2023 Early Hearing Detection & Intervention Conference
March 5-7, 2023 • Cincinnati, OH
DUKE ENERGY CONVENTION CENTER
3/07/2023 | 3:45 PM - 4:15 PM | Building pragmatics in early childhood: What, Why, and How | DECC 230/231
Building pragmatics in early childhood: What, Why, and How
Pragmatics, or the social use of language and understanding of social/contextual demands, can be an area of vulnerability for some deaf/hard of hearing (DHH) babies and toddlers. Even in the presence of solid overall language skills, the ability to navigate social situations and understand the demands of social contexts is reduced among many children who are DHH (Paul et al., 2020). This session brings together an adult who is DHH, a parent of a child who is DHH, and two psychologists to offer insights about pragmatic development based on recent research on pragmatics, developmental frameworks (Mood et al., 2020; Toe et al., 2020), and lived experiences (Young et al., 2020). The presentation will employ a strength-based lens, even as it highlights a challenging issue.
Research suggests that the foundation for pragmatics is laid quite early through ‘turn-taking’ (Kelly et al., 2020), through the use of gesture (Goldin-Meadow, 2020), as well as through caregiver-child exchanges (Yoshinaga-Itano et al., 2020). The relevance of pragmatic development, for families as well as professionals, will be emphasized (Szarkowski et al., 2020). After a brief foundation in the research, the presentation will focus on the relevance of pragmatics for caregivers and early intervention providers. It will highlight effective, real-life practices in promoting strong pragmatic abilities in early childhood among children who are DHH.
- 1. Define pragmatics, in their own signs or words, and indicate at least two reasons why this topic is important for young children who are DHH.
- 2. Share a minimum of two facts of pragmatic development in the 0-3 year period.
- 3. Identify at least two things that they could do to promote pragmatic development, either with their own DHH or DHH Plus child (if they are a caregiver/parent) or with DHH children with whom they work (if they are a professional).
Presentation:
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Handouts:
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Transcripts:
3420032_15653AmySzarkowski.docx
Presenters/Authors
Amy Szarkowski
(), Children's Center for Communication/Beverly School for the Deaf, amyszarkowski@cccbsd.org;
Amy Szarkowski, PhD, is the Director of The Institute at the Children's Center for Communication/ Beverly School for the Deaf (CCCBSD), and faculty for LEND (Leadership Education in Neurodevelopmental and related Disabilities), at Boston Children's Hospital. She is a Research Fellow at the Institute for Community Inclusion at the University of Massachusetts Boston.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Boston Children's Hospital/Harvard Medical School.
• Receives Salary for Employment from CCCBSD.
• Receives Salary for Employment from Gallaudet University.
Nonfinancial -
• Has a Professional (Scientific Advisory Board)
relationship for Board membership.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Sara Kennedy
(), Hands & Voices, Sara@handsandvoices.org;
Sara is a mom of four children, including a daughter born at home and later-identified as deaf after a progressive loss. An occupational therapist by training, Sara has served at Hands & Voices since 2001 as the editor for the quarterly newspaper, the Communicator, and a trainer for the educational advocacy program, ASTra. Sara has a particular interest in advocating for hearing screening in the homebirth community. She was a coauthor for the Virtual Waiting Room web presence at Hands & Voices, the handbook Bridge to Preschool: Navigating a Successful Transition as well as articles and presentations on topics ranging from children's safety, promoting self-advocacy, the decision process around cochlear implants, and supporting fathers and rural families. Sara transitioned out of her role as Director of Colorado Hands & Voices (2011-2022). She finds her new consulting role with young adult children rewarding and challenging.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Karen Hopkins
(), The Maine Educational Center for the Deaf and Hard of Hearing/Governor Baxter School for the Deaf, karen.hopkins@mecdhh.org;
Karen Hopkins is the Executive Director of The Maine Educational Center for the Deaf and Hard of Hearing/Governor Baxter School for the Deaf and the principal investigator of Maine's HRSA grant. She brings over 30 years of experience as a collaborative teacher of the deaf, special educator, early interventionist and educational administrator to her work with Deaf and hard of hearing children. Her work with families, coupled with her own personal experience as a Deaf adult and parent of a daughter who is hard of hearing have inspired her to create systems that empower families. Karen oversees early intervention and statewide educational programming for children who are Deaf or hard of hearing birth to age 22 throughout the state of Maine. She is active in many organizations and boards in Maine, the Hands & Voices HQ Board of Directors and is involved with international FCEI programming including the Deaf Leadership International Alliance. Karen is the Board President of Hands & Voices Headquarters. Karen's current research as she finalizes her doctoral journey is focused on perspectives of family empowerment in early intervention systems for Deaf and hard of hearing children.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment,Management position from HRSA Maine Educational Center for the Deaf.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Maine Educational Center for the Deaf and Hard of Hearing.
Nature: HRSA Grant recipient, employment.
Nonfinancial -
No relevant nonfinancial relationship exists.
Deborah Mood
(), Colorado Children's Hospital, DEBORAH.MOOD@childrenscolorado.org;
Deborah Mood, Ph.D., is a licensed psychologist with Developmental Pediatrics at Children’s Hospital Colorado. She has a Ph.D. in school psychology from University of Northern Colorado and a specialist degree in school psychology from Gallaudet University. Dr. Mood completed a LEND psychology postdoctoral fellowship at JFK Partners, University of Colorado School of Medicine, after completing an APA accredited psychology internship at the University of Minnesota. She specializes in working with children who are deaf and hard of hearing as well as children with a variety of developmental disabilities including autism spectrum disorder.
ASHA DISCLOSURE:
Financial -
• Receives Salary,Grants for Employment from University of Colorado Anschutz.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with University of Colorado- Denver (employer).
Nature: Grants through NIDCD/NIH
MCH LEND grant.
Nonfinancial -
No relevant nonfinancial relationship exists.