18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
4/15/2014 | 2:15 PM - 2:45 PM | Internet Therapy: an Evolution of Coaching as a Practice in Early Intervention | Grand Ballroom 1 | 4
Internet Therapy: an Evolution of Coaching as a Practice in Early Intervention
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.
- The participant will be able to define coaching as a process.
- The participant will be able to analyze the coaching process via case studies
Presentation:
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Handouts:
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Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Cheryl Broekelmann
(Primary Presenter), 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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Nonfinancial -
Michelle Graham
(Co-Presenter), 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:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
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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Nonfinancial -
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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Nonfinancial -
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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Nonfinancial -
Mandy Eckelkamp
(Author), St. Joseph Institute for the Deaf, meckelkamp@sjid.org;
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 -
Nonfinancial -