MENTORING PACKAGE · Auditory-Verbal Therapy for young children with hearing loss and their families, and the practitioners who guide them (1st ed.), Plural Publishing Inc. CA. Chapter

MENTORING PACKAGE

COMMUNICATION DEVELOPMENT FOR CLIENTS WHO ARE DEAF OR HARD OF HEARING

DIRECTOR’S MESSAGE

This extensive package of professional education materials has been produced to assist in the development and improvement of skills and knowledge of people who are working with children with hearing loss in a wide range of roles in early intervention, preschool, school, and school support services, including in programs where tele-practice is employed.

The materials have been developed by staff of the Royal Institute for Deaf and Blind Children (RIDBC)—both past and present—who have high levels of skill and experience in the delivery of these services. Notably, these professionals include highly qualified teachers of the deaf, certified listening and spoken language specialists (LSLS), early childhood education professionals, audiologists, biomedical engineers and speech pathologists.

The materials have been developed in recognition of the importance of professionals maintaining and extending their skills in the interests of continuous improvement, and to enable RIDBC staff to be up-to-date with the latest research literature, as a basis for ensuring best practice. The widely varying information presented across these material needs to be considered and applied in the context of your own particular professional situation and you are encouraged to consider all of the material through the prism of your own experience.

I would like to take this opportunity to congratulate the developers and the presenters for having provided this outstanding resource and to invite and encourage you to avail yourself of all the benefits that these materials have to offer you in reflecting and extending your own professional practice.

Prof. Greg Leigh, AO, PhD, FACE

Director, RIDBC Renwick Centre

Conjoint Professor of Educational Studies, Macquarie University

AN OVERVIEW

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A range of clinical skills across different areas are required when working with clients with sensory impairment to achieve optimal outcomes for clients and their families. The mentoring package framework includes content areas that cover the specific knowledge required to work effectively with clients who are Deaf or Hard of Hearing.

The theoretical knowledge for supporting clients who are Deaf or Hard of Hearing are based on the AG Bell Academy required domains of knowledge for listening and spoken language Auditory-Verbal certification (www.agbell.org) and the RIDBC Skills Set Matrix for working with clients who are Deaf or Hard of Hearing. The development of the Mentoring Package links to RIDBC’s strategic intent of striving for high quality, and delivering services that are client and family focused, evidence based and best practice.

This series of online learning activities have been developed to support your ongoing professional development to enable you to meet the needs of clients who are Deaf or Hard of Hearing. This may be:

As part of your induction to RIDBC

As a resource when your client population is growing and/or changing

To develop new skills and knowledge

As a refresher for your ongoing practice

Each learning activity features a captioned presentation, handouts and an online quiz as provided by each presenter.

We encourage you to review the package in the following sequence:

COMMENCING STAFF

Work through the Skills Set Matrix with your manager to identify key learning areas

Develop goals for your probation period including the webinar modules you will be reviewing during this time

Agree an initial plan with your manager for viewing the webinars (as part of your new staff induction program and ongoing mentoring as required)

Review the webinars and complete the online quiz to gain a certificate of completion (each quiz requires 80% correct responses and you are given 2 opportunities to demonstrate consolidation of the knowledge)

Review your electronic record of completed modules with your manager during your 0 - 180 days review in order to include additional newly released modules or changing professional needs

Forward your certificate of completion to the RIDBC Renwick Centre CPE Team to gain accreditation documents as appropriate (NESA, AGBell, Audiology Australia). While your certificate will reflect the accreditation allocation, the CPE team is required to share your details with the appropriate organisation to formalise this process

Discuss any questions that you may have around the learning content covered in specific webinars with your allocated clinical supervisor/mentor, where applicable

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CONTINUING STAFF

Work through the Skills Set Matrix with your Manager to identify key learning areas

Develop your goals for the year as you complete your Performance and Development Plan (PDP)

Identify the webinar modules in the mentoring package that will support these goals and indicate them in your initial PDP meeting with your manager (as part of your allocated RIDBC professional development and during your own time)

Review the webinars and complete the online quiz to gain a certificate of completion (each quiz requires 80% correct responses and you are given 2 opportunities to demonstrate consolidation of the knowledge)

Review your electronic record of completed modules with your manager at your 6 / 12 month PDP meeting in order to include additional newly released modules or changing professional needs

Forward your certificate of completion to the RIDBC Renwick Centre CPE Team to gain accreditation documents as appropriate (NESA, AGBell, Audiology Australia). While your certificate will reflect the accreditation allocation, the CPE team is required to share your details with the appropriate organisation to formalise this process.

These valuable resources will continue to be updated with new modules and you are encouraged to continue to monitor the site. A guide for accessing the modules is available at https://youtu.be/VkoLvYKaCOc. If you have any difficulties accessing this package, please contact the RIDBC Renwick Centre CPE Team.

TOPIC KEYS

Audiology

Electrophysiology

Session Planning and Goal Setting

Audition and Functional Listening Skills

Spoken Language

Social and Emotional Development

Speech Production

Literacy and Reading

Early Intervention

Cochlear Implant (Re)habilitation

Complex cases

Auslan

LEVEL 1

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LEVEL 1 - SESSION PLANNING AND GOAL SETTING

DEVELOPING SESSION PLANS

Presentation Outcomes:

After this presentation you will have an understanding of:

How to develop and write a thorough session plan that is individualized for the child’s goals

Which content components to consider and include when developing a session plan

Encouraging self-reflection on the effectiveness of a session plan

Video Duration: 28 minutes

Presenter: Inge Kaltenbrunn

Qualification: LSLS Cert. AVT

Biography:

Inge Kaltenbrunn, BSp&Aud, MCommunication Pathology, LSLS Cert.AVT, is the Best Practice Lead: Early Learning (Deaf/Hard of Hearing Children) at RIDBC in Sydney, Australia. She is a qualified speech pathologist, audiologist and LSLS Certified Auditory-Verbal Therapist with more than 20 years of experience in the field of hearing loss and cochlear implants. She has worked in early intervention programs for children with hearing loss and adult and paediatric cochlear implant clinics in South Africa and Australia. She has experience in delivering family centred early intervention, cochlear implant (re)habilitation, program development, mentoring and professional training in the area of paediatric hearing loss.

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This webinar will contribute 1 hours of NSW Education Standards Authority (NESA) Registered PD addressing 1.1, 1.4, 1.5, 1.6, 6.4, 6.5, 7.3, and 7.4 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

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RESOURCE LIST AND REFERENCES

Estabrooks, W., MacIver-Lux, K., & Rhoades, E.A. (2016). Auditory-Verbal Therapy for young children with hearing loss and their families, and the practitioners who guide them (1st ed.), Plural Publishing Inc. CA. Chapter 13: Auditory-Verbal Therapy in action: Step-by-step session plans.

Estabrooks, W., MacIver-Lux, K., Hönck, L., & Quayle, R. (2016). Blueprint of an Auditory-Verbal Therapy session. In E. Estabrooks, K. MacIver-Lux, & E.A. Rhoades (Eds.), Auditory-Verbal Therapy for young children with hearing loss and their families, and the practitioners who guide them (1st ed., pp.341-349), Plural Publishing Inc. CA.

Perigoe, C. (2003). Effective intervention. Volta Voices Jan/Feb 2003, pp.17. AG Bell Association for the deaf and hard of hearing. Washington, D.C. US.


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INDIVIDUAL SERVICE PLANS



What is an IFSP?

IFSP and Guiding Principles

Pre IFSP - assessments

Role of Service Coordinator

Preparing for your IFSP

Who attends the IFSP

Chairing the meeting


Presenter: Andrew Kendrick


Biography:

Andrew Kendrick has worked extensively in the field of Auditory-Verbal Therapy over the past 27 years. Andrew’s work as therapist, consultant, lecturer, and publisher has given him the opportunity to live and work in Australia, Singapore and China. During this time Andrew has gained significant experience in working with children, parents, teachers, therapists, audiologists and other related professionals across cultures. In Singapore he was director of a Cochlear Implant Program providing pre and post cochlear implant support. As Program Development Manager for The Shepherd Centre, a large non-government auditory-verbal intervention centre in Australia, during this time the organisation established an internal training and mentoring program and external professional development courses as well as delivering improved accountability across the organisation for children’s outcomes.

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LESSON IMPLEMENTATION



Organizing content and materials

Implementing goals

Achieving learning outcomes

Pinpointing what skills child needs to know and how they will learn them


Presenter: Lynne Richards

Qualifications: Teacher of the Deaf, LSLS Cert AVT

Biography:

Lynne started her career in the United Kingdom teaching in a mainstream primary school in south east London before arriving in Australia in 1978.

From that time, she has worked with school age children, young children and babies to develop their listening and spoken language skills. She has mentored and trained prospective LSLS Cert AVT’s in Australia, Asia and New Zealand. She was a founding member of the Hearing House, Auckland, now New Zealand’s Northern Cochlear Implant Program. She held a position of Trainer/Mentor at The Shepherd Centre Early Intervention Centre in Sydney running internal, national and international training programs for teachers and therapists.

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This course has been approved by AG Bell Academy for Listening and Spoken Language to offer LSLS™ 0.8 CEUs.

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‘Auditory Verbal Therapy – For Young Children with hearing loss and their families and the practitioners who guide them’ by Warren Estabrooks, Karen Maclver-Lux, and Ellen Rhoades

Auditory Verbal Therapy Blog by Elizabeth Rosenzweig

Components of a Session by Inge Kaltenbrunn (RIDBC)

Auditory Practices Self Evaluation Checklist by Nancy S. Caleffe-Schenck


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UNDERSTANDING LING SIX SOUNDS CHECK



Why hearing loss is a neurodevelopmental emergency

Daniel Ling

What is the Ling 6 Sound Check

What are the Ling 6 sounds

How to administer the Ling sound check

Setting a baseline

Moving from detection to identification

Ling 6 Sounds

SSD and Ling 6 sounds




Biography:


Across Asia Pacific he has supported the development and delivery of training programs for professionals, as well as establishing the Beijing Training and Education Centre, introducing AVT and improved paediatric audiology to China. In his role as Global Rehabilitation Manager for Cochlear Ltd, Andrew developed and drove the rehabilitation strategy for the company to ensure candidates, recipients and professionals are well supported across the globe.

