17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
3/20/2018 | 11:35 AM - 12:00 PM | Language Dancing: Evidence-Based “Steps” for Caregivers and Their Children | Quartz A/B
Language Dancing: Evidence-Based “Steps” for Caregivers and Their Children
The seminal research on language acquisition by Hart and Risley in the 1980s changed the way practitioners think about parent-child communication. They used the term “language dancing” to describe a number of ways that parents communicate with their children that enhance language and cognitive skills. Parent-child communication that goes beyond “business talk”—ordinary instructions to children—and includes “extra talk”—face-to-face, engaged, interactive conversation—makes a difference in language development. In addition, “feedback tone’ also impacted language development. Participants in this session will explore what these concepts mean for early intervention with infants, toddlers and their families and how using this conceptualization can increase the effectiveness of early intervention sessions. While using the metaphor of language dancing as a way to add strategies for professionals and increase supportive interactions for caregivers, the associated practices are well-supported by the research.
- Identify principles of communication interaction that promote language acquisition.
- Apply the metaphor of language dancing introduced by Hart and Risley to strategies that research has identified as supportive.
- Collaborate with other participants to create additional ways of conceptualizing effective strategies.
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15805_7964SusanLenihan.doc
Presenters/Authors
Susan Lenihan
(), Fontbonne University, slenihan@fontbonne.edu;
Susan Lenihan is a professor in the deaf education program at Fontbonne University in St. Louis, MO. The program prepares teachers, speech-language pathologists and early interventionists for careers in deaf education. Her professional interests include early intervention, cochlear implants, the role of the family in communication development, the impact of trauma on child development and literacy.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Jenna Voss
(), Fontbonne University, jvoss@fontbonne.edu;
Jenna Voss, PhD, CED, LSLS Cert AVEd, is an Associate Professor at Fontbonne University. She received her undergraduate degree in Deaf Education, and her master’s degree in Early Intervention in Deaf Education from Fontbonne University. She completed her PhD in Speech and Hearing Sciences at Washington University in St. Louis. She holds teaching certification in Missouri in Deaf Education and Early Childhood Special Education. Her research interests include: health disparity among children and families living in poverty, primary prevention of abuse and neglect for children with disabilities, provider use of strategies and techniques in family-centered practice, and the application of research in cognitive psychology to the field of deaf education to improve pre-service instruction. Voss is co-author of two texts: Small Talk: Bringing Listening and Spoken Language to Your Young Child With Hearing Loss & Case Studies in Deaf Education: Inquiry, Application and Resources.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
Has a Professional (member Board of Directors)
relationship for Board membership.
Has a Professional (member Board of Directors)
relationship for Board membership.
Has a Professional (member Board of Directors)
relationship for Board membership.
Has a Professional (member Board of Directors)
relationship for Board membership.