2026 Early Hearing Detection & Intervention Conference
March 15-17, 2026 • Jacksonville, FL
| Friendly Faces: Fun & Functional Format for Language Learning
Friendly Faces: Fun & Functional Format for Language Learning
“Friendly Faces” make a simple, yet versatile listening and language intervention material. Using images of a child’s family, peers, and teachers can foster engagement and support acquisition and generalization of listening and spoken language skills. Experience books can provide a natural foundation of rich linguistic interactions (Gabas, Wofford, & Wood, 2017). They have been shown to positively impact development of vocabulary, reading, and writing skills as well as children’s self-confidence and self-esteem (Pakulski & Kaderavek, 2004). This variation on that concept allows for a bit more adaptability with one set of photos.
At Sound Beginnings, these somewhat silly but effective therapy tools have encouraged active participation during individual and small group intervention with preschool and kindergarten aged children (but may be effective for younger or older audiences as well). Intentionally oversized, Velcro-backed photographs are durable and easily adapted to target a range of auditory memory, receptive and expressive language objectives. These include sequencing, quantity concepts, inclusion/exclusion vocabulary, negation, possessive markers, prepositions, pronoun types (objective vs subjective), following complex directions, verb tenses, sentence structures, as well as seasonal or thematic vocabulary. This information could be shared in poster format, or as a 30-minute presentation to l provide attendees with video examples and practical suggestions for classroom, individual therapy, or home implementation to support the language and listening development of children who are deaf or hard of hearing.
Citations:
Gabas, C., Wofford, M.C. & Wood, C. (2017) Using Experience Books to Foster Narrative Skills for English Learners. Perspectives of ASHA Special Interest Groups, SIG 16, Vol. 2. American Speech-Language Hearing Association
Pakulski, L. A., & Kaderavek, J. N. (2004). Facilitating Literacy Using Experience Books. Communication Disorders Quarterly, 25(4), 179–188.
- Discuss benefit of incorporating images of a child’s family and peers in Listening and Spoken Language intervention
- Explore an array of potential learning objectives such materials could be adapted to address (e.g. sequencing, negation, inclusion/exclusion, spatial concepts, quantity.
- Share examples of specific therapy activity frameworks.
Presentation:
View Presentation File
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Jeanette Smoot
(Primary Presenter,Co-Presenter), Ulah State University, jeanette.smoot@usu.edu;
Jeanette Smoot holds a master's degree in Speech Language Pathology from Utah State University and is a certified Listening and Spoken Language Specialist. She has primarily worked with preschool and kindergarten age children with hearing loss. Parent coaching and graduate student mentoring have been key parts of her role at Sound Beginnings since 2011. Jeanette enjoys finding creative ways to weave listening, language and speech goals into any setting or activity.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Utah State University.
Nature: I am a full time employee of Utah State University. I have no financial incentive for this presentation.
Nonfinancial -
No relevant nonfinancial relationship exists.
Tessa Maughan
(Co-Presenter), Ulah State University, tessa.sabin@usu.edu;
Tessa Maughan earned a B.S./B.A. in Communicative Disorders and Deaf Education from Utah State University. She is currently pursuing a master’s degree in Speech Language Pathology, with an emphasis in Listening and Spoken Language. She loves working with very young children and spending time with her family.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Office of Special Education.
Nature: I am receiving a federal grant through the Office of Special Education. I have no financial incentives to present this material.
Nonfinancial -
No relevant nonfinancial relationship exists.
Grace Hallock
(Co-Presenter), Ulah State University, grace.hallock@usu.edu;
Grace Hallock earned a B.S. in Communicative Disorders and Deaf Education from Utah State University. She is currently pursuing a master’s degree in Speech Pathology, with an emphasis in Listening and Spoken Language. She loves working with young children and spending time outdoors with her friends and family.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Office of Special Education.
Nature: I am receiving federal grant funding through The Office of Special Education, but do not have financial incentives to present this material.
Nonfinancial -
No relevant nonfinancial relationship exists.