2025 Early Hearing Detection & Intervention Conference
March 9-11, 2025 • Pittsburgh, PA
DAVID L. LAWRENCE CONVENTION CENTER
| The Pennsylvania Expanded Core Competencies for Students who are Deaf or Hard of Hearing in the Educational Setting
The Pennsylvania Expanded Core Competencies for Students who are Deaf or Hard of Hearing in the Educational Setting
The Pennsylvania Expanded Core Competencies (ECCs) for Students who are Deaf or Hard of Hearing (D/HH) is a comprehensive document describing what is needed to support academic success and ensure a Free and Appropriate Public Education (FAPE) for students who are D/HH. The ECCs comprise age-appropriate supplemental learning objectives and functional skill targets that support a D/HH student's success within and beyond primary and secondary educational environments. The ECCs are organized into eight domains: Academic Language Development, Audiology, Career and Work Readiness, Communication (spoken or signed), Self-Determination and Advocacy, Social-Emotional Competencies, and Technology. The Pennsylvania ECCs for Students who are D/HH may be used to facilitate development of a student-led individualized education plan (IEP). The ECCs can be used by teachers, audiologists, speech language pathologists, students, and their families as well as other school support team members. Increasing awareness of these specific domains will optimize the educational and emotional support received by students who D/HH.
A poster presented on this topic will focus on 2 of the 8 domains. Specifically, 1) Audiology and 2) Self Determination & Advocacy. The poster will include a case study example to encourage practical application of how the goals under each domain can be applied for a student, their family, and support team throughout the educational years. After attending this poster, attendees will be able to explain, apply, & appropriately use the ECCs with students who are D/HH. Attendees will also have the knowledge and resources to partner with other professionals, families, and their students to foster and advocate for an optimal educational environment for students who are D/HH.
- Participants will be able to explain what, how, & when the Pennsylvania Expanded Core Competencies (PA ECC) are applied to the education of students who are deaf or hard of hearing (D/HH).
- Participants will illustrate practical use of the ECC principals through an interactive case study.
- Participants will increase their understanding of the need for advocacy regarding the use of the ECCs when developing individualized education plans for students who are D/HH.
Presentation:
3545975_18342RachelBlake.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Rachel Blake
(Primary Presenter,Co-Presenter,Co-Author), University of Pittsburgh, rkb36@pitt.edu;
Rachel Blake is currently a graduate student pursuing her Doctorate in Audiology at the University of Pittsburgh. Her interest in auditory science was initially sparked during her undergraduate studies at SUNY Fredonia, where she worked as a research assistant investigating COVID-19-related hearing loss. Currently, she is engaged in a research lab focused on cochlear synaptopathy in animal models.
Rachel is passionate about the clinical application of research and direct patient care, having gained extensive clinical experience across the lifespan. In the pediatric domain, she has participated in the PHASE-UP community hearing screening program and completed placements at the Children’s Hospital of Pittsburgh. Her interest in working with the pediatric population stems from an understanding of the importance of an early diagnosis and a plan for the child to have access to communication. Furthermore, as a LEND trainee Rachel is involved with training focused on interdisciplinary care, and recognizing the family and patient's lived experience. She aims to implement that perspective into clinical practice.
ASHA DISCLOSURE:
Financial -
• Receives Other financial benefit for Employment from Pittsburgh LEND.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Pittsburgh LEND.
Nature: The co-presenter/ co-author above is a 2024-2025 LEND trainee and receives a financial support. This may be a potential conflict of interest.
Nonfinancial -
No relevant nonfinancial relationship exists.
