2015 AG Bell Pre-Symposium Workshops


Thursday, July 9, 8:30 a.m. - noon


Back to Basics: The ABCs of AVT

Rosemary Richardson, Cert. MRCSLT, LSLS Cert. AVT
Sylvia Rotfleisch, M.Sc.A, CCC-A, LSLS Cert. AVT

The latest electronic toys and tablets have a strong appeal and we know that we must be preparing young children with hearing loss to use the technology of the future. But we risk losing track of the basics of auditory-verbal therapy (AVT). Research shows that exposure to non-native phonemes through audio and video do not show the learning which is evidenced when babies have exposure through human contact. This workshop will focus on the ABCs of AVT: audition, babies and communication. Participants will further their understanding of speech acoustics, auditory brain development and how this can be applied functionally within a communicative context. Throughout, communication must be the focus of the child’s language development – not imitation.By exploring how adults learn, attendees will learn how to equip parents to integrate their learning from AVT sessions into all areas of life, and look at the development of communication and communicative intent to ensure they are enabling parents to raise excellent communicators, ready for a world of conversation.

Serve and Return: Auditory-Verbal Strategies to Maximize Child Engagement
Teresa H. Caraway, Ph.D., CCC-SLP, LSLS Cert. AVT Founding CEO, Educational Endeavor of the Oberkotter Foundation
Wendelyn (Wendy) DeMoss, M.S., CCC-SLP, LSLS Cert. AVT Learning Programs Offi cer, Educational Endeavor of the Oberkotter Foundation

Young children with typical hearing naturally reach out for interaction through babbling, facial expressions and gestures, and adults respond with the same kind of vocalizing and gesturing back at them. This back-and-forth process, known as “serve and return,” is fundamental to the wiring of the brain, especially in the earliest years. Auditory-verbal practitioners recognize the importance of “serve and return” interactions for young children with hearing loss. This workshop will discuss and demonstrate how to utilize auditory-verbal strategies in a hierarchical sequence, how to modify quickly to engage a child in the “serve and return” process, and how to guide and coach families to provide this essential experience for young children with hearing loss according to their developmental level as the building blocks towards literacy and listening and spoken language development.

A Child Is Not Just a Number: Expanding Beyond Standardized Score
Katie Eddins, M.S., CCC-SLP New England Center for Hearing Rehabilitation (NECHEAR)
Jessica Hasbrouck, M.S., CCC-SLP New England Center for Hearing Rehabilitation (NECHEAR)

It is important that students with hearing loss are assessed with tasks standardized on peers with typical hearing, because these are the students they interact with in their mainstream classrooms. While standardized scores are useful in measuring growth and in comparing abilities to peers, they are only a small piece of what can be obtained from an individualized evaluation. This workshop will identify tools for assessment of speech and language skill development and how to interpret them relative to the student’s hearing loss. Participants will learn about functional assessment of audiologic skills and non-standardized observations that evaluate how a student with hearing loss is functioning in the classroom. Participants will gain insight on what to expect from a functional, individualized evaluation, how the results can be interpreted for schools, as well as strategies for using evaluations to track progress.

Where to Start with Deafness and Autism Spectrum Disorder
Valeri V. Le Beau, M.S., CCC-SLP Consumer Education and Rehab Manager, Advanced Bionics
Michelle Leach, M.S., CCC-SLP, LSLS Cert. AVT Cochlear Implant Consumer Specialist, Advanced Bionics

One in 59 children with hearing loss also receives services for Autism Spectrum Disorder (ASD). Few professionals have had training to support children with this dual diagnosis. This workshop will help professionals understand the early signs and characteristics of ASD in children with hearing loss with a review of current research. An overview of the overlap of symptoms and the unique features of relatedness, communication and behavioral characteristics when hearing loss coexists with ASD will be presented. Participants will learn strategies for assessment and intervention, identify the key differences in communication development when a dual diagnosis may exist, learn intervention strategies to promote listening and communication skills, and discuss possible cochlear implant outcomes for children with the dual diagnosis of hearing loss and ASD.

