2026 Early Hearing Detection & Intervention Conference
March 15-17, 2026 • Jacksonville, FL
| Integrating Behavioral and Hearing Intervention: ABA Strategies and Provider Collaboration for Children with Hearing Loss
Integrating Behavioral and Hearing Intervention: ABA Strategies and Provider Collaboration for Children with Hearing Loss
The Early Hearing Detection and Intervention (EHDI) framework is built around the 1-3-6 benchmarks: screening by one month, diagnostic evaluation by three months, and enrollment in early intervention (EI) by six months. Within this framework, timely access to audiology and therapy is essential for optimal outcomes. However, developmental delays, multiple diagnoses, exceptional needs, and access to services may impact a child’s ability to participate in behavioral audiometry, maintain consistent device use, or engage in therapy. When these challenges prevent reliable data collection and/or consistent participation, children may remain enrolled in services but make limited progress, resulting in functional loss to follow-up within the EHDI system. Referral to behavioral interventionists, such as Applied Behavior Analysis (ABA) providers, can support accurate testing, consistent amplification, and meaningful engagement through the use of positive behavioral strategies. ABA and behavioral audiometry, including Visual Reinforcement Audiometry (VRA) and Conditioned Play Audiometry (CPA), share core components such as conditioning, positive reinforcement, shaping, and fading procedures used to establish reliable thresholds and promote active, full participation in therapy. Integrating these behavioral techniques and collaborating with ABA providers within early intervention enhances attention, participation, learning, and carryover of strategies across settings.
This poster highlights how ABA strategies align with and support behavioral audiometry, language facilitation, cognitive development, and academic learning for children with hearing loss. We demonstrate how integrating behavioral techniques and collaborating with ABA providers improves attention, participation, learning, and cross-setting carryover, ultimately yielding measurable gains for children with multifaceted developmental and hearing-related needs.
- Participants will be able to identify at least two behavioral or developmental factors that contribute to functional loss to follow-up in children enrolled in early intervention.
- Participants will be able to explain how and when to refer children to behavioral interventionists (e.g., ABA providers) to support active participation in behavioral audiometry and early intervention sessions.
- Participants will be able to apply collaborative strategies between behavioral and early intervention professionals to improve engagement, consistency, rate of learning, and therapeutic outcomes across intervention settings.
Presentation:
View Presentation File
Handouts:
View Handout File
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Katie Buda
(Primary Presenter), Center for Hearing and Communication, kbuda@chchearing.org;
Katie Buda, MAT, LSLS Cert. AVEd, is a certified Teacher of the Deaf and Hard of Hearing and a Listening and Spoken Language Specialist- Certified Auditory-Verbal Educator. She provides services in both clinical and educational settings through the Center for Hearing and Communication in New York City, supporting children who are deaf and hard of hearing in addressing developmental and academic needs related to hearing loss. Katie collaborates closely with interdisciplinary professionals and families to ensure accessibility and promote each child's growth. She earned both her B.S. and M.A.T. in Deaf and Hard of Hearing Education from The College of New Jersey.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Center for Hearing and Communication.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Center for Hearing and Communication.
Nature: .
Nonfinancial -
No relevant nonfinancial relationship exists.
Sarah Orlans
(Co-Presenter), Tribeca Preparatory School, sarah@tribecapreparatory.com;
Dr. Sarah Orlans is a Board Certified Behavior Analyst-Doctoral®, NYS Licensed Behavior Analyst, and holds NYS teaching certifications in both general and special education. She has 25 years of experience in behavior, education, and developmental disabilities, working with neurotypical learners and students with autism, learning and communication disorders, visual and hearing impairments, intellectual disabilities, multiple disabilities, and emotional disabilities. Dr. Orlans currently serves as the Director of ABA Services at a nonpublic, private special education school. She holds a BA from Washington University in St. Louis; dual master’s degrees in Applied Behavior Analysis and Instructional Practices from Teachers College; and an MPhil and PhD in Applied Behavior Analysis from Columbia University. Her background also includes experience as a BCBA, ABA service delivery, behavior research, case management for children with autism, special education teaching, behavioral and academic curriculum support, and multidisciplinary collaboration with educators, related services providers and caregivers.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Tribeca Preparatory School.
Nature: employee.
Nonfinancial -
No relevant nonfinancial relationship exists.