2025 Early Hearing Detection & Intervention Conference
March 9-11, 2025 • Pittsburgh, PA
DAVID L. LAWRENCE CONVENTION CENTER
| Next Gen SLPs: Preparing to Work with Deaf and Hard of Hearing Children and Their Families
Next Gen SLPs: Preparing to Work with Deaf and Hard of Hearing Children and Their Families
Preparing the next generation of speech-language pathologists with expertise in working with Deaf and Hard of Hearing children and their families is an important responsibility for current professionals. The scope of practice for speech-language pathology continues to widen and SLPs who work with DHH children need all the tools in their toolbox. Graduate programs are charged with supporting students’ development in academic, research and clinical areas across the lifespan. Clinical placement supervisors play a critical role in helping graduate students learn to integrate academic, research and clinical skills and implement effective evidence-informed practice that enhances and supports communication development for DHH children. In our clinical practice and in clinical supervision, three central areas have presented that require more in-depth training for our graduate student clinicians:
1. Understanding hearing loss history and impact on language access, including review of the medical record, etiology, history of fluctuation/progression in hearing, device use and co-occurring conditions that effect speech, language, and communication development,
2. Collection and analysis of communication samples based on a solid understanding of typical developmental expectations in the areas of semantics, syntax, pragmatics and play development,
3. Development of family-centered and child-led goals and objectives supported by task analysis that leads to effective activities and progress monitoring.
This presentation discusses supervision of graduate student SLPs who wish to work with Deaf and Hard of Hearing children and their families through development of a rubric that outlines clinical skill areas leading to increasing independence. Supervisory practices are designed to address the clinical skills development of individual graduate students and include self-assessment, clinical journaling, online supervisory discussion and brainstorming, observation and demonstration, and guided evidence-informed planning.
- Participants will discuss three key factors in understanding hearing loss history and its impact on language access.
- Participants will identify three resources for guiding language sample analysis across the domains of semantics, syntax and pragmatics.
- Participants will explain task analysis as it relates to setting long- and short-term goals.
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Presenters/Authors
Denise Eng
(Primary Presenter), Children's Hospital Boston, denise.eng@childrens.harvard.edu;
Denise Fournier Eng, MA, CCC-SLP is a speech-language pathologist with the Deaf and Hard of Hearing Program of Boston Children’s Hospital and a member of the hospital’s Cochlear Implant Team. Mrs. Eng has worked in private school programs for Deaf and Hard of Hearing children, public school settings, and in early intervention. One of the joys of Denise’s professional life has been training new speech-language pathologists who have gone on to specialize in supporting Deaf and Hard of Hearing children and their families. Teaching responsibilities have included instructor positions in the Deaf education master’s degree program at Boston University and at Framingham State College and Emerson College. Mrs. Eng has coordinated several partnerships in the community to support accessible opportunities for Deaf and Hard of hearing children and their families, created parent education programming and in-service training programs for public school personnel. She is the co-author of High and Appropriate Expectations for Deaf and Hard of Hearing Children: The Role of Assessment (2014), and has presented at regional, national, and international conferences, including the Family-Centred Early Intervention Congress for Children who are Deaf or Hard of Hearing in Bad Ischl, Austria in 2018. Mrs. Eng is passionate about addressing issues related to equity, diversity and inclusion, including an ASHA Boston 2023 presentation on Access and Advocacy for DHH Students.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Boston Children's Hospital.
Nonfinancial -
• Has a Professional
(Member for certification)
relationship for Other volunteer activities.
AAA DISCLOSURE:
Financial -
Financial relationship with Boston Children's Hospital.
Nature: American Speech-Language Hearing Association
Massachusetts Speech-Language Hearing Association.
Nonfinancial -
No relevant nonfinancial relationship exists.
Nicole Salamy
(Author), Boston Children's Hospital, nicole.salamy@childrens.harvard.edu;
Nicole Salamy graduated with a Master of Science degree from Boston University. She is currently a speech-language pathologist at Boston Children's Hospital. Previously, she was a speech-language pathologist at The Learning Center for the Deaf in Framingham, MA for 14 years. Nicole's experience includes working with a variety of children with hearing loss, some who have hearing aids and cochlear implants and others who do not. Her clinical work also includes working with children who have apraxia of speech, cerebral palsy and autism spectrum disorder. She has enjoyed presenting at a variety of conferences throughout the country.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -
Serena Yuré
(Co-Presenter), Boston Children's Hospital, serena.yure@childrens.harvard.edu;
Serena Yuré is a speech-language pathologist in the Deaf and Hard of Hearing Program at Boston Children’s Hospital. Ms. Yuré brings a decade of experience working as an SLP at the Children’s Center for Communication/Beverly School for the Deaf, fluency in American Sign Language, and expertise in use of assistive technology to her work with DHH children and their families. Serena was part of an interprofessional, multi-institutional study group examining the brain and language, culminating in a poster session at ASHA Boston 2018. She has also offered a Lunch and Learn workshop on parent strategies for language stimulation through the CCC/BSD Clinic. Ms. Yuré’s inquisitive and thoughtful approach to her work make her a valued teammate and an invaluable support for the families she serves.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Boston Children's Hospital.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Nonfinancial -
Lillian Brown
(Co-Presenter), Boston Children's Hosptial, lillian.brown@childrens.harvard.edu;
Lillian Brown received her undergraduate education at Vanderbilt University and her graduate training in speech-language pathology at Boston University. Lillian worked as a research assistant in the Child Language and Literacy Lab at Vanderbilt and in the Language Acquisition and Visual Attention Lab at BU. She presented a poster session at ASHA Boston 2018, discussing her thesis findings on the modality of communication in parents and their deaf children using both ASL and spoken English. She brings her research background, her experience as an SLP at The Learning Center for the Deaf, fluency in American Sign Language, and a collaborative spirit to her work in the Deaf and Hard of Hearing Program at Boston Children’s Hospital. Lillian is passionate in her belief that all children must develop a strong language foundation to promote literacy skills and social/emotional development.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Boston Children's Hospital.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Boston Children's Hospital.
Nature: .
Nonfinancial -
No relevant nonfinancial relationship exists.