 

Thursday, July 9, 1:30 - 5:00 p.m.


Beyond Decoding: Foundations for Reading Comprehension

Ellen L. Estes, M.S., LSLS Cert. AVEd Teacher of the Deaf and Hard of Hearing, Cobb County School District

Since the publication of the results of the National Reading Panel much of the emphasis in reading instruction has rightfully been focused on phonological awareness and phonics. Children with hearing loss who grow up in an auditory verbal environment can have sophisticated abilities in phonological awareness and readily learn to decode, but may have challenges with comprehension. This workshop will review evidence-based practices that have proven effective for improving vocabulary and reading
comprehension skills with children much younger than upper elementary level, even preschoolers. Participants will learn three specific instructional strategies: Guided Reading, Repeated Interactive Read Aloud and Dialogic Reading. Attendees
will participate in processing activities to examine these concepts and practices to make connections to their interactions with the children they support.

Using Auditory Strategies in Purposeful Play to Improve Communication
MaryKay Therres, M.S., CCC-SLP, LSLS Cert. AVT Manager of Education and Therapy, MED-EL
Virgi Mills, M.E.D. Consumer Outreach Manager, MED-EL

Many studies reveal the link between play and the development of language skills, and between play and positive effects on the brain and a child’s ability to learn. Play has been called “the work of children” because it is through play that children learn how to interact in their environment, discover their interests, and acquire cognitive, motor, speech, language and social-emotional skills. This workshop will review play milestones for children ages birth to 6 years as well as play stages and classifications that include Piaget’s Theory of Cognitive Development and Mildred Parson’s classifications. Participants will learn 12 specific auditory and verbal strategies to guide a child’s communication development during play. The workshop will highlight specific play activities using toys/materials, targeted auditory, speech, language and/or pragmatic goals, and targeted essential strategies.

Cochlear Implant Cases: The Good, the Bad and the Ugly
Ted Meyer, M.D., Ph.D., Medical Director, Cochlear Implant Program, Medical University of South Carolina
Donald M. Goldberg, Ph.D., CCC-SLP/A, FAAA, LSLS Cert. AVT, College of Wooster and Cleveland Clinic 
Meredith Holcomb, Au.D., CCC-A, Clinical Director, Cochlear Implant Program, Medical University of South Carolina

Although typically there are positive outcomes for children with hearing loss who receive cochlear implants, some cases of pediatric hearing loss are not straightforward and outcomes of cochlear implantation can vary. This session will address the need for a timely and accurate diagnosis of hearing loss in children with multiple involvements, since the process can be difficult and frustrating for both clinicians and families alike. The session will discuss several complicated cochlear implant cases, including diagnosis,  management options and surgical outcomes. Cases may include children with CHARGE Syndrome, Congenital Cytomegalovirus (CMV), Auditory Neuropathy Spectrum Disorder (ANSD), grossly abnormal inner ear abnormalities, poor family involvement, and those with failed internal devices requiring reimplantation.

LSLS Observation and Feedback Workshop
Carol Flexer, PhD, CCC-A; LSLS Cert. AVT
Emma Rushbrooke, MPhil (Audiology), BA, DipAud, MAudSA, LSLS Cert AVT, RNC
Teri Ouellette, LSLS Cert AVEd
Teresa Caraway, PhD, CCC-SLP, LSLS Cert. AVT

Experienced LSLS certified professionals will lead this workshop and provide structured feedback to participants.

In this workshop, professionals interested in the Listening and Spoken Language Specialist (LSLS®) certification will earn valuable observation session hours towards their LSLS certification requirements. LSLS mentors or those considering mentoring are encouraged to attend to learn how to structure feedback sessions with mentees from seasoned LSLS mentors. This is a unique learning opportunity for participants to learn from watching real-life listening and spoken language sessions and engage in small-group discussion/feedback with peers and seasoned LSLS certified professionals.