past three years, NCHAM has partnered with others in the field of listening and spoken language to increase the knowledge base in implementing high-quality TI services. As a result, we have learned more about the implementation of TI, particularly on the “next generation” aspects of training providers, addressing real-life challenges in serving diverse families, and how to use TI to support inter-disciplinary teaming.
This session will bring together the collective work of providers and researchers who formed a “learning community” to guide the provision of TI services. The session will begin with an overview of national data on the shortage of providers trained to serve children in the birth to three age range with hearing loss, emphasizing the rationale for providing TI. Additionally, real-life examples of challenges faced by providers will be shared, offering interdisciplinary teaming strategies for addressing these challenges. The importance of training and coaching of providers planning to implement TI will be discussed, with specific tools to guide training. Finally, information about a newly-developed TI resource guide to support training of the early intervention workforce will be shared, offering critical information related to service delivery, licensure, reimbursement to name a few key topics it addresses.
- Objectives: 1. Understand the significant workforce shortage of professionals trained to serve infants and toddlers with hearing loss, particularly via a listening and spoken language approach. 2. Learn about resources and strategies for training providers in the provision of tele-intervention to address workforce shortages. 3. Gain insights into the potential of using tele-intervention for inter-disciplinary teaming to address real-life challenges associated with home environments and family interaction dynamics.
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Presenters/Authors
Diane Behl
(Primary Presenter,Author), NCHAM, diane.behl@usu.edu;
Diane Behl is a Senior Faculty member at the National Center for Hearing Assessment and Management. She facilitates telehealth learning communities and is a co-investigator for cost-effectiveness studies. She has expertise in evaluating the effectiveness of service coordination provided via Part C Early Intervention and Maternal and Child Health programs. Diane was a primary researcher on the EI SNAPSHOT study.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Arlene Stredler-Brown
(Co-Presenter), Colorado EHDI, astredlerbrown@coehdi.org;
Arlene Stredler-Brown, PhD, CCC-SLP provides consultation and technical assistance to programs working with children who are deaf or hard of hearing in the United States and internationally. She has graduate degrees in Speech/Language Pathology, Education of the Deaf/Hard of Hearing, and a doctoral degree in Special Education. Her recent research focuses on telehealth and the use of coaching strategies in the delivery of family-centered early intervention. Having worked many years in program administration and policy development, Dr. Stredler-Brown brings this skill set to her role as Director of the Colorado Early Hearing Detection and Intervention (EHDI) Program. Common themes guiding her work are: inclusiveness, collaboration, evidence-based practice and a commitment to infants and toddlers who are deaf or hard of hearing and their families.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Marjorie Edwards
(Co-Presenter,Author), Sound Beginnings , marge.edwards@usu.edu;
Marge Edwards is a Speech Language Pathologist for the Sound Beginnings birth to three program and has been providing services via Teleintervention to families for three years. She received her Bachelor’s and Masters degrees at Utah State University in Speech Language Pathology. As part of her Master’s Degree, she received specialized training in facilitating auditory learning and spoken language. Her interest in speech language pathology, hearing loss and auditory learning began when she had two sons with hearing loss. After growing up in Colorado, Saudi Arabia and Switzerland and living in Idaho, she has moved to Logan with her husband and two sons to be a part of the Sound Beginnings program.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Kim Hamren
(Co-Presenter,Author), Listen and Talk, kimh@listentalk.org;
Kimberly Hamren, M.Ed, CED, LSLS Cert. AVT, is a Teacher of the Deaf and Birth to Three Specialist at Listen and Talk. She has over 35 years of teaching experience and has worked at Listen and Talk since 1997 in a variety of positions including, preschool teacher, Listening and Spoken Language Auditory-Verbal Therapist, and Birth to Three Coordinator. Kim received her Teacher of the Deaf certification and her B.S. in Education from the University of Nebraska-Omaha and her M.Ed in Early Childhood Special Education from the University of Nebraska-Lincoln. Kim has been a LSLS Cert. AVT since 2003. She is grateful for the opportunity to participate in the journey with families as they support the listening and spoken language development of young children with various hearing levels.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Listen and Talk.
Nonfinancial -
• Has a Professional (Teacher of the Deaf)
relationship for Volunteer teaching and speaking.
• Has a Professional (Represent Professional Support)
relationship for Board membership.