you may also like

Concurrent Sessions

Click on times below to learn more about the exciting sessions being presented at AG Bell's 2012 Convention.
Friday, 6/29 1:00pm - 2:30pm
Friday, 6/29 3:00pm - 4:30pm
Saturday, 6/30 10:30am - 12:00pm
Saturday, 6/30 1:30pm - 3:00pm
Saturday, 6/30 4:00pm - 5:30pm
Sunday, 7/1 8:00am - 9:30am
Sunday, 7/1 10:00am - 11:30am
Sunday, 7/1 1:00pm - 2:30pm
Sunday, 7/1 3:00pm - 4:30pm

Friday, 6/29
1:00 - 2:30 pm

Ensuring High Quality Early Intervention Services
Dorie Noll, MSDE, CED, LSLS Cert. AVEd. Central Institute for the Deaf, St. Louis, MO
Beth Evans, M.A., CED, Central Institute for the Deaf
Learning Track: Infants and Young Children
Early intervention providers strive to adhere to the guiding principles of early intervention service provision as stated by the Individuals with Disabilities Act (IDEA) of 2004. In order to maintain a high level of commitment to the families served, early intervention providers must reflect on their effectiveness in guiding families toward chosen communication outcomes and in identifying challenges that may impede progress. A process for routinely assessing a family’s needs and the relevance of the services provided will be discussed. Participants will be guided in using this process with families upon initial implementation of services, following the process as services continue, and addressing family concerns that may inhibit full and active participation. This process for service provision, based on the current needs of the family, supports the foundational philosophies of early intervention and increases the likelihood of positive outcomes for the family.

Read to Me, Mama and Daddy
Velvet Buehler, M.A. CCC-SLP/A, University of Tennessee Health Science Center, Knoxville, TN
Learning Track: Toddlers & Preschool
Read To Me will present strategies to promote language and literacy skills in children who are deaf or hard of hearing. The ability to integrate spoken language skills, language and emergent/later literacy skills in treatment sessions for children who are deaf and hard of hearing is valuable. Involving the parents of these children by teaching them techniques to promote language and literacy through reading and story telling is also critical to success. It is important to provide families with strategies to teach print knowledge, word knowledge, phonological knowledge, alphabet knowledge, narrative knowledge and world knowledge as they read to their children. This presentation will discuss emergent and later literacy skills. Additionally, examples of children’s books and techniques to promote literacy through shared storybook reading in therapy sessions and in the home environment will be provided.

What Does Acoustic Accessibility Look Like?
Carol Flexer, Ph.D., LSLS Cert. AVT, The University of Akron, Kent, OH
Jane Madell, Ph.D., LSLS Cert. AVT, Private Practice
Learning Track: Early School Years
A core value of Listening and Spoken Language Specialists (LSLS™) is having high expectations for what today’s child with hearing loss is capable of achieving in life. To meet these high expectations, LSLS and parents must be absolutely certain that the child has the best acoustic accessibility to the brain through their technologies in order to maximize development of their auditory neural centers. Specifically, what does a child have to hear at home, in the classroom, on the playground, in the car, while playing soccer and in religious services? A big problem world wide is a lack of evidence of acoustic accessibility – both from the child’s technologies and from their environment. This presentation will discuss how one obtains evidence of acoustic accessibility in various environments. Results of a survey that investigates home use of FM systems will also be featured. This talk has a parent-friendly component with specific recommendations for obtaining acoustic accessibility in all environments.

The Language of Math and Science
Barbara Halley, M.S., LSLS Cert. AVEd, St. Joseph Institute for the Deaf, Chesterfield, MO
Laura Gruber, CSJ, M.S., CED, St. Joseph Institute for the Deaf
Learning Track: Middle School & High School
There is more to math and science than calculations, experiments or memorized facts. Language and vocabulary are keys to understanding both subjects. This session is designed to help parents and teachers identify vocabulary and language challenges in these two subjects, receive strategies to aid comprehension and emphasize the need to elicit verbal explanations. Presenters will provide examples of opportunities to use math in everyday situations, and highlight the language that is involved, including the types of written language required in math and science classes.

Graduating to the Real World
Erik Nordlof, Arlington, VA
Learning Track: Transitions
Graduating to the Real World is a panel of young professionals with hearing loss who will share with college students how to pursue career opportunities and make the transition from college to the workplace. The panelists will discuss how they found work opportunities and how they followed through in securing a job. In doing so, how did they deal with their hearing loss? Do they mention it on a resume or in an interview? Panelists will also share their experiences of entering the workplace and interacting with co-workers and clients. What are the best approaches to seeking out accommodations? The panelists have a wide variety of college degrees and careers, and have found what it takes to graduate to the real world successfully!

Starting Strong – Strategies for New Itinerant Teachers
Kelly O'Connell, MED, CREC Soundbridge, Manchester, CT
Learning Track: Professional Preparation
As a result of newborn hearing screening, birth-to-3 programs and the advances in hearing loss technology, there is a great need for teachers of the deaf and hard of hearing loss in mainstream settings. This presentation will provide an overview of strategies that itinerant teachers should implement during the first month of school.The presentation will define the role of the itinerant teacher; list suggestions for what should be accomplished during the first month of school; demonstrate how to conduct effective staff workshops; explain relationship building with the student, family, and school staff; discuss the child's Individualized Education Program (IEP) to ensure proper implementation; describe comprehensive lesson planning that targets audition, speech, language, academics, and advocacy; list helpful organizational techniques; and provide teaching tips including helpful materials, resources, and technology.

Data Collection and Analysis in LSL Programs
Tamala Bradham, Ph.D., CCC-A, Vanderbilt Bill Wilkerson Center Department of Hearing and Speech Sciences, Nashville, TN
K. Todd Houston, Ph.D., CCC-SLP, LSLS Cert. AVT, The University of Akron Maura Berndsen, M.A., CED, LSLS Cert. AVT, Listen and Talk
Learning Track: Roads Less Traveled
As providers of quality services for children and families impacted by hearing loss, professionals working in OPTION schools find themselves blending art and science daily. A key element in this process is documentation, including the collection and analysis of anecdotal, criterion-referenced and standardized data. OPTION Schools, Inc., like other professional organizations in the field of deaf education, has reflected in recent years on the challenges faced in this area. Join this session to learn about the work of the OPTION Schools' data committee, including a facts and figures document, Assessment Reference Guide, and the listening and spoken language data repository – a web-based, secure data repository that allows OPTION Schools to objectively describe aggregate outcomes for families involved in listening and spoken language education and allow individual schools to analyze data specific to individual students and programs, ultimately providing programs with a tool for student and program progress monitoring and planning.

Partners in Hearing Session
Cochlear - Pioneers in Hearing Solutions
Patricia Trautwein, AuD., CCC, Cochlear Americas
This presentation will take the audience on a journey that starts with Dr. Clark’s ground breaking work on the world’s first multichannel cochlear implant and ends with a glimpse of the future of implantable hearing solutions being developed at the world’s first hearing research hub at Macquarie University in Sydney, Australia. Along the way, the audience will learn about how cochlear implants work, what they sound like to a recipient, and how the technology is improving outcomes in difficult listening environments such as noise and music.

