Language and Literacy Corner: Basic Interpersonal Communication Skills vs Cognitive Academic Language Proficiency

Two types of language exist in human interaction. Basic Interpersonal Communication Skills (BICS) are the language skills needed in social situations. It is the day-to-day language used to interact with other people. A student may use their BICS on the playground, in the lunch room, on the school bus and playing sports. These social interactions usually include context cues and occur
in a meaningful, experiential setting.

The language required to participate in the social exchange require minimal thinking. While interpersonal communication is important to child development, schools and families need to take care to not to assume a social student has adequate language to develop literacy.

Cognitive Academic Language Proficiency (CALP) is the formal academic language required for listening/seeing, speaking/signing, reading and writing about content material. Having age level CALP skills is essential for students to succeed in school. Academic language acquisition is not just the understanding of content area vocabulary; it includes skills such as comparing, classifying, synthesizing, evaluating and inferring information read from a textbook or presented by the teacher out of context.

As a student gets older, the context of academic tasks becomes more and more reduced, requiring the ability to use of different cognitive skills. 

Deaf and hard of hearing students are best served when their language is monitored by formal testing annually until they demonstrate cognitive academic proficiency; both receptively and expressively (written, oral and/or sign). When language skills are regularly monitored, educational programming can be tailored to the student in a more precise and focused manner.

Center staff can consult with you about language and literacy including:

• Consult on goals
• Share techniques to help DHH students
• Brainstorm ideas to improve a student's language development 

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

As another school year gets into full swing, you may have questions about why some of your students are not demonstrating progress as their typically-developed peers. Our Center Assessment Team is available to assist in various capacities, such as file reviews, consultation, onsite observations and assessments. Assessments can occur at any one of our facilities or onsite. We complete comprehensive assessments as well as work collaboratively with professionals at the servicing school.

Frequently Asked Questions:
Q: I’m a parent. Can I request an evaluation, observation, or consultation?
A: Yes. Parents as well as legal guardians are encouraged to reach out for assistance with their children who are Deaf or Hard of Hearing in addition to referrals from any educational or medical professional team members.

Q: Does the Center have to do all the testing?
A: No. The Center can conduct all the testing or only strategic components of an assessment, such as one or more of the following areas: audiology, speech, language, motor, sensory, achievement, cognitive, social-emotional, etc.

Q: Can I choose the location of the testing?
A: The Center Assessment Team conducts a thorough file review and determines the staff members who need to be involved to best answer the referral question, as well as the geographical location for the assessment of the child/student. This information will allow the team to recommend whether testing can occur at the local school or at one of our Center offices (Central-Indianapolis, Northeast-Fort Wayne, or Southeast-Scottsburg).

Q: How frequently can I refer a child/student for testing?
A: Standardized testing can occur as frequently as once a year or annually if needed to assist with monitoring progress.

Q: How long does it take to get an assessment scheduled with the Center Assessment Team?
A: Depending on the comprehensive nature of an assessment, appointments could be scheduled as far as three months out from the file review, once all paperwork (completed Center Referral, Center Release, IFSP/IEP, audiology/ENT records, previous speech and language assessment results, psychoeducational assessment re-ports, etc.) has been submitted to the Center as part of the referral.

Q: Once testing occurs, how often does it take to get a report?
A: The Assessment Team informs families, schools, and other referring parties that it generally takes six to eight weeks to finalize our comprehensive, integrated assessment reports. However, we acknowledge and do our best to work within the local school’s IEP timelines.

Q: Will the Center Assessment Team share their information in a case conference?
A: At least one representative from the Center Assessment Team will be available to participate in case conferences to share the testing results and recommendations. Participation may occur in person or via the telephone when we are notified of or invited to case conferences.

Q: Can parents or legal guardians invite professionals from the Center to a case conference?
A: Yes. We request that parents and legal guardians to inform the servicing school of their intention to include the Center as part of the Case Conference Committee.

