2025 Early Hearing Detection & Intervention Conference
March 9-11, 2025 • Pittsburgh, PA
DAVID L. LAWRENCE CONVENTION CENTER
| Applying sports coaching standards in family-centered early intervention
Applying sports coaching standards in family-centered early intervention
Coaching in early intervention (EI) plays a crucial role in enhancing the developmental outcomes of young children who are Deaf or Hard of Hearing (DHH)(Noll et al., 2021). The focus of this approach is not only on developing the skills of the child but also on empowering families to effectively support their child’s language development (Brock, 2023). Research has consistently demonstrated that coaching can lead to improved outcomes for these children (Noll et al., 2021); however, it is concerning that relatively few providers actively incorporate coaching behaviors when working with families (Friedman et al., 2012). While the application of coaching in the context of EI for children who are DHH is relatively new, the concept has been well-established in other domains, particularly in sports and athletics. In the realm of sports coaching, there are National Standards that have been adapted and implemented across the country, providing a framework for effective coaching practices (Gano-Overway et al., 2021). In contrast, the establishment of research-based standards specifically for early intervention coaching remains in the early stages of development. In an effort to advance the field of family-centered early intervention for Deaf and Hard of Hearing children (FCEI-DHH), Moeller et al. (2024) identified ten evidence-informed principles. Despite these advancements, there are still numerous areas within the domain of coaching that require further exploration to ensure optimal outcomes for children who are DHH and their families. This presentation aims to outline how fundamental aspects of coaching utilized in sports and athletics can be effectively applied to the context of early intervention coaching. By bridging these two fields, we can enhance our understanding and implementation of coaching strategies that support the development of young children who are DHH, ultimately benefiting both the children and their families.
- The participant will be able to summarize FCEI-DHH coaching.
- The participant will be able to define key aspects of coaching in sports/athletics.
- The participant will be able to discuss the key aspects of coaching in sports/athletics and how it can be applied to early intervention coaching.
Presentation:
3545975_18244AshleyBen-Jacob.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Ashley Ben-Jacob
(Primary Presenter,Co-Presenter,Author), Idaho State University, ashleybenjacob@isu.edu;
Ashley Ben-Jacob, M.Ed., LSLS Cand., is a Deaf/Hard of Hearing (DHH) Educational Specialist and Listening and Spoken Language Specialist Candidate. She received her Master of Education and Credential through University of San Diego & John Tracy Center where she discovered her passion of working with children who are DHH. Ashley is currently enrolled at Idaho State University as a PhD student in the Rehabilitation and Communication Sciences Program. Her professional interests include implementing coaching strategies in working with colleagues and teams that work with children who are DHH and their families.
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.
Elaine Foster
(Co-Presenter,Author), Idaho State University , elainefoster@isu.edu;
Dr. Elaine Foster is an Assistant Professor at Idaho State University in the Human Performance & Sport Studies Department. Her academic background is in Sport Pedagogy and Character Development.
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.
Kristina Blaiser
(Co-Presenter,Author), Idaho State University, Kristina.Blaiser@isu.edu;
Kristina Blaiser, Ph.D., CCC-SLP, is
a Professor of Speech-Language Pathology in the Department of Communication Sciences and Disorders and directs the HATCH (Helping Adults Talk to Children) Lab at Idaho State University. Dr. Blaiser has extensive experience leading early childhood education programs and evaluating the outcomes of children who are Deaf and Hard-of-Hearing. Her research interests include program evaluation and graduate training related to assessment and early intervention practices of children who are Deaf/Hard-of-Hearing. Dr. Blaiser’s recent work has focused on using telehealth to support families in early intervention. Kristina is the Coordinator for ASHA SIG 9: Hearing Loss and Hearing Disorders in Childhood.
ASHA DISCLOSURE:
Financial -
• Receives Grants for Other activities from OSEP.
Nonfinancial -
• Has a Professional
(Board)
relationship for Board membership.
AAA DISCLOSURE:
Financial -
Financial relationship with Office of Special Education Programs funding.
Nature: Coordinator of SIG 9, Special Projects Chair on CECDCD, Advisory Member of AAP-PEC, Advisory Member of FL3.
Nonfinancial -
No relevant nonfinancial relationship exists.
Blair Richlin
(Co-Author), Idaho State University & Mass Eye And Ear Infirmary, blairrichlin@isu.edu;
Blair Richlin, M.S., CCC-SLP, LSLS AVEd is a Speech-Language Pathologist and Listening and Spoken Language Specialist (LSLS™). She is currently enrolled as a PhD student at Idaho State University in the Rehabilitation & Communication Sciences program. As an expert in modalities, she is highly specialized to provide support for listening and spoken language, total communication, Augmentative & Alternative Communication (AAC), and maximizing auditory input when American Sign Language is the primary language.
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.
Marie Martinez
(Co-Author), Idaho State University, janemartinez@isu.edu;
Marie is a pediatric speech-language pathologist and behavior analyst who serves early intervention populations. She is currently a doctoral candidate in Rehabilitation and Health Sciences at Idaho State University. Her research explores the impacts of family support and caregiver coaching on language outcomes for young children.
Marie has presented at various national conferences focused early intervention curricula, professional development programs, and caregiver training. She is passionate about bridging the gap between research and practice by providing caregivers with evidenced-based speech, language, and behavior strategies that they can use during daily routines. As a mother of a young child learning to communicate, Marie enjoys integrating these strategies into the precious moments she spends caring for her son.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Idaho State Universiy.
Nature: Employed Part-time by ISU
Recieved grant funding through the Idaho Hearing Education and Aural Rehabilitation (IHEAR) training program.
Nonfinancial -
No relevant nonfinancial relationship exists.