Return to Top


Friday, 6/29
3:00pm - 4:30pm

Make Connections. Be Inspired. Discover New Possibilities.
Corrine Altman, AG Bell Nevada Chapter, NV
Kim Sorenson
Krystyann Krywko, Ed.D., Freelance Education Journalist and Researcher, New York, NY
Magdalena Greger, MEDEL, Fort Worth, TX
Learning Track: Infants and Young Children
Every family who encounters hearing loss experiences a unique journey. As a caregiver, the journey brings about various emotions such as guilt, sadness, frustration, hope, joy and anticipation. This session will be facilitated by parents for families raising a child with hearing loss. Listen to unique stories from experienced parents on everything from teaching a child who is deaf or hard of hearing a second language to dealing with a late diagnosis, or being willing to make decisions based on your child’s changing needs. Listen to experienced parents and/or share your own story as caregivers make connections, become inspired and discover new possibilities as they interact with one another.

Phonetic Development Analysis Using an Automated Approach
Dongxin Xu, Ph.D., LENA Research Foundation, Boulder, Colorado
Mark VanDam, Ph.D., Boys Town National Research Hospital
Jill Gilkerson, Ph.D., LENA Research Foundation
Sophie E. Ambrose, Ph.D., Boys Town National Research Hospital
Mary Pat Moeller, Ph.D., Boys Town National Research Hospital
Learning Track: Toddlers & Preschool
This presentation discusses a study that used a fully automated approach to compare phonetic development of children who are deaf or hard of hearing, children with typical development, children who have language delays and children diagnosed with autism. Phonetic development is indicative of how a child is progressing towards conversational skills. In the study, a digital recorder (LENA) worn by each child collected daylong recordings of speech utterances and conversations. The daylong audio recordings were analyzed to identify child utterances, as well as the type and amount of utterances that were consonant-like units, vowel-like units, non-speech-like units and pauses. Results showed that consonant production positively correlates with age, and that children with hearing loss showed similar production patterns as children with typical hearing, and they produce more consonants than their peers with language delays or autism. Further, children with hearing loss produced more non-speech-like sounds and pauses than any other children in the study. This presentation will demonstrate the potential of using automated audio recording and transcripting to develop more research protocols and enhance intervention plans.

Bee a Champ: Spelling for Improved Literacy
Cynthia S. Robinson, M.Ed., CED, LSLS Cert. AVEd, Schools for Hearing and Speech, Jacksonville, FL
Learning Track: Early School Years
Professionals help students from kindergarten through elementary years to improve phonics, build vocabulary and develop reading fluency and comprehension by increasing knowledge of spelling patterns at five developmental levels. The stages of learning to spell are an integral part of the "braid of literacy." Assessing students, assigning them to the correct stage of development and designing a word-study curriculum will move them successfully through the stages. With cochlear implants, children with hearing loss follow the same pathways to literacy as their peers with typical hearing. Their orthographic knowledge follows the same developmental stages and benefits from the same methods of facilitation. Word study provides activities for children to compare and contrast words across categories. This presentation will focus on facilitating the first four of five stages: Preliterate, Letter Name, Within Word Pattern and Syllable Juncture. Professionals who work with children from kindergarten through late elementary years will learn strategies for word study.

Navigating Social Situations: Challenges and Solutions
Uma Soman, MED, LSLS Cert. AVEd, Vanderbilt University, Nashville, TN
P. Lynn Hayes, Ed.D., Vanderbilt University
Dana Kan, M.A., NBCT, Vanderbilt University
Learning Track: Middle School & High School
Parents often report that – in spite of age-appropriate language and academic skills – their pre-adolescent children struggle with social interactions. Language perception, language production and theory of mind development influence social interactions; children and adolescents with hearing loss might have deficits in one or more of these areas. In this presentation, we will discuss social development from early childhood through adolescence and identify challenges unique to children with hearing loss. We will provide an overview of our social skills pilot program including its structure and guiding principles, outcome data, and feedback from both the students and their parents. The pilot program was developed for graduates from a listening and spoken language preschool and implemented when they were 8-12 years old.

Dena Goldstein Mixer
Friday, June 29
3:00 p.m. – 4:30 p.m.
This reception is a wonderful opportunity for adults with hearing loss and teens with and without hearing loss to make friends, ask questions and share experiences in a social environment. The event is free of charge, but a ticket is required. (Made possible by the Dena Goldstein Memorial Fund.)

In lieu of an educational session from the Transitions track, we invite teens and adults with hearing loss to attend the Dena Goldstein Mixer.
Preparing for Publication in a Peer-Reviewed Journal
Kathryn L. Schmitz, Ph.D., National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY
Learning Track: Professional Preparation
Learn best practices in peer-publishing from the editors of The Volta Review. This session will provide an overview on how to prepare an article for professional publication in a peer-reviewed research journal, particularly The Volta Review. Guidelines on how to write a research submission will include descriptions of four types of manuscripts that The Volta Review will consider: quantitative and qualitative research studies as well as case studies and clinical observations. Common organizational structures of research articles will be reviewed and components of a successful abstract will be presented. In particular, the definition of and examples of a successful research question will be discussed. Throughout the session, accepted manuscripts published in The Volta Review will be used for demonstration purposes so that participants can see successful examples of research submissions that show effective literature reviews and discussions of research findings.

Impact of Auditory-Verbal Therapy on Literacy Skills
Stacey Lim, Au.D., CCC-A, Kent State University, Kent, OH
Jocelyn R. Folk, Ph.D., Kent State University
Lynette Kriedler, B.A. Psych, Kent State University
Stephen M. Brusnighan, M.A., Kent State University
Learning Track: Roads Less Traveled
Reading is a complex task that consists of a variety of skills, including word recognition, vocabulary knowledge, syntactic processing and orthographic knowledge, among others. The presenters will review the cognitive and linguistic skills that underlie skilled reading, and some of the deficits in those skills that have been noted in children with hearing loss. However, it has been noted that individuals who have been exposed to spoken language may develop skills that allow them to comprehend written language in ways that may be similar to their peers with typical hearing. Different techniques have been used to evaluate the cognitive skills utilized in reading, and the presenters will discuss some of these techniques. Additionally, the presenters’ research about the cognitive skills utilized in reading by auditory-verbal students and graduates will be discussed.

Partners in Hearing Session
Innovations in Sound Processor Technology for Improved Quality of Life

Edie Gibson, AuD, Advanced Bionics
Jennifer Raulie, MA, CCC-A, Advanced Bionics
This presentation will provide participants with information on the revolutionary advancements seen in cochlear implant technology, which enhance hearing outcomes and directly impact quality of life. Specifically, participants will have a unique opportunity to learn about the world’s first swimmable and freestyleTM sound processor from Advanced Bionics. Hearing in and around water is crucial for socialization, language development and safety, which is why the NeptuneTM Sound Processor has been designed to be fully waterproof offering parents and recipients the ability to communicate while bathing, showering and swimming. Join us as we share the benefits and features of this industry first through instruction, hands-on demonstrations and discussions with recipients who have had the opportunity to use this breakthrough sound processor from Advanced Bionics.

