2023 Early Hearing Detection & Intervention Conference
March 5-7, 2023 • Cincinnati, OH
DUKE ENERGY CONVENTION CENTER
Exploring the Use of Listening and Spoken Language Strategies in Caregiver-Child Interactions
The use of auditory verbal strategies and early intervention supports are essential for language acquisition of deaf and hard of hearing children who use listening and spoken language as their primary mode of communication. As the number of linguistically diverse families in the United States increases, the amount of support for the families of deaf and hard of hearing children is limited due to a gap in research. The current study investigated the frequency of listening and spoken language strategies used in caregiver-child play interactions as well as group differences in the use of these strategies between caregivers from monolingual and bilingual households. Results indicated that the three strategies used most by caregivers were expectant look, repetition, and self-talk/parallel talk, which was statistically significant. Although there were no statistically significant group differences between monolingual and bilingual caregivers in their use of strategies, results demonstrated that specific strategies were used most by each group. Caregiver implications were discussed regarding the use of strategies in the home. Future applications in deaf education practice and research are discussed.
- The participant will be able to identify listening and spoken language strategies used in early intervention.
- The participant will be able to differentiate and compare the uses of listening and spoken language strategies among diverse caregivers and their deaf and hard of hearing children.
- The participant will be able to modify individualized early intervention support in listening and spoken language to increase overall language outcomes in the deaf and hard of hearing population.
Poster:
3420032_15617BrynnePowell.pdf
Presenter: Elaine Smolen
Elaine Smolen, PhD, CED, LSLS Cert. AVEd, is a Visiting Assistant Professor in the Special Education: Deaf and Hard of Hearing program at Teachers College, Columbia University. Her research work centers around language and literacy development for young deaf and hard of hearing children who use listening and spoken language. Smolen received her PhD in deaf and hard of hearing education from Columbia as a National Leadership Consortium in Sensory Disabilities scholar. An experienced teacher of the deaf and certified Listening and Spoken Language Specialist, Smolen has served young children with hearing loss and their families as a head classroom teacher and in an itinerant role. She holds teaching certification in the areas of deaf education, elementary education, and English.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Teachers College, Columbia University.
Nonfinancial -
• Has a Personal (hard of hearing, wears hearing aids)
relationship for Other volunteer activities.
Ronda Rufsvold, Ph.D., LSLS Cert AVEd, a certified teacher of the deaf and listening and spoken language specialist, earned her BS in Speech Language Pathology from University of the Pacific in Northern California and MEd in Special Education from University of San Diego/John Tracy Clinic. She completed her Ph.D. in Deaf and Hard of Hearing From Columbia University in NYC. She is currently a special education administrator in Northern California.
ASHA DISCLOSURE:
Financial -
• Receives Consulting fee for Independent contractor from OPTION Schools, Inc.
Nonfinancial -
No relevant nonfinancial relationship exist.
Maria Hartman, Ph.D., is a NYS certified Teacher of the Deaf and Hard of Hearing with many years of classroom teaching experience. She is currently a lecturer and the director of the the Program of Education of the Deaf and Hard of Hearing at Teachers College, Columbia University.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Brynne Powell is currently pursuing her PhD in deaf education at Teachers College, Columbia University. Prior to beginning her doctoral studies, she worked as a teacher of the deaf in both public school and OPTION school settings, mostly with preschool-age deaf and hard of hearing children and their families. Brynne received a master’s degree in deaf education from Smith College as well as a Master of Public Health degree from Loyola University Chicago, specializing in public policy and management. Her research interests include theory of mind and social emotional development in deaf and hard of hearing children, spoken language acquisition, caregiver involvement in education, and federal and state policy regarding deaf and hard of hearing education.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.