15th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 13-15, 2016 • San Diego, CA
| - | 7 - Family Perspectives and Support
Strategies for Implementing Family Support Programs for Children Developing Listening and Spoken Language
In a statement regarding best practice for children who are deaf and hard of hearing (DHH), early interventionists were given ten principles to ensure they were providing the best services. One of these guiding principles states, “Families and providers work together to ensure optimal environments for language learning” (Moeller, 2013). It is no coincidence that the family is listed first in this statement; they are the key to opening communication for their children who are DHH. Service providers have an obligation to provide information and training for families in a listening and spoken language (LSL) approach. Providing a family support night would promote best practice in family-centered early intervention by developing a partnership with families and the professionals supporting them, giving families access to a support group of other families facing similar challenges, and working with families to promote optimal environments for learning (Moeller, 2013). Fitzpatrick, Angus, Durieux-Smith, Graham, and Coyle (2008) found that parents are generally satisfied with their audiology and therapy services; however, they identified gaps in various areas including: availability of information and integration of parent support into the system. Another study gathered information about parental attitude toward early intervention practices after a family-camp geared toward promoting self-efficacy and parental empowerment (Nicholson, 2014). The results gathered from a pre- and post- conference assessment showed a significant improvement in their attitudes toward early intervention and their knowledge of intervention skills. As service providers, it is important to monitor the needs of families and avoid assuming they are receiving all the appropriate services. This presentation will 1) discuss family support needs, 2) describe strategies for implementing stronger family support services within the professional setting, and 3) will describe a current Family Support Group and the successes and challenges associated with implementation, including parent feedback.
- Participants will be able to discuss strategies to encourage families in using listening and spoken language (LSL) techniques to promote a language rich environment.
- Participants will be able to discuss the importance of training and educating families to ensure access to sound by conducting technology function tests (i.e. The Ling 6/7 sound test).
- Participants will be able to discuss the effectiveness of conducting family education classes and facilitating family support groups, including recommendations for implementation.
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Presenters/Authors
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Carolle Abraham
(Primary Presenter), Utah State University, carolle.abraham@aggiemail.usu.edu;
Carolle is a graduate student at Utah State University studying Deaf Education with a Listening and Spoken Language emphasis. Her primary interests include family centered practices, parental support, play-based therapy, and social-emotional development for children who are deaf and hard of hearing.
ASHA DISCLOSURE:
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No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Lauri Nelson
(Co-Presenter), Utah State University, lauri.nelson@usu.edu;
Lauri Nelson is an Associate Professor in the Department of Communicative Disorders and Deaf Education in the Listening and Spoken Language Deaf Education program at Utah State University. She has a dual background in both clinical audiology and LSL deaf education and currently directs the LSL deaf education graduate training program at Utah State University.
ASHA DISCLOSURE:
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No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Nicole Martin
(Co-Presenter), Sound Beginnings at Utah State University, Nicole.Martin@usu.edu;
Nicole Martin is the Director of Sound Beginnings at Utah State University. She is also a clinical supervisor for students enrolled in the Listening and Spoken Language Graduate Studies program at Utah State University. She is certified in both speech-language pathology and special education with listening and spoken language emphasis.
ASHA DISCLOSURE:
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No relevant financial relationship exist.
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No relevant nonfinancial relationship exist.
Ali Devey
(Co-Presenter), Utah State University, ali.devey@usu.edu;
Ali Devey received her Master’s degree in Deaf Education from the University of Arizona. She has been teaching for the past 9 years. Her interest in the field developed upon learning that her own daughter was born with a severe to profound hearing loss. She has taught at Desert Voices Oral Learning Center, ASDB,was the Program Coordinator at Sound Beginnings at Utah State University, and is currently the toddler classroom teacher and the Family Support Specialist at Sound Beginnings. She has a passion for serving families who have children with hearing loss and feels it is a way she can “give back” after her daughter received such phenomenal services on her path to listening and spoken language.
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