Return to Top


Saturday, 6/30
10:30am - 12:00pm

Supporting Families: A Core Principle of Auditory-Verbal Practice
Anita Bernstein, M.Sc.A, Spec. Ed. Dip., LSLS Cert. AVT, VOICE for Hearing Impaired Children, Toronto, Ontario
Alice Eriks-Brophy, B.A., B.Ed., M.Sc.(A); MSc., Ph.D., Department of SLP, University of Toronto
Learning Track: Infants and Young Children
When parents first learn of their child’s hearing loss, their immediate need is often for support and information in various domains. They, along with their extended families, may require extensive assistance in coming to terms with the diagnosis and in making crucial medical, technological and educational decisions for their child. This session will describe the challenges faced by families of newly diagnosed children with hearing loss, the diversity inherent to the modern family, and a variety of approachs, tips, and strategies used in family-centered service models, will provide a combination of information, social support and resources that serve to strengthen the family unit. Data obtained though a survey of families who are members of VOICE, a Canadian parent support organization, as well as videotaped interview excerpts will be used to illustrate the benefits of supporting families along with perceptions of the impact of this support on their child’s development.

Los Padres: English for their Deaf Children
Jane Freutel, Ed.D., CED, LSLS Cert. AVT, John Tracy Clinic, Los Angeles, CA
Learning Track: Toddlers & Preschool
The purpose of this session is to present the results of a qualitative phenomenological study that explored the experiences of 20 Spanish-speaking parents regarding the development of spoken English with their preschool-aged children with hearing loss. The presentation will offer a description of the experiences from the parents’ own words. Semi-structured interview questions generated data and data were analyzed using phenomenological methodology. Three themes surfaced from the results: the search for information reported by the parents, parents’ emotional responses to their experiences, and the choices Spanish-speaking parents make regarding which language to use in their homes, Spanish or English, and why. Parents described their commitment to creating a foundation in the home language for their children but offered differing views of what a language-rich foundation means. The information in this study supports the creation of innovative programs that support the needs of bilingual parents.

Auditory Skill Development: Basics and Beyond
Betsy Moog Brooks M.S., CED, LSLS Cert. AVEd, The Moog Center for Deaf Education, St. Louis, MO
Amy Birath, Au.D., CCC-SLP, FAAA, LSLS Cert. AVEd, The Moog Center for Deaf Education
Learning Track: Early School Years
Children with hearing loss are able to function at higher levels than ever before. As these children are mainstreamed as early as preschool and kindergarten, they are faced with listening in noisy classrooms. The technology of cochlear implants and hearing aids has greatly improved over the last decade, making sound considerably more accessible; however, learning to capitalize on these advances in technology typically requires training and practice. Earlier diagnosis, which has led to earlier amplification and earlier intervention, combined with greater access to sound, has dramatically increased expectations for children with hearing loss in terms of listening skills and rate of progress in developing them. This presentation will address this increase in expectations and provide ideas for helping children to listen and understand in a variety of environments. The focus of this presentation will be on providing teachers/therapists with new and innovative ideas for activities to enhance listening skills.

Real Time Captioning in Schools: Lessons Learned
Kaye Scott, M.Ed., Victoria Deaf Education Institute-Departmentof Education and Early Childhood Development, East Melbourne, VIC
Learning Track: Middle School & High School
This presentation will explore the implementation of real time captioning in classrooms in the state of Victoria, Australia. The Victoria Deaf Education Institute (VDEI) is the center of expertise in deaf education in Victoria. One of the first initiatives undertaken by the VDEI is a pilot project to provide real time captioning as a key intervention support to ensure students who are deaf or hard of hearing have full access to school curriculum. During the presentation, there will be an analysis of the initial finding of the observed and perceived benefits of a pilot program that implemented real time captioning. The major challenges encountered in the pilot program will be discussed and there will be an analysis of the effectiveness of real time captioning during this trial. The presentation will explore the wider application of this product as an appropriate learning support to implement in educational settings and in senior classes where there some or all of the students are deaf or hard of hearing.

College Life 101
Erik Nordlof, Arlington, VA, Transitions
Learning Track:
College Life 101 is a panel of college students with hearing loss who will be sharing with college-bound teenagers and parents their academic and social experiences. The panelists will describe how they chose their shortlist of schools, how they went through the application process and how they made their final choice. Was the school known for providing accommodations? Should hearing loss be mentioned in the application process? They will also share their experience with how they communicated with instructors and fellow students in the classroom. What was the best way to approach instructors or to play a role in group work? Lastly, the panelists will discuss their social experience. What worked best for them – intramural sports, clubs or community involvement? Come hear what stories they have to tell so you know what to expect before entering college!

Reciprocal Peer Coaching and Mentoring: Mastery Perspectives
Sarah B. Ammerman, Ph.D., UT Health Science Center in San Antonio, San Antonio, TX
Blane Trautwein, Ed.D., UT Health Science Center in San Antonio
Dan Salvucci, CCC-A, M.Ed., MED, Smith College
Learning Track: Professional Preparation
Pre-service deaf education teachers encounter a vast array of concepts and pedagogy related to teaching children who are deaf or hard of hearing. This presentation discusses the use of mentoring and peer coaching throughout a deaf education teacher preparation program to develop instructional competencies, such as acoustic highlighting, wait time and expansion. There are only nine listening and spoken language emphasis teacher preparation programs in the nation, making collaborations potentially difficult. Two universities, however, have utilized technology to facilitate a cross program reciprocal peer coaching and mentoring program. Students gain insight into different programs and perspective regarding emerging practitioner skills. Through interactive discussion and video examples, participants will apply reciprocal peer coaching and mentoring concepts to their individual practices.

Fathers: Parenting a Child with Hearing Loss
K. Todd Houston, Ph.D., CCC-SLP, LSLS Cert. AVT, The University of Akron, Akron, OH
Learning Track: Roads Less Traveled
Fathers play a unique role in the parenting paradigm, and this role continues to evolve with each generation. For children with hearing loss, fathers also have tremendous responsibility and fulfill a critical function. This session will explore the responses of more than 260 fathers of children with hearing loss to a national survey that examined views about service delivery and how they perceived their relationship with their child(ren) with hearing loss.

Partners in Hearing Session
Improving Music Appreciation for Cochlear Implant Listeners
Darla Franz, MA, CCC-A, MED-EL Corporation
Judi Barnes, MS, CCC-SLP, MED-EL Corporation
Music is important to overall development, whether children have normal hearing or use hearing aids and/or cochlear implants. Music appreciation and development of musicality are achievable goals, and a variety of materials are now available to support these goals both in therapy and at home. This session will address the following questions related to music, particularly with cochlear implants: Why is music more complicated with a hearing loss? What are the benefits of music training? What recent technology advances can improve music appreciation with cochlear implants? How do CI users perform with music listening tasks today? What materials and strategies can support the development of musicality at school, in therapy, or at home? This session will also include participation from parents and pediatric CI users who have successfully incorporated music lessons and musical activities into their lives, and the challenges and successes they have experienced in the process.

