Trainings in Early Intervention with Infants and Toddlers with Hearing Loss

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

Trainings in Early Intervention with Infants and Toddlers with Hearing Loss