Transcript Trainings in Early Intervention with Infants and Toddlers with Hearing Loss

Trainings in Early Intervention with
Infants and Toddlers with Hearing Loss
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Nancy Grosz Sager, M.A.
Deaf and Hard of Hearing Programs
Consultant
California Department of Education
Sacramento, California
Karen Rossi, M.A.
Omaha Hearing School
Omaha, Nebraska
Faculty Disclosure Information
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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
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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
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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
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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
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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
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8 regional trainings
327Early Start Providers
97 agencies
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Local educational agencies
Nonpublic schools
Teacher training programs
Overall Objectives
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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
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Attendees invited were trained
professionals in the areas of
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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
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Training was all day--8:30-3:30
Presentation of information included
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PowerPoint presentations
Videotapes, specific examples, and
handouts to illustrate points
Each program received one Toolbox
to help implement training
Overview
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Overview of typically-developing
babies
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Receptive language
Expressive language
Audition
Speech
Basis to strive for
All bets are off!
Distinctive Parent-Child Interactions
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Eight “Signature Behaviors” that
foster language development
Eight “Signature Behaviors” that
foster development of listening
Practice
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Practiced how to recognize these
distinctive parent-child interactions
Practiced how to determine where
communication is breaking down
between parent and child
Teaching Techniques
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Explored teaching techniques
appropriate when working with
families
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Playing and learning together
Questioning
Coaching
Demonstration
Discussion
Discussing and completing appropriate
worksheets together
Personalizing Intervention
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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
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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
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Each local education
agency/program received a Toolbox
to reinforce the concepts presented
Practice was provided
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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
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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
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[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
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Trainings in Best Practices
Trainings in Assessment
Instruments
Development of Statewide
Language Assessment and
Reporting Program