Return to Top


Saturday, 6/30
1:30pm - 3:00pm

Singing for the Brain
Judy Odendahl, MED, LSLS Cert. AVEd, St. Joseph Institute for the Deaf, Chesterfield, Missouri
Barbara Meyers, MED, CED, St. Joseph Institute for the Deaf
Kathy Gallagher, B.A. St. Joseph Institute for the Deaf
Learning Track: Infants and Young Children
Physical exercise impacts body fitness, while musical exercise impacts auditory fitness. Discoveries in neuroscience support the premise that a baby’s brain contains millions of neurons that are waiting for environmental experiences to determine their function. Connections are created by sensory experiences that stimulate neuron growth. Research shows how beneficial music and singing are for the brain, as the neurons connect and the synapses are strengthened by a rich environment of sounds, rhythms, language, emotions and movement. With early identification and appropriate amplification, children with hearing loss are able to reap the same benefits from musical stimulation as their peers with typical hearing. Presenters will share current neuro-scientific research relating musical experiences to enhanced development of skills as well as to listening and spoken language. Presenters will demonstrate the progression of the child’s musical development and participation in song/action experiences. Original and adapted song/action routines incorporating auditory closure will be shared.

Successful Intervention with Bilingual Children and Families
Amy McConkey Robbins, M.S., CCC-SLP, Communication Consulting Services, Indianapolis, IN
Michael Douglas, M.A., CCC-SLP, LSLS Cert. AVT, The Center for Hearing and Speech
Learning Track: Toddlers & Preschool
The unique challenges of working with bilingual children and families will be reviewed, along with suggested approaches to particularly complex families. Encouraging findings on multilingual proficiency will be presented. Using a published model to individualize treatment based upon child/family characteristics, we will describe a variety of approaches that are feasible within the constraints in which we work. Guidelines for managing children with cochlear implants who are learning multiple languages will be provided and supported by published research. The importance of the "mother tongue" as an essential part of parent/infant bonding will be reinforced. Both presenters work extensively with bilingual children and honor informed clinical experience and practicality in their suggested techniques. They will highlight their work with bilingual children using cochlear implants and their families by showing video clips that illustrate the range of approaches available for developing listening and spoken language in this challenging yet rewarding group of children.

Through Different Lenses: Thoughtful FM Usage
Teri Ouellette, M.Ed., LSLS Cert. AVEd, St. Joseph Institute for the Deaf - Indianapolis, Indianapolis, IN
Valerie Fisher, M.Ed., St. Joseph Institute for the Deaf - Indianapolis
Learning Track: Early School Years
As more students enter local school programs with complex amplification and are developing listening and spoken language skills, the optimum use of FM systems in the classroom becomes more complicated and more essential. This interactive presentation will focus on identifying and solving challenges in maximizing FM function, concentrating on using the FM system as part of a comprehensive plan to develop long-term spoken language and advocacy skills.

Navigating Life's Journey With Your CI Child
Luanna Bozzolo, Ph.D., AG Bell, Tucson, AZ
Peter Shibuya, Ph.D., AG Bell
Helen Cartwright, Chandler, Ariz.
Learning Track: Middle School & High School
Have you had questions about navigating the role of raising a child with a cochlear implant? Do you often wonder if your child’s reactions to daily life events are common? Are you hoping to gain confidence in talking with your child about their hearing loss, social pressures and life events? Have you walked away from a professional appointment with more confusion and uncertainty then answers? Are you prepared to learn communication and strategic tips from parents who have taken your path and know your circumstances? Meet with us and learn answers to this questions and more from the presenters and a panel of parents.

DIY to the Pros: Implementing Web, Mobile and Tablet Accessibility
Jay Wyant, Remotocom, Minneapolis, MN
Catharine McNally, Keen Guides
Learning Track: Transitions
We've conquered TV captioning, only to have video move to the web, tablet and even the phone. What's a body to do about it? This session will help you learn the basics of making most video accessible, and help you also become a better advocate for captioning and website accessibility. You'll learn how to caption your YouTube videos, how to get your friends to caption any video on the Internet through Universal Subtitles, movies for your kids to watch on tablets on those long car rides and other types of videos as well. Along the way, we'll demonstrate how to turn on captions on your HDTV as well as on TVs in bars and restaurants. You'll also learn how to test websites for accessibility, and what makes websites (in)accessible. When we're done with you, you'll not only know more about captioning and website accessibility; you'll also be a better advocate for yourself, your organization and others.

Evaluating the Impacts of Professional Development
Trudy Smith, M.Ed., LSLS Cert. AVT
Learning Track: Professional Preparation
When organizing a professional development activity or event, much time is given to planning the content material, identifying presenters, and managing venue and catering needs. Often, a one-page evaluation survey is circulated at the end of the event to gauge the effectiveness of the event. This data tends to reflect dissatisfaction with catering, air-conditioning, seating and occasionally a thoughtful comment about the presenter’s ability to hold their attention. At the RIDBC Renwick Centre, evaluation is conducted three times after each event to gauge immediate impacts, short-term effects and long-term benefits of each event. This workshop will provide a framework that will assist event organizers in developing an effective evaluation program that analyzes the long-term effectiveness of each event, identifies presentation strategies that create the biggest impact and provides usable data to ensure a professional development program truly meets the needs of the participants.

Remaining Vigilant for Today’s Children with Hearing Loss
Teresa Caraway, Ph.D., CCC-SLP, LSLS Cert. AVT, Learning Innovation Associates, LLC, Oklahoma City, OK
Carol Flexer, Ph.D., LSLS Cert. AVT,  Distinguished Professor Emeritus, Audiology at The University of Akron
Learning Track: Roads Less Traveled
Today’s children with hearing loss are scoring at chronological age or higher on traditional speech and language measures at earlier and earlier ages. While certainly an outcome to be celebrated, this positive outcome challenges Listening and Spoken Language Specialists (LSLS™) to use their knowledge to create new tools, strategies and techniques to evaluate and manage children with hearing loss who will always have less acoustic accessibility to free and redundant information than peers with typical hearing. This session will facilitate a guided discussion towards developing a new platform for managing today’s children with hearing loss outside of the typical failure-based special education model. Participants will use their listening and spoken language expertise exchanging insights regarding the surveillance and vigilance necessary to attain and sustain the unsurpassed listening and spoken language outcomes and knowledge acquisition that is expected for today’s children with hearing loss.

Partners in Hearing Session
Advances in Bone Conduction Hearing Systems
Alan Raffauf, MA, Oticon Medical
The presention will cover an introduction to bone conduction, bone conduction hearing systems and specifically the Ponto hearing system.

