Early Intervention Knowledge and Skills

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Description

The drop-down menu topic, Deaf People and Perspectives on Deafness, of the Hands and Voices website contains articles that cover a variety of topics on from the perspective of individuals who are D/HH.

Citation

Hands & Voices. (n.d.). Topics/Articles Library – Deaf People and Perspectives on Deafness. Retrieved from: https://www.handsandvoices.org/articles/articles_index.html#fam_perspectives

Description

The Parent Professional Collaboration dropdown menu on this URL lists articles published in Hands and Voices Newsletters. The articles present multiple ideas, opinions, and views regarding parent/professional collaboration. The following articles, written by parents for professionals, provide the reader with parent perspectives on various topics (e.g. What Parents Say About Bias, Why Professionals Need to Listen, Honoring Each Family, Wish List for Audiologists).

Citation

Topics/Articles Library at HandsandVoices.org. (n.d.).

Description

The content of this document, while not specific to children who are D/HH, focuses on best practice for young children through age 5. Pages 11-13 pertain specifically to developmental assessment.

Citation

Division of Early Childhood (DEC) Recommended Practices in Early Intervention and Early Childhood Special Education (with embedded examples) 2015, pp 10-12

Description

The focus of this document is on screening and ongoing developmental assessment with typically-developing children for the purposes of documenting and supporting their development. Pages 22 - 32 discuss the process when conducting a developmental assessment.

This information is included:

(a) the role of observation in ongoing assessment; (b) suggestions for documenting observations; and (c) tips for evaluating screening protocols. The process for evaluating screening protocols applies to the evaluation of assessment protocols as well.

Citation

Zero to Three National Infant and Toddler Care Initiative. (2010). Infant/Toddler Development, Screening, and Assessment. Retrieved from https://www.zerotothree.org/resources/72-infant-and-toddler-development-screening-and-assessment#downloads

Description

This article provides a comprehensive report on the development and design of the VSCL Checklist. It includes a list of normative ranges for each item, a discussion on the background and uses of the test, and an extensive list of references.

Citation

Simms, L., S. Baker, and M.D, Clark (2013). The Standardized visual communication and sign language checklist for signing children. Sign Language Studies, 14(1), 101-124. Retrieved from https://www.gallaudet.edu/clerc-center-sites/Documents/Clerc%20Microsite/Assets/Simms_Baker_Clark-VCSL-SLS-2013.pdf

Description

Landmark study which examines the relationship of age of enrollment in early intervention and language outcomes. Data analysis of variables including age of enrollment, level of hearing loss, family involvement, and non-verbal intelligence revealed that only two variables, age of enrollment and family involvement, explained a significant amount of variance in language scores obtained at five years of age.

Citation

Moeller, M.P. (2000). Early Intervention and and language development in children who are deaf and hard of hearing. Pediatrics, 106(3), e43.

Description

This document was produced by a committee convened by the organizations referenced in the resource citation. It's overall purpose is to assist professionals in state IDEA Part C programs to make evidence-based, informed decisions regarding eligibility for infants and toddlers who are D/HH. Included in the document is a multi-page chart which outlines degree of hearing loss in relationship to the potential impact on hearing, speech, and language.

Citation

Part C Eligibility Considerations for Infants and Toddlers Who Are Deaf or Hard of Hearing (2011). IDEA Infant and Toddler and Toddler Coordinators Association and National Center for Hearing Assessment and Management.

Description

Landmark study which examines the relationship of age of enrollment in early intervention and language outcomes. Data analysis of variables including age of enrollment, level of hearing loss, family involvement, and non-verbal intelligence revealed that only two variables, age of enrollment and family involvement, explained a significant amount of variance in language scores obtained at five years of age. Family involvement explained the most variance after controlling for other variables.

Citation

Moeller, M.P. (2000). Early Intervention and and language development in children who are deaf and hard of hearing. Pediatrics, 106(3), e43.

Description

This in-depth article part of a wide array of materials related to Family Guided Routines Based Intervention, outlines and provides examples on specific coaching strategies including direct teaching, demonstration with narration, caregiver practice with feedback and more.

Citation

Description

The two appendices referenced, one for Listening and Language (Appendix 2) and the other for ASL (Appendix 3), provide an outline of EI practices, strategies, and techniques important to communication, language, and speech development. The practices are presented in a self monitoring checklist format for EI professionals and others involved in early intervention.

Citation

Description

The article presents an overview of Augmentative and Alternative Communication (AAC). It also provides answers to seven questions related to choosing among forms of AAC. Links to additional websites are included.

Citation

Chazin, K. T., Quinn, E. D. & Ledford, J. R. (2016). Augmentative and alternative communication (AAC). In Evidence-based instructional practices for young children with autism and other disabilities.

Description

This article includes information on strategies for embedding AAC within preschool classroom routines including activities, meals, circle time, and self-care activities. Information on specific devices may be outdated but the practical strategies for implementation are applicable to home routines as well as child care settings. This article is not specific to children who are D/HH.

Citation

DiCarlo, C., Bariajee, M., Stricklin, J.B. (2000). Embedding Augmentative Communication Within Early Childhood Classrooms. Young Exceptional Children, 3(3), 18-26.

Description

This article presents research-based information on the pragmatic language skills of children, both D/HH and typically hearing, preschool through age 7. The article identifies those skills that children who are D/HH have difficulty mastering even by age seven. Additionally, the authors suggest strategies that may be used to promote pragmatic language development.

Citation

Goberis, D., Beams, D., Dalpes, M., Abrisch, A., Baca, R., Yoshinaga-Itano, C. (2012). The missing link in language development of deaf and hard-of-hearing children: Pragmatic language development. Seminars in Speech and Language. 33(04), 297-309.

Description

The DEC Recommended Practices document overviews the evidence-based principles that are recommended to improve outcomes and promote development of young children birth – five. They include: Assessment, Environment, Family, Instruction, Interaction, Teaming and Collaboration, and Transition. The information included in this document provides a good overview of the professsional recommendations for practices related to the development and implementation of the IFSP.

Citation

Description

The Texas Making it Work training module is based on the seven key principles of early intervention found in this resource. The document referenced is based on the seven key principles of early childhood intervention as agreed upon and developed by the Workgroup on Priniciples and Practices in Natural Environments, Office of Special Education. The current document lists these principles along with supporting statements from DEC and NAEYC.

Citation

Description

Coaching in early childhood is an interactive process of observation and reflection in which the coach promotes a parent's or other care provider's ability to support a child's participation in everyday experiences and interactions with family members. Focusing on collaborative relationships, coaching provides a supportive structure for promoting conversations between family members and early interventionists to select and implement meaningful strategies to achieve functional outcomes that focus on the child's participation in natural settings.

Citation

Rush, D. D., Shelden, M. L., & Hanft, B. E. (2003). Coaching families and colleagues: A process for collaboration in natural settings. Infants and Young Children, 16(1), 33-47.

Description

This article gives a very nice explanation of areas of consideration in choosing a communication mode(s). It gives descriptions of the various communication modes that should be offered to parents through EI.

Citation

Boys Town National Research Project. (n.d.). Choosing a communication approach. Retrieved from https://www.babyhearing.org/parenting/communication-approach

Description

Excellent resource for learning to coach parents in learning effective ways to work with their children. Chapter three address relational and participatory interactions. Later chapters on the use of coaching may be helpful to experienced parent advisors and/or supervisors and mentors.

Citation

Rush, D. D., & Shelden, M. L. (2011). The Early Childhood Coaching Handbook. Baltimore: Paul H. Brookes Publishing Company.

Description

This encyclopedia set includes information on various topics including history, Deaf Community, health, psychology, and education. It includes perspectives from the United States and internationally.

Citation

Gertz, G. & Boudreault, P. (Eds.). (2016). The SAGE Deaf Studies Encyclopedia. Thousand Oaks, CA: Sage Publishing.