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LEVEL 1 - AUDITION AND FUNCTIONAL LISTENING SKILLS

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https://www.youtube.com/watch?v=mvYQSiUzTkg (3:48)

https://www.youtube.com/watch?v=bVGmjK6fAXY

https://www.youtube.com/watch?v=Y-mw6e3qDrg (1:26)

https://www.youtube.com/watch?v=KBo2ZfM0cqk

Ling sounds pictures and recording forms

http://www.cochlear.com/wps/wcm/connect/intl/home/support/rehabilitation-resources/early-intervention/other-early-intervention-resources

All about Ling sounds

https://blog.medel.com/all-about-the-ling-six-sound-test/

Pictures of Ling 6 sounds

https://www.advancedbionics.com/content/dam/advancedbionics/Documents/Regional/BR/NA_Tools_for_Schools_Ling_Six_Sounds_Flyer.pdf

Ling Consortium

https://www.bestrestaurants.com.au/file/restaurant-menu/cucina-105/best-restaurants-cucina-105_menu.pdf

https://www.youtube.com/watch?v=KBo2ZfM0cqk




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AUDITORY FUNCTION



Brain growth and auditory function

Maximising access to sound

Erber’s hierarchy of auditory function

Checklists for auditory function development

Resources supporting auditory function and development

Describe how the brain relates to auditory function

Describe Erber’s hierarchy of auditory function

Describe how the brain processes sound

Describe the Erbers hierarchy of auditory function

Describe what the best way to work with family members




Biography:


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Babies with hearing loss achieve better outcomes if they learn to listen within the first 6 months of life (Yoshinaga-Itano et al., 1998)

https://www.youtube.com/watch?v=uy2-L4RE88w

Auditory Skills Program for students with hearing loss Revised addition 2008 Sylvia Romanik Webinar on the Auditory Skills Program

https://www.dropbox.com/sh/9fvom7y4qnl8jlw/AABRWdDkfjQJF5aSLEIVlY5Ga?dl=0

Cochlear Ltd have a number of resources

http://www.cochlear.com/wps/wcm/connect/intl/home/support/rehabilitation-resources/early-intervention

Yoshinaga-Itano, C., Sedey, A. L. (1998). Early speech development in children who are deaf or hard of hearing: Interrelationships with language and hearing. The Volta Review, 100, 181-211



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AUDITORY STRATEGIES



When and how to use facilitating auditory strategies for a young child developing spoken language through listening

How to administer the Ling six sound test

The range of auditory strategies in your tool box

How to use your voice to best affect understanding of spoken language in a young child

Two ‘go to references’ for theoretical and practical application




Biography:



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Listen Learn and Talk (Cochlear – 2002)

Babies Babble

Toddlers Talk

Children Chatter

(Sylvia Romanik, Maggie Loaney, Lynne Richards)

Auditory Strategies to Build Listening and Spoken Language Skills (Cochlear -2016);

Sherri Fickenscher, M.S., LSLS Cert. AVEd, Elizabeth Gaffney, M.E.D., LSLS Cert. AVEd,

Edited by Cheryl L. Dickson, M.Ed., LSLS Cert. AVT

www.cochlear/international/professional/rehabilitationresources/earlyintervention

Watch from 1 - 2:06

www.cochlear.com/forprofessionals/rehabilitationresources/earlyintervention/ListenLearnandTalk/BabiesBabble

Audition first, acoustic highlighting 12.55 – 17.26 min


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LEVEL 1 - SPEECH PRODUCTION

ASSESSING SPEECH PRODUCTION



Revise factors involved in typical speech development.

Critique speech developmental charts and consider their usefulness to the decision-making process.

How we monitor the development of early speech production in 0-2 year old children in an on-going process of developmental assessment, and how we can turn our observations into recommendations and parent guidance.

Case studies with video examples of speech development and the ways in which we evaluate speech production.

Ways to collect speech sample data and make observations of speech production, including tips for assessing the speech of older students.

Advantages and pitfalls of tests of articulation, and alternatives to sounds-in-words tests.

Considering phonological processes can help us decide which speech errors are typical and which require intervention.

Relevance of Dr Daniel Ling in our work with speech production today.

Video duration: 1 hour 11 minutes

Presenter: Neryl Horn

Biography:

Neryl has worked as a paediatric speech pathologist for over 30 years, the last 17 of these within services supporting families with children who have hearing loss. She has worked in school-based services including oral and Auslan settings, preschool services, and since 2008 in telepractice through RIDBC Teleschool. She completed a Graduate Certificate in Education with an emphasis on auditory-verbal therapy, and attained her Listening and Spoken Language certification with the AG Bell Academy in 2013. She has presented at professional development events at RIDBC, run courses for families on the RIDBC Teleschool service, and mentored staff in their LSLS certification. Neryl believes that helping to empower families with effective communication is a privileged career; because communication is fundamental to nurturing strong relationships and effective learners.

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Website: examples of early speech development: vocaldevelopment.com




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SPEECH DEVELOPMENT



Speech development from 0-6 years of age

How speech is produced

The relationship of speech acoustics to hearing

Ling’s Speech Teaching Model

Some general principles of speech teaching

Which auditory strategies will facilitate speech development

Video Duration: 1 hour 14 minutes



Biography:



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www.cochlear.com Speech Sounds by Nancy Caleffe-Schenck

Apps for making Experience Books:

Foundations of Spoken Language for Hearing Impaired Children by Dr Daniel Ling

Auditory Skills Program by Sylvia Romanik (1990) and Revised Edition (2008)


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LEVEL 1 - SPOKEN LANGUAGE

SPOKEN LANGUAGE DEVELOPMENT



Different aspects of language (e.g. pragmatics, morphology, syntax, semantics)

The impact of auditory access on spoken language development

Factors that may impact on spoken language outcome in children with hearing loss

The sequence of typical language development (e.g. prelinguistic, communicative intent, linguistic)

“Red flags” for language learning in early communication behavior and next stage language development patterns

Principles that guide the development of spoken language when teaching children with hearing loss

Stages of listening and talking

How to establish a beginning vocabulary for young children with hearing loss

How experience books can be used to encourage spoken language development

Language stimulation techniques that can be used in intervention and at home

How to integrate audition, language and speech goals in the same activity

Impact of speech acoustics on choice of next stage spoken language targets

Video Duration: 1 hour 18 minutes



Biography:


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Topics in Auditory Verbal Therapy (Pam Talbot, 2002)

AG Bell Learn to Talk Around the Clock (Karen Rossi, 2003)

Children with hearing loss: Developing listening and talking birth to six (3rd edition) (Cole & Flexer, 2015)

Cottage Acquisition Scales for Listening, Language and Speech (Wilkes, 1999)

Educational audiology for the limited hearing infant and preschooler: An auditory-verbal program (Pollack, Goldberg & Caleffe-Schenck, 1997)

Foundations of spoken language for hearing-impaired children (Ling, 1989)

Language development: An introduction (9th edition) (Owens, 2016)

Facilitating hearing and listening in young children (Flexer, 1999)

Auditory Skills Curriculum (Romanik, 1990)

Cochlear Listen, Learn and Talk (2003)

Cochlear Sound Foundation for Babies

Cochlear Sound Foundation for Toddlers

AG Bell Learn to Talk Around the Clock

J. Bader. HEAR at Home strategies. Colorado. 1997

Cochlear Ltd. Auditory habilitation for cochlear implant recipients: An introduction. 2005

W. Estabrooks, Auditory-Verbal Therapy and Practice, Alexander Graham Bell Association, Washington DC, USA, 2006.

A. S. Garber. Listen and Think I: The younger the better. Cochlear HOPE AudiologyOnline webinar.

www.audiologyonline.com

A.S. Garber. Project ‘Versatile Vocabulary’. Cochlear HOPE AudiologyOnline webinar.


J.K. Niparko. Cochlear implants: Principles and practices. Wolters Kluwer Health, Lippincott Williams & Wilkins. Philadelphia. 1st ed., 2001.

D. Pollack, D.M. Goldberg, and N. Caleffe-Schenck, Educational Audiology for the Limited-Hearing Infant and Preschooler: An Auditory-Verbal Program, Charles C Thomas Publishing Ltd. 3rd ed., 1997.

J. Simser. Auditory-Verbal International Convention, Canada. May 1997.

E. Weitzman. It Takes Two to Talk Guidebook. The Hanen Centre. 2017.

C. Yoshinaga-Itano, D. Coulter, & V. Thomson. The Colorado Newborn Hearing Screening Project: effects on speech and language development for children with hearing loss. Journal of Perinatology 2000; 20(8): S132-37.



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LEVEL 1 - EARLY INTERVENTION

CHILDREN WITH MILD/MODERATE HEARING LOSS


The challenges of children with mild/moderate hearing loss and their families and teachers are subtle, and may not be easily apparent. However, there is increasing evidence that the impact of such a loss can be significant both at home and at school. These children mishear, misunderstand and their language and social/emotional development may be delayed. Yet these are the children whose needs may not be immediately apparent, and where services may be cut at times of financial scrutiny.


The issues children may develop with a mild/moderate hearing loss

The implications for a child with a diagnosis of a mild/moderate hearing loss

How hearing technology can assist a child with a mild/moderate loss


Presenter: Dr Sue Archbold

Qualifications: Teacher of the Deaf

Biography:

Sue was the teacher of the deaf of the first child in the UK to have a cochlear implant. She then helped establish The Ear Foundation to fund the first paediatric cochlear implants in the UK, and went on to co-ordinate the Nottingham Paediatric Cochlear Implant Programme from its inception in 1989 until 2004. There she developed methods of assessing and monitoring young children for implantation and a database to manage a cochlear implant programme. She has published widely on the education of deaf children and on outcomes from implantation, and recently received her doctorate from the University of Nijmegen, cum laude, on the subject of Deaf Education: changed by cochlear implantation?

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This course has been approved by AG Bell Academy for Listening and Spoken Language to offer LSLS™ 1 CEUs.

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HOLISTIC DEVELOPMENT PLANS FOR EARLY INTERVENTION PROGRAMS


In this webinar participants will be offered a new perspective about the ages and stages of childhood development and how to promote effective progression toward long-term goals. Specific tasks and activities will be suggested to create a balanced early intervention plan using a systematic approach. Participants will look beyond speech and language outcomes to six categories of holistic child development and how to use these as a framework to determine individualised psychosocial, behavioural and academic goals.


The ages and stages of childhood development

Strategies for planning long term goals

The six categories of holistic child development

Video Duration: 1 hour

Presenter: Angela Carpenter

Biography:

Angela has more than 20 years of experience as a caregiver and educator of young children and individuals with special needs. She has worked in a group residential facility for adults with developmental disabilities, coached special needs clients in an occupational training centre and held numerous teaching appointments with school-aged children. Currently, Angela is a professional parent and home educator with an interest in educational philosophies and didactic methodologies, curriculum development and motivation techniques.