Return to Top


Saturday, 6/30
4:00pm - 5:30pm

60-Minute Session: How to Be Effective
Betsy Moog Brooks, M.S., CED, LSLS Cert. AVEd, The Moog Center for Deaf Education, St. Louis, Mo.
Learning Track: Infants and Young Children
This presentation will be about early intervention as it relates to the daily routines of families, with a main focus on providing ideas and suggestions for implementing an effective 60-minute session. Providing quality services to children, to parents and to families can be overwhelming and challenging. This presentation will address parent guidance, education and support as they apply to listening and spoken language practitioners. It is critical for parents to have a variety of resources available to them so that they have opportunities to access a myriad of support systems. This presentation will provide professionals with several strategies for working with families and will provide parents an array of services that can be combined to provide complete educational information and emotional support. Techniques for "coaching" parents during activities with their children, in order to enhance communication, will be emphasized through video segments.

Medical Management of Hearing Loss
Ted A. Meyer, M.D., Ph.D.
Meredith A. Holcomb, Au.D., CCC-A
Learning Track: Toddlers & Preschool
The diagnosis and medical management of children with hearing loss is critical to meeting their long-term communication needs. Children who have not passed a newborn hearing screening should be referred to a multidisciplinary medical team with a pediatric focus that includes an otolaryngologist, an audiologist, a pediatrician, a speech-language pathologist and the family. This presentation will discuss the teamwork and communication necessary for team members to achieve successful diagnosis and management. A physician and an audiologist will describe the benefits of a medical diagnostic workup including audiological, genetic, radiological and other testing for the child with hearing loss.

Talking It Up All Summer Long
Erin Hemme, MSDE, CED, Central Institute for the Deaf, St. Louis, MO
Michelle Gremp, Ph.D., CED, Central Institute for the Deaf
Learning Track: Early School Years
Although summer vacation is a treasured time for all, it has been well documented that without consistent practice in speech, listening and spoken language, students can lose up to one month of instruction during time off in the summer. The continuum of instruction afforded by an Extended School Year (ESY) program can help students who are deaf or hard of hearing maintain present levels on Individualize Education Progam (IEP) goals over the summer months. In addition to maintaining skills, ESY can offer hands-on activities and experiences that promote authentic learning opportunities that allow students to practice speech and language beyond the classroom walls. This presentation will preview a unique two-part ESY program. Morning instruction focuses on the maintenance of skills while afternoon camp activities provide real-life opportunities for using speech and language. Professionals and parents will understand the importance of extended school year services and recognize key elements of a successful design.

[CANCELED] Parent Education Beyond Preschool: Outreach to School-Age Parents
Maura Martindale, Ed.D., LSLS Cert. AVEd., California Lutheran University, Thousand Oaks, CA
Michelle Christie-Adams, Ph.D.Cand, No Limits for Deaf Children
Learning Track: Middle School & High School
While there are numerous programs and resources for parents of very young children, parents of students with hearing loss who are school-age often do not have access to information about topics and issues unique to children over the age of 5. Presenters will provide a comprehensive model curriculum developed for parents of school-age students, including middle and high school, and share the outcomes of the curriculum.

Are You Listening to Me?
Karen M. Kirby, B.S., M.Ed., AGBell, Tampa, Fla.
Carol S. Ban, B.A. AG Bell
Dale Atkins, MED, Ph.D.
Learning Track: Transitions
This panel of parents who are deaf or hard of hearing will share their experiences and suggestions for raising children while living with hearing loss. Joining them on the panel will be a psychologist who specializes in family dynamics and has a strong background in working with individuals who are deaf or hard of hearing. Topics will include the use of effective communication strategies, problem solving techniques and setting boundaries for children.

Insurance Reimbursement for CIs and Hearing Aids
Helen Cartwright, Arizona Hearing & Balance Center, Chandler, Ariz.
Learning Track: Roads Less Traveled
What happens when your cochlear implant is out of warranty? How do you afford replacement parts? Have you struggled to go through insurance to get benefits? Many people find it difficult to navigate complex insurance systems. Often times, insurance may not cover all the parts and individuals and families can be left with costly bills for equipment. This course will discuss reimbursement options for hearing aids and cochlear implants. Presenters will discuss Medicare/Medicaid as well as private insurance reimbursement. They will also discuss grants and other options that are available when there is no insurance coverage.

Partners in Hearing Session
Facilitating All-Day Listening and Language Development
Carissa Moeggenberg, MA, CCC-A, Advanced Bionics
Dave Sindrey, M.CI.Sc, LSLS Cert AVT, Author
The development of listening and language skills does not occur at a set interval in a young child’s life. Instead, these skills develop naturally over time during new experiences and exposure to language in everyday environments. In order to provide the experiences necessary for language development, children need access to sound all day long independent of environment and activity.This presentation outlines the importance of consistent device use during all waking hours. Practical ideas for facilitating language stimulation in a broad range of environments and activities will be shared and expanded upon during the presentation, which will conclude with a discussion on how recent technological improvements in sound processors can enhance a child’s exposure to sound.

Return to Top


Sunday, 7/1
8:00am - 9:30am

Parents Becoming Professionals: A Dual Perspective
Alison Devey, M.A., Sound Beginnings of Utah State University, Logan, UT
Marge Edwards, CCC-SLP, Sound Beginnings of Utah State University
Learning Track: Infants and Young Children
Two professionals, an educator of the deaf and a speech-language pathologist, chose their careers because of their experiences as parents of children with hearing loss. Having sat on both sides of the clinical/therapy table – first as parent and then a professional – both individuals possess a unique perspective that enables them to guide and empower families smoothly through the early intervention and educational processes. Both professionals will share how their dual perspective has helped them to better serve the students and the families they serve. The presentation will consist of personal experiences and video clips from their children’s journey, their experience entering professions involving hearing loss, and a video experiment showing what the average person knows about hearing loss and the related terminology.

Management of Behavior Problems in Multiple Settings
Ivette Cruz, Ph.D., University of Miami Ear Institute, Miami, Fla.
Judith Horvath, M.A., LSLS Cert. AVEd, University of Miami Ear Institute
Myriam De la Asuncion, Au.D., CCC-A, University of Miami Ear Institute
Domitille Lochet, M.S., CCC-SLP, University of Miami Ear Institute
Learning Track: Toddlers and Preschool
Many young children engage in noncompliant, active and, at times, aggressive behavior during the course of typical development. These behaviors typically peak at age 3 and begin declining as verbal skills increase and children learn to regulate their own emotions. Research has consistently reported that children who are deaf or hard of hearing and/or who have developmental disabilities have higher rates of disruptive behavior than children without disabilities. Children with hearing loss exhibit higher rates of externalizing and internalizing behavior problems. Thus, healthcare professionals and educators working with children with hearing loss are likely to see these behaviors in multiple settings (e.g., clinic, school, home). This interactive session will focus on managing these behaviors. A multidisciplinary team (psychologist, audiologist, educator, therapist) will discuss behavior management techniques using videos and case presentations. Topics will also include which behaviors cannot be ignored and when to refer for mental health services.