Andrea Ducar
(Co-Presenter,Co-Author), University of Pittsburgh, amd499@pitt.edu;
Andrea Ducar is a second-year doctoral graduate student in Audiology at the University of Pittsburgh. She earned her Bachelor of Science from Towson University, majoring in Speech Language Pathology and Audiology and minoring in Deaf Studies. Andrea credits her coursework in Deaf Studies with deepening her understanding of the D/deaf community, knowledge she is eager to apply in her audiology career. Her volunteer experiences span diverse groups, including Best Buddies, the Special Olympics, the Down Syndrome Association, and Deaf community gatherings. Growing up in a military family, Andrea was exposed to various cultures and viewpoints, which she believes has enriched her personal and professional growth. As a current 2024-2025 LEND trainee, she looks forward to continuing to learn from the unique perspectives of others.
ASHA DISCLOSURE:
Financial -
• Receives Grants for Other activities from Leadership and Education in a neurodevelopmental disabilities (LEND) at the University of Pittsburgh.
Nonfinancial -
• Has a Institutional
relationship for Other volunteer activities.
AAA DISCLOSURE:
Financial -
Financial relationship with Leadership and Education in a neurodevelopmental disabilities (LEND) at the University of Pittsburgh.
Nature: Paid traineeship to learn about neurodevelopmental disabilities on an interdisciplinary tea,.
Nonfinancial -
No relevant nonfinancial relationship exists.
Madeline Gillis
(Co-Presenter,Co-Author), University of Pittsburgh, mag693@pitt.edu;
Madeline Gillis, a current recipient of the Richard M. Riedman Endowed Scholarship in Audiology, is a second-year Doctorate of Audiology student at the University of Pittsburgh. She is involved in the Parthasarathy Lab for Translational Auditory Neuroscience at the University of Pittsburgh, where she assists in single-sided deafness neuroscience research. Madeline graduated from Washington University in St. Louis in 2023 with a Bachelor's degree in Linguistics and minors in Biology and Hearing and Speech Science. Her interest in audiology stems her coursework in addition to her experience working as a Newborn Hearing Screener while pursuing her undergraduate degree. Her current work as a LEND trainee at the University of Pittsburgh has enabled her to explore unique solutions as part of an interdisciplinary team and advocate for pediatric patients with complex healthcare needs.
ASHA DISCLOSURE:
Financial -
• Receives Grants for Other activities from The LEND Center at the University of Pittsburgh.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with The Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Center at the University of Pittsburgh .
Nature: LEND trainee funded by a grant to the LEND center.
Nonfinancial -
No relevant nonfinancial relationship exists.
Brianna Rider
(Co-Presenter,Co-Author), University of Pittsburgh, bar119@pitt.edu;
Brianna Rider is a graduate student at the University of Pittsburgh pursuing a Doctorate degree in Audiology and is a 2024-2025 LEND trainee. She obtained her Bachelor of Science in Communication Sciences and Disorders from Purdue University, Fort Wayne. Brianna is passionate about working with children and advocating for early identification and intervention for children with disabilities. Brianna’s previous experience working for the Indiana State Department of Health and in the non-profit sector further solidified her determination to obtain training in working with families and children with neurodevelopmental disabilities.
ASHA DISCLOSURE:
Financial -
• Receives Grants for Other activities from University of Pittsburgh Leadership Education in Neurodevelopmental and Related Disorders.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with University of Pittsburgh Leadership Education in Neurodevelopmental Disabilities and Related Disorders (LEND).
Nature: Receives monthly stipend from the Pitt LEND program for traineeship throughout the 2024-2025 school year. .
Nonfinancial -
No relevant nonfinancial relationship exists.