Q: How much does an assessment at the Center for Deaf and Hard of Hearing Education cost?
A: Our assessment services are provided at no cost to schools, providers or families.

Brain Builders Corner: Early Intervention

What do you know about the Center for Deaf and Hard of Hearing Education? What would you like to know about the Center and the CDHHE Network? Those questions were posed at each of the nine First Steps System Point of Entry (SPOE) meetings by CDHHE Network Administrators Michelle Coleman, Cindy Lawrence and Kelli Lynch. For information about the First Steps Clusters, visit https://secure.in.gov/fssa/ddrs/5495.htm. From the perspective of a provider agency serving the entire state of Indiana, we felt that each SPOE had a distinct personality, with questions and issues unique to that area.

We have compiled a list of the most common questions and answers from our meetings with each cluster, our “2018 SPOE Roadshow.” We also enjoyed the scenery and local lunch spots we would never have experienced if we didn’t travel to these areas. Hoosier hospitality is alive and well throughout our great state!

FAQs:
Q: How do we help families understand why services are beneficial when a) a family doesn’t see the need; b) a pediatrician says services are not needed; c) the family is overwhelmed?
A: Listen carefully to what the family understands or does not understand about the child’s hearing levels. Our specialists are trained to explain audiograms, test results and the impact on language. Some families may need minimal assistance under-standing and navigating their child’s needs, and some may require more time and information.

We work collaboratively with the Early Detection and Intervention (EHDI) program, and if you are aware of professionals who dismiss the hearing results, the EHDI coordinator can follow up with further education.

Sometimes families have other overarching needs, and we can provide printed information, and resources that would meet the individual needs of the family. Services can be added at a later date when a family is ready. We are happy to talk with a family by phone to answer questions and/or explain services.

Q: What is the difference between Guide by Your Side (GBYS) and Parent Advisor (DT-PA)?
A: The GBYS program provides emotional support from parents of deaf or hard of hearing children and who have been trained to provide parent-to-parent support. The program is ad-ministered through the EHDI program rather than a First Steps early intervention service. Parent Advisors are early intervention specialists credentialed through First Steps and trained on the SKI-HI curriculum. They have professional backgrounds with degrees in deaf education, speech and language, or other related fields. They provide education to parents regarding specialized resources as well as information on topics unique to raising a deaf or hard of hearing child, including strategies for communication and language development.

Q: What if the family works with another agency already?
A: The CDHHE Network only provides services specific to deaf and hard of hearing children. Often OT/PT and other services will be from another agency. An integrated family service plan (IFSP) can also have providers from two agencies, each working on unique goals.

Q: If a child is too young to speak or sign, why offer speech therapy (ST) or developmental therapy– deaf and hard of hearing (DT-DHH) or deaf mentor (DM)?
A: Children take in and are “listening” before birth and when they are born. Their brains make neural connections rapidly during the early years, and our specialists will show families how to make those connections through everyday routines, interacting, communicating and responding with their baby. Check out these resources on language development to see the importance of starting as early as possible to build language in the brain. 

https://www.babyhearing.org/language-learning or https://www.gallaudet.edu/clerc-center-sites/setting-language-in-motion.html

Q: Can you provide a basic one page sheet to help families understand why the CDHHE Network is important at intake?
A: Yes, this is in progress. The goal is to ensure families under-stand the need for and receive early specialized services.

Sound Advice: Audiology

How Can Parents Help Support Educational Success?

According to Sarchet & Trussell (2017), approximately 95 percent of children who are deaf or hard of hearing (DHH) spend some portion of their days in a general education classroom. The prevalence of childhood hearing loss is relatively low, which means many teachers and school officials have never worked with DHH students. Therefore, parents of children who are DHH must play an active role in ensuring their students have what they need to be successful in school. The key players working with DHH students in an educational setting may include speech language pathologists (SLP), audiologists, teachers of the deaf/hard of hearing, therapists and classroom teachers.