Playing Games: Making Listening and Language Fun
Kathleen Hurler, M.Ed., LSLS Cert. AVT, Bergen County Special Services School District, Nanuet, NY
Stephanie Shaeffer, M.S., CCC-SLP, LSLS Cert. AVT
Learning Track: Toddlers and Preschool
While playing games, discover the fun you and your child will have while developing listening and language skills. Families will recognize how to make the connection between games and their child’s language and listening goals. During this program, families will have the opportunity to adapt some of our/their favorite games (favorites like
Memory, "Uno Moo," "Cat in the Hat," "What’s My Name," etc.) when playing with their child. Getting your child to increase his/her language and listening can be and should be fun. Leave the "work" to the therapists and teachers.

Demystification: Inspiring Children with Hearing Loss through Self-Knowledge
Susan Randich, Ph.D., St. Joseph Institute for the Deaf, Chesterfield, MO
Nancy Smiley, M.S., CCC-SLP, LSLS Cert. AVEd, St. Jospeph Institute for the Deaf
Victoria Carlson-Casaregola, M.A., CCC-SLP, St. Jospeh Institute for the Deaf
Learning Track: Transitions
Children with hearing loss demonstrate unique patterns of learning and communication strengths and challenges. Their struggles can affect their self-esteem and motivation. How can we help our children understand their own learning styles and identify their gifts, interests and affinities to improve confidence and make them better self-advocates? At the St. Joseph Institute for the Deaf, all students participate in a "demystification" process that educates them about their distinctive abilities as well as challenges. Demystification puts boundaries around weak areas, helps children use strengths to compensate for weaknesses and teaches them to ask for what they need. It makes students, from primary through high school and beyond, full participants in their own learning. We will discuss the process of demystification and show how children respond to this powerful technique, which can be used by parents, classroom and itinerant teachers, speech-language pathologists, and other individuals working with the child.

Partners in Hearing Session
GAP: Transition Planning for Success
Carrie Spangler, Au.D, Stark County Educational Service Center (on behalf of Phonak)
Cheryl DeConde-Johnson, Ed.D., The Advantage Audiology
Guide to Access Planning (GAP) is a program that addresses the knowledge and skills required of teens as they transition to adulthood. The presentation will establish the rationale and need for specific transition planning for students with hearing loss, outline laws pertaining to transition, and provide examples of how schools, university AuD programs, and hospital audiology clinics have designed transition programs for teens. Selected activities will be demonstrated involving the workshop participants. The majority of the presentation will involve navigation of the web-based GAP program which includes tracks for teens and young adults, professionals and parents. This resource benefits students, parents, professionals including audiologists, speech-language pathologists, teachers of the deaf, transition coordinators, and office of accessibility coordinators. The presentation format will be primarily lecture with demonstrations of learning activities contained in the program. Guide to Access Planning (GAP) is supported by Phonak, USA, and is available as a free resource to anyone seeking this information.

Return to Top


Sunday, 7/1
10:00am - 11:30am

Reaching Rural/Remote Families with Auditory-Verbal Therapy
Michelle Ryan, B.Sp,Path, LSLS Cert. AVT, Hear and Say Centre, Brisbane, QLD
Jackie Brown, B.Ed., LSLS Cert. AVT, Hear and Say Centre
Emma Rushbrooke, B.A., Dip.Aud., M.Aud.SA, LSLS Cert. AVT, Hear and Say Centre
Lynda Close, B.Sp.Path, LSLS Cert. AVT, Hear and Say Centre
Learning Track: Toddlers and Preschool
The Hear and Say Centre's telemedicine and outreach service has been used successfully since 2000 as an alternative for its rural and remote families where distance, travel and cost of travel are real barriers to accessing traditional face-to-face early intevention services. The outreach service allows for equal access to listening and spoken language for all Queensland children with hearing loss and is the only service in Queensland to deliver auditory-verbal therapy services via a comprehensive telemedicine and outreach program. The program combines the use of off-the-shelf technology for conducting weekly parent guidance/counselling and auditory-verbal therapy lessons via web-based programs such as Skype, with face-to-face intervention several times per year in rural and remote locations and regional centers. This session provides the opportunity to learn how to implement an effective telemedicine and outreach auditory-verbal therapy program and covers information on service delivery, resource requirements, funding and administration, training, mentoring, quality assurance, research and outcomes.

Sports and a Cochlear Implant
Jennifer Kyzer, Acworth, Ga.
Lorrie Dunkelberger
Kristin Matta
Learning Track: Road Less Traveled
Participation in organized sports can play an important role in the physical, social and emotional growth of school-aged kids. For kids with cochlear implants, getting involved in sports and potentially reaping those benefits brings a host of unique challenges. What are some of the challenges that kids with cochlear implants face when participating in various sports? And what are some of the strategies that the athletes, their families and coaches have developed to encourage participation and foster success? We are parents with children who are all cochlear implant users, and who are all very active in sports. The session will focus on children with cochlear implants and the practical aspects of how they participate in all the typical activities that any children do, primarily sports. Participants in this session will learn about modifications or special precautions that we took with our children, in both their younger years and now early teenage years, to ensure a successful experience participating in sports.

Using Play to Target and Assess Goals in Occupational Therapy
Jackie Oddo, M.S., Atlanta Speech School, Atlanta, Ga.
Learning Track: Road Less Traveled
Play is an essential part of growth and provides the foundation for cognitive, physical and social development. Play facilitates creativity and problem solving and is used in occupational therapy treatment to refine gross and fine motor skills. The presenter uses play every day with children who are deaf and hard of hearing to target specific goals as well as assess progress and development based on a typical trajectory. She will describe her experiences as an occupational therapist working with children who are deaf or hard of hearing and the modifications she uses specifically for this population. She will also provide suggestions for teachers, parents and families to help facilitate development from birth to a lifetime of play.

Never Surrender Your Dreams
Karen M. Kirby, B. S., M.Ed., AG Bell, Tampa, Fla.
Carol S. Ban, B.A. AG Bell
Dale Atkins, MED, Ph.D.
Learning Track: Transitions
I had a dream to become a teacher, only to be told 'I couldn't because I was deaf!' Meet successful adults with hearing loss who have beaten the odds to become whatever they wanted to be, and hear how they overcame obstacles in their career and how technology enhanced their career so they could accomplish their dreams.

Partners in Hearing Session
HOPE (Re) Habilitation Resources: A Hands-On Review
Donna L. Sorkin, MA, Vice President Consumer Affairs, Cochlear Americas
This workshop will provide a comprehensive review of HOPE (re)habilitation resources and listening tools for parents of children and adults with hearing loss and the range of professionals who serve them.

