Pre-Symposium Workshops

2013 LSL Symposium E-Blast Header

Seven pre-symposium workshops will be available on Thursday, July 18 before the Symposium. There is an additional fee of $85 per workshop for AG Bell members and $100 for nonmembers. Space is limited so be sure to register as early as possible.

To register at the member rate your membership dues must be current. If you would like to join AG Bell to receive the member rate, you must complete that transaction before you can receive the member rate. If you try to add you membership dues to your shopping cart during the online registration process you will not receive the member rate. If you have any questions contact us, or call us at 202-337-5220. Join the organization now to receive the member rate.

Thursday, July 18, 2013
8:30 a.m. – noon

Listening and Speaking in Public Schools

Bridget Scott-Weich, Ed.D., LSLS Cert. AVEd, Los Angeles Unified School District
Renee Polanco, M.S.Ed., LSLS Cert. AVEd, Los Angeles Unified School District

Financial — No relevant financial relationships exist.
Nonfinancial — No relevant nonfinancial relationships exist.

The workshop will begin by asking this question: “What do you do when you watch a parent wipe her tears away as she is told that her daughter, who is one year post-cochlear implant and making very little progress, must go to a signing program?” Our answer was to provide listening and spoken language (LSL) intervention in the public school. This presentation will address steps made by LAUSD, based on research, to provide auditory-verbal services to eligible students who are deaf and hard of hearing enrolled in the school district. Many families who attend our program are from culturally and linguistically diverse backgrounds and this session will address the considerations and protocols in serving these students and in providing auditory-verbal practice through itinerant services. Research on the efficacy of services also will be provided.

Learning objectives:

  • Recognize the impact that listening and spoken language intervention (AVT) in public schools has on student growth and success;
  • Identify supports in participants' Special Education Local Plan Area (SELPA) that could lead to the development of AV services for students who come from diverse cultural and linguistic backgrounds;
  • Incorporate the information shared in this short course to design differentiated programs for participants’ SELPA.
Telepractice: International Perspectives and Applications with Clients, Families and Professionals

Lynda Close, B.SpPath, LSLS Cert. AVT, Hear and Say, Brisbane, Australia
K. Todd Houston, Ph.D., CCC-SLP, LSLS Cert. AVT, The University of Akron, Ohio
Emma Rushbrooke B.A., DipAud., MAudSA., LSLS Cert AVT
Michelle Ryan, BSpPath., LSLS Cert AVT

Financial — Lynda Close is employed by Hear and Say.
Nonfinancial — No relevant nonfinancial relationships exist.

Advances in technology are changing the way health and educational practitioners are able to provide quality services to their clients who have hearing loss. In order for the benefit of early diagnosis of hearing loss to be optimized for all families, regardless of geographical location, professionals need to seek innovative ways of providing effective audiology, auditory-verbal therapy and auditory-verbal education. Telepractice is providing professionals with exciting and rewarding opportunities to disseminate services to their clients, wherever they may be throughout the world. It is changing the face of how we interact with children, families, adult clients and professionals. Two organizations from opposite sides of the world (University of Akron, USA, and Hear and Say, Australia) have collaborated to share their knowledge and experiences in establishing effective telepractice programs. Research outcomes, anecdotal evidence and video footage will demonstrate the processes involved and the outcomes achieved.

Learning objectives:

  • Gain confidence in the ability of telepractice to meet the needs of children and adults with hearing loss;
  • Gain an understanding of the challenges encountered in providing services through telepractice;
  • Learn how to establish and implement a telepractice program to meet clients’ specific needs.
Embedded Coaching: Strategies and Techniques for Successful Implementation

Betsy Moog Brooks, M.A., LSLS Cert. AVEd, Moog Center for Deaf Education, St. Louis, Mo.

Financial — No relevant financial relationships exist.
Nonfinancial — No relevant nonfinancial relationships exist.

This workshop will describe “embedded coaching” techniques for professionals working with parents of children with hearing loss. Under the practices of the Individuals with Disabilities Education Act (IDEA) Part C, support services provided to families should include a coaching model that uses a combination of “demonstration” and “return demonstration.” Embedded coaching is a term applied to coaching a parent or primary caregiver and providing suggestions in real time, while he or she is engaged in an activity with a child, rather than waiting until after the activity is over, and requires specific knowledge and techniques of the early interventionist.  In this way, both parent/caregiver and coach are immediately informed about what is working and what needs modification.

Learning objectives:

  • List at least three components of embedded coaching;
  • Describe at least three strategies for engaging parents and primary caregivers in parent-infant sessions;
  • Explain and demonstrate “embedded coaching” and “return demonstration.”

Thursday, July 18, 2013
1:30 – 5:00 p.m.

Assessing Spoken and Written Language and Planning Next Steps

Nickola Nelson, Ph.D., CCC-SLP, Western Michigan University, Kalamazoo, Mich.
Teresa Crumpton, Au.D., Western Michigan University, Kalamazoo, Mich.

Financial — Nelson is a test author for Paul H. Brookes Publishing Co., Inc. and the U.S. Department of Education. Receives intellectual property rights and royalties.
Nonfinancial — No relevant nonfinancial relationships exist.

