17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
| Enhancing Service Delivery and Personnel Preparation through the PALS + LSL Project
Enhancing Service Delivery and Personnel Preparation through the PALS + LSL Project
The Play and Learning Strategies Program (PALS) is a structured, evidenced-based, 14 week preventative intervention program that strengthens the bond between a parent and child, through stimulation of early language, cognitive, and social development. Graduate students from the University of Arkansas for Medical Sciences in the Auditory Based Intervention (ABI) program reviewed video recordings of the PALS program sessions that were delivered to infants and toddlers who are Deaf/Hard of Hearing. The video recordings were provided by a trained and certified PALS professional who is a Speech Language Pathologist currently preparing to become an LSLS Cert. AVT.
This poster will detail the process of student led transcription and analysis of video sessions from home-based intervention of the PALS program with infants and toddlers who are Deaf/Hard of Hearing. Students used background knowledge gained from ABI courses to identify sessions within the PALS curriculum in which listening and spoken language strategies could be embedded. Ongoing collaborative conversations between the trained and certified PALS provider and graduate students occurred to examine which LSL strategies would best fit with the established program and the needs of families with a Deaf/Hard of Hearing child. These conversations were used to facilitate the provider in subsequent sessions with other families and children in the PALS program. Graduate student reflections and processing of video sessions yielded a number of observations that might inform curriculum and instruction of future early intervention service providers. These reflections will also be reported as part of the project.
- Compare and contrast traditional student research video transcription and collaboration-based video transcription and analysis.
- Examine the synergy of service provider and graduate student video-centric conversations to inform Listening and Spoken Language (LSL) practice.
- Identify the effect of graduate student video transcription and analysis on functional learning.
Presentation:
15805_8232EllieCooper.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Ariana Burnett-Wright
(), University of Arkansas for Medical Sciences, Arkansas Children's Hospital, aburnett2@uams.edu;
I am a graduate student at the University of Arkansas for Medical Sciences in the Auditory Based Intervention program.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Emily Kaplon
(), University of Arkansas for Medical Sciences, ekaplon@uams.edu;
I am a graduate student at the University of Arkansas for Medical Sciences in the Auditory Based Intervention program.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Breanna Woods
(), University of Arkansas for Medical Sciences , bcwoods@uams.edu;
I am a graduate student at the University of Arkansas for Medical Sciences in the Auditory Based Intervention program.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Ellie Cooper
(), Arkansas Children's Hospital, ellieccooper@gmail.com;
Ellie Cooper, M.S. CCC-SLP is a certified Speech-Language Pathologist who serves Deaf and hard of hearing children at Arkansas Children’s Hospital. She is pursuing a certification as a Listening and Spoken Language Specialist. Ellie is a member of ASHA, ArkSHA, and the Alexander Graham Bell Association for the Deaf and Hard of Hearing.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Mary Ellen Nevins
(), Consultant, maryellen.nevins@gmail.com;
Mary Ellen Nevins, Ed.D., is an experienced educator of children who are deaf or hard of hearing. A professional learning specialist, her attention to, and publications regarding professional learning for hearing and speech professionals, complement her longstanding work with children using hearing technologies to listen, think, talk and read. Nevins is recognized as a national expert on educational issues associated with children who are deaf or hard of hearing and the needs of the professionals with whom they work.
ASHA DISCLOSURE:
Financial -
Receives Royalty options or other ownership interest for Other activities from Plural Publishing.
Receives Consulting fee,Royalty options or other ownership interest for Consulting,Other activities from University of Chicago; Plural Publishing.
Receives Royalty options or other ownership interest for Other activities from Plural Publishing.
Receives Royalty options or other ownership interest for Other activities from Plural Publishing.
Nonfinancial -
No relevant nonfinancial relationship exist.
Patti Martin
(), Arkansas Children's Hospital, martinpf@archildrens.org;
Patti Martin, Ph.D., is the Director of Audiology and Speech Language Pathology at Arkansas Children’s Hospital (ACH). Her areas of expertise include infant screening/assessment, family support and program development. Her efforts with infant hearing screening began with a collaboration project to investigate the efficacy of TEOAEs as a newborn screening tool in the early 1990s and continue through her work on the board of the American Speech-Language-Hearing Association Special Interest Division on Childhood Hearing Disorders and as a Consultant for NCHAM. Dr. Martin’s ongoing passion centers around how professionals can help support families in improving the outcomes of children with hearing loss.
ASHA DISCLOSURE:
Financial -
Receives Consulting fee for Consulting from National Center for Hearing Assessment and Management.
Receives Consulting fee for Consulting from NCHAM.
Receives Consulting fee for Consulting from NCHAM.
Receives Grants for Consulting from Oberkotter Foundation.
Receives Grants for Consulting from Oberkotter Foundation.
Receives Grants for Consulting from Oberkotter Foundation.
Receives Grants for Consulting from Oberkotter Foundation.
Receives Consulting fee for Consulting from The Care project.
Receives Consulting fee for Consulting from The Care project.
Receives Consulting fee for Consulting from The Care project.
Receives Consulting fee for Consulting from The Care project.
Receives Consulting fee for Consulting from NCHAM.
Receives Consulting fee for Consulting from NCHAM.
Receives Consulting fee for Consulting from NCHAM.
Receives Consulting fee for Consulting from NCHAM.
Nonfinancial -
No relevant nonfinancial relationship exist.