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LEVEL 2

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LEVEL 2 - AUDIOLOGY

COCHLEAR IMPLANT MAPPING ASSISTANCE



How a cochlear implant works

What a cochlear implant MAP is

Cochlear implant MAP measurements and parameters

What the case manager needs to know about MAPping

Different MAPping procedures for different cochlear implant devices

Different MAPping tasks

Case manager’s role at “switch-on” and ongoing MAPping sessions

Potential indicators that a MAP check is needed




Biography:


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RELATIVE IMPORTANCE OF SOUND DEPRIVATION AND LENGTH OF SIGNIFICANT DEAFNESS IN PREDICTING COCHLEAR IMPLANTATION OUTCOMES


Consequences of sound deprivation (unaided hearing loss) are frequently discussed in audiology clinics. When a broad definition of deprivation is used, there is a risk to rely on untested assumptions about its impacts. For example, in adults considering unilateral cochlear implantation, it is common to recommend implanting the “poorer” ear. Doubts arise, however, about the probability of obtaining satisfactory outcomes, when the “poorer” ear has had a long duration of sound deprivation. This is despite limited evidence in the literature supporting these doubts. This presentation is based on published studies and will provide a guide to informed decision-making in adults with a long duration unilateral sound deprivation considering a cochlear implant. The objectives of this presentation are to review the concept of duration of deafness and its relationship with outcomes of cochlear implantation, and how it applies to adults with residual hearing in their non-implanted ear. This will be done by examining speech recognition results obtained by adults with a hearing asymmetry (different duration of deafness between the ears) who received a cochlear implant in their better or poorer ear.


Current research on the impact of sound deprivation

Factors that assist with informed decision making in adults with a duration of sound deprivation prior to implantation

Video Duration: 1 hour, 30 minutes

Presenter: Isabelle Boisvert

Biography:

Isabelle’s research interest aims to facilitate evidence-based and patient-centered decision-making in hearing healthcare, in particular with decisions surrounding cochlear implantation. An overarching aim is to find integrated solutions that can make listening for communication easier for all. First trained as a clinical audiologist (Université de Montréal- 2004), Isabelle is now a senior research fellow, project leader, and research program coordinator with the HEARing CRC. Over the years, Isabelle has developed broad knowledge of the work conducted by the different organisations in the field of hearing healthcare in Australia.

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LEVEL 2 - AUDIOLOGY


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ADVANCED SPOKEN LANGUAGE DEVELOPMENT



Spoken language development beyond the preschool years in children with hearing loss

Identifying appropriate goals to support advanced spoken language development

Identifying strategies to encourage narrative development

The importance of comprehension and use of non-literal language by children with hearing loss

Identifying strategies to encourage understanding and use of non-literal language

Strategies to build and expand vocabulary in older children with hearing loss

How modelling strategies can be used to develop meta-cognitive skills in older children with hearing loss

Social communication skills that children with hearing loss need to develop for social competence.




Biography:


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LEAPing on with language. Rehabilitation section

www.cochlear.com.au

Garber, A.S. & Nevins, M.E. Cochlear HOPE Tips: Ideas for the elementary aged child. AudiologyOnline webinar.


Garber, A.S. Listen and Think II: Take it to another level. Cochlear HOPE AudiologyOnline webinar

www.audiologyonline.com.

Garber, A.S. Project ‘Versatile Vocabulary’. Cochlear HOPE AudiologyOnline webinar.


Black Sheep Press resources: Black Sheep Press-language support for learning and life.

www.blacksheeppress.co.uk.

Berndsen, M.A. (2001). Developing conversation narrative skills in children with hearing impairment. The Auricle, Early Winter edition, 12-15.

Flexer, C. (2014). The auditory basis of literacy. RIDBC Renwick Centre workshop event. Sydney, Australia.

Garber, A.S. & Nevins, M.E. (2009). Cochlear HOPE Tips: Ideas for the elementary aged child. AudiologyOnline webinar.


Garber, A.S. (2010). Listen and Think II: Take it to another level. Cochlear HOPE AudiologyOnline webinar


Garber, A.S. Project ‘Versatile Vocabulary’. Cochlear HOPE AudiologyOnline webinar


Jones, A.C., Toscano, E., Marshall, C.R., Atkinson, J.R., Denmark, T., Herman, R., & Morgan, G. (2016). Narrative skills in deaf children who use spoken English: dissociations between macro and microstructural devices. Research in Developmental Disabilities, 59, 268-282.

Lloyd-Richmond, H. & Starczewski, H. (2002). SNAP DRAGONS-Stories/Narratives Assessment Procedure Manual. Nottingham Cochlear Implant Programme, Nottingham, England.


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Lucker, J.R. & Molloy, A.T. (2014). Overcoming challenges with group conversations. Volta Voices Nov/Dec 2014, 22-24. AG Bell Association for the Deaf and Hard of Hearing. www.listeningandspokenlanguage.org.

Pakulski, L.A., Kaderavek, J.N., & Repphun, S. (2003). Narrative story structure in response to a role play task: A case study. Volta Voices, Jan/Feb 2003, 29-31.

Sarant, J., Harris, D., Bennet, L. & Bant, S. (2014). Bilateral versus unilateral cochlear implants in children: a study of spoken language outcomes. Ear & Hearing, 35(4): 396-409.

Sperandio, D. (2014). Rehabilitation for children with hearing implants. MED-EL workshop. Sydney, Australia.



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LEVEL 2 - LITERACY AND READING

LITERACY FOR PARENTS



The process of emergent literacy

That some parents will need explicit instruction on how to read aloud the their children at different ages and stages

How to help parents choose age appropriate books and adapt them for different ages and stages

How to encourage parents to bring story time alive for children

The importance of literacy for children with a hearing impairment


Presenter: Moira Hickman


Biography:

Moira has over 20 years experience as an early childhood teacher. Initially working in mainstream child care centres and preschools, her interest in working with children with disabilities led her to employment with Connect Child and Family Services. Here she worked as an Inclusion Support Professional, supporting the inclusion of children with disabilities in mainstream early childhood centres. She also led a pilot project setting up a Transition to School Program in the Blue Mountains and Penrith areas.

As a Teacher of the Deaf for the past 10 years, Moira has worked in RIDBC preschools and the Early Learning Program for children with a sensory impairment. In both of these settings she was able to explore her particular interest in emerging literacy.

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Great checklist from Hanen which looks at reading behaviours. This would be a useful guide to looking at introducing literacy and keeping track of progress and developing skills. Hanen also has comprehensive literacy resources.

http://www.hanen.org/SiteAssets/Helpful-Info/book-reading-checklist-parent.aspx

The website of Reach Out & Read is worth looking at and this list of milestones and associated guidance for parents is a useful resource.

http://www.reachoutandread.org/FileRepository/RORmilestones_English.pdf

Reading Rockets is another fantastic website which particularly has excellent resources for teaching phonological skills in older children. These parent tips are for babies and toddlers. On the website there are also handouts for preschoolers and some information in other languages.

http://www.readingrockets.org/content/pdfs/tips/RR_tips_babies.pdf

Interesting article on emergent literacy

http://asha.org/public/speech/emergent-literacy.htm

Two useful courses on literacy for children with hearing impairment on the Cochlea website are Literacy for Littles and Bringing Literacy to the Table: Using Books in Therapy

http://hope.cochlearamericas.com/online-courses

Advanced Bionics has a list of strategies for parents to use from 0 – 24 months with accompanying lists of the features of books to choose at different ages.

https://www.advancedbionics.com/content/dam/advancedbionics/Documents/libraries/Tools-for-Toddlers/Young%20Children%20Literacy%20Strategies.pdf


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BEYOND BOOKS: BRINGING LITERACY TO LIFE IN THERAPY AND AT HOME


What do we know about literacy and listening/speech/language outcomes in this population? What are the basic concepts (e.g. print skills, phonological awareness) that we need to understand to discuss this issue? This lecture will explain how to choose activities for use in therapy and at home including experience books and other resources. Strategies and techniques that professionals can use for parent coaching and to promote family engagement will also be provided.


Literacy and listening/speech/language outcomes for students with hearing loss

Concepts (e.g. print skills, phonological awareness) that need to be addressed when planning literacy activities for students with hearing loss

Choosing activities for use in therapy and at home including experience books and other resources

Strategies and techniques for parent coaching and to promote family engagement


Presenter: Elizabeth Rosenzweig

Qualifications: LSLS Cert AVT

Biography:

Elizabeth Rosenzweig is a Listening and Spoken Language Specialist, Certified Auditory-Verbal Therapist in private practice. She provides auditory-verbal therapy, aural rehabilitation, and educational advocacy services to families around the world using teletherapy. Elizabeth also mentors aspiring listening and spoken language specialists and has worked to build the capacity of professionals in developing countries, especially in Latin America. She has authored two children’s books featuring characters with cochlear implants (Ellie’s Ears and Happy Birthday to My Ears) and is active in research on hearing technology and speech, language, and literacy outcomes for children with hearing loss.

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LEVEL 2



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ASSESSING PROGRESS IN YOUNG DEAF CHILDREN – WHY AND HOW?


Many factors influence the progress of deaf children: age at diagnosis, age at fitting of hearing aids or implants, the presence of other difficulties for example. It is important that we monitor their progress in a range of areas, in order to influence the decisions to be made about their management. This presentation will discuss the challenges of assessing young deaf children, the areas we need to assess, why we should do so and how we should be monitoring development. The range of tools available to do so will be demonstrated, and examples of outcomes from today’s children.


Importance of assessing young deaf children

Using strategies to engage families in their child’s planning to achieve results.

Identifying difficulties in assessing young deaf children and have strategies to assist with assessment




Biography:

Sue was the teacher of the deaf of the first child in the UK to have a cochlear implant. She then helped establish The Ear Foundation to fund the first paediatric cochlear implants in the UK, and went on to co-ordinate the Nottingham Paediatric Cochlear Implant Programme from its inception in 1989 until 2004. There she developed methods of assessing and monitoring young children for implantation and a database to manage a cochlear implant programme. She has published widely on the education of deaf children and on outcomes from implantation, and recently received her doctorate from the University of Nijmegen, cum laude, on the subject of Deaf Education: changed by cochlear implantation? She was the Chief Executive of The Ear Foundation, leading its programme of support, information, education and research to ensure the maximum benefit from the latest hearing technologies at home, school and work. Sue has recently retired and is a consultant to the Ear Foundation

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32

WORKING WITH FAMILIES


Today, in most developed countries, newborn hearing screening means that the diagnosis of deafness takes place in the first few weeks of a child’s life. Over 95% of deaf children are born to hearing parents, and this comes as completely unexpected. Suddenly parents are plunged into a world previously unknown to them, with many professionals taking a role in their lives at a time when they may be confused and vulnerable. We know that these early days are crucial to the development of early communication skills, the pre-cursors of language, and the parents’ role is crucial. Parents need to be relaxed communicators with their infants to ensure this development, but for hearing parents of deaf children this can be challenging. Parents have a great deal to manage, including the intrusion of technology such as hearing aids or implants into their lives, while providing a rich language environment. This presentation will consider these issues, and what we can learn from parents about how professionals can best support families at this time.