Return to Top


Sunday, 7/1
1:00pm - 2:30pm

Red Flags: Barriers to Optimal Auditory Development
Joan Hewitt, Au.D., Encinitas, CA
Jane Madell, Ph.D., LSLS Cert. AVT, Private Practice
Sylvia Rotfleisch, M.Sc.A.
Learning Track: Infants and Young Children
Today’s digital hearing aids with extended bandwidths can provide excellent access to speech for children with hearing loss. In addition, cochlear implants provide significant benefit to appropriate candidates who do not have access to speech through hearing aids. The immediate benefit of digital hearing aids and/or cochlear implants can be so significant that any improvement is assumed to be sufficient, but is it optimal? Why does the performance and progress of children with hearing aids and/or cochlear implants vary greatly? By utilizing specific evaluations of audition and speech perception, parents, Listening and Spoken Language Specialists (LSLS™), teachers, speech-language pathologists and audiologists can identify "red flags" indicating less than optimal performance. Techniques parents and professionals use to evaluate performance will be discussed. Programming changes based on these performance measures will also be detailed. Case studies will be presented to illustrate common issues, the techniques used to identify them and the performance changes observed with programming changes.

Utilizing Coaching to Optimize Self-Advocacy Development
Marcia Zegar, M.A., CCC-SLP, LSLS Cert. AVEd, Salem-Keizer School District, Salem, OR
Ann Baumann, M.S., CCC-SLP, LSLS Cert. AVEd, Willamette Education Service District
Learning Track: Toddlers & Preschool
Fostering self-advocacy in children with hearing loss is a complex, multi-parameter endeavor. This session will introduce adaptation of the instructional concepts of coaching and gradual release of responsibility. Direct instruction and intervention is most effective when paired with thoughtful coaching of the child, the family and the school personnel. Scaffolding learning through utilization of the "I do it, we do it, you do it" technique optimizes transfer of the self-advocacy target. The three-prong continuum involving the "operator" (the child), the "equipment" (ALDs), and the "listening environment" will also be introduced and demonstrated. Specific examples will be provided to enhance participant understanding of these concepts.

Critical Thinking Skills and the Classroom Application
Mary Browning, B.A., CED, The Moog Center for Deaf Education, St Louis, MO
Becky Durell, M.A., CED, LSLS Cert. AVEd, The Moog Center for Deaf Education
Learning Track: Early School Years
A key component to the overall development of any child is his/her ability to think independently. Critical thinking skills develop over time and are enhanced by life experiences. Children with hearing loss are faced with the challenge of developing sufficient language skills to be able to express their thoughts and ideas, especially related to cognitive skills and concepts. This presentation will address the importance of including critical thinking skills in everyday activities. A variety of concepts and activities to practice those concepts will be presented. An explanation of how to introduce these skills as general topics into a classroom environment, as part of a therapy session or at home in the context of daily activities will be provided. This presentation will be appropriate for working with children in the early elementary grades.

Real School Solutions: Listening to Student Experts
Diane Brackett, Ph.D., CCC-SLP, New England Center for Hearing Rehabilitation, Hampton, CT
Jessica Hasbrouck, M.S., CCC-SLP, New England Center for Hearing Rehabiliation
Kristin Vasil-Dilaj, Ph.D., CCC-A, New England Center for Hearing Rehabiliation
Learning Track: Middle School & High School
When students with hearing loss enter high school, they often begin the process of distancing themselves from the "helpers"
and ultimately the "help." This is a logical move toward the independence that will be required before they enter the "real world."
However, disregarding the previously-beneficial supports can seriously affect their ability to function in the competitive, academic and social environment of high school. While helping these maturing students become insightful and knowledgeable about their own strengths and weaknesses, the professional treads a fine line relative to insisting on services that are not accepted nor complied with by the student. Developing the student role of "EXPERT" requires a delicate balance between realizing a need and accepting support.

The Road to College: Easing the Transition
Kevin J. Nolan, Jr., M.A., Children's Hospital Boston, Waltham, MA
Tamar Gomes, Au.D., CCC-A, Children's Hospital Boston
Learning Track: Transitions
Students who are well prepared for the transition from high school to post-secondary education can succeed during their first year in college. Students who are deaf or hard of hearing attending high school in the mainstream may not have access to resources for preparation on a par with students who have typical hearing or students attending schools for the deaf. This workshop introduces participants to materials and strategies utilized during an intensive, one-day course designed especially for this group of college applicants. Participants will explore and discuss the unique challenges that these students face and core elements of the course that support the development of the students’ college identity and prepares them for college life.

Improving Educators' Phonemic Awareness Skills and Knowledge
Krystal L. Werfel, M.S., Vanderbilt University School of Medicine, Nashville, TN
Emily Lund, M.S., CCC-SLP, Vanderbilt University School of Medicine
Uma Soman, MED, LSLS Cert. AVEd, Vanderbilt University School of Medicine
Learning Track: Professional Preparation
Phonemic awareness is an important precursor of word reading. Reading, as well as the development of phonological awareness, is delayed in children with hearing loss. Thus, it is vital that educators possess adequate explicit phonemic awareness that enables them to guide and instruct the development of phonemic awareness in children with hearing loss. The purpose of this session is to present findings from current research addressing educators’ knowledge of explicit phonological awareness and to improve the individual explicit phonemic awareness of session participants. Results from studies of the explicit phonemic awareness skills of deaf educators, general educators, special educators and speech-language pathologists will be reviewed, and presenters will discuss the link between auditory phonemes and orthographic representations of words. Participants will have the opportunity to assess their own explicit phonemic awareness, gain further explicit skill and apply those ideas to early literacy development using case studies.

Success in the Mainstream: Tales of Hearing Loss
Melanie Paticoff, B.A., Sophie's Tales, St Louis, MO
James Barden, B.A.
Patrick deHahn, Pace University
Shana Kielson, Montana State University-Bozeman, Business Management and Information Systems
Learning Track: Roads Less Traveled
A successful start to the school year sets a precedent for the remainder of the year for a child with hearing loss in the mainstream setting. The presenters are all young adults who are profoundly deaf and will give examples of their own mainstreaming experiences at a variety of ages, and what they felt were the best (and not-as-recommended) strategies. Panelists will discuss topics not only of academic accommodations, but of life with hearing loss, such as family and social life, extracurricular activities, and the college process. The panel will culminate in a question/answer and discussion section, and particularly encourages parents of young children with hearing loss, teens with hearing loss and future educators of children with hearing loss to join them.

Partners in Hearing Session
Hands-On Hearing Workshop: the Tools of the Trade
Jeff Campagna, MED-EL Corporation
As an adult or parent of a child with a hearing loss, understanding assistive listening technology can be quite an overwhelming process. With the rapidly expanding market for these devices, there is much information to absorb and understand—especially when you are considering this technology for you or your child. This session is ideal for parents, adults, and professionals who seek a general understanding of assistive listening technology. What are the differences between ALD systems? What are the advantages/disadvantages of various systems? (Wired vs. wireless, Bluetooth vs. FM, Telecoil vs. Direct Connect) What are the best ways to connect ALDs with hearing aids and cochlear implants? What does the future hold for assistive technology? Which listening strategies are useful for rehabilitation with an ALD? This session will provide information to answer the above questions, and an opportunity to see and touch some of the newer ALD systems.

