2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/14/2022 | 9:30 AM - 9:55 AM | Listen Up! Mentoring a Newly Certified Early Interventionist | Room 5
Listen Up! Mentoring a Newly Certified Early Interventionist
This session will explore the role of a newly certified teacher of the deaf or speech language pathologist trained in an undergraduate or graduate program and thrust into the role of an early intervention provider. Educational background often includes coursework and practicum experience with a variety of children and families in a multitude of settings however university students do not consistently partake in a substantial early intervention experience. It can be difficult for a university student to develop the strong rapport and ongoing collaboration with a family they are working with for a short period of time during a practicum experience while being observed by the cooperating teacher. The recent COVID-19 pandemic has presented new challenges with decreased opportunities of in-person sessions with families during a practicum rotation. Regardless of educational background or practicum experience, managing a caseload with multiple families, planning, implementing family sessions and coaching caregivers can be a monumental journey for a new provider to navigate. We will discuss the role of a mentor in assisting a new early interventionist as they begin to provide family sessions. Families rely on early interventionists to answer questions, teach strategies that target outcomes and empower parents to become advocates for their children. The early interventionist and mentor collaborate to develop skills of coaching while increasing knowledge and building confidence. We will discuss strategies that help build a strong coaching partnership between mentor and mentee as well as look at real life application of planning and implementing a family session.
- The participant will discuss the role of an early interventionist in planning and implementing family sessions.
- The participant will explain the role of a mentor coaching a newly certified early interventionist.
- The participant will explore strategies that build a strong coaching relationship between mentor and mentee.
Presentation:
This presentation has not yet been uploaded.
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Michelle Graham
(InPerson), 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.
Mary Randall Ivy
(InPerson), St Joseph Institute for the Deaf, mivy@sjid.org;
Mary-Randall is a teacher of the deaf certified to work in the state of Missouri with children from birth to 21 years old. She received her bachelor’s degree in Communication Sciences and Disorders with a minor in Education from the University of Mississippi and her Master of Science in Deaf Education from Washington University in St. Louis. Known by her students as “Miss Randall,” Mary-Randall teaches children and serves families as the Toddler Classroom teacher and an early interventionist and iHear therapist. She is currently pursuing her certification as a Listening and Spoken Language Specialist in Auditory-Verbal Education. Mary-Randall is passionate about the role listening and spoken language play in developing communication for deaf and hard of hearing children and implementing family-centered therapy in early intervention. She has experience working with children with multiple disabilities, as well as movement-based practices in education. Mary-Randall enjoys working with families to promote an active listening and learning environment for their children!
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.