Great Start: Deaf and Hard of Hearing, Birth Through Age 6

Tuesday, August 4

Integrating Therapies into Routines: Maximizing Natural Learning Opportunities
8:45 a.m.–4:15 p.m., Act 48, Infant/Toddler: 6 hours; ASHA: 0.6 CEU; Psych: 6.5 CE hours

Routines-based intervention is a research-based practice that increases the participation and progress of children receiving early intervention by maximizing natural learning opportunities. During this workshop, participants will focus on the implementation of a consultative, routines-based service delivery model into natural environments within the context of family routines. The workshop will present practical, research-based strategies to implement a collaborative model in which therapists, special educators, service coordinators, counselors, and parents work together to develop individualized, functional outcomes and strategies that are supported by families and other natural caregivers during daily routines.

Lee Ann Jung, Ph.D., is a frequent national speaker on topics of service delivery models, Individualized Family Service Plan development, family support, and Web-based technology in early intervention. She is an associate professor at the University of Kentucky. Before coming to Kentucky, Lee Ann worked as an early intervention service coordinator, special instructor, assessment team coordinator, and program administrator. She is the higher education representative for Kentucky’s Interagency Coordinating Council (ICC). Lee Ann is a leading expert on IFSP development, and her research in this area includes the largest study of IFSP quality to date.

Building Strong Developmental Foundations: What's in a Word?
8:45 a.m.–noon, Act 48, Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours

This presentation will examine word learning in infants with normal and impaired hearing, with attention to factors influencing outcomes. Results from studies of word learning will be described, with emphasis on their educational and research implications. Early word learning is often thought of as the "number of words" the infant is able to understand or produce. While important, this number does not reveal the kinds of social, linguistic, and cognitive processes that children call upon as they learn words. Recent developmental research suggests that children develop "smarter" learning strategies as their vocabulary grows. The discussion will focus on lexical development in three key areas: influential factors; support for word learning; and access to word learning. Practical assessment strategies and educational implications will be presented.

Mary Pat Moeller, Ph.D. (see bio)

Language of Young Deaf and Hard of Hearing Children and Factors Associated with Successful Outcomes
1:00–4:15 p.m., Act 48, Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours

Early identification of hearing loss and improvements in amplification technology have resulted in improved speech and language results for many children with hearing loss. Yet, there continue to be aspects of language that are challenging for these children. The purpose of this presentation is to present current research that is relevant to the delivery of early intervention and preschool services for children who are deaf or hard of hearing. Strengths and limitations in the language ability of deaf/hard of hearing children from birth to 7 years of age will be highlighted, as well as factors that are associated with more successful language outcomes. Given the increased prevalence of cochlear implants, this presentation will also include a discussion of how spoken language develops in implanted children who know sign language.

Allison Sedey, Ph.D., is a speech pathologist, audiologist, and research associate. She works for the University of Colorado at Boulder, and the Colorado School for the Deaf and the Blind, tracking speech and language outcomes for children who are deaf or hard of hearing between birth and 7 years of age throughout the state of Colorado. She is currently managing a new project that involves establishing a national database of speech and language outcomes for children with hearing loss from birth to 3 and is assisting interested states in implementing statewide outcomes assessment.