Biography:


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KEEP THEM COMING BACK – TIPS FOR MANAGING THE THERAPY SESSION


Beginning therapists often express a sense of being overwhelmed by the complex knowledge and skill set they need to master to deliver successful auditory verbal therapy. While attempting to acquire these skills they may fail to pay attention to some critical perspectives which are fundamental to establishing a strong relationship with parents and to engage babies and children. This course introduces some essential ingredients for successful therapy and provides some tips for ensuring that therapy sessions reach “the sweet spot”.


Defining critical ingredients for successful therapy

Reflection on their therapy practice and make adjustments where required


Presenter: Andrea Gibbons

Qualifications: Cert AVT

Biography:

Andrea Gibbons is a Certified Auditory- Verbal Therapist (1998) and is the Senior Habilitationist at the Sydney Cochlear Implant Centre (SCIC-an RIDBC Service). After completing her training as a Teacher of the Deaf in 1991 she worked with the NSW Department of Education in various programs. While working in a Total Communication program (1992-1994) she became interested in how best to develop the auditory skills of her students. In her next position as Executive Teacher at Camden Primary School (1994-1997) she established an auditory-oral program for 3-8 year old children which led to most achieving successful integration into the mainstream within a few years. Further experience was obtained when she worked in St Gabriel’s School for Hearing Impaired Children and then the St Gabriel’s Early Intervention Centre (1997-2000) which at that time, was the only program offering auditory verbal therapy in Australia. Andrea obtained her A-V certification during her time with St Gabriel’s and also contributed to the St Gabriel’s Curriculum. Andrea returned to the Department of Education in a consultancy position in the state office (1999-2001) which included state-wide training of teachers of the deaf, educational consultancy at Westmead Children’s Hospital before being invited to join SCIC in 2002.

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35

ENGAGING AND SUSTAINING PARENTAL COMMITMENT


“Preparing parents of children with hearing impairment including those with additional needs for their “lifetime journey”

In some cases it is very difficult for parents to be committed to the auditory habilitation process of their child following cochlear implantation. This can be for a range of reasons but in most cases it can be linked to ‘attachment’, due to a break down in the expansion of the early warm and loving relationship between the parents and the infant because of two way engagement difficulties.


Difference between ‘bonding’ and ‘attachment’

How ‘attachment’ promotes the development of trust, attention span, memory, communication, and language and therefore plays a key role in human development

The critical role early listening skills play in enhancing a secure attachment between care-givers and the child

Emphasis on the importance of intensive habilitation including audiological management that truly has the focus on the parents’ and child’s relationship needs as opposed to ‘speech and language results’

The development of a secure attachment will result in the child over time being more co-operative in all aspects of the habilitation process including mapping and Auditory Verbal Sessions


Presenter: Maree Rennie

Qualifications: Certified Infant Teacher and Teacher of the Deaf

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Biography:

Maree Rennie is a Certified Infant teacher and a Certified Teacher of the Deaf. She began her career in South Australia as an early childhood teacher, and quickly moved to teaching hearing impaired children. She then trained as a teacher of the deaf in Melbourne in 1965. Since that time Maree has worked and studied in South Australia, Victoria, Massachusetts, Papua New Guinea, Canberra and Sydney in the field of special education specifically related to children who are deaf, visually impaired or hearing impaired children who have an additional special need.

Maree returned to Australia and began working with the Sydney Cochlear Implant Centre in 1990. There her observation of the struggle some children were experiencing to maximise their potential following Cochlear Implantation made her realise that this group of children and their families could benefit from a specialised program- the Matilda Rose Early Intervention Centre, where she has worked since it opened in 2001. During her time at RIDBC Matilda Rose Centre she and her team have developed a creative, holistic, trans-disciplinary approach to improve educational outcomes for children with hearing impairment and additional needs.


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REHABILITATION AFTER SEQUENTIAL BILATERAL CI AND FOR BIMODAL DEVICE USERS



Difference between bilateral and binaural hearing

Advantages of binaural hearing

Benefits of bilateral cochlear implantation

Factors to consider during bilateral cochlear implant candidacy assessment and expected outcomes based on these factors

Therapy guidelines for children receiving bilateral cochlear implants simultaneously vs sequentially

Setting goals and identify appropriate activities following bilateral CI using the auditory hierarchy




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LEVEL 2 - COCHLEAR IMPLANT (RE)HABILITATION


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(RE)HABILITATION FOR CHILDREN AND TEENS AFTER SEQUENTIAL BILATERAL CI & BIMODAL DEVICE USERS



Listening with two ears is better than one and binaural listening can be achieved through bimodal device use or bilateral cochlear implantation to provide 360 degree hearing

Working with bimodal device users and sequential bilateral implant users, it is necessary to include a wide range of goals (not only focus on audition), establish daily routines for CI alone time, see the client as a whole by not working in isolation, provide different types of counselling, and access a range of resources in the (re)hab process

A range of factors to consider in working with bimodal device users and sequential bilateral implant users that makes the (re)hab process different from work with other client groups such as SSD and simultaneous bilateral CI users

Four case studies are shared to illustrate some of the main points of the webinar as well as a range of client factors.


Presenter: Sharon Hurt

Qualification: Speech Language Pathologist

Biography:

After graduating as a speech pathologist and audiologist from the University of Cape Town, South Africa, Sharon started working in a centre for hearing impaired and deaf children from socio-economically disadvantaged communities. She commenced a research project on services for these children and their parents and was awarded her PhD in 2005 on evaluation of a parent-child intervention programme for hearing impaired children and their hearing caregivers.

Sharon has also worked in the UK and Australia. She has managed private practices in South Africa and Australia, worked in the Cochlear Implant Program at Great Ormond Street Children’s Hospital in London and joined the RIDBC-SCIC team in Sydney in 2011.

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Mather, J.; Gregory, S. & Archbold, S. (2011). Deafness and Education International, The Experiences of Deaf Young People with Sequential Bilateral Cochlear Implants,13(4), 152-172.

Psarros, C. (2017). Bilateral Hearing. PowerPoint Presentation for CICADA Annual General Meeting, Sydney, Australia.


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DEVELOPMENT OF LISTENING AND SPOKEN LANGUAGE: WHAT DO WE DO NOW THAT THE CI IS SWITCHED ON?



The importance and aims of cochlear implant habilitation

The principles underlying the development of a child’s listening and spoken language after cochlear implantation

How to use the auditory hierarchy to set goals after cochlear implant “switch on”

Listening and thinking strategies to develop a child’s listening and spoken language after cochlear implantation

How to guide parents/caregivers in developing the child’s listening and spoken language at home




Biography:


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Auditory Skills Curriculum (Romanik, 1990)

Auditory Skills Program for Students with Hearing Impairment (Romanik, 2008)

Cochlear Listen, Learn and Talk (2003)

Cochlear Sound Foundation for Babies

Cochlear Sound Foundation for Toddlers

Cochlear Sound Foundations for Children

Cochlear Speech Sounds (by Nancy Caleffe-Schenck) (www.cochlear.com)

Cochlear Speech Sounds Vowels (by Nancy Caleffe Schenck) (www.cochlear.com)

AG Bell Learn to Talk Around the Clock

Speech Perception Instructional Curriculum and Evaluation (SPICE) (Moog, Biedenstein & Davidson, 1995)

Advanced Bionics Listening Room (www.thelisteningroom.com)

Medel SoundScape (www.medel.com)

Listen Little Star (Dornan, 2003) Also available as an eBook (www.hearandsay.com.au)

J. Bader. HEAR at Home strategies. Colorado. 1997

Cochlear Ltd. Auditory habilitation for cochlear implant recipients: An introduction. 2005

W. Estabrooks, Auditory-Verbal Therapy and Practice, Alexander Graham Bell Association, Washington DC, USA, 2006.

A.S. Garber. Project ‘Versatile Vocabulary’. Cochlear HOPE AudiologyOnline webinar. www.audiologyonline.com.

A. S. Garber. Listen and Think I: The younger the better. Cochlear HOPE AudiologyOnline webinar. www.audiologyonline.com.

D. Pollack, D.M. Goldberg, and N. Caleffe-Schenck, Educational Audiology for the Limited-Hearing Infant and Preschooler: An Auditory-Verbal Program, Charles C Thomas Publishing Ltd. 3rd ed., 1997.

P. J. Talbot. Topics in Auditory-Verbal Therapy: A selection of handouts. Auditory-Verbal International Inc. 2002


LEVEL 3

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NEWBORN HEARING DIAGNOSTICS – UTILISING ALL OF OUR TOOLS!


It is undisputed how universal newborn screening has changed the landscape of hearing impairment. Infants are identified within hours of their birth allowing early identification of hearing sensitivity. Currently, we have a tool box of diagnostic tools – some old standbys and others emerging. This session will review the gold-standard tests and discuss the new and emerging technology that will elevate our diagnostic ability to a higher standard.


The hearing assessment tools that are used for newborn hearing assessments

New and emerging assessment tools that are being trialled for the use in newborn hearing assessments


Presenter: Dr Sharon Sandridge

Biography:

Sharon A. Sandridge, PhD, is currently Director of Clinical Services in Audiology and Co-Director of the Tinnitus Management Clinic and Audiology Research Lab at Cleveland Clinic.

Dr. Sandridge received her BA and MA from the University of Akron and her PhD from the University of Florida. Her primary clinical and research interests are in the areas of amplification -- hearing aids and assistive technology, the evaluation and treatment of tinnitus, and auditory electrophysiologic assessment including neurodiagnostics, intraoperative monitoring and identification of children with hearing loss.

She and her colleague, Dr. Craig Newman, have completed a number of funded research projects and have authored a number of articles in the areas of amplification, outcome studies, electrophysiology and tinnitus.

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LEVEL 3 - AUDIOLOGY


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COMPLEX AND CHALLENGING (AUDIOLOGY)


This presentation will feature several case studies of complex and challenging cases and how the implementation of a word recognition test battery (Bodkin, Madell, and Rosenfeld, 1999) was used to quantify their functional speech perception abilities. The purpose of this is to establish a meaningful link between audiological results and classroom practice. It provides educators and other professionals with information about areas requiring further development, and determines a baseline for testing over time to monitor the development of specific auditory skills.


The word recognition test battery to assesses functional speech perception abilities

How audiological results can influence classroom practice

A test battery used to monitor the development of auditory skills


Presenter: Rebecca Bull

Biography:

Rebecca Bull joined the RIDBC Renwick Centre as a part-time Conjoint Lecturer in Audiology in 2010. She is also employed as a clinical audiologist in private practice. Prior to this, Rebecca worked as an Educational Audiologist at the RIDBC Garfield Barwick Centre, and provided diagnostic, assessment and management services to infants and children at the RIDBC Jim Patrick Audiology Centre.

