Trainings in Early Intervention with Infants and Toddlers with Hearing Loss

Nancy Grosz Sager, M.A.Deaf and Hard of Hearing Programs ConsultantCalifornia Department of EducationSacramento, California

Karen Rossi, M.A.Omaha Hearing SchoolOmaha, Nebraska

Faculty Disclosure Information

In the past 12 months, I have not had a significant financial interest or other relationship with the manufacturer(s) of the product(s) or provider(s) of the service(s) that will be discussed in my presentation.

This presentation will (not) include discussion of pharmaceuticals or devices that have not been approved by the FDA or if you will be discussing unapproved or “off-label” uses of pharmaceuticals or devices.

MCHB Grant Newborn Hearing Screening and Intervention

California Deaf and Hard of Hearing Early Start Workgroup

Developed “Best Practices” Chose parent-infant curricula and

training Chose language assessment tools Develop statewide assessment and

reporting program

Best Practices for Infants and Toddlers Who are Deaf or Hard of Hearing

Family centered and relationship based

Communication focused Sensitive to all cultures (including

Deaf Culture) Respectful of all languages

(including American Sign Language) and communication modes

Best Practices for Infants and Toddlers Who are Deaf or Hard of Hearing

Developmentally appropriate Evidence based Disability sensitive Community based Meaningful and functional Collaborative

Best Practices for Infants and Toddlers Who are Deaf or Hard of Hearing

Identification and Referral Assessment of Unique Needs Family Centered Services Service Delivery Personnel Standards Learning Environments Curriculum and Instruction Transition to Part B (Preschool) Services

Early Start Trainings

8 regional trainings 327Early Start Providers 97 agencies

Local educational agencies Nonpublic schools Teacher training programs

Overall Objectives Establish some commonality in ways

professionals approach this population Establish common concepts and

terminology for professionals to engage in conversations with one another

Remain modality respectful—provide professionals with a parent component that is added to the child’s program

Update professionals—earlier access to sound brings exciting new outcomes

Assumptions Attendees invited were trained

professionals in the areas of Education of the deaf/hard of hearing Speech language pathology Audiology

For these professionals, this was advanced, specific training

For others, the training merely enhanced awareness/support for above professionals

General Features

Training was all day--8:30-3:30 Presentation of information included

PowerPoint presentations Videotapes, specific examples, and

handouts to illustrate points Each program received one Toolbox

to help implement training

Overview

Overview of typically-developing babies Receptive language Expressive language Audition Speech

Basis to strive for All bets are off!

Distinctive Parent-Child Interactions

Eight “Signature Behaviors” that foster language development

Eight “Signature Behaviors” that foster development of listening

Practice

Practiced how to recognize these distinctive parent-child interactions

Practiced how to determine where communication is breaking down between parent and child

Teaching Techniques

Explored teaching techniques appropriate when working with families Playing and learning together Questioning Coaching Demonstration Discussion Discussing and completing appropriate

worksheets together

Personalizing Intervention

Determine skills to improve parent/family interactions and communication with child

Target skills to improve the child’s listening abilities

Target skills to improve child’s receptive and expressive language

Target ways to provide practice for families in developing all of these skills during daily routines

Engaging Families

Important to actively engage family in all intervention activities

Recognize that families of infants and toddlers need to implement the program the child needs…..

……unless you plan to move in!

Conclusion of the Trainings

Each local education agency/program received a Toolbox to reinforce the concepts presented

Practice was provided Familiarizing selves with materials Examining all the potential uses Learning how to share materials with

other staff members Discovering how to orient other staff

Evaluations

97% of the participants rated the trainings “very good” or “excellent”

“One of the best in-services I have attended which directly relates to what I do! Very useful and applicable.”

This training was very clearly explained and is very applicable to the specific age/ability level of the kids I work with. This has been one of the best and most useful conference I have ever attended.

Evaluation Comments

[I liked best that] “the curriculum was geared toward coaching the parent instead of direct service.”

“Good emphasis on inter-actional, meaningful experiences based on child’s focus and interests. Coaching versus traditional approach.”

Karen has a great style; friendly and sincere. She is a wealth of information.

Next Steps

Trainings in Best Practices Trainings in Assessment

Instruments Development of Statewide

Language Assessment and Reporting Program