This workshop will focus on how to deliver evidence-based quality intervention services within the LSLS domains and adds a focus on written language (reading and writing).  Participants will learn how to apply a newer language levels-by-modalities model for formal and informal assessment of spoken and written language and consider how access to high quality auditory input can influence the delivery of education and language development support to students with hearing loss. The workshop will also discuss methods for applying formal and informal assessment results to guide strength-based instruction and intervention to help students with hearing loss meet the Common Core State Standards. It will also present and discuss the results of a study with students with hearing loss, conducted as part of the research for the ongoing standardization of Test of Integrated Language and Literacy Skills (TILLS), which will be used to teach the principles of the course.

Learning objectives:

  • Describe a language levels by modalities model that explains relationships of sound/word and sentence/discourse knowledge across the modalities of listening, speaking, reading, and writing;
  • Apply metacognitive and metalinguistic task analysis to identify the integrated challenges of formal language assessment tasks and relate them to the challenges of processing curriculum language in classroom contexts;
  • Discuss how profile information from a new the Test of Integrated Language and Literacy Skills (TILLS) might inform planning to help children and adolescents with hearing loss acquire higher level skills in listening, spoken language, and literacy.
The CARE Project *This Workshop has been Cancelled*

Johnnie Sexton, Au.D., Executive Director, The CARE Project, Greensboro, N.C.

Financial — Employed by the CARE Project and receives speaking fees.
Nonfinancial — No relevant nonfinancial relationships exist.

Undeniably, life’s journey is full of challenges. Along with such hurdles, different emotions are experienced. An individual facing hearing challenges needs to rely on a strong support system within the family and community, including the professionals with whom they work. CARE provides a unique opportunity to visit with eight families through documentary film segments and to observe the different emotional stages of grief associated with challenges. The CARE Project aims to: create a sense of community; provide basic information on challenges faced; offer solutions; open doors for individuals to process grief; move people forward; facilitate acceptance of hearing loss; and learn to advocate for a fulfilling life. Participants engage in active listening as each segment is viewed and utilize an analysis grid to identify the emotions expressed by family members. At the conclusion of the workshop, participants share impressions. 

Learning objectives:

  • Identify the seven emotional stages of grief associated with loss as proposed by the instructor;
  • Define his/her role as an active listener in validating the emotions expressed by families;
  • Counsel families on the need to reach acceptance of hearing loss and the positive outcomes that may result in doing so.
Click on This: Promoting Language and Aural Development with Technology

Shea Denham, M.S.Ed., LSLS Cert. AVEd, Echo Horizon School/Echo Center, Culver City, Calif.
Jessica Aguillon, M.S. Ed., Echo Horizon School/Echo Center, Culver City, Calif.

Financial — No relevant financial relationships exist.
Nonfinancial — No relevant nonfinancial relationships exist.

Today’s children are digital natives, born into a world where the Internet can be carried in their pocket, and communication crosses not tables but continents. This generation of learners must be skilled, not only in the core competencies of academic knowledge, but in creativity, critical thinking, problem-solving, communication, and collaboration in order to thrive in today’s global economy. Technology is a highly motivating educational tool that can travel with the student so learning never stops. This presentation will show participants how apps and other multimedia technologies can be used as an effective tool for language development, aural (re)habilitation, and social skill building for children with hearing loss of all ages. Participants will gain comfort with using a variety of multimedia technologies to enhance their child’s/student’s learning experience and provide them with new ideas to develop language and listening skills.

Learning objectives:

  • Be able to identify ways technology can reinforce, demonstrate, or extend classroom curriculum to create continuity between school, home, and therapy;
  • Compare and contrast various ways to use technology for targeted skill development;
  • Describe examples of listening, social and higher-level language skills that can be reinforced though the use of multimedia technology.
ANSD and AVT: Practical Strategies for Therapy and Education

Karen MacIver-Lux, M.A., Reg. CASLPO, Aud(C), LSLS Cert. AVT, Sound Intuition, Toronto, Canada

Financial — No relevant financial relationships exist.
Nonfinancial — No relevant nonfinancial relationships exist.

Auditory neuropathy spectrum disorder (ANSD) accounts for an estimated 10% of newly diagnosed cases of sensorineural hearing loss. With the introduction of newborn hearing screening programs, most children with ANSD are being identified during the first year of life. There are many children, however, who are identified later and a diagnosis of ANSD may be missed. For some of these children with undiagnosed ANSD, progress in the development of listening and spoken language skills can be severely compromised even when they are appropriately fitted with hearing aids. This workshop will provide an overview of ANSD and its impact on the perception and development of spoken language and the child’s behavior and learning abilities. Techniques, strategies and conditions that promote optimal development of spoken language with or without hearing technology will be shared and a systematic approach to monitoring communication development in diagnostic therapy sessions will be presented.

Learning Objectives:

  • Describe the audiologic profile and medical characteristics of children with auditory neuropathy spectrum disorder (ANSD);
  • Describe the impact that ANSD may have on the child's auditory functioning, overall communication, behavior, and learning abilities;
  • Outline the diagnostic processes available to determine when hearing technology should be recommended;
  • Describe the performance of children diagnosed with SNHL who are later diagnosed with ANSD;
  • Identify strategies for management of children with ANSD including hearing aids, FM, cochlear implants and observation;
  • Discuss the management of children with ANSD and the collaborative process necessary to ensure optimal intervention.