Developing Context-Sensitive Listening and Spoken Language Support Services

Melissa Capo, M.S., CCC/SLP~ Philadelphia Cohort

Marschark, M. & Hauser, P.C. (2008). Deaf cognition: Foundations and outcomes. New York: Oxford University.

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.

Ylvisaker, M. & Feeney, T. (2009). Apprenticeship in self-regulation: Supports and interventions for individuals with self-regulatory impairment. Developmental Neurorehabilitation. 12, 370-379.

Selected References

SCS, Inc. Mission:

SCS exists to meet the needs of individuals with disabilities in school and community settings. We collaborate with these individuals and important people in their lives to create educational and community supports. Our work is guided by fundamental values including creativity, collaboration, self-regulation, learning through support and other

apprenticeship relationships, individualization and real-world success.

Current State of Services in Capital Region, NY:

• Four implant centers/ major referral sources;

• Limited auditory-verbal services for children, most receive SLP services through special education system. No known AV providers within local EI system;

• Paucity of AV services for adults. Those that exist are:

• Short term and center-based

• Impairment-oriented

• Emotional support-focused

Effectively provide context-sensitive listening and spoken language services to help

children, adolescents and adults develop and make use of self-regulatory skills to reach

their academic, vocational, daily living and social goals.

BACKGROUND

GOAL

PLAN

1. CONDUCT LOCAL NEEDS ASSESSMENT

• Survey professionals, individuals with CI and family members and teachers of individuals with CI

2. DEVELOP THE MESSAGE

3. IDENTIFY and DEVELOP RELATIONSHIPS WITH LOW HANGING FRUIT

• Target accessible and supportive audiologists associated with implant centers; EI Officers and Service Coordinators.

4. DEVELOP/EXPAND UPON SERVICE DELIVERY CONTEXTS

1. Community-based services for children, adolescents and adults

1. Functional Listening Skills Group for adults

• Early Intervention Services

• Local Public Schools

REVIEW

1. Needs Assessment Findings:• Locally, services for adults are the most needed and the

least available;

• Individuals with CI experience significant difficulty in real-world settings (i.e., in stores, within the workplace and in conversations with friends/families);

• SCS received support from all implant centers and positive responses from a number of individuals with CI/HL.

2. Current Obstacles: • Getting the word out about our listening and spoken

language services;• Funding for those with low income.

3. To Do:• Identify and collaborate with additional stakeholders (e.g.,

EHDI, local hearing loss support group);

• Propose workshop on “Self-regulation and Listening and Spoken Language Success;”

• Assist CSD graduate clinical program in the development of a protocol to prepare graduate students to deliver CI services;

1. Develop a collaborative partnership with rural implant center to provide

community-based services.

CURRENT STATUS OF THE PLAN

1. Conduct Needs Assessment:

• Interviewed four audiologists, each representing a different implant center: identified great need for AV program;

• Received feedback from adults looking to increase listening skills to assist them in the community;

• Received feedback from one family member of adult with HA looking to increase speech-reading skill

2. Develop the Message/Script:“SCS exists as a provider of context-sensitive services with the ultimate goal of helping individuals with disabilities achieve self-regulatory success in relevant contexts of their lives. Help us expand our scope into world of CI.” 3. Low Hanging Fruit: Developed collaborative relationship with one implant center audiologist who is president of local HLA chapter.4. Service Delivery Contexts:1. Initiated individual sessions with two adults with CI;2. Currently promoting weekly “Functional Listening

Skills” group;3. Obtained approval for EI service provision, in the process of developing contracts with capital region counties.

VYGOTSKYAN APPRENTICESHIPPROCEDURES:

•Authentic and meaningful activities are the context for therapy;

•Supports are provided to ensure success;•Supports are reduced when possible;

•Relevant “tools” (including self-regulation scripts)

are provided to the apprentice to increase independence;

•Everyday communication partners, as self- regulation facilitators, are responsible for

modeling self-regulatory behavior.

Ylvisaker & Feeney (2009)

DO