Rebecca has been working in the hearing services field for approximately 18 years. Before joining RIDBC in 2007, Rebecca practiced audiology at Australian Hearing and Macquarie University, and was an Associate Lecturer in Audiology at Macquarie University

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LEVEL 3 - AUDIOLOGY


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LEVEL 3 - ELECTROPHYSIOLOGY

THE USE OF CORTICAL AUDITORY EVOKED POTENTIALS (CAEPS) FOR PAEDIATRIC COCHLEAR IMPLANT CANDIDACY EVALUATIONS AND POST - IMPLANT MANAGEMENT



Understand where Cortical Auditory Evoked Potentials (CAEPs) are generated along the hearing pathway, and where they fit in to the objective auditory test battery.

Recall how CAEP testing is performed and identify potential practical limitations when selecting appropriate patients for testing.

Recall where CAEPs fit into the Australian Hearing test battery for infants, and how they are used for the fine-tuning of hearing aids during the CI candidacy evaluation process.

Describe the considerations that need to be made when reporting on cases where CAEPs are absent.

Describe the importance of using functional auditory evaluations such as the PEACH diary in conjunction with CAEPs, particularly when CAEPs are absent.

Understand the potential limitations of using CAEPs for post-CI mapping.

Explain when it is appropriate to refer for CAEP testing


Presenter: Kirsty Gardner-Berry

Qualification: Audiologist

Biography:

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Seminars in Hearing – special issue “The use of cortical auditory evoked potentials in diagnosis & treatment of hearing disorders”Vol. 37, No. 1, February 2016

https://pdfs.semanticscholar.org/9720/5d4adf54fd921b9a505189dea306440753fb.pdf

National Acoustic Laboratories Australian Hearing infant CAEP protocols, publications & short HEARLab videos https://hearlab.nal.gov.au/testing-with-hearlab/australian-hearing-clinical-protocol/



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ENHANCING THE VOICES OF ADULTS WITH HEARING IMPAIRMENT AND COCHLEAR IMPLANTS



describe the anatomy and physiology of voice production

describe the voice features of clients who are Deaf or Hard of Hearing and reason for these features

take base line measures

provide appropriate counselling re expectations and likely changes to voices given a client’s age and history

apply several strategies for voice therapy

Video Duration: 61 minutes, two part video

Presenter: Lana McCarthy

Qualification: Speech Pathologist and Communication Coach

Biography:

Lana McCarthy is an experienced professional in the field of interpersonal communication with expertise as a speech pathologist, communication coach and facilitator. She has worked as a speech pathologist for 30 years and the principal of her own business, Word of Mouth, for 23 years. She started her career working in adult rehabilitation in various Sydney hospitals, the last of which was Royal Rehabilitation Centre Sydney, where she worked as Director of Speech Pathology for two years, prior to moving into private practice. Alongside an extensive background in neurological rehabilitation, Lana also works in the corporate communication space from her CBD office. She has specialist skills in speech and voice enhancement, applying this when working with a broad range of clients with normal hearing and hearing impairment. More recently she has enjoyed applying her voice knowledge and practice into her work with clients post cochlear implant and has worked closely with SCIC colleagues.

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LEVEL 3 - SPOKEN DEVELOPMENT


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LEVEL 3 - SOCIAL AND EMOTIONAL DEVELOPMENT

DEAF TEENAGERS - THE CHALLENGES OF TODAY


For all teenagers, adolescence is a time of transition and a challenging time. It is a time when they learn to be independent, when the peer group becomes more important and where they are exploring new ways of thinking. For deaf young people, most of whom are in mainstream education, the lack of a peer group can be important, and the challenges they face become greater. At school, there may be greater demands upon them, with expanding language and curriculum demands, and providing support while promoting independence challenging. The support provided by families and teachers in early life can develop dependency; it’s important in adolescence that young people are able to experience and learn from their failures. This presentation will discuss the challenges for deaf young people today: many of them say they are being deaf differently, and that it is today possible to be both deaf and hearing. Why?




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ASSESSMENT AND MANAGEMENT OF INFANTS BEFORE COCHLEAR IMPLANTATION



The role of early intervention service providers before early cochlear implantation (< 12 months of age)

Identification of early communication assessment procedures for assessing infants who qualify for referral for a cochlear implant candidacy assessment

Interpretation of early communication assessment results

Pre-operative intervention goals for the family and for the infant

Examples of age-appropriate activities to facilitate the infant’s auditory and pre-lexical communication development before CI




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Brooks, B.M. (2002). My Baby and Me-A Book About Teaching Your Child to Talk. Moog Center for Deaf Education. St. Louis.

Cantle-Moore, R. (2004-2014). The Infant Monitor of Vocal Production (IMP). RIDBC Renwick Centre for Research and Professional Education/University of Newcastle. Australia.

Cochlear Ltd. (2003). Listen Learn and Talk. Australia.

Cole, E. (1992). Listening and Talking. Washington, D.C. AG Bell Association for the Deaf and Hard of Hearing.

Cole, E.B., & Flexer, C.A. (2010). Children with hearing loss: developing listening and talking birth to six. (2nd ed.). Brisbane: Plural Publishing Inc.

Ching, T.Y.C. (2008). Evidence-based practice for cochlear implant referrals for infants. The Cochlear Implant Symposium: XXIX International Congress of Audiology. Hong Kong.

Ear Foundation & Cochlear Europe. Small Talk Package. UK.

Estabrooks, W. (2006). Auditory-Verbal Practice. Washington, DC. USA: Volta Place.

Dornan, D. (2003; 2014). Listen Little Star Activity Book and Lesson Record. Published by Supporting Success for Children with Hearing Loss.

Garber, A., & Nevins, M.E. (2010). HOPE Bulletin The Newly Implanted Infant/Toddler. Cochlear Americas.

Leigh, G. (2014). Newborn Hearing Screening in Australia. Queensland Healthy Hearing Symposium 2014. Brisbane, Australia.

McConkey Robbins, A.M. (2003). Communication intervention for infants and toddlers with cochlear implants. Topics in Language Disorders, 23(1), 16-33.

Moeller, M.P., Schow, R.L., & Whitaker, M.M. (2007). Audiological rehabilitation for children: assessment and management. In R.L. Schow & Nerbonne, M.A. (Eds.), Introduction to audiologic rehabilitation. (5th ed.), (pp.312). Pearson Education, Inc.

Pepper, J., & Weitzman, E. (2004). It Takes Two to Talk Guidebook: A Practical Guide for Parents of Children with Language Delay. Canada: A Hanen Centre Publication.

O’Donoghue, G.M., & Pisoni, D.B. (2014). Auditory and linguistic outcomes in pediatric cochlear implantation. In S.B. Waltzman & J.T. Roland. (Eds.). Cochlear Implants (3rd ed.), (pp. 162). Thieme New York.

Pollack, D., Goldberg, D., & Caleffe-Schenck, N. (1997). Educational Audiology for the Limited Hearing Infant and Preschooler: An Auditory-Verbal Program (3rd ed.). Springfield, IL: Charles C. Thomas.

Rossi, K. (2003). Learn to Talk Around the Clock: A Professional’s Early Intervention Toolbox. Washington, DC. Alexander Graham Bell Association for the Deaf and Hard of Hearing.


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Sininger, Y.S. (2001). Changing considerations for cochlear implant candidacy: age, hearing level and auditory neuropathy. In R.C. Seewald & J.S. Gravel (Eds.), A Sound Foundation Through Early Amplification 2001 Proceedings of the Second International Conference. St. Edmundsbury Press UK.

Stredler-Brown, A. (2014). The importance of early intervention for infants and children with hearing loss. In J.R. Madell & C. Flexer (Eds.) Pediatric Audiology Diagnosis, Technology and Management (2nd ed.), (pp. 297-307).Thieme New York.

Tait, M. (2003). Tait Video Analysis: Monitoring and Developing Communication Skills in Young Deaf Infants. Nottingham: The Ear Foundation.

Tait, M., Lutman, M.E., & Robinson, K. (2000). Preimplant measures of preverbal communicative behavior as predictors of cochlear implant outcomes in children. Ear and Hearing, 21(1), 18-24.

Ying, E. (2014). Speech/language/auditory management of infants and children with hearing loss. In J.R. Madell & C. Flexer (Eds.) Pediatric Audiology Diagnosis, Technology and Management (2nd ed.), (pp. 308-319).Thieme New York


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POST CI (RE) HABILITATION FOR OLDER CHILDREN ‘LATE STARTERS’



Neurodevelopmental concepts underlying cochlear implant outcomes

Identifying different subgroups of “late starters”

Factors to consider when a “late starter” is considered for cochlear implantation

Auditory benchmarks for average rate of progress in the first 12 months after CI in “late starters”

How to monitor progress in the classroom

How to implement a rehabilitation program or plan for the “late starter” after CI




Biography:


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Advanced Bionics Corporation. 2006. Tools for Schools. www.bionicear.com

Clark, G. 2007. Listening and Spoken Language Convention, Brisbane, Australia.

Flexer, C. 2007. Auditory Brain Development: A paradigm shift for children who are deaf or hard of hearing. Listening and Spoken Language Convention, Brisbane, Australia.

Koch, M. 2004. Bringing Sound to Life. Principles and Practices of Cochlear Implant Rehabilitation. Conference at the Carel du Toit Centre for Hearing Impaired Children, Cape Town, South Africa.

McClatchie, A. & Therres, MK. 2004. Setting appropriate expectations and communication goals. Advanced Bionics: The guide to cochlear implants for parents and educators. Printed in France.

McConkey Robbins, A. 2005. Clinical red flags for slow progress in children with cochlear implants. Loud & Clear Newsletter, Issue 1. Valencia, CA: Advanced Bionics Corporation.

McConkey Robbins, A. 2006. Language development in children with cochlear implants. In S.B. Waltzman & J.T. Roland (Eds.), Cochlear Implants (2nd ed., pp. 153-166). Thieme Medical Publishers. New York.

Nevins, M.E. & Chute, P.M. 2006. School Professionals Working with Children with Cochlear Implants. San Diego: Singular.

Sharma, A., Dorman, M. & Spahr, A.J. 2002. A sensitive period for the development of the central auditory system in children with cochlear implants: implications for age of implantation. Ear & Hearing 23:532-539.

Sharma, A., Dorman, M. & Kral, A. 2005. The influence of a sensitive period on central auditory development in children with bilateral and unilateral cochlear implants. Hearing Research 203, 134-143.

Walker, B. & Wilson, K. 2006. It’s Too Late Baby, Now, It’s Too Late, Or is it? AG Bell Convention, Pittsburgh, Pennsylvania, USA.