Description

The Assessment section of the SKI-HI Curricula, pp 57-80, covers the following topics: (a) principles of assessment; (b) purposes for assessment; (c) areas to assess; (d) approaches to collaboration; and (d) roles of team members. Though published in 2004, much of the assessment information remains current and provides a good basic understanding of assessment. Many deaf education teachers, working as parent advisors in Texas, have access to this curriculum for their use with families of children birth - three who are deaf or hard of hearing. The curriculum can be purchased through the website referenced in this document.

Citation

Assessment in the SKI-HI Curricula, SKI-HI HI Curriculum, Volume I (2004).

Description

This book focuses on development of infants and toddlers who are DHH. The information is presented in three-month age intervals ranging from birth to age three. Each chapter includes developmental charts that describe typically-developing behaviors in all developmental domains. Designed to address the needs of children who are D/HH, it emphasizes the interrelationship of communication and language with other areas of development (i.e., cognition, gross motor, social, etc). It includes current theory and many case studies. It does not address assessment specifically. But the reader will gain an understanding of development and the ways in which it is central to providing ongoing developmental assessment.

Citation

Spencer, P. E., & Koester, L. S. (2016). Nurturing Language and Learning: Development of Deaf and Hard-of-Hearing Infants and Toddlers. NY: Oxford University Press.

Description

Chapter 7: Developmental Assessment

In "Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families"

This chapter describes best practices for conducting developmental assessments for infants and toddlers who are deaf or hard of hearing.The authors describe the principles of developmental assessments, family involvement, the role of the interdisciplinary team including deaf adults, as well as the how effective assessments inform early intervention programming.

Citation

Szarkowski, A. & Hutchinson, N. (2016). Developmental Assessment. In M. Sass-Lehrer, (Ed). Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families, Oxford Press.

Description

Chapter 33: Working with Multicultural and Multilingual Families of Young Children with Hearing Loss

In "Pediatric Audiology: Diagnosis, Technology, and Management"

This relatively short chapter (8 pages) is written specifically for professionals working with children who are D/HH. There are 5 discussion questions at the end of the chapter that provide the reader with plenty of "food for thought".

Citation

Rhoades, E. A. (2014). Chapter 33: Working with Multicultural and Multilingual Families of Young Children with Hearing Loss. In Madell, J. R., & Flexer, C. Pediatric Audiology: Diagnosis, Technology, and Management. NY: Thieme.

Description

This book's focus is working with families, highlighting cultural diversity and family circumstances. Communication and collaboration are emphasized. Chapters address cultural, ethnic and linguistic diversity, families with children with disabilities, poverty, families at risk, and families with mental health issues.

Citation

Hanson, M. & Lynch, E. (2013). 2nd ed. Understanding families: Supportive approaches to diversity, disability, and risk. Baltimore: Brookes Publishing

Description

This chapter describes culturegrams as a tool to help understand families' beliefs, choices, and interactions based on their unique experiences and values. Professionals may find this approach helpful in understanding families' motivations, challenges, strengths and resources.

Citation

Congress, E.P. & Kung, W.W. (Second Edition). (2005). Using the Culturagram to Assess and Empower Culturally Diverse Families. In E.P. Congress & M. J. Gonzalez. (Eds). Multicultural perspectives in working with families. Springer Publishing Co.

Description

This book is an excellent resource on understanding culture competence and its application when providing services to children and their families. The book includes chapters that describe the cultural beliefs and tenets of various ethnic groups that MAY influence families' values, behaviors, perspectives on child rearing as well as their participation in early intervention.

Citation

Lynch, E. W. & Hanson, M. (2011). (4th edition). Developing cross cultural competence: A guide for working with children and their families. Baltimore, MD: Brookes Publishing Co.

Description

This section of the SKI-HI Curriculum provides developmental checklists that may be used in conjunction with program sections of the Curriculum. Key features of this resource include: checklists titled by corresponding curriculum sections, child behavior and skills arranged in chronological order where appropriate, examples of family interactions and skills that may support development of child skills, and inclusion of the topic(s) name/number for easy reference. This resource can be used by EI providers as an ongoing checklist to monitor child development.

Citation

SKI-HI Institute. (2004). SKI-HI Program Checklists: Assessment in the SKI-HI Curricula. In SKI-HI HI Curriculum, Volume I.

Description

The Visual Communication and Sign Language Checklist (VCSL) identifies the developmental milestones of children of young children (birth to 5 years old) who are acquiring sign language. The checklist is an observational tool that can be used to monitor the development of visual language, identify possible gaps and delays and suggest teaching/learning goals. The Visual Language and Visual Learning (VL 2) website includes research and resources on ASL development, assessment and resources for families and professionals.

Citation

Visual Communication and Sign Language Checklist for Deaf and Hard of Hearing Children (VCSL Checklist), Gallaudet University. Retrieved from: https://vl2.gallaudet.edu/resources/vcsl/

Description

This book includes practical information on a variety of topics for families and others who support the development of children who are deaf. Chapters 1-7 specifically address issues related to developing and learning language. Chapter 1 focuses on hearing and communication; chapter 2 on the importance of early language development; chapter 3 addresses guidelines for teaching language; chapter 4 - basic communication skills; chapter 5 focuses on understanding what a child can hear; chapter 6 describes development of listening skills and how family members and others can help; and chapter 7 emphasizes the relationship between language and thinking and how children learn language. The book was developed as a resource for families from developing countries and as such may be useful for families with limited English proficiency and beliefs/values that may differ from westernized culture. It also includes a focus on use of gestures. It can be downloaded as a free pdf.

Citation

NIemann, S., Greenstein, D., & David, D. (2004). Helping children who are deaf: Family and community support for children who do not hear well.Berkeley, CA: The Hesperian Foundation.

Description

This book focuses on development of infants and toddlers who are DHH. The information is presented in three-month age intervals ranging from birth to age three. Each chapter includes developmental charts that describe typically-developing behaviors in all developmental domains. Designed to address the needs of children who are D/HH, it emphasizes the interrelationship of communication and language with other areas of development (i.e., cognition, gross motor, social, etc). It includes current theory and many case studies.

Citation

Spencer, P.E., Koester, L.S. (2016). Nurturing language and learning: Development of deaf and hard-of-hearing infants and toddlers. New York: Oxford University Press

Description

This book includes practical information on a variety of topics for families and others who support the development of children who are deaf. Chapters 1-7 specifically address issues related to developing and learning language. Chapter 8 addresses learning to use a sign language; chapter 9 on learning to use a spoken language; chapter 10 addresses social skills; and chapter 11 provides information on how to collaoborate with the community, others who are deaf and families with deaf children. The book is replete with illustrations and examples of how to support language development. The book was developed as a resource for families from developing countries and as such may be useful for families with limited English proficiency and beliefs/values that may differ from westernized culture. It also includes a focus on use of gestures. It can be downloaded as a free pdf.

Citation

NIemann, S., Greenstein, D., & David, D. (2004). Helping children who are deaf: Family and community support for children who do not hear well.Berkeley, CA: The Hesperian Foundation.

Description

Many deaf education teachers, working as parent advisors in Texas, have access to the SKI-HI Curriculum. The sections highlighted here are applicable to Communication and Language Implementation. The Natural Environment and Routines section (pp 835-870) focuses on assisting families in identifying and using the routines of their natural environment as a context for infant/toddler skill development. Topic three (pp 861-870) is specific to the integration of communication and language outcomes within these daily routines. The Earliest Interaction section (pp 723 - 834) provides information, practical suggestions, visuals and handouts to facilitate the incorporation of communication, language, listening, and speech into daily activities. The curriculum may be purchased through the website referenced in this document.

Citation

Description

The Early Visual Communication section (pp 1143-1277) contains 15 individual topics for use with families and other caregivers. Topics cover a range of early visual skills including pre-linguistic communication, using signs that are meaningful and the importance of fingerspelling from the beginning. Early Spoken Language Through Audition (pp 1281-1394) contains 12 individual topics that cover a range of speaking and listening skills including creating good environmental listening conditions, using an interesting animated voice, encouraging the child to be a communicator. Many deaf education teachers, working as parent advisors in Texas, have access to this curriculum for their use with families of children birth - three who are deaf or hard of hearing. The curriculum may be purchased through the website referenced in this document.

