2023 Early Hearing Detection & Intervention Conference
March 5-7, 2023 • Cincinnati, OH
DUKE ENERGY CONVENTION CENTER
3/08/2023 | 8:30 AM - 11:30 AM | Reframing Challenges as Opportunities in Family-Centered Early Intervention | DECC 200
Reframing Challenges as Opportunities in Family-Centered Early Intervention
Through family-centered early intervention, practitioners build on family strengths, attend to family needs and priorities, while observing interactions, modeling strategies to enhance communication, and guiding caregivers through reflection and joint planning to focus on additional opportunities to enhance caregiver-child communication. In this model of family-centered practice, we meet families where they are. While the presence of hearing loss or a hearing difference in one or members of the family unit can be a unique feature of a family, it is often not the only aspect or dimension that influences the family system. An intersection of hearing loss AND other child or family related factors can have a multiplicative, rather than just an additive effect. Preparing a workforce that is equipped with knowledge, skills, and dispositions to work with diverse families is a priority. This instructional session will focus on three child and family factors that are commonly encountered by early interventionists and often considered to be “challenging” cases.
One factor that will be addressed is the presence of multiple home languages or a home language other than the majority language. Working with families who are bilingual or multilingual can seem challenging to a workforce that is primarily monolingual. Access to fluent language models, ideally, models who are using the language of the home and heart can facilitate a strong connection between the child caregiver as well as language development. Understanding the “language landscape” of the child and family’s communication opportunities is the first step to determining an effective intervention plan.
Another factor that will be addressed is the diagnosis of an additional disability. Learners who are deaf with an accompanying disability face varied communication and language skills. Practitioners will need to utilize thoughtfully selected assessments, in combination with intentional collaborative practices with caregivers and a team of professionals, to determine the nature and impact of deafness and/or disability and ultimately, to implement the most effective intervention practices which meet the needs of each child’s unique learning profile.
Finally, the experience of trauma or adversity by the child or the caregivers, including substance abuse, mental illness or incarceration of family members, parental separation or divorce, separation from parents, or domestic violence, eg., can have long-term negative impacts on children across developmental areas. Yet, the negative impacts of early adversity can be mitigated when children have strong attachments with positive and caring adults.
In this instructional session, the presenters will share current state of knowledge and evidence-based practices related to addressing the potentially negative impact of these factors. A variety of case studies that include these factors will be shared with the participants. A case analysis framework will be shared as a tool to help attendees evaluate the strengths and needs of the particular cases. Participants will work in small groups to identify an intervention plan keeping in mind the contribution of these factors. By the end of the instructional session, participants will have tools and information to reframe working with “challenging” cases as opportunities for authentic family-centered early intervention.
- Engage in collaborative problem-solving using a case analysis framework to integrate clinical practice and evidence-informed strategies for intervention with a range of complex children and families.
- Describe the child’s/family’s “language landscape” and identify needed supports and intervention to facilitate the family’s desired outcomes.
- Identify possible modifications to traditional auditory verbal practice that may support children who are deaf/hard of hearing, with disabilities, and childhood adversity.
Presentation:
This presentation has not yet been uploaded.
Handouts:
3420032_15486UmaSoman.pdf
Transcripts:
3420032_15486UmaSoman.docx
Presenters/Authors
Jenna Voss
(), Fontbonne University, jvoss@fontbonne.edu;
Jenna Voss, PhD, CED, LSLS Cert AVEd, is an Associate Professor at Fontbonne University. She received her undergraduate degree in Deaf Education, and her master’s degree in Early Intervention in Deaf Education from Fontbonne University. She completed her PhD in Speech and Hearing Sciences at Washington University in St. Louis. She holds teaching certification in Missouri in Deaf Education and Early Childhood Special Education. Her research interests include: health disparity among children and families living in poverty, primary prevention of abuse and neglect for children with disabilities, provider use of strategies and techniques in family-centered practice, and the application of research in cognitive psychology to the field of deaf education to improve pre-service instruction. Voss is co-author of two texts: Small Talk: Bringing Listening and Spoken Language to Your Young Child With Hearing Loss & Case Studies in Deaf Education: Inquiry, Application and Resources.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Fontbonne University.
Nonfinancial -
• Has a Professional
relationship for Board membership.
AAA DISCLOSURE:
Financial -
Financial relationship with Fontbonne University.
Nature: employment.
Nonfinancial -
No relevant nonfinancial relationship exists.
Elizabeth Rosenzweig
(), Teachers College, Columbia University, elizabeth@auditoryverbaltherapy.net;
Elizabeth Rosenzweig PhD CCC-SLP LSLS Cert. AVT is an Assistant Professor of Practice in the Communication Sciences and Disorders Program at Teachers College, Columbia University, where she serves as Director of the Edward D. Mysak Clinic for Communication Disorders. In her private practice, she serves children with hearing loss and their families around the world via telepractice and mentors future Listening and Spoken Language Specialists. Her research interests include trauma-informed care, culturally responsive auditory verbal practice, outcomes for children with hearing loss, and personnel preparation. You can find her at www.AuditoryVerbalTherapy.net.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Financial relationship with Teachers College, Columbia University - employment, grant/research support.
Nature: AG Bell Academy, Board of Directors
ACIA - NY State Chapter Champion
Escuchar sin Límites - Advisor.
Nonfinancial -
No relevant nonfinancial relationship exists.
Uma Soman
(), Listening Together, uma.soman@listeningtogether.com;
Dr. Uma Soman is an educator of deaf or hard of hearing students and a Listening and Spoken Language Specialist, Auditory-Verbal Educator (LSLS Cert. AVEd). Over the last twenty years, Dr. Soman has worked directly with children and families in a variety of settings. She has also worked with graduate students and mentored professionals pursuing Listening and Spoken Language Specialist certification.
Currently, Dr. Soman serves in two roles. She is the co-founder and the Director of Listening Together, a nonprofit organization that advances the education and rehabilitation of children who are deaf and hard of hearing around the world through parent empowerment, professional development, and public awareness. She is also an assistant professor in the Communication Disorders and Deaf Education Department at Fontbonne University in St. Louis, MO, USA. In both of these roles Dr. Soman works to prepare teachers, speech-language pathologists, and audiologists to work with children who are deaf or hard of hearing and their families in a variety of settings. Dr. Soman has served on the boards of OPTION Schools and AG Bell Academy for Listening and Spoken Language.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Fontbonne University.
Nonfinancial -
• Has a Professional (Co-Founder & Director)
relationship for Board membership,Other volunteer activities.
AAA DISCLOSURE:
Financial -
Financial relationship with Fontbonne University
Listening Together.
Nature: Salary
Listening Together - Board Member, Director of Programs (unpaid).
Nonfinancial -
No relevant nonfinancial relationship exists.