Katie Vellody
(Co-Author), University of Pittsburgh, LEND, katie.vellody@pitt.edu;
Katie Vellody is adjunct faculty in the Department of Communication Science and Disorders in the School of Health and Rehabilitation Sciences at the University of Pittsburgh. She is also a clinical pediatric audiologist at UPMC Children’s Hospital of Pittsburgh. Ms. Vellody’s responsibilities include administrative, clinical, academic, and research. Ms. Vellody is the coordinator of the Preschool Hearing and Speech Education – University of Pittsburgh (PHASE UP) Clinic. She coordinates with over 40 schools in the surrounding Pittsburgh area to provide evidenced based preventative care and screening to the preschool and school age populations. In the PHASE UP clinic, she oversees all 1st year audiology (AuD) and speech language pathology (SLP) graduate students in the administration of preschool & school age hearing screening protocols. Other clinical responsibilities include providing free audiological hearing care to adults residing in Pittsburgh regions of Homewood & East Hills at the Wellness Pavilion Community Engagement Center – University of Pittsburgh. Ms. Vellody teaches two academic graduate level courses to both SLP and AuD graduate students in the fall and spring terms. She is the audiology LEND (Leadership Education in Neurodevelopmental Disabilities) faculty for the University of Pittsburgh and participates as LEND faculty in the CARES (Connection, Advocacy, Resources, Empowerment and Support) program, a free family centered program to help children and young adults with neurodevelopmental and related disorders, and their families meet their goals. Ms. Vellody’s research interests include pediatric hearing health preventative care and peer assisted learning (PAL) in graduate level health science programs.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from University of Pittsburgh.
• Receives Salary for Employment from UPMC Children's Hospital of Pittsburgh.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with University of Pittsburgh
UPMC Children's Hospital of Pittsburgh.
Nature: Employment.
Nonfinancial -
No relevant nonfinancial relationship exists.
Nicole Corbin
(Co-Author), Association of Public Health Laboratories, nec61@pitt.edu;
Nicole Corbin is a Scientist and the Director of the Pediatric Binaural Integration Lab at Boys Town National Research Hospital. The goal of her lab is to understand how children who are deaf/hard-of-hearing in one ear learn to navigate complex listening environments and optimize auditory input to support their academic, communication, and social-emotional development. Prior to joining Boys Town National Research Hospital, she was an Assistant Professor and the Co-Investigator of a Pediatric Audiology Competitive Supplement to the Leadership Education in Neurodevelopmental and related Disabilities (LEND) program at the University of Pittsburgh.
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.
Erin Campion
(Co-Author), Pennsylvania Training and Technical Assistance Network (PaTTAN), ecampion@pattan.net;
Erin Campion, M.Ed. is the Parent Coordinator for the Deaf/Hard of Hearing Initiative at the Pennsylvania Training and Technical Assistance Network (PaTTAN) Central office and an office lead on the Family Engagement Initiative. Prior to joining PaTTAN, Erin was a classroom teacher for almost 20 years, teaching students from preschool through college. She has a Masters in Education from Regent University. She has served on several statewide advisory boards and published writings within deaf education and the field of disabilities. She is a happily married mother of four: two deaf/two hearing, two boys/two girls, and all with outstanding personalities!
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.
Jennifer Craig
(Co-Author), Western Pennsylvania School for the Deaf, jcraig@wpsd.org;
Jennifer Craig has dedicated the majority of her professional career to The Western PA School for the Deaf (WPSD), where she initially served as the Educational Audiologist and Outreach and Parent-Infant Coordinator. Additionally, she was a clinical supervisor and part-time professor at the University of Pittsburgh, where she taught courses in Audiology Assessment, Educational Audiology, and Anatomy and Physiology of Hearing.
For the last five years, Jennifer served as an Educational Consultant for the Pennsylvania Training and Technical Assistance Network (PaTTAN), focusing on initiatives related to Deaf and Hard of Hearing education, Deaf-Blind services, secondary transition, and assistive technology. Recently, she rejoined the WPSD team as the Director of Student Life, overseeing the residential program, health center, after-school activities, early intervention, and athletics.
Jennifer's academic journey began and flourished at the University of Pittsburgh, guiding her toward a career in hearing health and deaf education. Her professional goals center on ensuring that children who are Deaf and Hard of Hearing achieve outcomes comparable to their hearing peers, promoting communication access, fostering seamless collaboration between clinical and educational settings, and enhancing family involvement in the process.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with .
Nature: .
Nonfinancial -
Non-Financial relationship with .
Nature: .