Citation

Description

This book focuses on development of infants and toddlers who are DHH. The information is presented in three-month age intervals ranging from birth to age three. Each chapter includes developmental charts that describe typically-developing behaviors in all developmental domains. Designed to address the needs of children who are D/HH, it emphasizes the interrelationship of communication and language with other areas of development (i.e., cognition, gross motor, social, etc). It includes current theory and many case studies.

Citation

Spencer, P.E., & Koester, L.S. (2016). Nurturing language and learning: Development of deaf and hard-of-hearing infants and toddlers. New York: Oxford University Press.

Description

This book provides information for professionals who aim to facilitate spoken language through listening in infants and young children with hearing loss. Also addressed is auditory brain development, audiologic technologies, auditory skill development, spoken language development, as well as family-focused intervention for young children with hearing loss whose parents have chosen to have them learn to listen and talk.

Citation

Cole, E. B., & Flexer, C. (2015). Children with Hearing Loss: Developing Listening and Talking, Birth to Six, Third Edition (3 edition). San Diego, CA: Plural Publishing, Inc.

Description

This publication contains example and practice items that may be useful for practicing professionals. Chapter five provides a comprehensive review of the theoretical underpinnings of a good auditory training program.

Citation

Erber, N. P. (2011). Auditory Communication for Deaf Children: A Guide for teachers, parents and health professionals. Victoria, Australia: ACER Press.

Description

This book focuses on development of infants and toddlers who are DHH. The information is presented in three-month age intervals ranging from birth to age three. Each chapter includes developmental charts that describe typically-developing behaviors in all developmental domains. Designed to address the needs of children who are D/HH, it emphasizes the interrelationship of communication and language with other areas of development (i.e., cognition, gross motor, social, etc). It includes current theory and many case studies. It does not address assessment specifically. But the reader will gain an understanding of development and the ways in which it is central to providing ongoing developmental assessment.

Citation

Spencer, P.E., Koester, L.S. (2016). Nurturing language and learning: Development of deaf and hard-of-hearing infants and toddlers. New York: Oxford University Press

Description

This chapter provides a comprehensive overview of the IFSP process from IDEA regulations and purpose to implementation within natural environments. A case study takes the reader through the sequence of events.

Citation

Gallegos, R., Halus, K. & Crace, J. (2016). Individualized Family Service Plans and Programming. In M. Sass-Lehrer, (Ed). Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families, Oxford Press.

Description

This book is a practical guide for professionals in the field of early intervention. Chapters 5-7 include principles and practices for planning and implementing all aspects of the IFSP. Although designed for all professionals involved in providing early intervention services, the workbook is a very helpful learning resource for both new and experienced professionals.

Citation

Pletcher, L.C., & Younggren, N.O. (2013). The early intervention workbook: Essential practices for quality services. Baltimore: Brookes Publisching Co.

Description

The SKI-HI Checklists assist early intervention providers in pairing intervention strategies with observable child behaviors and skills. When appropriate, the checklists include a developmental range for the child skills. Checklists are available in Earliest Interactions, Play and Concept Development, Early Visual Communication, Early Spoken Language with Audtion, Early Auditory Learning and more. SKI-HI Curiculum Topics that focus on the suggested stratgies are often listed.

Citation

SKI-HI Institute. (2004). SKI-HI Program Checklists: Assessment in the SKI-HI Curricula. In SKI-HI HI Curriculum, Volume I.

Description

This chapter provides a comprehensive overview of the IFSP process from IDEA regulations and purpose to implementation within natural environments. A case study takes the reader through the sequence of events.

Citation

Gallegos, R., Halus, K. & Crace, J. (2016). Individualized Family Service Plans and Programming. In M. Sass-Lehrer, (Ed). Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families, Oxford Press.

Description

This book is a practical guide for professionals in the field of early intervention. Chapters 4-7 include principles and practices for planning and implementing all aspects of service delivery from the initial referral through transition to preschool. Although designed for all professionals involved in providing early intervention services, the workbook is a very helpful learning resource for both new and experienced professionals.

Citation

Pletcher, L.C., & Younggren, N.O. (2013). The early intervention workbook: Essential practices for quality services. Baltimore: Brookes Publisching Co.

Description

Evidence-based and highly effective, "coaching" helps early childhood practitioners support other professionals and families as they enhance existing knowledge, develop new skills, and promote healthy development of young children. This hands-on guide shows professionals how to conduct skillful coaching in any setting--home, school, or community. An expanded, more practical follow-up to the groundbreaking "Coaching Families and Colleagues in Early Childhood", this is the guidebook that walks professionals step by step through the coaching process and shows them explicitly what best practices look like.

Citation

Rush, D. D., & Shelden, M. L. (2011). The Early Childhood Coaching Handbook. Baltimore: Paul H. Brookes Publishing Company.

Description

Chapter 5: Collaboration with Deaf and Hard of Hearing Communities

In "Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families"

This chapter guides the reader through the process of establishing and maintaining meaningful involvement of Deaf and Hard-of-Hearing adults in all aspects of an early intervention program. The authors provide background information about the many ways of being deaf or hard-of-hearing, Deaf Culture, best practices and the benefits and challenges of involvement and collaboration.

Citation

Pittman, P., Benedict, B.Olson, and Sass-Lehrer, M. (2016). Deaf and hard of hearing communities. In M. Sass-Lehrer (Ed). Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families, Oxford Press.

Description

Chapter 3: Families: Partnerships in Practice

In "Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families"

This chapter uses a family study approach as a vehicle for addressing early child development and family well-being. The authors discuss the role of the family in early intervention, family involvement, principles of family-centered practices, and family and professional partnerships. Professionals' cultural competence is crucial to how professionals encourage family involvement and support and guide families as they make decisions for their child. The chapter concludes with advice for professionals.

Citation

Sass-Lehrer, M, Porter, A. & Wu, C.L. (2016). Chapter 3: Families: Partnerships in Practice. In M. Sass-Lehrer (Ed). Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families, Oxford Press.

Description

Chapter 6: Getting Started: Hearing Screening, Evaluation, and Next Steps

In "Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families"

This chapter describes one family's journey from the initial hearing screening, the hearing evaluation that confirmed that their child was deaf, to the initiation of early intervention services. The authors emphasize the roles of the interdisciplinary team and the importance of family support throughout the process. The chapter addresses the many issues that families and professionals should consider and how they can work together to help the family off to a strong start.

Citation

St. John, R., Lytle, L., Nussbaum, D., & Shoup, A. (2016) Chapter 6: Getting Started: Hearing Screening, Evaluation, and Next Steps. In M. Sass-Lehrer (Ed). Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families, Oxford Press.

Description

Chapter 3: Hearing Screening & Identification

In "Educational Audiology Handbook"

This chapter, written for audiologists, is a good overview of hearing screening and identification.

Citation

Johnson, C. D., & Seaton, J. B. (2012). Chapter 3: Hearing Screening & Identification. In Educational Audiology Handbook. Clifton Park, NY: Delmar Cengage Learning.

Description

Chapter 6: Hearing Test Protocols in Children

In "Pediatric Audiology: Diagnosis, Technology, and Management"

This chapter, written for audiologists, is a good resource for early intervention professionals in the area of hearing assessment.

Citation

Madell, J.R., & Flexer, C. (2014). Chapter 6: Hearing Test Protocols in Children. In Madell, J. R., & Flexer, C. Pediatric Audiology: Diagnosis, Technology, and Management. NY: Thieme.

Description

Chapter 5: Newborn Hearing Screening

In "Pediatric Audiology: Diagnosis, Technology, and Management"

This chapter, written for audiologists, is a good resource for early intervention professionals in the area of hearing assessment.

