Staff Spotlight

It is with pleasure that the Center welcomes Kelly Allison as our newest audiologist!

Kelly received her Bachelor of Science from Purdue University, where she studied speech, language and hearing sciences, and she completed her doctorate in audiology (Au.D.) at the University of North Carolina—Chapel Hill. She specialized in pediatric audiology as a Leadership in Education and Neurodevelopmental and Related Disabilities (LEND) trainee and completed her fourth-year externship at Cincinnati Children’s Hospital Medical Center.

Kelly is originally from South Bend and is excited to be back home again in Indiana! She looks forward to working with a variety of professionals at the Center and serving families throughout her home state.

Teachers' DEN (Deaf Educators' Network)

School has started and you’ve probably spent the majority of the first weeks of school meeting your students, providing staff trainings, having conferences and setting up equipment. You may even feel like you are meeting yourself coming and going! Now, it’s well into the school year and you are ready to learn some tips and tricks to gain the best outcomes for your deaf or hard-of-hearing (DHH) students. One of the primary ways for you, as a teacher of the deaf or hard of hearing, to assist your students to meet their maximum potential is for you to be at your best. Here are some simple tips to help you be the best you!

Setting realistic expectations
Many of our Indiana DHH teachers are itinerate. The first step is to focus on each student and accomplish what the student needs to happen next rather than think about all of the things that may be out of your control. Engaging in person-centered-planning practices helps with this tip.

Increasing your efficacy
Since Indiana is a rural state, you, as a DHH teacher may feel alone and ineffective. Having confidence in yourself is a means of reducing stress. Believe in yourself and the impact you are effecting on your students. Observing and documenting your students’ growth and progress may also help you to realize your potential and increase your efficacy as well.

Maintaining a balance between your professional and personal life
This is perhaps the most important step to managing stress. Often it is seen that special educators (spEd teachers, SLPs. DHH teachers, OTs, PTs, school psychologists, etc.) carry their work-life stress back home. Thinking about the needs a student has, a particular student in an unfortunate circumstance, that child you just cannot seem to reach, the parent with a grievance, and the mounds of paperwork and emails awaiting you, can tempt you to put in long work hours, bring work home, or if you do put work down, have your mind spinning about work when you should be watching your family member’s performance or game with rapt attention. In this case, mental homework is necessary to bring about a home/life balance. DHH teachers (and other individuals in special education) have big hearts and want the best for the students they serve. Just remember, leaving time for yourself allows you to give more to your students. Additionally, the moments that you have to be fully present for your family members are fleeting and those are the moments you and they will remember.

Analyze Your Potential
Managing stress is not always as tough as it seems to be. DHH teachers must analyze their present situation and work on it to reduce stress levels and live life to the fullest. This is only possible if you have analyzed your potential well. Be practical about what you know/can do and seek help when needed. Be sure to take advantage of peer groups to gain insight and information such as the joining DHH list serve and consulting with the Center, which is here as your Indiana Resource Network. If you have a workload that is not manageable, ask peers how they may have addressed the situation with their administration and gained assistance. Consider what you may have on your list of responsibilities now that could be completed by an aide or support staff member. DHH teachers are a precious commodity, and our Indiana DHH students need you at your best!

TACKLIN' Assessment (Therapists Actively Consulting & Knowledgeably Leading INdiana)

There are many resources that can easily be found in response to any number of questions, especially when searching the world wide web. It is important to find quality resources that inform and assist in making decisions that will impact educational provisions provided to ensure the student is functioning at their optimal learning level. Example questions may include: How do I know if my student has additional needs beyond Deaf or Hard of Hearing? Is it possible to    separate my student’s hearing or access needs and language delays from something else that could be impacting their learning?   

Do not hesitate to ask the questions, be diligent in your quest for the answer and remain open minded to different ideas, such as using techniques or adapting ideas for your student from various resources to address some sensory processing, attention, executive function or vestibular needs. It does not mean that your student meets the criteria for diagnosis but that you have simply found something that makes it click for your student. DO WHAT WORKS!

https://www.iidc.indiana.edu/pages/sensory-integration-tips-to-consider

Language and Literacy Corner

The Impact of Screens on Language Development
Strong language development is an important aspect of social and academic success for deaf or hard of hearing chil-dren. Children and students develop language through rich experiences, one on one interaction, motor activities 
(rolling, climbing, hanging, digging, etc.), exploring objects and places, talking/signing with caregivers and playing (particularly outdoors). Excessive screen time impacts the ability to develop language naturally. While we live in a society where screens play a role in our daily lives, it is important to find a balance. Campaign for a Commercial-Free Childhood (https://commercialfreechildhood.org) has provided some startling statistics:

• By age 3 months, 40% of infants are watching screen media regularly 
• 64% of toddlers watch over 2 hours of videos per day; 36% have a TV in their bedroom 
• 42% of young children have their own mobile device 
• 56% of parents of young children believe baby videos are beneficial for development 
• 49% of children under 8 often use screens in the hour before bedtime  

With balance, screen time can add some enhancement to a child’s knowledge, but to be effective adults and children need to use technology together. The American Academy of Pediatrics has recommendations on screen time here:   

https://bit.ly/2eUUttI 

Consider implementing “mindful screen time” practices in your home or classrooms and allow plenty of time for the activities that develop strong language. You can find a family media plan at:  

www.HealthyChildren.org/MediaUsePlan 

Children’s Picture Books on Screen Time Mindfulness 

• Doug Unplugged by Dan Yaccarino Blackout by John Rocco 
• Chloe by Peter McCarty 
• Hello! Hello! By Matthew Cordell 
• Unplugged by Steve Anthony 

