17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
3/20/2018 | 4:20 PM - 4:45 PM | Achieving Full Time Use of Hearing Technology Through Datalogging and Family Counseling | Mineral D/E
Achieving Full Time Use of Hearing Technology Through Datalogging and Family Counseling
Full time use of hearing technology for children who are deaf or hard of hearing is pivotal for success in pursuing listening and spoken language and academic readiness. Audiologists and Parent-Infant Advisors at a LSL school in Texas work together to help families reach this vital goal. Dehaene (2009) states typically hearing children have acquired 20,000 hours of listening by age 5. This has given them a sound basis for literacy. Studies (Walker, E. A. et al., 2015; Jones & Feilner, 2013) show the average technology wear time for a child with hearing loss from birth to five is 4.5 to 5.5 hours per day. By age five, this totals only 10,000 hours of listening time. That can result in severe delays such as a 30 million word gap. The child is never able to catch up. How can this gap be avoided?
Datalogging is a feature standard to most of today’s pediatric hearing technology. Along with other vital data, it informs professionals how many hours a day a child with hearing loss is wearing his technology. Datalogging has the potential to be a powerful tool for helping families to reach the goal of all waking hours. However, it is imperative that this tool be used in a way that empowers and encourages families to identify barriers and set realistic goals. This session will provide insight into what full time use really means from birth to five, the different features of datalogging, the interpretation of the data, and strategies for counseling families to increase wear time.
- Compare and interpret datalogging results from various hearing technologies
- Define all waking hours use of hearing technology according to the age and stage of the child
- Apply datalogging driven positive counseling strategies in meetings with families
Presentation:
15805_7763JuliannaWanek.pdf
Handouts:
Handout is not Available
Transcripts:
15805_7763JuliannaWanek.docx
Presenters/Authors
Julianna Wanek
(), Sunshine Cottage School for Deaf Children, jwanek@sunshinecottage.org;
Julianna Wanek graduated from the University of Texas with a Bachelor of Science in Communication Sciences and Disorders, specializing in Deaf Education. She went on to receive her Masters in Deaf Education and Hearing Science from the University of Texas Health Science Center at San Antonio (UTHSCSA). While working on her graduate degree, Julianna volunteered in classrooms and worked as a graduate assistant at Sunshine Cottage School for Deaf Children. During her coursework, she realized her love for working with children in early intervention and became a parent infant advisor at Sunshine in January of 2015. Julianna is a Certified Educator of the Deaf by the state of Texas and is currently seeking certification as a Listening and Spoken Language Specialist. She is also co-teaching Best Practices in Listening and Spoken Language Family Centered Intervention for UTHSCSA.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Lindsay Rodriguez
(), Sunshine Cottage School for Deaf Children, lrodriguez@sunshinecottage.org;
Lindsay M Rodriguez, M.Ed., C.E.D., has been a Parent-Infant Advisor at Sunshine Cottage School for Deaf Children in San Antonio since 2000.
She is bilingual (English/Spanish) and previously worked for 16 years as an ESL teacher and textbook author/editor for Macmillan Publishers in Mexico City. Lindsay has also been trained as a Parent Advocacy Training Facilitator for the A.G.Bell Association and has given presentations on Advocacy internationally and in several different States. Lindsay is a coauthor of The Guide to Listening and Spoken Language: a parent-friendly, convenient checklist of information and strategies for learning to listen and talk.
Lindsay’s mission is to coach parents to advocate for their child so that their child, in turn, might advocate for him/herself.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Marcia Foster
(), Sunshine Cottage School for Deaf Children, mfoster@sunshinecottage.org;
Dr. Foster received a Bachelor of Science degree in Communication Disorders from Abilene Christian University and a Doctorate of Audiology degree from Texas Tech University Health Sciences Center. Dr. Foster began serving children and their families at Sunshine Cottage School in August 2004. To date, Dr. Foster has presented her collective research on the importance of early identification of hearing loss and the results of early intervention in children at conferences all over the country. She has served on the Christmas Play Committee at Sunshine Cottage and often plays the piano for the yearly event. She is also a member of the American Speech-Language Hearing Association.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Annabel Noyola
(), Sunshine Cottage School for Deaf Children, anoyola@sunshinecottage.org;
Annabel Noyola graduated from University of Texas San Antonio with a degree in Interdisciplinary Studies with an emphasis in early childhood. She then received her Master’s Degree in Deaf Education and Hearing Science from the University of Texas Health Science Center San Antonio. Annabel taught Preschool for four years before becoming a Parent Infant Advisor. She recently became certified in auditory verbal therapy as a Listening and Spoken Language Specialist.
ASHA DISCLOSURE:
Financial -
Nonfinancial -