Citation

White, K. R., & Munoz, K. (2014). Chapter 5: Newborn Hearing Screening. In Madell, J. R., & Flexer, C. Pediatric Audiology: Diagnosis, Technology, and Management. NY: Thieme.

Description

Chapter 27: The Importance of Early Intervention for Infants and Children with Hearing Loss

In "Pediatric Audiology: Diagnosis, Technology, and Management"

This chapter uses case studies to inform the reader about the principles and practices of family-centered early intervention (FCEI). The content is described through the eyes of parents who are learning about FCEI services for their child.

Citation

Stredler-Brown, A. (2014). Chapter 27: The Importance of Early Intervention for Infants and Children with Hearing Loss. In Madell, J. R., & Flexer, C. Pediatric Audiology: Diagnosis, Technology, and Management. NY: Thieme.

Description

Chapter 26: Communication Approaches for Managing Hearing Loss in Infants and Children

In "Pediatric Audiology: Diagnosis, Technology, and Management"

The chapter is published in a book intended for audiologists. The information looks at informed choice as it relates to communication. The chapter is brief and to the point.

Citation

Flexer, C. (2014). Chapter 26: Communication Approaches for Managing Hearing Loss in Infants and Children. In Madell, J. R., & Flexer, C. Pediatric Audiology: Diagnosis, Technology, and Management. NY: Thieme.

Description

Chapter 20: Communication choices and outcomes during the early years: An assessment and evidence-based approach

In "Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2"

This chapter, one of several intended for early intervention providers, is published in a text that discusses issues for students who are D/HH from birth through adulthood. This chapter includes information about communication and language approaches, and the importance of making individualized decisions for each child. The communication approaches are presented along a continuum and includes auditory-based and visually-based options. The decision-making process is based on making informed decisions. This chapter is research based. It is a good companion document to the informed choice handbook. Together, these two documents provide a good foundation of both theory and application related to informed choice.

Citation

Stredler-Brown, A. (2010). Communication choices and outcomes during the early years: An assessment and evidence-based approach. In M. Marschark & P. E. Spencer (Eds.), Oxford handbook of deaf studies, language, and education (pp. 292-315). New York: Oxford University Press.

Description

This chapter guides the reader through the process of establishing and maintaining meaningful involvement of Deaf and Hard-of-Hearing adults in all aspects of an early intervention program. The benefits of involving deaf mentors, role models, or advisors in early intervention are discussed.

Citation

Pittman, P., Benedict, B.Olson, and Sass-Lehrer, M. (2016). Deaf and Hard of Hearing Communities. In M. Sass-Lehrer (Ed). Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families, Oxford Press.

Description

This chapter includes many topics related to the Language Acquisition and Communication Development. Sections include Continuum for Processing and Using Language, Effective Practices for Early Communication Interactions (Table 8-1), Evidence-Based Research Related to Communication Using a Signed and Spoken Language, and Evidence Based Research on Communication Using Listening and Spoken Language Without Signs.

Citation

Garate, M., & Lenihan, S. (2016). Chapter 8: Collaboration for Communication, Language and Cognitive Development. In M. Sass-Lehrer (Ed). Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families, Oxford Press.

Description

This chapter describes the language approaches available to children who are deaf or hard of hearing. An extensive reivew of procedures, old and new, dedicated to the use of objective and precriptive procedures to select an approach is discussed. The use of evicence-based practices (EBP) to document developmental outcomes is described along with the challenges associated with impelmemting EBP.

Citation

Stredler-Brown, A. (2010). Communication choices and outcomes during the early years: An assessment and evidence-based approach (pp. 292-315). In M. Marschark & P. E. Spencer (Eds.), Oxford Handbook of Deaf Studies, Language, and Education. New York: Oxford University Press.

Description

This chapter describes best practices for conducting developmental assessments for infants and toddlers who are deaf or hard of hearing. The chapter provides information on developmental assessment that is applicable to assessment of communication, language, listening, and speech. In addition, it discusses ways in which assessment data can be used for monitoring child progress and the early intervention plan.

Citation

Szarkowski, A. & Hutchinson, N. (2016). Developmental Assessment. In M. Sass-Lehrer, (Ed). Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families, Oxford Press.

Description

This scale, developed by Rush & Shelden (see lines 14 and 15), is a practical tool that can be used by the early interventionist to monitor and guide use of coaching practices.

Citation

Description

The early interventionist can use this tool to share information about a specific strategy or routine with familly members. The goal of the checklist is to guide the interventionis as they teach the caregiver strategies to use with the child.

Citation

Description

This document outlines nine principles of family-centered practice. The information is concise, easy to read and focused. Some references are dated, but it contains good, basic information.

Citation

Family Centered Services: Guiding Principles and Practices for Delivery Centered Services, Iowa Script Team, Iowa Early ACCESS and Iowa SCRIPT, 2000 (revised 2004).

Description

This document lists principles of family professional collaborations in terms of "what to do" and "what not to do". This contrast effectively illustrates best practice principles in the natural environment. Some principles are addressed within the context of the IFSP. Though created in 2008, the principles remain current.

Citation

Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings (2008) Seven key principles: Looks like/ doesn't look like.

Description

Handout 4-6 provides a self-assessment activity to enhance communication skills.

Citation

Center to Mobilize Early Childhood Knowledge at The University of North Carolina at Chapel Hill. (2010). Handout 4.6: Conversation guide for partnership assessment. In CONNECT Modules Series Module 4: Family-Professional Partnerships.

Description

Promoting Cultural and Linguistic Competence – Self-Assessment Checklist for Personnel Providing Services and Supports in Early Intervention and Early Childhood Settings

This checklist is intended to heighten the awareness and sensitivity of personnel to the importance of cultural diversity, cultural competence and linguistic competence in early childhood settings. It provides concrete examples of practices that may foster these principles. Learners are encouraged to select items that may apply to their work with families of children who are D/HH and develop applications to improve their practice in these areas.

Citation

Goode, T. (2009). Promoting Cultural and Linguistic Competence – Self-Assessment Checklist for Personnel Providing Services and Supports in Early Intervention and Early Childhood Settings. Retrieved from: https://nccc.georgetown.edu/documents/ChecklistEIEC.pdf

Description

This document contains information developed within a comprehensive national initiative in the UK. The handbook is comprehensive and includes practical information and examples. Information on the following topics and others is included: Definition and issues - pp 3-14; application of informed choice to various topic area including Audiology - pp 21-26, Communication - PP 27-32, and Family-to-Family Support - pp 32-36

Citation

The National Deaf Children’s Society and The University of Manchester. (2006). Informed choice, families and deaf children: Professional handbook [PDF]. London, England: DfES Publications. Retrieved from https://media.education.gov.uk/assets/files/pdf/i/informed%20choice%20families%20and%20deaf%20children%20-%20professional%20handbook.pdf

Description

This family handbook is a companion document to the Informed Choice Professional Handbook. The information includes: (a) a definition and description of informed choice; (b) discussions, and (c) family members' expectations for professionals who use an informed choice approach. Early intervention providers may find this handbook useful as it offers insights into family members' perspectives. This document could be shared with families.

Citation

The National Deaf Children’s Society and The University of Manchester. (2006). Helping you choose, making informed choices for you and your child [PDF]. London, England: DfES Publications. Retrieved from https://media.education.gov.uk/assets/files/pdf/h/helping%20you%20choose%20-%20making%20informed%20choices%20for%20you%20and%20your%20child.pdf

Description

This chapter includes information on the differences between the medical and sociocultural models, suggestions for involving the deaf community in early education including roles for deaf specialists, examples of program involvement variations and educational resources for families and professionals.

Citation

DeGeorges, J. (2018). Family Supports and Culture Competence. In L. R. Schmeltz (Eds.), The NCHAM eBook, A resource guide for early hearing detection and intervention (EHDI) (pp 13.1 - 13.12). Retrieved from: https://www.infanthearing.org/ehdi-ebook/2018_ebook/13%20Chapter13FamilySupport2018.pdf

Description

Gives an overview with some detail about EI, working in homes, with families, within the community, and keeping cultural considerations in mind.