Brain Builders Corner: Early Intervention

Connecting new providers with SKI HI Training
After three 2-day sessions of training, we have a group of new SKI HI Certified Parent Advisors who are ready to join our CDHHE Network serving families. Our new Parent Advisors, who are already licensed to work with Deaf and Hard of Hearing children, now have added training to work with families of newly identified children as they journey through the early intervention system until they transition to school services. These providers coach families in promotion of communication and language with their child in ways that best match the child’s needs. Parents learn about various strategies for language development and are given information in order to have confidence in using resources and skills to see their child reach their potential. Parent Advisors also help par-ents promote their child’s development in literacy, cognition and social-emotional development. We are grateful to our Indiana State Trainers, Michelle Coleman and Jodee Crace, as well as the entire Early Intervention team who coordinated efforts to expand our pool of providers and increase capacity to serve families.
  

We also have a new pool of Deaf Mentor candidates who completed SKI HI Deaf Mentor training the first week of June. Deaf Mentors are certified when training is successfully completed to teach families American Sign Language (ASL) and other visual communication skills, shared reading techniques to promote literacy and information about being Deaf and Deaf Culture. Deaf mentors will work with families who have Deaf and Hard of Hearing children between the ages of birth and three years, as well as work with other First Steps service providers on the families’ Individual Family Service Plans (IFSPs). Our gratitude goes out to Jodee Crace and Paula Pittman, national trainers from the SKI HI Institute for their dedication to ensuring quality training takes place as we grow potential resources for families. For further information about the SKI HI Deaf Mentor Program, there is a video available at deaf-mentor.skihi.org    

Check out this resource from the Center on the Developing Child at Harvard University. This shows key steps within the ‘serve and return’ framework between children and adults. These steps are key in brain development, social skills and communication. https://developingchild.harvard.edu/resources/5-steps-for-brain-building-serve-and-return

Sound Advice: Audiology

HEARING LOSS AND DOWN SYNDROME 

Hearing loss is common in children who have Down Syndrome and can affect the development of their communication skills. The physical ear structure of children who have Down syndrome may predispose them to hearing difficulties.  

Types of hearing loss 
The majority of hearing loss associated with Down  Syndrome is conductive in nature. This type of hearing loss happens in children with Down Syndrome because they often have narrow ear canals, which may lead to occlusion of the ear canal with ear wax. Additionally, these children are more prone to middle ear issues such as build-up of fluid, infections, and eardrum perforations. 

Conductive hearing loss can be transient as is the case with otitis media; however, recurrent or chronic otitis  media can damage the middle ear and eardrum leading to a permanent conductive hearing loss. While a transient conductive hearing loss is rarely treated with hearing aids, amplification may be recommended for a more permanent loss. 

Sensorineural hearing loss occurs less often in children with Down Syndrome than conductive hearing loss but it can occur. It may be pre-sent at birth or develop later in childhood. Therefore, it is important for children to receive routine hearing tests even if they passed the hearing screening as a newborn.

When should my child’s hearing be tested?
Every infant should receive a newborn hearing screen. This is typically completed before the child is discharged from the newborn nursery. Infants who do not pass the screening are referred for diagnostic testing to further evaluate hearing sensitivity. 

After passing the initial hearing test, infants who have Down Syndrome should have their hearing tested again between 9-12 months of age.
  
If there are no concerns, the child’s hearing should be tested every 6 months until normal hearing is confirmed in both ears. 

If concerns exist, the child should be referred to an Ear, Nose, and Throat (ENT) specialist. 

Once normal hearing is confirmed in both ears, children should continue to receive an audiogram every year to monitor for any changes. If hearing loss has not been ruled out for a child you know who has Down Syndrome, consult their doctor for a  referral to an audiologist for a hearing evaluation.  

As a parent or caregiver of a child who has Down  Syndrome, it is important to be aware of the possibilities of hearing loss. A high prevalence of hearing loss does not mean that your child has/will have one. However, adequate monitoring will assist in early identification and appropriate treatment, if necessary. 

Adapted from: https://www.massgeneral.org/children/down-syndrome/hearing-loss

Teachers' DEN (Deaf Educators' Network)

It’s summer! Long, sunny days are here and children are looking forward to having fun! Opportunities to socialize with other children and adults who are deaf and hard of hearing is critical to developing a positive self-image and summer can be a great time to find these opportunities. 

Summer camps for students who are deaf and hard of hearing are fantastic opportunities for peer interaction and socialization. Students immediately bond over shared experiences. They meet children they may never have had the opportunity to meet and make lasting friendships. If your child missed camp this year, plan for it next year!   

 “Social interactions and friendships in childhood are associated with a wide range factors related to psychological well-being and can be considered protective factors against life stressors and developmental challenges..”  (Batten, Oakes, Alexander, Factors Associated With Social Interactions Between Deaf Children and Their Hearing Peers) 

"Meeting deaf adults will acquaint you with the world and culture of deaf people, and it will bring role models into your child's world—a factor whose importance, right from the start, cannot be overstated."  (Ogden, P. 1996, The Silent Garden: Raising Your Deaf Child) 

More ideas:

• Play groups/dates
• Open-captioned movies
• Sports/classes w/ an interpreter
• Deaf Community groups
• Social media groups

Where to find events: 
https://www.facebook.com/CDHHE  
https://www.deafhoosiers.com/news 
https://www.hearindiana.org
https://iadhoosiers.org     
https://www.inhandsandvoices.org