18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
4/16/2013 | 1:45 PM - 2:45 PM | Online Together: We’re Listening | Solana D | 4
Online Together: We’re Listening
Newborn hearing screening and the advancements in hearing technology have provided the opportunity for children with hearing loss to access listening and spoken language at a very young age. Locating a professional trained in listening and spoken language therapy in many regions of the country, however, may be a challenge for families. Technological innovations in online therapy have made access to these professionals obtainable through the development of a comprehensive coaching model which works with parents and caregivers. This presentation will provide an overview of listening and spoken language therapy that establishes a dynamic connection between the child’s auditory development and the development of receptive and expressive spoken language with an emphasis on a family-centered approach in early intervention. The coaching and collaboration between the therapist and the parent/caregiver participating in direct and ongoing listening and spoken language sessions enhances effective intervention and is designed to extend newly acquired skills beyond the online therapy session.
A comprehensive coaching model created for an online therapy-based approach to listening and spoken language development for young children with hearing loss will be presented. Within this model, collaborative planning occurs, increasing opportunities for learning outside of the session. Session activities are designed to reflect the child’s interests and functional communication which may increase and support community participation opportunities for the child and family. Several case studies of children who have received listening and spoken language therapy through the ihear Program by St. Joseph Institute for the Deaf will be analyzed in terms of achievements of listening and spoken language outcomes. Children’s ongoing learning and functional communication in naturalistic contexts will be discussed including feedback from their families.
- Participants will identify key aspects of a coaching model for supporting and educating families of children with hearing loss who receive listening and spoken language services via online therapy.
- Participants will integrate known best practices of Listening and Spoken Language with innovative coaching techniques developed through online therapy.
- Participants will analyze case studies and discuss with experienced providers how to be responsive to the family and child’s needs during online therapy.
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Presenters/Authors
Barbara Meyers
(Author), St. Joseph Institute for the Deaf, bmeyers@sjid.org;
Barb Meyers is a listening and spoken language therapist for St. Joseph Institute for the Deaf. Barb sees families in their homes in the state of Missouri, as well as, coaches caregivers, professionals, paraprofessionals, and school age students via the iHear Internet Therapy program. Barb has licensures in Missouri, Indiana, Nebraska, and Kansas. She holds a Master of Arts degree in Special Education and a Bachelor of Arts degree in Deaf Education from Fontbonne University in St. Louis, Missouri. Barb has been teaching deaf and hard of hearing children for over 50 years. Her previous experience has been teaching 3–9-year-old students with St. Louis County Special School District and 3-4-year-old students in the preschool program at SJI. Barb has supervised undergraduate and graduate students from Fontbonne University and Washington University and has been a mentor to fellow staff members.
ASHA DISCLOSURE:
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Misty Flowers
(Author), St. Joseph Institute for the Deaf, mflowers@lsdvi.org;
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:
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Amy Knackstedt
(Author), Central Institute for the Deaf, aknackstedt@cid.edu;
Amy Knackstedt, MA, CED is the Knight Family Endowed Director of the Family Center at Central Institute for the Deaf (CID) in St. Louis, MO. She has 15 years of experience in deaf education. She joined CID in 2019 as a parent educator in the Joanne Parrish Knight Family Center and has been the director since 2021. Amy received her undergraduate degree in deaf education from Fontbonne University. She taught in first grade and preschool self-contained classrooms at St. Joseph Institute for the Deaf before earning her master’s degree in early intervention in deaf education in 2012 from Fontbonne University. She then spent the next several years, providing early intervention and school-aged listening and spoken language services, via teleintervention, as a part of the iHear program in St. Louis. She holds professional certification from the Council on Education of the Deaf and is credentialed in Missouri and Illinois’ early intervention systems. Amy has presented at EHDI, the Alexander Graham Bell Association for the Deaf and Hard of Hearing conference, and for IL’s early intervention professional development system. She also regularly guest lectures for Washington University’s Audiology and Communication Sciences program, providing the early intervention lens. Amy co-developed and presents a workshop, held at CID, centered around building caregiver capacity while coaching families. She currently serves on the Illinois Telehealth for Early Intervention Workgroup, Missouri Newborn Hearing Screening Standing Committee, Region 41 Birth to 5 Illinois Council, Fontbonne University’s IPEI2 Advisory Board, and an Illinois Child and Family Connections Leadership Team for CFC 21.
ASHA DISCLOSURE:
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Jackie Unser
(Author), St. Joseph Institute for the Deaf, junser@sjid.org;
Jackie is an ihear Therapist at St. Joseph Institute for the Deaf in St. Louis. She holds a Masters Degree in Speech-Language Pathology with an emphasis in working with children who are deaf or hard of hearing from Fontbonne University in St. Louis, MO. Jackie has four years of experience working with children with hearing loss ages three through fourteen.
ASHA DISCLOSURE:
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Cheryl Broekelmann
(POC,Co-Presenter,Author), St. Joseph Institute for the Deaf, cbroekelmann@sjid.org;
Cheryl Broekelmann, LSLS Cert. AVEd, is the Director of Operations at St. Joseph Institute for the Deaf in St. Louis. 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:
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Michelle Graham
(Co-Presenter,Author), St. Joseph Institute for the Deaf, mgraham@sjid.org;
Michelle is Executive Director at St. Joseph Institute for the Deaf in St. Louis, Missouri. 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:
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No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.