Citation

Sass-Lehrer, M. (2018). Early Intervention for Children Birth to 3: Families, Communities, & Communication. In L. R. Schmeltz (Eds.), The NCHAM eBook, A resource guide for early hearing detection and intervention (EHDI) (pp 16.1 - 16.16). Retrieved from: https://infanthearing.org/ehdi-ebook/2018_ebook/16%20Chapter16EarlyIntervention2018.pdf

Description

The focus of this chapter is identification of sources of support (e.g. family-to-family, professionals, and deaf adults) for families. It includes some suggestions for working with families from diverse cultures.

Citation

DeGeorges, J. (2018). Family Supports and Culture Competence. In L. R. Schmeltz (Eds.), The NCHAM eBook, A resource guide for early hearing detection and intervention (EHDI) (pp 14.1 - 14.12). Retrieved from: https://www.infanthearing.org/ehdi-ebook/2017_ebook/14%20Chapter14FamilySupport2017.pdf

Description

Although this chapter focuses on the Latino Hispanic cultures, it contains good overall information on cultural competence and sensitivity. The chapter also addresses the needs of immigrant families.

Citation

Quiñonez Summer, L. (2018).Closing the Gap When Working with Spanish-Speaking Populations. In L. R. Schmeltz (Eds.), The NCHAM eBook, A resource guide for early hearing detection and intervention (EHDI) (pp 18.1 - 18.20). Retrieved from: https://www.infanthearing.org/ehdi-ebook/2018_ebook/18%20Chapter18ClosingtheGap2018.pdf

Description

Gives an overview with some detail about EI, working in homes, with families, within the community, and keeping cultural considerations in mind.

Citation

Sass-Lehrer, M. (2018). Early Intervention for Children Birth to 3: Families, Communities, & Communication. In L. R. Schmeltz (Eds.), The NCHAM eBook, A resource guide for early hearing detection and intervention (EHDI) (pp 16.1 - 16.16). Retrieved from: https://infanthearing.org/ehdi-ebook/2018_ebook/16%20Chapter16EarlyIntervention2018.pdf

Description

The focus of this chapter is identification of sources of support (e.g. family-to-family, professionals, and deaf adults) for families. It includes some suggestions for working with families from diverse cultures.

Citation

DeGeorges, J. (2018). Family Supports and Culture Competence. In L. R. Schmeltz (Eds.), The NCHAM eBook, A resource guide for early hearing detection and intervention (EHDI) (pp 14.1 - 14.12). Retrieved from: https://www.infanthearing.org/ehdi-ebook/2017_ebook/14%20Chapter14FamilySupport2017.pdf

Description

This chapter provides an excellent overview of hearing, hearing assessments, hearing devices and the role of the audiologist.

Citation

Foust, T. and Hoffman, J. (2018). Audiology 101: An Introduction to Audiology for Nonaudiologists. In L. R. Schmeltz (Eds.), The NCHAM eBook, A resource guide for early hearing detection and intervention (EHDI) (pp 5.1 - 5.16). Retrieved from: https://www.infanthearing.org/ehdi-ebook/2018_ebook/5%20Chapter5Audiology101%202018.pdf

Description

This chapter provides an extensive description of Latino/Hispanic culture within the context of culturally competent care. Included are general characteristics and traits of Latino-Hispanic culture as well as information on Latino/Hispanic health beliefs. Descriptions of the general components of cultural competence provide information that is applicable across cultures. Also included is infomation on role differences of interpreters, cultural brokers, and translators.

Citation

Quiñonez Summer, L. (2018).Closing the Gap When Working with Spanish-Speaking Populations. In L. R. Schmeltz (Eds.), The NCHAM eBook, A resource guide for early hearing detection and intervention (EHDI) (pp 18.1 - 18.20). Retrieved from: https://www.infanthearing.org/ehdi-ebook/2018_ebook/18%20Chapter18ClosingtheGap2018.pdf

Description

Gives an overview with some detail about EI, working in homes, with families, within the community, and keeping cultural considerations in mind.

Citation

Sass-Lehrer, M. (2018). Early Intervention for Children Birth to 3: Families, Communities, & Communication. In L. R. Schmeltz (Eds.), The NCHAM eBook, A resource guide for early hearing detection and intervention (EHDI) (pp 16.1 - 16.16). Retrieved from: https://infanthearing.org/ehdi-ebook/2018_ebook/16%20Chapter16EarlyIntervention2018.pdf

Description

This chapter explores the basics of bilingualism in the U. S., addresses parental concerns in raising a bilingual child, and provides approaches and strategies on second language acquisition. It briefly discusses bilingualism using spoken languages and ASL and one or more spoken language(s) for children who are D/HH.

Citation

Quiñonez Summer, L. (2018). Language Acquisition for the Bilingual Child. In L. R. Schmeltz (Eds.), The NCHAM eBook, A resource guide for early hearing detection and intervention (EHDI) (pp 15.1 - 15.14). Retrieved from: https://infanthearing.org/ehdi-ebook/2018_ebook/19%20Chapter19LanguageAcquisition2018.pdf .

Description

This chapter guides the reader through the process of establishing and maintaining meaningful involvement of Deaf and Hard-of-Hearing adults in all aspects of an early intervention program including the enhancement of language and communication skills.

Citation

Crace, J. and Rems-Smario, J. (2018). Deaf Professionals & Community Involvement with Early Education. In L. R. Schmeltz (Eds.), The NCHAM eBook, A resource guide for early hearing detection and intervention (EHDI) (pp 14.1 - 14.14). Retrieved from: https://infanthearing.org/ehdi-ebook/2018_ebook/14%20Chapter14DeafProfessionals2018.pdf

Description

This chapter focuses on the importance of fostering positive sibling relationships. Topics discussed include: developing sibling empathy, identifying what each individual D/HH and hearing sibling needs, and implementing a collaborative approach to set family communication goals.

Citation

Jacobs, L. and Jacobs, S. (2018). Secrets for Deaf and Hearing Sibling Success: Giving Them an Early Start for a Lifetime Together. In L. R. Schmeltz (Eds.), The NCHAM eBook, A resource guide for early hearing detection and intervention (EHDI) (pp 15.1 - 15-16). Retrieved from: https://infanthearing.org/ehdi-ebook/2018_ebook/15%20Chapter15Secrets2018.pdf

Description

This easy-to-read chapter, available online. gives the learner detailed information on commonly-used listening and spoken language strategie. Tables throughout the chapter provide easy access to information including definitions of the strategies, sample goals, and strategies used to achieve the goal.

Citation

Fickenscher, S., & Salvucci, D. (2017). Listening and Spoken Language Strategies. In S. Lenihan (Ed.), Preparing to teach, committing to learn: An introduction to educating children who are deaf/hard of hearing (7). EHDI Learning Center.

Description

One of seven, this module focuses on basic communication practices that support family professional partnership. The handouts on Communication for Collaboration provide information on active listening. The video examples show active listening strategies between two professionals The examples are not specific to D/HH.

Citation

Center to Mobilize Early Childhood Knowledge at The University of North Carolina at Chapel Hill. (n.d.). Module 3: Communication for Collaboration. In CONNECT Modules Series.

Description

One of seven, module 4 focuses on family-professional partnerships. It includes a 5-step process taken from evidence based practice that supports partnership oriented practices. Included are a video by Dr. Ann Turnball that describes the framework and an audio by Dr. Beth Harry that discusses the importance of listening and respect, including cultural implications. Activities and handouts support application of the principles and practices of partnership.

Citation

Center to Mobilize Early Childhood Knowledge at The University of North Carolina at Chapel Hill. (n.d.). Module 4: Family-Professional Partnerships. In CONNECT Modules Series.