The following areas should be monitored closely to ensure that optimal educational success is achieved (think “ACES”):
Auditory access: Amplification and hearing-assistive technology (HAT) should be optimally fitted and in good working condition. It is important for everyone working with a child to know what they can and cannot hear. Amplification does not always mean adequate auditory access!

Classroom performance: Children should be able to obtain new information from teachers, peers and media sources and participate in all classroom activities and discussions. For example, a child may require captioning or alternative ways to access media utilized in the classroom.

Educational growth: Each child should be gaining new academic, language and literacy skills based on their individual cognitive and developmental abilities.

Social-emotional: It is important for children to develop communication strategies to foster meaningful peer interactions and to make and maintain friendships.

Consider the many needs that are common among children who are DHH. Auditory access, speech and language development, and academic success are interrelated; therefore, it is important that professionals working with the child have access to important information regarding his/her abilities and are able to communicate effectively. Parents can be instrumental in facilitating this process by ensuring that everyone working with their child has current information to develop appropriate plans and goals and monitor their child’s progress.

How can a parent help to address these needs and maximize a student’s school outcome?
Ask good questions:
Is an audiologist involved with my child’s academic planning? If not, your child’s managing audiologist is essential in providing information and recommendations to school staff regarding his/her auditory abilities, access and what may be needed to facilitate access to classroom information.

Does my child have access to hearing assistive technology at school? What type? Is it effective? Who monitors the device(s)? Is it being used consistently? Poor classroom performance or academic growth may suggest a need to initiate the use of HAT or re-evaluate current technology.

How often does my child receive push-in/pull- out instruction? Who are the professionals working with my child? What are the goals and how is progress monitored? If a child is not making adequate progress on goals, a meeting with school staff and/or service providers may be warranted to review and update current plans.

Does my child feel accepted and supported at school? If a child does not feel comfortable at school, he or she may not perform as well as they might when they feel accepted and supported. Improving a child’s support system and building confidence can have a positive impact on his/her academic performance.

Share information with key players, including:

• Updated hearing test results, make and model of amplification devices, and changes in function of amplification or HAT
• Changes in academic performance, behavior, attention, etc.
• Progress toward goals from all professionals working with your child

Sarchet, T., & Trussell, J. (2017, April 04). The Roles of a Teacher of the Deaf or Hard of Hearing. Retrieved September 06, 2018, from http://www.raisingandeducatingdeafchildren.org/2017/04/03/the-roles-of-a-teacher-of-the-deaf-or-hard-of-hearing

From the Director - Bethany Colson

It is this time of year when the days get shorter, temperatures get cooler and flowers fade. Summer is officially winding down, but with that, a new school year is in full bloom. Our staff is bustling this time of year as we help students, families and schools assess skills, write goals and implement services for individual deaf and hard of hearing (DHH) children according to their needs. In ad-dition, we are gathering DHH teachers from around the state, giving them an opportunity for conversation, updating information and resource sharing.

We are also partnering with the Office of Public Health Performance Management (OPHPM) within ISDH to ramp up our strategic planning process. This process allows us to look back on our accomplishments and on changes within our Center and the state; to look at the present, including our current programming, relationships with other entities, and how we fit within the current needs of our state; and to look forward to priorities we see for our Center based on our past and present evaluations and forecasting.

The strategic planning process will allow us to plan for growth, manage our resources better and give us the best possibility to meet our desired outcomes. Most importantly, it will help deaf and hard of hearing children reach their full potentials. It will be important for us to determine what our state may lack and to assist in resolving any issues so we can create a long-term plan for success. As the process moves forward, we will ask: What is our current state? How does that compare to our desired future? How do we get from now to our desired future? And how will we measure our success? These will guide our investigation and creating of an updated strategic plan.

