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Statewide Coordinated Intervention

Learn about the Kansas Parent-Infant Consultation program and how it provides comprehensive support for families of infants and toddlers with hearing loss. Receive training, resources, and technical assistance.

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Statewide Coordinated Intervention

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  1. Statewide Coordinated Intervention Carol Busch, M.S. Kansas School for the Deaf Olathe, Kansas Kim M. Sykes, M.A., CCC-A Sound Beginnings, Newborn Hearing Screening Topeka, Kansas

  2. Faculty Disclosure Information • In the past 12 months, we 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 our presentation. • This presentation will not include discussion of pharmaceuticals or devices that have not been approved by the FDA nor discussing unapproved or “off-label” uses of pharmaceuticals or devices.

  3. Statewide Coordinated Intervention • Kansas Parent-Infant Consultation • KAN PIC: Early Intervention Planning Committee

  4. Objectives • Families receive specialized, comprehensive, unbiased information and support. • Service providers receive technical assistance in the form of support, training, and resources. • Coordinated statewide system

  5. Who We Are • Planning Committee: • State Level • Higher Education • Service Providers • State School for the Deaf

  6. Mission Statement To ensure that families of infants and toddlers with a hearing loss receive comprehensive, unbiased information and support through consultation within the local tiny-k networks.

  7. Starting Point • CHIP Model • Reach Consensus • Make Adaptations

  8. Replicating Model • Public agency to hire coordinator • Number of infants/toddlers determined • Funding • Key individuals identified • Ongoing inservice training • Philosophical beliefs • Assessment to measure program goals

  9. Monthly Meetings Group E-Mail PowerPoints Agenda Summary Folder Conference Room Snacks Computer/Projector Off and Back on Topic Opportunity to Reach Consensus Organization

  10. Acronym Mission Statement Regional Model Pilot Region Consultation Model Single Point of Entry Network Directors Meeting Family Service Coordination Training Data Collection Child Information Family Outcomes Child Outcomes Ongoing Efforts

  11. Other States Hands & Voices Joint Parent Weekend Standards & Position Statements from National and Federal Organizations Communication and Language Assessments Surveyed Networks Adapted from NCHAM and Marion Downs National Center for Infant Hearing Ongoing Efforts

  12. Survey Question List the names of specific tests (HELP, MacArthur, Rossetti, Battelle, AEPS, CSBS, SKI*HI, INSITE, IT-MAIS) you use for: Development of the IFSP: CommunicationCognition Social-emotional Monitoring Progress: CommunicationCognition Social-emotional

  13. Who is Providing Services • 81% Returned of 36 Networks • 69% Speech-Language Pathologists • 10% Teachers of the Deaf • 24% Early Childhood Special Educators

  14. Descriptive Data • Numbers-Age & How Many • Type & Degree of Loss • Frequency of Services

  15. Communication Options • 90% Total Communication • 50% Signed English Systems • 48% Auditory Oral • 38% Auditory Verbal • 29% American Sign Language • 17% Cued Speech • 19% Conceptually Accurate Signed English • 12% Bilingual Approach

  16. Professional Development Needed • Evaluation/Assessment • 60% Assessment tools appropriate for 0-36 month old children with hearing loss. Specialized terminology used in assessments of children who are deaf/hard of hearing. • Communication • 64% Strategies to facilitate cognitive and communicative development in children who are deaf/hard of hearing (e.g., visual saliency) consistent with program philosophy.

  17. Professional Development Needed • Audition/Speech • 62% Techniques of stimulation and utilization of residual hearing in children who are deaf/hard of hearing., Effects of room acoustics (noise, reverberation, and distance) on speech recognition and environmental modifications to enhance the listening environment • Additional • 64% Designing a home environment that maximizes opportunities for visually orientated and/or auditory learning in children who are D/HH

  18. Challenges • Funding • tiny-k Department of Health and Environment • KSD Department of Education • Qualified Personnel

  19. Identified Professionals Starting Point Commitment Mission Statement Organization Planning Time Consensus Building Current Status of Services What You Want to Know How to Get Additional Information Early Intervention Standards/Guidelines Related to Hearing Loss Key Components

  20. Reference List • For more information, see the following: • CHIP: http://www.csdb.org/chip/ch_main.html • Mission statements: http://www.refresher.com/!recipe.html • Surveys http://www.colorado.edu/slhs/mdnc/ , http://www.infanthearing.org/ • Outcomes: http://www.fpg.unc.edu/~eco/index.cfm • Standards/Position Statements: http://www.cec.sped.org/ps/perf_based_stds/deaf_03-12-01.html , http://deafed.net/activities/cec-ced1.htm , http://aappolicy.aappublications.org/cgi/content/full/pediatrics;106/4/798 , http://www.cdc.gov/ncbddd/ehdi/documents/jcihyr2000.pdf , http://www.ndepnow.org/

  21. Thank You! Carol Busch, M.S. cbusch@ksd.state.ks.us Kim M. Sykes, M.A., CCC-A ksykes@kdhe.state.ks.us

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