Description

The Texas Health and Human Services - ECI Making it Work (MIW) module provides information on the Batelle Developmental Inventory, 2nd edition (BDI2). The MIW is the orientation training module for all new ECI staff. The BDI2 information in the MIW module includes an overview and an orientation on the test forms, materials, scoring, and procedures.

Citation

Texas Health and Human Services Early Childhood Intervention. (2015). Making it work. Retrieved from:https://txeci.articulate-online.com/p/0466515684/story_html5.html

Description

One of seven, this module focuses on assistive technology interventions to promote children's access to and participation in inclusive settings. It includes a decision-making process to help determine whether assistive technology is appropriate for use in a various contexts. Included in the module are activities, handouts, and video. Videos are not captioned but do include a transcript. This module is not specific to children who are D/HH.

Citation

Center to Mobilize Early Childhood Knowledge at The University of North Carolina at Chapel Hill. (n.d.). Module 5: Assistive Technology. In CONNECT Modules Series.

Description

This interactive website provides access to neuroimaging and behavioral studies related to the impact of learning two languages on the developing brain, the normal stages of bilingual language development and more. Publication topics include how visual sonority modulates infants' attraction to signs and visual sign phonology. Publications are downloadable.

Citation

Description

The research briefs published by the VL2 center review important research findings, summarize relevant scholarship, and offer informed suggestions for professionals and families. Topics focus on visual language only and include developmental influence related to visual attention, eye gaze and joint attention, and bilingualism.

Citation

Description

This website provides information for pediatricians and other health care providers on the EHDI system and relevant resources. The site includes information for pedicatricians on the medical home and the role of primary care physicians in ensuring that young children who are deaf or hard of hearing and their families receive the follow up and support they need.

Citation

Description

The Beginnings website provides basic descriptions of communication approaches including several video examples of each. Also included is a one page reference chart summarizing basics of each approch including definition, goals, caregiver responsibilities and more. The drop down/over menus may be challenging for some users. The videos include a written transcript of the sign or spoken dialogue but are not captioned. Some of the website resources are available in Spanish. (Beginnings is a non-profit that supports parents and families of children who are deaf and hard of hearing.)

Citation

Description

This online resource, compiled by the Laurent Clerc Center, provides links to online ASL resources and classes, an online video library (ASLIZED), and online ASL dictionaries.

Citation

Description

An online network sharing five evidenced based components essential to the development of linguistic competence in young children who are deaf or hard of hearing. Included are supporting components, resources, and references.

Citation

Description

The research briefs, published by the VL2 center, review important research findings, summarize relevant scholarship, and offer informed suggestions for professionals and families. There are currently 11 research briefs, many of which address topics relevant to communication and language development and implementation. Publications can be read online and/or downloaded in a pdf format.

Citation

Description

This website presents an overview of ten strategies important to facilitating spoken language development in young children who are D/HH. The information is designed for families and may also be useful to professionals as an outline/synopsis of LSL techniques. The topics are presented in a user-friendly format. Many have downloadable one-page handouts of basic information and suggestions for use. Topics include Use Audition First, Expect an Answer, Create an Auditory Sandwich and others.

Citation

Description

Free, web-based learning modules designed to support linguistic competence and conceptual development in children who are deaf and hard of hearing. Modules address communication/languge, hearing assessment/technologies, and family support. These modules are primarily print based with downloadable tip sheets and some embedded video. Most are 12-13 minutes in length. Modules include Learning Language Through Sign and Communication and Language in the Home.

Citation

Description

The purpose of these eight slide-based modules is to increase the capacity of educators and parents to develop listening and spoken language skills in children who are D/HH. The modules are designed for educators at all levels of instruction. Module 1 provides an overview of the A.G. Bell Language and Spoken Language Specialist (LSLS) domains targeted as well as module goals, LSLS certification competencies applicable, and AV curriculum. Other modules include listening skills, acoustic environment, language speech, and vocabulary. The vocabulary module provides in-depth information on vocabulary development including information on morphology, syntax, and semantics of English as well as links to additional information on more advanced aspects of vocabulary.

Citation

Description

While not specifically designed for early intervention professionals, the Region 11 eLearning information on students D/HH with additional disabilities provides background information for those needing to gain a broad perspective on students with mulitple communication needs. Included are sections on best practices, communication needs, calendars and routines, creating a language rich environment and more.

Citation

Description

The IFSP section of the Making it Work Module, covers all aspects of the IFSP including rules and regulations and IFSP team requirements. Each section of the IFSP (Physical Development, Routines, Child and Family Resources and Outcomes) is reviewed. The training for each section includes professional expectations of the service provider within the IFSP process. The training also provides online activities including videos with self-check of the routines-based interview and detailed information on writing functional outcomes and procedures and determining services. The Section 4 IFSP training, including activities, is estimated to take 2 hours. There is a feature that allows the learner to resume training if time does not permit the entire module to be completed at one time. The training is designed for ECI providers but is a comprehensive resource for parent advisors in learning about IFSP requirements and process.

Citation

Description

This interactive module is designed to help parent advisors find the information and answers they need to understand the rules and regulations surrounding and providing effective collaborative services with ECI. The module contains a section on the rules and regulations of the IFSP process in Texas.

Citation

Description

This website from the Virginia Early Intervention Professional Development Center is designed as a training resource for EI professionals in Virginia. Many of the materials are also useful for EI professionals in Texas and other states. The Tools of the Trade section, accessible from the home page, contains tools for families and tools for providers tabs. The middle tab, Tools for Service Delivery, includes the Checklist of Family Centered Practices and the IFSP.

Citation

Description

This website from the Virginia Early Intervention Professional Development Center is designed as a training resource for EI professionals in Virginia. Many of the materials are also useful EI professionals in Texas and other states. The Tools of the Trade section, accessible from the home page, contains tools for families and providers. The middle tab, Tools for Service Delivery, is the most relevant to the planning and implementation of services.

Citation

Description

This interactive module is designed to help parent advisors find the information and answers they need to understand the rules and regulations surrounding and provide effective collaborative services with ECI. The module contains a section on rules and regulations of service delivery in Texas.

Citation

Description

This study exams support for families of children who are D/HH through a survey response questionnaire. It analyzes and discusses the results from the 456 participating families. Ratings include types, methods, providers, and sources of support preferred by families.

Citation

Jackson, C.W. (2011). Family supports and resources for children who are deaf or hard of hearing. American Annals of the Deaf, 156(4), 343-362. doi: 10.1353/aad.2011.0038

Description

This journal article addresses ways in which EI providers can enhance their knowledge and skills to better support families who are living in poverty. The article is available online at no cost.

Citation

Voss, J.M., & Lenihan, S.T. (2016). Professional competence to promote resilience in children who are deaf or hard of hearing and families living in poverty. Journal of Early Intervention. 1(1), 34-56. Retrieved from https://digitalcommons.usu.edu/jehdi/vol1/iss1/7

Description

This article describes a summary of conversations of parent mentors with more than 1,000 families with children who are D/HH. The article is available online at no cost.

Citation

Narr, R.F. & Kemmery, M. (2015). The nature of parent support provided by mentors. Journal of Deaf Studies and Deaf Education, 20(1), 67-74. doi: 10.1093/deafed/enu029

Description

This study explains the underpinnings of family-centered strategies from a research perspective. It describes a study that examines practitioners' behaviors during home visits in both traditional child-centered sessions and more current family-centered sessions. The research findings confirm that use of traditional, child-centered practices persist, even when the provider intends to be family-centered.

Citation

Campbell, P. H., & Sawyer, L. B. (2007). Supporting learning opportunities in natural settings through participation-based services. Journal of Early Intervention, 29(4), 287-305.

Description

This article offers an excellent theoretical overview of family-centered practice. It describes the evolution of family-centered practice and unique features that distinguish it from professionally-centered therapy. It includes family satisfaction with family-centered services.

Citation

Espe‐Sherwindt, M. (2008). Family‐centered practice: Collaboration, competency and evidence. Support for Learning, 23(3), 136-143. Retrieved from: https://familieswiki.pbworks.com/f/Family-Centred+Practice.pdf

Description

This article describes the delays, impact, and treatment options for pediatric unilateral hearing loss. It references evidence-based research as well as parent experiences.

