2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
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3/18/2018 | 12:00 PM - 4:00 PM | Brain Architecture: Foundations for the Future | Capitol 5
Brain Architecture: Foundations for the Future
The architecture of the brain is formed in the earliest years of life. Infants are born with approximately 23,000 genes inherited from their parents as the starting point of brain development. (National Scientific Counsel on the Developing Child, 2010). After birth, these genes express themselves and our positive and negative life experiences shape how these genes are expressed. Environments and experiences have a tremendous impact on how the brain develops and on all future learning opportunities. Chemical changes occur in our systems when experiencing positive and negative situations that may later impact our levels of stress, anxiety, and overall mental health (Johnson & Buisman-Pijlman, 2016). While practitioners working with children with hearing loss have no influence on the birth genetics of a child with whom they are working, they can have a tremendous influence on the types of environments and experiences that shape a child’s brain.
This interactive presentation explores the science of the relationship between early childhood experiences and the brain by playing “The Brain Architecture Game” developed by the Alberta Family Wellness Initiative. This game will be played in small groups and participants will learn to identify some of the factors that influence the building of brain functionality and the ability to withstand stress.
The early positive and negative experiences of a child can change the architecture of the brain and have lasting, life-long impacts on the health and well being of a child. Neglect or abuse creates toxic stress which weakens the architecture of the brain. A growing bed of research shows that families can be taught techniques and strategies to help develop resilience and to counteract some of the negative impact of toxic stress (Brody, et al, 2016; Schor, 2003). Practitioners can provide positive experiences and can teach families strategies that promote healthy growth of the brain that can potentially positively influence the foundation for brain functionality. For example, the positive experience of ‘serve and return’ that a parent may engage in with their baby to encourage vocal play helps to build positive neural connections in the brain. “The Brain Architecture Game” will help participants to appreciate the impact of early childhood experiences on the developing brain as well as provide ideas of areas in which a practitioner can influence positive brain functionality growth.
In addition to the game, discussion will be facilitated surrounding the impact hearing loss has on the developing brain and how practitioners can foster environments and experiences that help to promote strong foundational skills in the brain specifically for children with hearing loss. Per the Center on the Developing Child at Harvard University (2009), in the first years of life, 700 brain neuronal connections develop per second. This course will help provide practitioners with ideas of how to maximize positive neuronal connections during the early years of life.
- State how life experiences impact brain development and the expression of genes.
- State reasons why children with hearing loss are at additional risk for negative impact on brain development.
- Identify strategies a practitioner uses to foster positive impact on brain development.
Presentation:
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Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Sherri Fickenscher
(Point of Contact,Primary Presenter), Clarke Schools for Hearing and Speech, sfickenscher@clarkeschools.org;
Sherri Fickenscher, LSLS Cert. AVEd, is an Education Support Specialist at Clarke Schools for Hearing and Speech/Pennsylvania. She is responsible for staff and parent coaching and training. She mentors professionals seeking their Listening and Spoken Language certification and has presented at state, national, and international levels in an effort to improve listening and spoken language outcomes for children and families. Ms. Fickenscher is a contributing author to 101 Frequently Asked Questions About Auditory-Verbal Practice as well as Preparing to Teach, Committing to Learn and From Listening to Language. She is co-author of Auditory Verbal Strategies to Build Listening and Spoken Language Skills. Sherri is a member of the AGBell Association Board.
ASHA DISCLOSURE:
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AAA DISCLOSURE:
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Lindsay Zombek
(Co-Presenter), University Hospitals Cleveland Medical Center, lzombek17@gmail.com;
Lindsay Zombek, MS, CCC-SLP, LSLS Cert AVT provides services for infants, children, and adults with hearing loss at University Hospitals Cleveland Medical Center (Cleveland, OH). She serves on the State of Ohio Subcommittee for Universal Newborn Hearing Screenings. Ms. Zombek is past president of the Ohio Chapter board of the AG Bell Association for the Deaf and Hard of Hearing which promotes activities, education, and support for families of children with hearing loss, adults with hearing loss, and professionals. She has presented at state and national levels on a variety of topics relating to aural rehabilitation.
ASHA DISCLOSURE:
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Nonfinancial -
AAA DISCLOSURE:
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