Return to Top


Sunday, 7/1
3:00pm - 4:30pm

Discovering Schemata: Powerful Potential for Child, Parent, Professional
Amy Peters Lalios, M.A., CCC-A, LSLS Cert. AVT, Center for Communication, Hearing and Deafness, West Allis, WI
Pam Stemper, B.A.
Learning Track: Infants and Young Children
This session will feature the collaboration of a parent and a Listening and Spoken Language Specialist (LSLS) certified auditory-verbal therapist in discussing spoken language development within the context of schemata. Schemata can be defined as mental frames used to store and organize everything we know and are utilized to make sense of our world and to think critically. Additionally, the session will cover the powerful potential of an effective triad between parent, child and professional for developing a child with hearing loss' spoken language, where each member’s schemata are sufficient. Information will be shared via power-point presentation, audience participation and discussion to highlight that while language development follows a general sequence of progression, parental behaviors and influences can affect the depth and breadth of a child’s language, and how a professional guides and supports parents can make the difference between reaching goals and missing the mark.

[CANCELED] Identifying and Supporting Early Writers through Journaling
Janet Fuller, M.Ed., Sound Beginnings, Logan, UT
Nicole Martin, M.S., CCC-SLP, Sound Beginnings
Learning Track: Toddlers & Preschool
According to several researchers, pre-writing skills are critical for the preschool child in the development of phonological skills. Research also reveals the dynamic nature of acquiring written and spoken language skills such as phonemic awareness, working memory, vocabulary and writing. Writing is sometimes underutilized in education for students who are deaf or hard of hearing while developing listening and spoken language. This presentation will provide strategies to include writing throughout the day to support spoken language, vocabulary, working memory and preliteracy skills using journals. Rather than merely visiting journals at the day’s end, educators can use journals to engage preschoolers in contextualized language experiences throughout the day.

Beyond Bedtime Stories: Using Storybook Reading to Boost Vocabulary
Jessica Page Bergeron, MED, Atlanta Speech School, Atlanta, GA
Shelley Carr, M.Ed., LSLS Cert. AVEd, Atlanta Speech School
Learning Track: Early School Years
Storybook reading is a popular and salient strategy to facilitate language and vocabulary development in children at the emergent literacy level. Dialogic reading is a specific, structured approach to storybook reading that has been modified and researched with children who are deaf and hard of hearing. Researchers will describe current ongoing research using this strategy implemented by parents and present preliminary results. Additionally, anecdotal evidence from a school setting will be described. Modifications of dialogic reading strategy designed specifically for children who are deaf or hard of hearing will be discussed.

It Takes a Villiage
Heather Rose, M.A., CCC-SLP, LSLS Cert. AVT, Rady Children's Hospital, San Diego, CA
Michelle Hu, Au.D., Rady Children's Hospital
Alyson Mellish, Au.D., Rady Children's Hospital, San Diego
Learning Track: Middle School & High School
To maximize cochlear implant (CI) recipient success, evaluation and follow-up completed by a multidisciplinary CI team must be thorough and supportive. For school-aged candidates, variables include the recipient’s length of deafness, hearing aid compliance, speech/language abilities, anatomy, family and educational support, and presence or absence of other disabilities. Rady Children’s Hospital's CI team is striving to develop a "best practice" model that includes a multidisciplinary approach to determine candidacy and post-cochlear implantation treatment. Variables are evaluated with protocols/tools such as the Cochlear Implant Profile (CHIP), which looks at the individual’s medical, psychological, audiological, family/educational and speech-language factors. Protocols have been established for audiological testing including speech perception testing and monitoring. Through case studies of pre-teens/teens CI recipients, the multidisciplinary approach will be reviewed. Results of the CHIP, Parent Questionnaire, audiological diagnostics, speech perception testing, speech-language evaluation, aural (re)habilitation and teen group topics will be presented for each case.

LSL + Advocacy = Independence
Lindsay M. Rodriguez, M.Ed., CED, Sunshine Cottage School for Deaf Children, San Antonio, TX
Michael Pfeifer, MDEH, CED, Sunshine Cottage School for Deaf Children
Danielle Paquin, MED, LSLS Cert. AVEd, Sunshine Cottage School for Deaf Children
Tammy Monts, B.A. (Elementary Education), Sunshine Cottage School for Deaf Children
Learning Track: Transitions
Advocacy: If it’s not your job, then whose is it? Research describes the importance of advocacy and resources are available online and in our communities. Still the question remains: whose job is it to identify these resources and ensure that parents understand what it takes to obtain the best possible educational environment for their child? This team of school professionals discovered a weakness in the advocacy education of professionals, parents and students alike and collaborated to develop a comprehensive advocacy training program to be applied by professionals that have regular contact with families of students who are deaf or hard of hearing. Attend this insightful session and discover the strategies used to implement consistent, practical and effective advocacy coaching throughout the parent’s and student’s time with the school. Participants in this session will then connect in small, mixed professional/parent groups to analyze advocacy topics and brainstorm ways of including advocacy preparation in their own situations.

Mentoring and Evaluating Teachers and Practicum Students
Stacy Wentz, M.S., Sound Beginnings at Utah State University, Logan, UT
Kristina Blaiser, Ph.D., CCC-SLP, Sounds Beginnings at Utah State University
Learning Track: Professional Preparation
Best practices of educational administration supervision and evaluation techniques are combined with the specialty of listening and spoken language. Participants will learn about adult learning styles, observation techniques and how to coach professionals using the Sound Beginnings Teaching Framework. This presentation would benefit school administrators and those who supervise colleagues or practicum students.

Parenting and Teaching with Love & Logic®
Sherri J. Fickenscher, M.S., CED, LSLS Cert. AVEd, Clarke Schools for Hearing and Speech, Byrn Mawr, PA
Learning Track: Roads Less Traveled
Questions pertaining to behavior management are some of the most frequently asked by parents and teachers alike. Finding a system that is easy to learn, easy to use and proves to be effective at home and in the classroom can prove to be a daunting task. Interruptions in learning due to a child’s misbehavior can take valuable time away from the necessary task of building a child’s listening and spoken language skills. Love & Logic® provides a proven method of working with children where their self-concept is built and maintained, parents are less stressed and teachers can be more productive. Children want the adults in their lives to set limits that help them to act appropriately and feel secure. This session will present ways to set limits for children that decrease undesirable behaviors and increase desirable behaviors. A brief discussion on the research that supports the Love & Logic® method will take place along with testimonials of parents and teachers who have met with success after implementing this program.

Partners in Hearing Session
CID SPICE for Life Auditory Learning Curriculum
Julia West, MS, LSLS AVEd Cert CED, Central Institute for the Deaf
Jennifer Manley, MS, CED, Central Institute for the Deaf
The new CID SPICE for Life picks up where the original SPICE auditory learning curriculum leaves off. Both curricula are research-based and were piloted at the CID school. SPICE for Life is designed to help individuals who are deaf or hard of hearing overcome listening challenges in a variety of real-life settings. This presentation will discuss specific challenges addressed by the new curriculum in the areas of auditory memory, sound localization, conversation and listening in noise. We will describe activities from the curriculum and show videos of lessons with children. We will demonstrate the use of the SPICE for Life rating form to evaluate and track student progress with listening goals. We will talk about ways to inform parents of student progress and encourage them to practice skills at home.

Return to Top