Citation

Humitz, M. and Tumblin, M. (2016). How to overcome the struggles of pediatric hearing loss. Audiology Online. Retrieved from: https://www.audiologyonline.com/articles/to-overcome-struggles-pediatric-hearing-18560

Description

This article is a continuing education resource for pediatric audiologists. The information is both complex and comprehensive. EI providers with background in diagnostic ABR audiometry may glean information useful when reading and interpreting the contents of audiology reports.

Citation

Hall, James W. (2017) Update on auditory-evoked responses: Evidence based ABR protocol for infant hearing assessment. Audiology Online. Retrieved from: https://www.audiologyonline.com/articles/update-on-auditory-evoked-responses-19040

Description

This article is a continuing education resource for pediatric audiologists. The information is both complex and comprehensive. It includes links to examples of guidelines and protocols for ABR as well as examples and descriptions of waveform patterns.

Citation

Wolf, Jace. (2014) Update on auditory-evoked responses: Evidence based ABR protocol for infant hearing assessment. Audiology Online. Retrieved from: https://www.audiologyonline.com/articles/20q-abr-assessment-in-infants-12999

Description

This article provides an insight into the skills that are needed to connect with young children and families who are immigrants or whose cultural traditions are different from the mainstream Euro-American or whose home language is not English. It addresses the unique characteristics of any family.

Citation

Weiber, W. and Quinonez Sumner, L. (2016). Promoting Immigrant Parents' Engagement in Early Intervention Through Culturally and Linguistically Responsive Service Delivery. Journal of Early Hearing and Detection 1(1), 78-86. Retrieved from: https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1006&context=jehdi

Description

This article describes the challenges of working with children who are living in poverty and the knowledge, skills, and dispositions needed by professionals. The article describes the impact of poverty on the first 3 years of life and ways in which professionals can work with children and families to enhance their resilience.

Citation

Voss, J.M., & Lenihan, S.T. (2016). Professional competence to promote resilience in children who are deaf or hard of hearing and families living in poverty. Journal of Early Hearing Detection and Intervention. 1(1), 34-56. Retrieved from https://digitalcommons.usu.edu/jehdi/vol1/iss1/7

Description

Excellent research article about working with families in EI. Although it is aimed at social workers, the information applies to all EI providers.

Citation

Tomasello, Nicole M, Manning, Amy R., & Dulmus, Catherine N. (2010). Family-centered early intervention for infants and toddlers with disabilities. Journal of Family Social Work, Vol. 13, pp. 163-172. Retrieved from https://www.tandfonline.com/doi/full/10.1080/10522150903503010

Description

Nice way to ensure that Family Centered practices are ongoing during EI home services

Citation

Wilson, Linda L. & Dunst, Carl J. (2005). Checklist for assessing adherence to family-centered practices. CASEtools Vol. 1, July 2005. Retrieved from https://fipp.org/static/media/uploads/casetools/casetools_vol1_no1.pdf

Description

This two part webcast addresses how deaf and hard of hearing babies acquire language and why early exposure to sign language is beneficial. It is designed to give early interventionists foundational knowledge to engage in dialogue with families and other professionals regarding the neurolinguistic benefits of early exposure to visual language.

Citation

Description

TED talk in which the speaker shares her personal story. The message is positive, thoughtful, and balanced. Valuable to watch individually and also as a basis for a shared discussion for multiple viewers.

Citation

Kolb, R. (2014). Navigating Deafness in a Hearing World [video]. TEDxStanford. Retrieved from: https://www.youtube.com/watch?v=OBZtxkwQK5A

Description

This video presents a variety of perspectives from students' own lives. All students in this video use sign language. They attend a variety of educational programs, including a state school for the deaf. It provides excellent insight into the lives of youth who are deaf and hard of hearing,

Citation

North Carolina Department of Health and Human Services. (2010). A day in the life of deaf culture [video]. Retrieved from: https://ed.ted.com/on/JIZwRf3G

Description

This series of four short videos provides snapshot information on newborn hearing screening, the role of the D/HH teacher within the ECI team,development of the IFSP, and the provision of services. The videos are available in English, ASL, and Spanish.

Citation

TexasDeafEd.org. (2016). Newborn to age 3: Parent video series [Videos]. Retrieved from: https://texasdeafed.org/families/birth-to-three-videos

Description

This 20-minute video illustrates techniques and strategies to use when conducting home visits. Though made 10+ plus years ago, the information remains current. The Home Team video provides a good demonstration of family-centered activities. In its DVD format, this resource illustrates content found in readings about family-centered services and family professional collaboration.

Citation

The Home Team, Early Intervention Illustrated Video Series, Boys Town Press

Description

This 20-minute video illustrates techniques and strategies to use when conducting home visits. Though made 10+ plus years ago, the information remains current. In its DVD format, this resource illustrates content found in readings about family-centered services and family professional collaboration.

Citation

The Art & Science of Home Visits, Early Intervention Illustrated Video Series, Boys Town Press

Description

This video, designed for families, shows clips of various hearing assessments in infants and young children including auditory brainstem, visual reinforcement, and play audiometry.

Citation

Boystown National Research. (2010). Testing a Child’s Hearing [Video]. Retrieved from: https://www.boystownpediatrics.org/KnowledgeCenter/Videos/Pages/TestingAChildsHearing.aspx

Description

This online video provides information about authentic assessment of young children. It provides detailed insights into informal assessments conducted through observation. This video might be a good visual companion piece the the observational assessment information in the Zero to Three document. The video was uploaded in 2015.

Citation

Colorado State Department of Education. (n.d.). Authentic Assessment in Early Intervention, Results Matter Video Library. Retrieved from: https://www.youtube.com/watch?v=CjE3tSxhDDg

Description

This video discusses the use of American Sign Language (ASL). The perspective is offered by a parent who is deaf. Information in this video is delivered first in ASL; captions follow. Please note: the video and the references included in the video are somewhat dated.

Citation

Avbria. (2008, February 21). Are Parents of Deaf Babies Fully Informed of Choices? [video file]. Retrieved August 11, 2017, from https://www.youtube.com/watch?v=m-jtr_juBpk

Description

All programs that serve young children and their families can improve outcomes for children by making a difference for their families. This video describes the importance of supporting families, collecting data on family outcomes, and using the data to improve the program. Using the family data collected by the U.S. Department of Education's Office of Special Education's Part C/Early Intervention Program as an example, this video highlights how three families who received early intervention benefitted from support to their family. This video is a companion to the video Child Outcomes: Step-By-Step.

Citation

Edelman, L. (Producer) (2017). Supporting Children by Improving Family Outcomes (Video). Published collaboratively by the Center for IDEA Early Childhood Data Systems (DaSy); the Early Childhood Technical Assistance Center (ECTA); the Desired Results Access Project, Napa County Office of Education, funded by the California Department of Education, Special Education Division; and collaborating partners. Retrieved from https://draccess.org/videolibrary

Description

This video describes and illustrates the three child outcomes adopted by the Office of Special Education Programs (OSEP) and reported on by all state early intervention (Part C) and preschool special education (Part B/619) programs as part of their Annual Performance Report (APR).

The video offers a consistent way to describe the outcome areas across programs and states. It can be used to provide an overview to the three outcomes for professional development and training, orienting families, and introducing the outcomes to other constituents such as policymakers or funders. The video explains functioning necessary for each child to be an active and successful participant at home, in the community, and in other places like a child care program or preschool.

Citation

Edelman, L. (Producer). (2011). Child Outcomes Step-by-Step (Video). Published collaboratively by ResultsMatter, Colorado Department of Education; Desired Results access Project, Napa County Office of Education; and Early Childhood Outcomes Center. Retrieved from https://draccess.org/videolibrary

Description

A four video series showing various aspects of service delivery to children birth - 3 who are D/HH by a Parent Advisor who collaborates with Early Childhood Intervention (ECI). Topics include: A parent advisor interview with parents of a D/HH child receiving ECI services, a parent advisor performing a communication evaluation, a direct service visit in the home setting, and an interview with an experienced parent advisor. Videos range in length from 8 - 16 minutes.