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LEVEL 3 - COMPLEX CASES

COMPLEX AND CHALLENGING CASES


Children with multiple disabilities. Malformed cochleae. Late diagnosis. Impoverished family situation. Low parental involvement. Regression. Slow progress. What’s a therapist to do? In “Complex and Challenging Cases,” we will use case studies as a platform to discuss decision making, assessment, intervention, and outcomes for paediatric patients with hearing loss who do not fit the mold. With understanding and insight, some of these challenging children can become our greatest successes!


Decision making for paediatric patients with hearing loss and additional need

Assessment for paediatric patients with hearing loss and additional needs

Intervention for paediatric patients with hearing loss and additional needs


Presenter: Elizabeth Rosenzweig

Qualifications: LSLS Cert AVT

Biography:

Elizabeth Rosenzweig is a Listening and Spoken Language Specialist, Certified Auditory-Verbal Therapist in private practice. She provides auditory-verbal therapy, aural rehabilitation, and educational advocacy services to families around the world using teletherapy. Elizabeth also mentors aspiring listening and spoken language specialists and has worked to build the capacity of professionals in developing countries, especially in Latin America. She has authored two children’s books featuring characters with cochlear implants (Ellie’s Ears and Happy Birthday to My Ears) and is active in research on hearing technology and speech, language, and literacy outcomes for children with hearing loss.


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CHILDREN WITH COMPLEX NEEDS: COCHLEAR IMPLANTATION?


Up to 40% of deaf children are likely to have an additional difficulty and we also know that the presence of an additional difficulty is shown to impact negatively on outcomes from cochlear implantation. Early in the development of cochlear implant programmes, there was often some reluctance to implant children with complex needs, but experience has taught us that these children can benefit significantly but it may not be in the traditional measures of speech and language outcomes. This presentation will explore the research into parent led outcome measures illustrating the potential benefits, alongside the challenges. The complex assessment of these children by implant programmes and the long-term support required will also be explored.


The term complex needs

The challenges that face researches in this field

The benefits of cochlear implantation for young children with complex needs.




Biography:


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LEVEL 4

58


ELECTROPHYSIOLOGIC ASSESSMENT OF THE DIZZY PATIENT


Vestibular disorders are among the most common reason why individuals seek ENT services. Dizziness can be a symptom of so many disorders including Meniere’s disease, migraines, superior canal dehiscence (SCD), multiple sclerosis, to mention a few. Today we have several diagnostic tests that can assist in the determination of the etiology. This session will discuss the use of electrocochleography (yes it is staging a comeback!) and Vestibular Myogenic Evoked Potentials (VEMPs) in their expanded diagnostic role across the lifespan.


Vestibular disorders

The tools used to determine the etiology of dizziness for a patient

Electrocochleography and Vestibular Myogenic Evoked Potentials (VEMPs)



Biography:




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MAXIMISING THE USE OF YOUR EVOKED POTENTIAL EQUIPMENT


Ever wonder if you should be doing more than just an Auditory Brainstem Response (ABR) testing for hearing sensitivity determination or an occasional Vestibular Myogenic Evoked Potential (VEMP) for assessing superior canal dehiscence or maybe a low-sensitive/specific electrocochleography (EcochG) test for Meniere’s disease? This session will present what is trending in the literature for alternative uses of your evoked potential system.


ABR testing

The range of uses for ABR testing beyond testing hearing sensitivity



Biography:




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ADVANCED AUDITORY STRATEGIES



When and how to use advanced auditory strategies to facilitate spoken language

What COOL means

More auditory strategies to add to the tool box

How to use auditory strategies in daily life




Biography:




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www.cochlear.com/forprofessionals/rehabilitationresources/earlyintervention/ListenLearnandTalk/ChildrenChatter

Listen Learn and Talk, Cochlear Resource

Auditory Verbal Strategies to Build Listening and Spoken Language Skills by Sherri Fickenscher, Elizabeth Gaffney, Edited by Cheryl L. Dickson

Auditory Verbal Therapy: For Young Children with Hearing Loss and Their Families and the Practitioners Who Guide Them by Warren Estabrooks, Karen Maclver-Lux and Ellen Rhoades


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POSITIVE BEHAVIOUR SUPPORT IN THE CLASSROOM: ASD


Participants who view this recoding will:

Discuss how to develop a student engagement framework

Hear about a range of strategies to support student with ASD

Discuss a range of data collection methods and how they can assist with monitoring and decision making.

Video Duration: Three part video

Presenter: Andrew Frakes

Qualifications: Bachelor of Applied Science in Occupational Therapy

Biography:

Andrew holds a Bachelor of Applied Science in Occupational Therapy from the University of Sydney. Working as an Occupational Therapist at Giant Steps since 2008, Andrew has a special interest in assessing and developing programs for school readiness. Andrew also has significant experience and training in developing plans to assist children who are having difficulty regulating their emotions.

Recently Andrew completed longitudinal training in the Assessment and Analysis of Severe and Challenging Behaviour conducted by the Institute of Applied Behaviour Analysis.

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LEVEL 4

Our understanding, expertise and knowledge is always growing, so we are excited to bring more of these webinars for your learning and professional development!

MORE TO COME!

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APPENDIX ONE

65

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14 The Hearing Journal December 2018

PEDIATRIC AUDIOLOGY

Auditory Perception vs. Speech Production in ChildrenBy Jane R. Madell, PhD; Joan G. Hewitt, AuD; and Sylvia Rotfleisch, MScA

Production is generally the best indicator of perception be-cause children typically produce phonemes the way they hear them. However, this is not always the case. Perception needs to be assessed when production is absent, disordered, or un-intelligible. It is essential to determine whether an articulation error stems from poor perception or poor production because perception and production errors have different solutions.

CLINICIAN KNOWLEDGE BASE

Managing children with hearing loss involves multiple clini-cians—all critical members of a team but each with different skills and knowledge base. Audiologists test hearing in chil-dren, assess speech perception, and program hearing tech-nology. However, they might have limited knowledge of speech development. Listening and Spoken Language Specialists (LSLSs) are trained in managing speech perception and

When exposed to speech, children with normal hearing learn to listen, begin to babble, start imitating speech, develop an understanding of speech and language, and produce words.

Children with hearing loss who are not fit with technology will not move on from babbling through the typical development of speech and language. However, if these children are fit early on with suitable technology and receive appropriate therapy, they will develop spoken language similar to that of their typi-cally hearing peers. Having a systematic approach to differen-tiating auditory perception from speech production is vital to better management of a child with performance problems.

SIGNAL INTERRUPTION Children who can’t hear soft speech will have significantly re-duced language exposure. This can lead to critical problems in listening development since 85 percent of what children learn is incidentally overheard. If a child has limited auditory access to specific frequency ranges, then his or her errors will reflect such poor access. Poor access to high-frequency sounds will result in difficulties in producing fricative sounds and other high-frequency speech features. Inability to hear low-frequency sounds will result in issues that impact vowel perception and prosody. This limited access will negatively impact a child’s lan-guage exposure and auditory brain development. Data from the Hart and Risley study clearly demonstrated that the amount of language to which children are exposed daily affects both their IQ and vocabulary at 3 years of age (See Table 1; Hart & Risley. Brooks Publishing, 1995).

PRODUCTION VS. PERCEPTIONAuditory perception refers to what one hears without visual cues, while speech production refers to the sound one makes.

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(L-R): Dr. Madell is an audiologist, speech- language pathologist, and LSLS auditory-ver-bal therapist. She is the recipient of the Marion Downs Award for Excel-lence in Pediatric Audi-

ology. Dr. Hewitt is a pediatric audiologist and an adjunct faculty member at California State University – San Marcos. Board-certified with specializa-tion in cochlear implants, Dr. Hewitt has advanced degrees in both audiol-ogy and auditory/oral education of the deaf. Ms. Rotfleisch is an LA-based auditory-verbal therapist. Trained at McGill University under Daniel Ling, PhD, she worked at the Montreal Oral School and House Ear Institute.

It is essential to determine whether

an articulation error stems from poor

perception or poor production because

perception and production errors have

different solutions.

66

PEDIATRIC AUDIOLOGY


or she can accurately perceive the entire speech spectrum and all speech phonemes using hearing technology.

Next, clinicians should be aware of the child’s exposure to speech sounds that he or she may be struggling to produce. For example, people who speak Japanese do not have exposure to /l/ or /r/, so we cannot expect them to have those phonemes in their speech. Additionally, some children have oral motor problems and may have difficulty producing specific phonemes or speech features. However, caution is needed when evaluat-ing an oral motor disorder. If a child can chew food with varied textures, close his or her lips when drinking from a cup or straw, or lick a lollipop, then oral motor problems are not likely to be the main source of the production problem. Other rele-vant disorders can include craniofacial disorders and feeding disorders. Children who eat through a gastrointestinal tube will have limited experience with specific mouth movements that may affect speech production. Overuse of pacifiers may alter the resting tongue position and promote atypical patterns of articulation. Children who are identified late may have poor articulation because of poor, long-standing production habits.

EVALUATION AND DIFFERENTIATION STRATEGIESThe audiologist, LSLS, and SLP all have a responsibility to distinguish detection, discrimination, identification, and pro-duction errors. To start, evaluate errors and seek answers to questions. For example, does the child know what phoneme he or she is listening for? If yes, then move on. Next, look for error patterns. Does the child make the same error and substi-tution every time and in all word positions? Does it matter what sounds surround the phoneme? Does the child make it in syl-lables at the phonetic level and/or in words at the phonologic level? Is it an auditory error pattern or specific to one phoneme?

Various tasks can be incorporated into therapy activities to assess the child. Visual cues must be eliminated when testing. The most appropriate test(s) must be used, which could be a combination of formal and informal tests, as well as open and closed set tests. The use of finger-point discrimination or iden-tification tasks independent of production can help determine if a child can correctly perceive th difference between two phonemes. Word identification tools can also be used such as pictures, objects, or written words (book/cook; pat/mat/cat). Nonsense syllables are very useful as they don’t require com-prehension of specific vocabulary used. Same/different tasks are useful and can also be done with nonsense syllables.

Initial evaluations start with perception and progress to pro-duction. The Screening Auditory Discriminations test screens for discrimination and identification based on the Ling speech hierarchy using a neutral vowel and discriminating between consonant manner, voice, and place features. For example, if a child misses /f/ but produces frication, we know that he hears the fricative quality, but we do not know if he is hearing the specific phoneme. Table 2 shows an assessment grid for man-ner discrimination with different vowels’ contexts.

Formal perception tasks may include the Compass Test of Auditory Discrimination that analyzes errors by vowel and consonant features in different word positions. The Medial Consonant Test is beneficial in assessing perception using

production through audition, but may have limited skills in managing speech production through motor, visual, or tactile means, which is the domain of expertise of speech-language pathologists (SLPs). Teachers of the Deaf who do not have LSLS training may not have the skills or experience to evaluate perception and production issues. Perception errors are gen-erally the responsibility of the audiologist, who controls and adjusts technology settings. Production errors are generally the responsibility of LSLSs and SLPs, who work to develop a child’s essential auditory skills, including perception.

