EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/03/2021 | 3:15 PM - 3:35 PM | A Virtual Model for Clinical Education in Speech-Language Pathology | Topical Breakout
A Virtual Model for Clinical Education in Speech-Language Pathology
EHDI stakeholders have long been leaders in effective implementation of telepractice to support Deaf and Hard of Hearing children and their families. Covid 19 restrictions throughout the U.S. have catapulted even more families and providers into the virtual realm, with promising results. The abrupt shift to telepractice has had an enormous impact on speech-language pathology graduate students in the midst of their clinical education.
This presentation describes an evolving framework for a virtual clinical placement model developed by a speech-language pathologist and a graduate student clinician. The focus is on providing excellence in clinical education and excellence in family-centered telepractice for speech-language assessment and intervention for Deaf and Hard of Hearing babies and toddlers.
Virtual visits allow expanded opportunities for caregiver-child interaction within the most natural of environments, the child’s home. Caregivers take the lead and the clinician is able to take on the roles of observer, data collector, partner, and coach.
This clinical education model is informed by the Baby Navigator resources (First Words Project) and the “Active Engagement” model; and guides both the graduate student clinician and the family through the following:
1. Setting up the home environment for optimal communication opportunities for virtual visits
2. Establishing a solid foundation in understanding developmental expectations for speech, language and communication development
3. Growing observation skills that encompass behavior, interaction, play, communication, language, listening and speech
4. Understanding assessment tools and communication sample analysis for monitoring progress and setting goals
5. Implementing a “top-down”, “communication first” model that leads with age appropriate social/pragmatic language expectations
6. Integrating discrete skills practice within natural play interactions
7. Incorporating parent observations and feedback into assessment and intervention
8. Fostering the graduate student clinician’s abilities to provide suggestions for child-centered activities, make observations and recommendations for next steps, and provide parent-centered guidance and information
- Discuss components of an effective virtual clinical placement in speech-language pathology
- Brainstorm roles for parents/caregivers, clinical supervisor and graduate student clinician
- Suggest additional strategies and practices to support effective telepractice for both trainees and families
Presentation:
23278_13562DeniseEng.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Denise Eng
(), Children's Hospital Boston, denise.eng@childrens.harvard.edu;
Denise Fournier Eng, MA, CCC-SLP is a speech-language pathologist with the Deaf and Hard of Hearing Program of Boston Children’s Hospital and a member of the hospital’s Cochlear Implant Team. Mrs. Eng has worked in private school programs for Deaf and Hard of Hearing children, public school settings, and in early intervention. One of the joys of Denise’s professional life has been training new speech-language pathologists who have gone on to specialize in supporting Deaf and Hard of Hearing children and their families. Teaching responsibilities have included instructor positions in the Deaf education master’s degree program at Boston University and at Framingham State College and Emerson College. Mrs. Eng has coordinated several partnerships in the community to support accessible opportunities for Deaf and Hard of hearing children and their families, created parent education programming and in-service training programs for public school personnel. She is the co-author of High and Appropriate Expectations for Deaf and Hard of Hearing Children: The Role of Assessment (2014), and has presented at regional, national, and international conferences, including the Family-Centred Early Intervention Congress for Children who are Deaf or Hard of Hearing in Bad Ischl, Austria in 2018. Mrs. Eng is passionate about addressing issues related to equity, diversity and inclusion, including an ASHA Boston 2023 presentation on Access and Advocacy for DHH Students.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Boston Children's Hospital.
Nonfinancial -
No relevant nonfinancial relationship exist.
Samantha Grynberg
(), Emerson College, samantha_grynberg@emerson.edu;
Samantha Grynberg is a second year graduate student in the Communication Disorders program at Emerson College in Boston, Massachusetts. Sam is a graduate of Florida State University where she was a member of the ASL Honor Society, National Chapter, and an ASL classroom faciliator. Ms. Grynberg’s interests and experience span both research and clinical practice. She has served as a research assistant on the LENA Project and a research volunteer for the Florida Center for Reading Research, both in Talahassee, Florida.
Sam’s placement at Horace Mann School for the Deaf, Allston, MA was cut short in March 2020 by Covid 19 restrictions in Massachusetts. Her clinical education has resumed through virtual placements at Boston Children’s Hospital's Deaf and Hard of Hearing Program, Robbins Speech and Hearing Clinic Gender Affirmation Voice Communication Program, and Spaulding Rehabilation Hospital, Charleston, MA, where she runs a book club for individuals with cognitive impairment.
ASHA DISCLOSURE:
Financial -
Nonfinancial -