Citation

Description

This seven minute video features three early interventionists discussing and demonstrating what intervention looks like when collaborating with families during their natural routines and activities. The video is a good resource for beginning early intervention professionals. It's also featured in the Texas ECI Making It Work Module found on the IFSP resources page.

Citation

Description

This DVD demonstrates how to establish trusting, caring relationships between early intervention specialists and families of infants and toddlers who are deaf and hard of hearing. Best practices in this family-centered approach are demonstrated in actual home visits. Video is 14 minutes in length and is close captioned.

Citation

The Home Team, Early Intervention Illustrated Video Series, Boys Town Press

Description

This nine minute video is part of a video series designed to illustrate family-guided routines-based early intervention. Though not featuring a child who is D/HH, this video incorporates communication strategies as well as multiple collaborative examples of embedding and problem-solving within routines in the home.

Citation

Description

This 10 minute video is part of a video series designed to illustrate family-guided routines-based early intervention. Though not featuring a child who is D/HH, this video incorporates communication strategies as well as multiple collaborative examples of embedding and problem-solving within routines in the home.

Citation

Description

This two hour documentary explores 200 years of Deaf history, life, culture and language. The video discusses facts and myths as well as the many ways of being deaf in the United States. The documentary shares the personal experiences and perspectives of deaf and hard of hearing people. With additional resources at https://www.pbs.org/weta/throughdeafeyes/index.html

Citation

WETA Washington, D.C. and Florentine Films/Hott Productions, in association with Gallaudet University. (2007). Through deaf eyes [video]. Retrieved from:
https://www.youtube.com/watch?v=tJeAG8tZyf4

Description

The video explains the process of language and speech development, shows families discussing their decision making process, and using various communication approaches. The video has options for English and Spanish viewing. The Communication Approaches brochure is included with each DVD as well as available separately. The video and brochure, as well as other materials can be purchased through the website.

Citation

Description

The Deaf Culture section of the Clerc Center's Info to Go contains information to links and resources on Deaf Culture. This site can be utilized for a variety of learning purposes depending on learner needs and interests. Suggested topics include: About American Deaf Culture (Clerc Center), American Deaf Culture, Community and Culture FAQs, Deaf and Hard of Hearing Adult Involvement Learning Community.

Citation

Laurent Clerc National Deaf Education Center. (n.d.). Deaf Culture. Retrieved from: https://www3.gallaudet.edu/clerc-center/info-to-go/deaf-culture.html

Description

Texas Hands and Voices (TX H&V) is a parent driven organization that offers support, information, and resources to families with children who are Deaf or Hard of Hearing. The TX H&V website contains links to resources and programs including local events as well as family self-referral for family-to-family services.

Citation

Topics/Articles Library at Texas Hands and Voices. (n.d.). Retrieved from https://www.txhandsandvoices.org/txhv/

Description

This interactive website is a collaboration of Laurent Clerc National Deaf Education Center and The Deaf and Hard of Hearing Program at Boston Children's Hospital. Module 2, The Ear and Hearing Testing, provides a 15 minute overview on how the ear works and how an infant's hearing is tested. In addition, Module 1, Early Identification, provides a good context for early identification of hearing loss.

Citation

Laurent Clerc National Deaf Education Center. (n.d.). Setting Language in Motion Family Supports and Early Intervention for Babies who are Deaf and Hard of Hearing. Washington, DC: Gallaudet University. Retrieved from: https://www.gallaudet.edu/clerc-center-sites/setting-language-in-motion/modules.html

Description

This interactive website provides information designed for families of children 0 - Age 3. Included are brief definitions of hearing screening and types of hearing loss as well as a Texas specific video on newborn hearing screening and follow-up. The videos are available in English, ASL, and Spanish.

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Birth to Three Resources at Crossroads. (n.d.). Retrieved from: https://texasdeafed.org/families/children-newborn-to-age-3

Description

This site provides an extensive overview of key issues related to newborn hearing screening. Included are: roles and responsibilities, general considerations, technology, protocols, documentation, late onset hearing loss, and counseling/follow-up. A link to ASHA's Evidence Maps provides evidence-based articles in the areas of hearing loss in both newborns and early childhood.

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Topics/Articles Library at ASHA.org. (n.d.). Retrieved from https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935234&section=Key_Issues

Description

This site provides a comprehensive overview of the Texas Early Hearing and Detection Program (TEHDI). It includes information for professionals and families. Early intervention professionals are encouraged to explore the site to become familiar with what is available. The Parents section includes publications and other resources, a list of self-identified audiology facilities providing pediatric audiology, and screening payment information. The Frequently Asked Questions section explains the steps of newborn hearing screening and follow-up as well as more detailed step-by-step information for babies who refer for assessment following screening.

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Topics/Articles Library at Department of State Heath Services. (n.d.).

Description

This is an activity that highlights the multiple dimensions of each person's individual identity. It is designed to heighten awareness of biases and stereotypes by examining the many components of one's own identity and the stereotypes associated with that identify. It is recommended that the learner engage in the Circles activity with a peer partner. Included on the website are facilitators notes and step by step directions for completing the activity.

Explore the website for other activities and self assessment tools.

Citation

Gorski, P. (2016). Circles of My Multi-Cultural Self. Retrieved from: https://www.edchange.org/multicultural/activities/circlesofself_handout.html

Description

This site focuses on assessment tools for communication, language, and auditory skills for children birth - three. Although the list is not extensive, it includes links to assessment tools that are useful for children in this age range who are D/HH.

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National Center for Hearing Assessment and Management (NCHAM). (n.d.). Assessment Tools for Communication/Language and Auditory Development. Retrieved from: https://www.infanthearing.org/earlyintervention/assessment.html

Description

This website is designed for parents, but it may benefit professionals as well. It discusses support offered to family members as they make decisions regarding amplification, communication approach, and language development. Each area of the website is easily downloadable to pdf and related topics can be accessed.

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Boys Town National Research Project. (n.d.). Language and learning: decisions... decisions. Retrieved from https://babyhearing.org/LanguageLearning/Decisions/index.asp

Description

The information on this website was developed by Beginnings - a well-regarded non-profit organization in North Carolina. It presents balanced information demonstrating various communication and language opportunities. Multiple videos show users of differing ages using each communication approach. There is a downloadable reference chart that includes definitions, responsibilities of providers, and other topics that can be shared with families. Videos are not captioned, but most include a transcript.

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Communicating with Your Child – Beginnings. (n.d.). Retrieved from https://ncbegin.org/communication-options/

Description

Provides a brief list of typical developental language milestones for children ages 6 months - 8 years. Also provides links to hearing, language, sign language and speech milestones brochures and lists from a range of professional resources. Some materials are downloadable and available for use as handouts for families.

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Description

Brief web article provides an overview of the goal of AAC along with methods, attributes, and requirements for each general type of communication.

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Description

The Visual Communication and Sign Language Checklist (VCSL) identifies the developmental milestones of children of young children (birth to 5 years old) who are acquiring sign language. The checklist is an observational tool that can be used to monitor the development of visual language, identify possible gaps and delays and suggest teaching/learning goals. The Visual Language and Visual Learning (VL 2 ) website includes research and resources on ASL development, assessment and resources for families and professionals.

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Description

This hour-long webinar provides information on the VCSL and its uses in the assessment of visual language skills in children birth - five who are D/HH. The webinar is presented by the authors in ASL with voice interpretation.

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Description

This website includes a variety of topics for families and professionals. "Your Early Intervention Team" describes the importance of collaboration with professionals and others who provide support to families. The site includes a video as well as printed descriptions of the roles of different specialists including the medical/health care and the educational professionals.

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