FACTORS AFFECTING SPEECH PERCEPTIONClinicians must address multiple factors and consider if the child can detect sound. We can determine if all the phonemes are audible by checking the aided audiogram. It is important to know how long the child has been listening to determine if this dura-tion is sufficient to expect the child to be able to produce age-appropriate phonemes. A child with limited listening experience may not have adequate exposure to develop good perception or production. Children whose hearing loss is identified late or who are older when they start using appropriately fitted technology will have issues related to their limited listening experience.

We need to know that a child is hearing well enough in each ear and both ears together. Decreased audibility in one ear can result in decreased binaural perception. If auditory access is appropriate in both ears as identified by aided thresholds but speech perception is not as good in one of the ears, targeted therapy and dedicated listening time each day with the poorer ear alone may be necessary.

FACTORS AFFECTING SPEECH PRODUCTIONThe primary factor that affects speech production is auditory access. To quote auditory-verbal education pioneer Daniel Ling, PhD: “What they hear is what they say.” If a child can’t hear the /s/ sound, it will be very difficult for him or her to ac-curately articulate words with that phoneme. Thus, the first step is to assess a child’s auditory access to determine if he

Table 1. Effect of Exposure to Language on IQ and

Vocabulary (Hart and Risley, 1995)

Number of words heard in a 14-hour day

IQ at 3 years old

Vocabulary at 3 years old

8,624 79 525

17,514 107 749

30,142 117 1,116

A child with limited listening experience

may not have adequate exposure to

develop good perception or production.

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PEDIATRIC AUDIOLOGY


different vowel-consonant-vowel combinations (e.g., aba, ama, afa, ata, etc.). Recording the child’s errors (e.g., produc-ing /ada/ for /aba/) can also help illuminate the perception pat-tern errors. When testing infants, we can use the Visual Reinforcement of Infant Speech Discrimination, which uses a conditioned head turn to identify perception of specific pho-nemes (e.g., aashshaaa or ssshshshssss).

Selecting appropriate speech perception tests for audio-logic evaluation can also assist in evaluating errors. Tests must be appropriate for the child’s level. It is not suitable to use a speech perception test designed for preschool children on a child in third grade since it will not measure the perfor-mance required for listening at the child’s grade level. When testing speech perception, it is very useful to record individual errors to identify perception error patterns and use this infor-mation to adjust technology settings.

Finally, all identified perception errors must be addressed through the audiologist’s adjustments or changes to the child’s hearing technology before commencing any targeted produc-tion therapy. However, once formal and informal assessments indicate that the child can accurately perceive the targeted phoneme and has had auditory exposure but cannot produce it, initiating articulation therapy would be appropriate.

ADDRESSING SPECIFIC CONCERNS If concerns regarding speech perception and/or production errors are identified, clinicians must revisit the child’s hearing and auditory access when using technology. When those issues are addressed, clinicians can then differentiate be-tween the perception and production as discussed. Note the following steps to systematically address a child’s condi-tion:

Check if the technology has been appropriately set and provides sufficient gain throughout the frequency range.

Provide better access to any information the child is missing. Evaluate the device being used for possible distortion.

Each device needs to be evaluated separately and in com-bination to ensure clear output.

Ensure that the speech perception tests are appropriate for the child’s age and language level. Facilitate children’s full-time use of technology. If a child only wears the device for four hours a day, it will take him or her six years to hear what a child with normal hearing hears within one year. Not wear-ing technology full-time will lead to significant delays in speech and language development.

Determine if the child is receiving sufficient language expo-sure. Is the child exposed to rich language models?

Provide the child with therapy that builds listening and spoken language development. Through careful analysis of perception and production, cli-

nicians and hearing care teams can identify why a child is struggling. Data must be collected by everyone involved, in-cluding the child’s parents and caregivers. Through this ap-proach, the three main areas of focus—auditory access, auditory perception, and speech production—can be as-sessed comprehensively. Errors found during data collection and/or assessment should be addressed by the appropriate professional skilled in the area of concern. If auditory access is found to be inadequate, adjustments must be made. If per-ception pattern errors are identified, then the technology must be modified to optimize perception. If production is not deemed appropriate, then speech perception and auditory abilities must be improved through therapy.

We cannot stress it enough: “OK,” “adequate,” and “good enough” are not sufficient. With today’s available technology and therapy, virtually all children with hearing loss can suc-cessfully learn to listen and speak. So if a child is not doing well, clinicians can and need to find out why—and fix it.

Table 2. Discrimination Task: Manner – Plosives, Nasals, Fricatives, and Semivowels

DiscriminationManner–plosives, nasals, fricatives, semivowels

StimulusResponse

moo boo shoo woo

moo

boo

shoo

woo

StimulusResponse

mee bee shee wee

mee

bee

shee

wee

HEAR to TalkSylvia Rotfleisch LSLS Cert AVT

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RESOURCE LISTS & REFERENCES

APPENDIX TWO

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ROYAL INSTITUTE FOR DEAF AND BLIND CHILDREN

Theoretical Knowledge for Working with Children with Hearing Loss

Content Areas and Reference List

Hearing and Hearing Technology

Anatomy of the ear and neural pathways

Physiology of the ear

Speech acoustics

Environmental acoustics: signal-to-noise ratio; distance; noise; reverberation

Causes of hearing impairment

Types of hearing impairment and disorders (e.g. site of lesion; age of onset)

Newborn hearing screening and high risk factors

Audiogram, audiogram interpretation and implications for speech perception

Audiological assessments:

• Behavioural

• Speech perception testing and other functional listening performance measures, e.g. questionnaires; Ling 6 Sound Test (purpose; administration; interpretation; follow-up)

• Electrophysiological, e.g. OAE; ABR; ASSR; EABR; acoustic immittance; CAEP; Ecogh; NRT

Hearing device options: hearing aids; cochlear implants; electroacoustic (Hybrid) cochlear implant fitting; bone anchored implantable devices; middle ear implants; auditory brainstem implants

Assistive listening devices: remote microphone systems; sound field systems; Phone clip; TV streamer

Hearing aid evaluation, e.g. real ear measures; electroacoustic analysis; aided CAEP

Cochlear implant candidacy; surgery; activation; Mapping; follow-up requirements

Hearing aid troubleshooting strategies

Cochlear implant troubleshooting strategies

Remote microphone troubleshooting strategies

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Reference List:

Comprehensive handbook of pediatric audiology (2nd ed.)/ [edited by] Anne Marie Tharpe, Richard Seewald. San Diego, CA : Plural Publishing, 2017. Q618.9209789 COMP 2017

Pediatric audiology : diagnosis, technology, and management (2nd ed.) / Jane R. Madell, Carol Flexer. New York, N.Y. : Thieme, 2014. Q618.9209789 MADE 2014

Educational audiology handbook / Cheryl Deconde Johnson, Jane B. Seaton. Clifton Park, N.Y. : Delmar Learning ; Andover : Cengage Learning, 2010. Q618.920978 JOHN

Educational audiology for the limited-hearing infant and preschooler : an auditory-verbal program / by Doreen Pollack, Donald Goldberg, Nancy Caleffe-Schenck ; with a foreword by Erik Wedenberg. Springfield, Ill. : C.C. Thomas, 1997. 618.920978 POLL 1997

Clinical management of children with cochlear implants / [edited by] Laurie S. Eisenberg. San Diego, California: Plural Publishing, c2017. 617.882 CLIN

Pediatric cochlear implantation: learning and the brain / Nancy M. Young, Karen Iler Kirk. New York; Heidelberg : Springer, 2016. Q618.92097882 YOUN

Cochlear implants / [edited by] Susan B. Waltzman, J. Thomas Roland, Jr. New York : Thieme, 2006. Q617.882 WALT2006

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Auditory Functioning

Infant auditory development and neuroplasticity

Auditory skill development and the auditory hierarchy/continuum

Functional listening skills assessments and evaluations (formal and informal)

Acoustic phonetics as related to speech perception and production

Reference List:

Listening and spoken language for hearing-impaired children: Assessing listening and spoken language in children with hearing loss / [edited by] Tamala S. Bradham, K. Todd Houston. San Diego, CA : Plural Publishing, 2015. 617.8 BRAD

Auditory-verbal therapy and practice / Warren Estabrooks, editor. Washington, DC : Alexander Graham Bell Association for the Deaf and Hard of Hearing , 2006. 618.920978 ESTA-4


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Spoken Language Communication (Speech Production)

Anatomy of speech/voice mechanism

Physiology of speech/voice mechanism

Suprasegmental, segmental, co-articulation aspects of speech production

Sequences of typical speech development (early infant vocal development; articulation; phonology; speech intelligibility)

Impact of auditory access on speech production

Speech characteristics of children without auditory access to the full speech spectrum

Speech production assessment measures: informal and formal

International Phonetic Alphabet (IPA)

Teaching techniques in speech production

• Prerequisite skills for phoneme production

• Developmental and remedial approaches to speech development

• Suprasegmental and segmental aspects of speech facilitation

• Auditory strategies for speech facilitation

• Visual and tactile strategies for speech facilitation

• Integration of speech targets into spoken language

Reference List:

Speech and the hearing-impaired child: theory and practice (2nd ed.) / Daniel Ling. Washington : Alexander Graham Bell Association for the Deaf, 2002. 371.912 LING 2002

Foundations of spoken language for hearing-impaired children / Daniel Ling. Washington, D.C. : Alexander Graham Bell Association for the Deaf, 1988. 371.912 LING-1

Cumulative record of speech skill acquisition / Daniel Ling. Washington : Alexander Graham Bell Association for the Deaf, 1978. Q421.5076 LING

Ling speech cards [kit] / Daniel Ling and Sandy North. Washington, D.C. : Ling and Associates, 2009. KIT 305.908162 LING 2009

The phonetic-phonologic speech evaluation record [kit] : a manual / Daniel Ling. Washington, D.C. : Alexander Graham Bell Association for the Deaf, 1991. KIT 362.42076 LING

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Teacher/clinician’s planbook and guide to the development of speechskills / Daniel Ling. Washington, D.C. : Alexander Graham Bell Association for the Deaf, 1978. Q372.622087 LING

Acoustics, audition and speech perception [videorecording] / Daniel Ling. Alexandria, Va. : Auditory Verbal International. VIDEO 371.912 ACOU

Phonetic level speech teaching [videorecording]. Montreal : Instructional Communications Center, McGill University, 1981. DVD 371.912 LING-3

Phonologic level speech development [videorecording]. Montreal : Instructional Communications Centre, McGill University, 1981. DVD 371.912 LING-4

