18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
4/15/2013 | 11:05 AM - 12:05 AM | Family Centered Intervention for non English Speaking Families: Family Perspectives | Solana E | 7
Family Centered Intervention for non English Speaking Families: Family Perspectives
The EI facilitator, in collaboration with the family, designs an individualized program that fits the family’s needs and daily routines. The facilitator helps family members develop techniques to encourage development of their child’s speech, language, and listening skills. Because the program is parent-centered, the relationship between the facilitator and the parent is paramount. It is important that the family-centered curriculum is delivered in the primary language spoken in the home. Although interpreters can be used, this may alter the relationship between the parents and the facilitator and may impact the developmental outcomes of the child. There is substantial research to show that English-speaking children who receive early intervention before six months of age perform ahead of children whose hearing loss was identified much later and who did not receive early intervention. However, there is limited research documenting the gains of children from non-English speaking families. Furthermore, there is no research which looks at the overall early intervention experience of families who have a deaf or hard of hearing child, who speak a language other than English in the home. This research documents the overall experience of families who received early intervention services from a bilingual facilitator as compared to those who received early intervention services from an English-speaking facilitator through an interpreter. At the conclusion of this presentation, participants will have a better understanding the early intervention process for Hispanic/Latino families who have an infant or toddler who is deaf or hard of hearing, and the similarities and differences in the early intervention process when there is a bilingual (i.e. Spanish and English) facilitator or when an interpreter is used.
- identify barriers in the early intervention process for Hispanic/Latino families who have an infant or toddler who is deaf or hard of hearing
- discuss the similarities and differences in the early intervention process when there is a bilingual (i.e. Spanish and English) facilitator or when an interpreter is used.
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Presenters/Authors
Arlene Stredler-Brown
(POC,Primary Presenter,Author), 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.