You are welcome to participate (free entry)
Sunday, April 21 2019
16:00 - 17:30 CET
Webinar with Todd Houston
Parent Engagement: Supporting Listening & Spoken Language Outcomes for Children with Hearing Loss
Languages: English and Russian
→ Where: in the online room → get in ←
Early intervention services that facilitate parent engagement in the child’s habilitation often results in improved language acquisition. The important role that parents and caregivers, and by extension, families have in the habilitation of children with hearing loss, regardless of the child’s degree hearing loss or the type of technology employed, cannot be emphasized enough. When actively participating in the child’s habilitation, parents can assume the natural role as the child’s first and primary language models. By learning proper strategies that facilitate language and communication, parents can successfully integrate goals for language expansion during regularly occurring routines throughout the day.
For parents to achieve this level of engagement, however, early interventionists must have the skills to encourage, facilitate, and include parents in the child’s habilitation.
Participants will be able to:
1. Identify the current trends and 21st century advances that support early identification and intervention for children with hearing loss;
2. Describe the importance of sensitive periods in the process of building brain architecture in young children, and
3. List key aspects of adult learning theory and how it shapes family-centered early intervention services; and
4. Recognize parent coaching strategies used to guide parents in language facilitation for their children with hearing loss.
Recent advances in universal newborn hearing screening, early diagnosis and intervention, and the use of advanced hearing technology have created opportunities for improved communication and academic outcomes for young children who are deaf or hard of hearing. For more than a decade, studies have demonstrated that diagnosis and intervention delivered early – before the child is six months old – often leads to age-appropriate communication outcomes by the time the child enters kindergarten. More importantly, when children with hearing loss enter school with age-appropriate language abilities, they are more likely to be enrolled into mainstreamed educational environments and achieve higher rates of literacy.
K. Todd Houston, PhD, CCC-SLP, LSLS Cert. AVT, is a Professor, Speech-Language Pathologist (SLP), and a Listening and Spoken Language Specialist (LSLS) Certified Auditory-Verbal Therapist (Cert. AVT). He is currently on the faculty of the School of Speech-Language Pathology and Audiology at the University of Akron (Akron, OH) and also serves as an SLP and LSLS Cert. AVT for the Cochlear Implant Program at Akron Children’s Hospital. For more than 20 years, his professional focus has been serving young children with hearing loss and their families who are learning to listen and acquire spoken language as well as providing aural rehabilitation to adults with hearing loss. Over the past decade, Dr. Houston has incorporated telepractice into his service delivery and continues to provide direct services each week, both in-person and through telepractice, to young children with hearing loss and their families. He has authored/edited three recent books through Plural Publishing (San Diego, CA): Telepractice In Speech-Language Pathology (2014), Assessing Listening and Spoken Language in Children with Hearing Loss (with Dr. Tamala Bradham, 2015), and Telerpactice In Audiology (with Dr. Emma Rushbrooke, 2016).
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