Spoken Language Communication (Receptive and Expressive Language)

Impact of auditory access on language development

Aspects of language (pragmatics, semantics, syntax, morphology)

Sequence of typical language development (e.g. pre-linguistic, intentional communication, linguistic)

Informal and formal language assessment measures

Teaching techniques in receptive and expressive language

Impact of speech acoustics on choice of language targets (e.g. he/she)

Development of complex communication competence

Development of divergent/convergent thinking

Figurative and higher level semantic usage

Reference List:

Small talk [kit]: a package for families with a new baby / The Ear Foundation. Nottingham, U.K: The Ear Foundation, 2005. KIT 617.89 SMAL

Children with hearing loss : developing listening and talking, birth to six / Elizabeth B. Cole, Carol A. Flexer. San Diego, CA : Plural Publishing, 2016. 617.89 COLE 2015

Auditory-verbal therapy for young children with hearing loss and their families and the practitioners who guide them / [edited by] Warren Estabrooks, Karen MacIver-Lux, Ellen A. Rhoades. San Diego, CA Plural Publishing, 2016. 618.920978 ESTA-6

Basic vocabulary and language thesaurus for hearing-impaired children / by Daniel Ling and Agnes H. Ling. Washington, D.C. : Alexander Graham Bell Assoc. for the Deaf, 1977. Q371.912 LING

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Spoken communication for students who are deaf or hard of hearing : a multidisciplinary approach / Diane Heller Klein. Hillsboro, OR : Butte Publications, 2011. Q371.912 KLEI

Auditory communication for deaf children : a guide for teachers, parents and health professionals / Norman P. Erber. Camberwell, Vic. : ACER Press, 2011. 362.7842 ERBE

Nurturing language and learning : development of deaf and hard-of-hearing infants and toddlers / Patricia Elizabeth Spencer and Lynne Sanford Koester. New York : Oxford University Press, 2016. 362.420832 SPEN

Dual-language learning for children with hearing loss : assessment, intervention and program development / Michael Douglas. Durham, NC : MED-EL Corporation, USA, 2014. Q371.912 DOUG

Child Development

Sequence of typical child development: cognition; gross and fine motor; self-help; play

Influence of associated factors on child development, e.g. cultural, linguistic, community, family, educational environment

Conditions that may be present in addition to hearing impairment, e.g. vision impairment; Autism Spectrum Disorder; neurological disorders; learning disabilities; disproportionate language disorder; speech disorders.

Reference List:

St Gabriel’s Curriculum-2nd Edition (Tuohy, Brown, Mercer-Moseley & Walsh, 2005)

The Early Support Monitoring Protocol for Deaf Babies and Children (UK) (2013)

Integrated Scales of Development (Listen Learn and Talk) (Cochlear Ltd, 2005)

Clinical management of children with cochlear implants / [edited by] Laurie S. Eisenberg. San Diego, California: Plural Publishing, c2017. 617.882 CLIN

Pediatric cochlear implantation: learning and the brain / Nancy M. Young, Karen Iler Kirk. New York; Heidelberg : Springer, 2016. Q618.92097882 YOUN

Auditory-verbal therapy for young children with hearing loss and their families and the practitioners who guide them / [edited by] Warren Estabrooks, Karen MacIver-Lux, Ellen A. Rhoades. San Diego, CA Plural Publishing, 2016. 618.920978 ESTA-6Bee H, Boyd D The Developing Child, 13th Edition. Boston, USA: Pearson Higher Ed USA.

Sharma A, Cockerill H. From Birth to Five Years – Mary D Sheridan (Fourth Edition). London: Routledge 2014.

Geangu E, Hopkins B and Linkenauger S. The Cambridge Encyclopedia of Child Development. Cambridge University Press 2017.

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Parent Guidance, Education and Support

Family-centred practice

Family systems, e.g. boundaries, roles, extended family, siblings

Impact of hearing impairment on the family, e.g. coping mechanisms, family functioning, stages of grief

Family counselling techniques, e.g. active listening, reflective listening, questioning, open ended statements

Family coaching and guidance techniques, e.g. demonstration, modelling, turning over the task, providing direct feedback, co-teaching

Impact of associated factors on parent guidance, e.g. cultural, language used in the home, psychosocial, economic, lifestyle, community

Attachment and engagement theory of parent/child interaction

Behaviour management techniques

Adult learning styles

Collaborative team practice

Establishing parent partnership relationships

Capacity building in families

Reference List:

Raising and educating a deaf child : a comprehensive guide to the choices, controversies, and decisions faced by parents and educators / Marc Marschark. New York, NY : Oxford University Press, 2018. 362.42083 MARS 2018

The deaf child in a hearing family : nurturing development / Arthur Boothroyd, Janice Gatty. San Diego : Plural Publishing, c2012. 362.420832 BOOT

The parenting journey : raising deaf and hard of hearing children/ by Karen Putz. Barefoot Publications, c2012. 649.1512 PUTZ


101 ways to encourage self-advocacy in children with hearing loss / by Claire H. Blatchford, Donna Meehan & Melissa Griswold, Editors ; Claire A. Troiano, Director. Northampton, MA Clarke Mainstream Services, 2010. 371.9120973 BLAT

Overcoming deafness : the story of hearing and language / Ellis Douek. London : Imperial College Press, 2014. 617.80083 DOUE

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Strategies for Listening and Spoken Language Development

Learning to listen strategies, e.g. creating an optimal listening environment; positioning to maximise auditory input; auditory presentation prior to visual presentation (“auditory sandwich”)

Language facilitation techniques, e.g. expansion; modelling

Prompting techniques, e.g. linguistic, phonological, auditory, visual, tactile, printed/written prompts; appropriate pausing (wait time)

Diagnostic teaching, e.g. observing the client’s performance and modifying teaching strategies and goals according to the client’s performance

Creating a need for the child to talk

Acoustic highlighting techniques, e.g. singing

Developing spoken language through meaningful, interactive conversations

Utilizing routine-based, naturalistic language activities

Utilizing experience and personalized books for speech and language development

Reference List:

Auditory-verbal practice : family-centered early intervention / edited by Ellen A Rhoades and Jill Duncan. Springfield, Illinois : Charles C Thomas, Publisher, Ltd., 2017. 618.920978 AUDI-1 2017


101 frequently asked questions about auditory-verbal practice / Warren Estabrooks, editor. Washington, DC Alexander Graham Bell Association for the Deaf and Hard of Hearing, 2012. 371.9124622 ESTA-1

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Emergent Literacy

The focus is on the development of auditory and language skills that underlie and support the acquisition and advancement of literacy

Reciting finger plays and nursery rhymes

Telling or retelling stories

Activity and story sequencing

Singing songs and engaging in musical activities

Creating experience stories/experience books

Organisation of books, e.g. cover, back, title, author page

Directionality and orientation of print

Distinguishing letters, words, sentences, spaces and punctuation that mark text

Phonics, e.g. sound-symbol correspondences and letter-sound correspondences

Phonemic awareness, e.g. sound matching, isolating, substituting, adding, blending, segmenting, omitting

Sight of word recognition

Strategies for increasing/developing vocabulary

Creating opportunities to increase the range of world experiences to increase world knowledge, e.g. movies; classic and popular literature; outings (e.g. visiting museums)

Using contextual cues to decode meaning

Oral reading fluency development

Text comprehension strategies, e.g. direct explanation, modelling, guided practice, application

Abstract and figurative language, e.g. similes, metaphors

Divergent question comprehension, e.g. inferential questions, predictions

Reference List:

Hearing First, & Flexer, C. (2017). Start with the brain and connect the dots: supporting children who are Deaf or Hard of Hearing to develop literacy through listening and spoken language (www.hearingfirst.org).

Robertson, L. (2014). Literacy and deafness: listening and spoken language (2nd ed.). San Diego: Plural Publishing, Inc.

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Education

The focus is on the development and expansion of the auditory and language skills that underlie and support the child’s progress and inclusion in the mainstream educational setting

Sound field systems and remote microphones in the classroom

Assessment of the acoustic and learning environment in the classroom, e.g. sound level measurements; teacher presentation style

Modifications to the acoustic and learning environment in the classroom through acoustic treatment and other environmental modifications

Strategies for pre-teaching and re-teaching the academic curriculum

Strategies for pre-teaching and re-teaching language needed to access the academic curriculum

Strategies to integrate auditory, speech and language goals within the learning environment and curriculum

Process for developing individualized education plans

Collaborative strategies with school professionals.

Reference List:


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AUSLAN Resources:

Bilingualism and bilingual deaf education / edited by Marc Marschark, Harry Knoors, Gladys Tang. New York : Oxford University Press, c2014. 371.912 MARS-4

Australian sign language (Auslan) : an introduction to sign language linguistics / Trevor Johnston and Adam Schembri. Cambridge : Cambridge University Press, 2007. 419 JOHN-1

Auslan for everyone [videorecording] : A - Z of everyday Auslan signs. Victoria: Auslan Company, 2011. DVD 419.94 AUSL-2

Beginner communication skills NRDB ; Personal identification NYHA / developed by TAFE SA, Adelaide City Campus, Centre for Tourism and International Languages in collaboration with ESP Production House. Adelaide, S. Aust. : DFEEST, 2007. Q419 BEGI

Bilingual English and Auslan development scale. 2013. Q419 LEVE and online at http://www.aussiedeafkids.org.au/bilingual-english-and-auslan-development-scale.html

CommuniCate / Deaf Children Australia. Melbourne, Vic. Deaf Children Australia, 2012. KIT 419.94 DEAF

American Sign Language and early literacy : a model parent-child program / Kristin Snoddon. Washington, D.C. : Gallaudet University Press, c2012. 371.91246 SNOD

Compiled by Inge Kaltenbrunn, Best Practice Lead, Early Learning (D/HH Children), and Kylie Chisholm, Best Practice Lead, Cochlear Implant Rehabilitation, in collaboration with the RIDBC Renwick library.

Based on the AG Bell Academy required domains of knowledge for listening and spoken language Auditory-Verbal certification (excluding the listed Auslan resources) (www.agbell.org) and the RIDBC Skills Set Matrix for working with clients with hearing loss.

2018_11_20_Version 1.0

APPENDIX THREE

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ADDITIONAL RESOURCES

Professionals Online Courses (Cochlear)

Free one-hour educational seminars are given by internationally known experts on a range of topics relating to the (re)habilitation and educational needs of children, teens, and adults who use cochlear implants or the Baha System.

https://www.cochlear.com/us/communication-corner/program/professionals-online-courses.htm

Audiology Online Courses

A wide range of course for audiologists and therapists. Free if you don’t require CEUs.

https://www.audiologyonline.com/audiology-ceus/rec/

Hearing First Professional Learning Community

A range of learning experiences on offer.

https://community.hearingfirst.org/professionals/m