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ABSTRACT INFORMATION
Title: 'Promoting Family Social-Emotional Well-Being: An Interdisciplinary Approach' Track: 4 - Early Intervention Keyword(s): Competencies, cross-cultural, family perspectives, knowledge gaps Learning Objectives: Describe a minimum of three ways in which the use of an interdisciplinary approach to Early Intervention can promote social-emotional well-being in families. Summarize the important cross-cultural considerations of working with families with children who are deaf or hard of hearing. Detail how the interdisciplinary team approach could be applied, using the example of a family case study. Abstract: This group presentation, offered by a diverse team that includes counselors, special educators, deaf educators, speech-language pathologists, psychologists, and curriculum specialists will address how to promote social-emotional well-being in families. It builds on existing knowledge by exploring how interdisciplinary teams can enhance the quality of support provided to deaf and hard of hearing children and their families, as well as how working in such teams can support professional development. Utilizing a family study approach, the team will discuss how they might incorporate interdisciplinary strategies and approaches to identify and support what families need, in order to be able to collectively best meet those needs. Based on existing knowledge of best practices in the Early Intervention field, their own clinical and professional experiences, and the knowledge gained through their study in this area, the presenters will challenge and encourage participants to think creatively about how to improve their correct work practices. This presentation will highlight, in particular, how professionals from various disciplines can focus on their 'area of expertise' to aid families in building particular skill sets, while also working as members of a comprehensive, interdisciplinary team. It will also address important cross-cultural considerations for working with families within the interventionist/family relationship (drawing upon work from Lynch & Hanson, 2011). We believe that this presentation fills an important knowledge gap by addressing how various members of a team can work more collaboratively and cohesively with the shared aim of supporting a family with a child with hearing loss and helping that family acquire skills to maximize their social-emotional well-being. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
Amy Szarkowski - POC,Primary Presenter,Author Boston Children's Hospital & Harvard Medical School      Credentials: PhD in Clinical Psychology      Other Affiliations: Instructor in Psychology, Department of Psychiatry, Harvard Medical School; Psychologist, Deaf and Hard of Hearing Program, Boston Children's Hospital; Adjunct Instructor at Gallaudet University & Tufts University       Dr. Szarkowski is a Psychologist in the Deaf and Hard of Hearing Program at Boston Children's Hospital. Her work there involves conducting developmental and psychological assessments, providing support to Deaf and hard of hearing children and their families through short-term therapy, and advocating for appropriate supports and accommodations to meet childrens' needs. Dr. Szarkowski also holds an appointment as Instructor at Harvard Medical School, Department of Psychiatry. She teaches in the Deaf and Hard of Hearing Infants, Toddlers and Families Collaboration and Leadership program at Gallaudet University, as well as in the Eliot-Pearson Department of Child Study and Human Development at Tufts University.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Kathy Pongor - Co-Presenter Gallaudet University, ITF Program      Credentials: M.A., Deaf Education       32 years experience as a teacher, working with children who are deaf, blind, and deaf-blind. ITF Certificate participant.       ASHA DISCLOSURE: Financial - Nonfinancial - Elizabeth Allen - Co-Presenter,Author Gallaudet University, ITF Program      Credentials: M.Ed.       M.Ed., Deaf Education. Teacher with 23 years experience. Also a certified ASL/English interpreter. ITF Certificate participant.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Kamilah Giraud - Co-Presenter,Author Gallaudet University, ITF Program      Credentials: ITF Certificate participant       ITF Certificate participant       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Namiraa Baljinnyam - Co-Presenter,Author Gallaudet University, ITF Program      Credentials: M.A.       M.A. in Education Studies from a university in Mongolia. Currently, a graduate student in Deaf Education at Gallaudet and an ITF Certificate participant.       ASHA DISCLOSURE: Financial - Receives Other financial benefit for Other activities from Nippon Foundation, Japan..   Nonfinancial - No relevant nonfinancial relationship exist. Beth Hamilton - Co-Presenter,Author Texas State University & Lamar University      Credentials: M.Ed       Doctoral candidate. M.A. in Legal Studies, and paralegal certificate. M.Ed., Teacher Leadership and ITF certificate. B.A. in Interdisciplinary Studies (Art, Communication and Human Studies) and Conflict & Resolution Mediation.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Whitney Kidd - Co-Presenter Gallaudet University, ITF Program      Credentials: B.S.       Enrolled in Gallaudet's ITF Graduate Certificate Program.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - Has a Bias (advocate for use of ASL when appropriate) relationship for Volunteer membership on advisory committee or review panels.   Has a Bias (use of ASL when appropriate) relationship for Volunteer membership on advisory committee or review panels.   Adena Dacy - Co-Presenter,Author Gallaudet University, ITF Program      Credentials: M.S., CCC-SLP       Speech-language pathologist with 20 years experience working in various settings. Also an ASL/English interpreter with a speciality in working in medical settings. ITF Certificate participant.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Emily Wojahn - Co-Presenter,Author Gallaudet University, ITF Program      Credentials: B.A.       B.A., Deaf Education. Worked as a pre-school and kindergarten teacher at a residential school for the Deaf for 3 years. ITF Certificate participant       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Marilyn Sass-Lehrer - Co-Presenter,Author Gallaudet University      Credentials: Ph.D.       Marilyn Sass-Lehrer is Professor Emerita at Gallaudet University in Washington, DC, USA. She received a master’s degree in Deaf Education from New York University and a Ph.D. from the University of Maryland in Early Childhood Education and Curriculum and Instruction. She is the co-director of the Gallaudet University Graduate Interdisciplinary Certificate Program: Deaf and Hard of Hearing Infants, Toddlers and Their Families. She is editor of Early Intervention for Deaf and Hard-of- Hearing Infants, Toddlers and their Families: Interdisciplinary Perspectives (2016), co-author of Parents and their Deaf Children: The Early Years (2003), and co-editor of The Young Deaf or Hard of Hearing Child: A Family-Centered Approach to Early Education (2003). Dr. Sass-Lehrer has been actively involved in national and international efforts to support professional development and learning for early intervention providers and promote quality early education and family involvement.       ASHA DISCLOSURE: Financial - Nonfinancial -