Our planning process has begun with conversations among our Center staff with OPHPM facilitation. The discussions will expand to our advisory committee and other professionals and families of deaf and hard of hearing children as stakeholders of our Center. We value your participation in this process and will be sending out a survey to receive your feedback and input into planning our future. Thank you in advance for your comments and suggestions. We look forward to continue to serve our state through services, resources and information.

Teachers’ DEN (Deaf Educators’ Network)

Vocational Rehabilitation Services

Do you know of a student who is Deaf or Hard of Hearing who is about to exit school? He or she may be eligible for Vocational Rehabilitation services. As stated on their website (https://www.in.gov/fssa/ddrs/2636.htm):

Vocational Rehabilitation Services (VR) provides quality individualized services to enhance and support people with disabilities to prepare for, obtain or retain employment. The individual will work closely with a VR counselor throughout the process. Through active participation…people with disabilities achieve greater level of independence in their work place and living environments.

Vocational Rehabilitation has recently enacted an Order of Selection to prioritize need. Everyone who applies will have an intake appointment to determine eligibility. If found eligible, VR will determine the severity level of need to determine priority of services. The priority categories are (1) most significant need, (2) significant need, (3) all other. As of August 1, 2017, categories 2 and 3 have been moved to the deferred list.

VR is currently implementing Pre-Employment Transition Services (Pre-ETS) that can start while a student is still in high school. If students receive Pre-ETS before applying for VR AND they are placed on the deferred list, students can continue receiving Pre-ETS. If students have not started Pre-ETS and apply for VR and are put on the deferred list, they cannot start Pre-ETS. Pre-Employment Transition Services have five focus areas:

1. Job exploration counseling, which includes conducting interest inventories, reviewing career websites, taking high school courses on occupations and career readiness, etc.

2. Work-based learning experiences which can include paid or non-paid work experiences in the community, volunteer work, job shadows, short- or long-term internships, on the job training, apprenticeships and employer mentoring activities.

3. Counseling on opportunities for enrollment in postsecondary education, which includes exploration of the wide range of career pathways (i.e., agriculture, manufacturing, etc.), counseling on postsecondary training opportunities including community colleges, universities, trade/technical schools, etc., and counseling to support a smooth transition from high school to postsecondary education (i.e. documenting and advocating for accommodations, identifying financial aid options, etc.).

4. Learning workplace readiness skills, which includes soft-skills training, employability skills training, social/interpersonal skills (i.e. communication, problem solving, decision making, conflict resolution, empathy, professionalism, etc.) and independent living skills training (i.e. good hygiene, money management, using transportation, time management, using technology and assistive technology, appropriate dress, appropriate behavior, etc.).

5. Self-advocacy instruction in self-awareness, disability disclosure, requesting accommodations, understanding rights and responsibilities, self-determination, etc., and mentoring including peer mentoring.

For more information, please visit this frequently asked questions document or contact your local VRS office on the regional map. Indiana ARC has also created a podcast with more information.

The Center for Deaf and Hard of Hearing Education has a comprehensive list of other resources on a multitude of topics.

For more information, please contact Sarah Kiefer, Deaf Education Coordinator skiefer@isdh.in.gov or 317-232-0971, or visit www.cdhhe.isdh.in.gov.

TACKLIN' Assessment

Guidelines for the Assessment and Educational Evaluation of Deaf and Hard of Hearing Children in Indiana

Recently revised edition now available

The Assessment Team at the Center works with all children who are Deaf or Hard of Hearing no matter how unique of a profile they may have either medically or educationally. There is a shortage of professionals who have experience working with deaf and hard of hearing individuals, which can lead to possible misidentification or dismissal of other challenges. This makes the expertise of the Center for Deaf and Hard of Hearing Education Assessment Team so critical in determining any additional variables that impact a student’s progress.

The Center is available to assist schools with in-services, consultation, observations, and assessment at no cost to schools or families. We believe in a whole child approach, including partnering with schools and families to help students meet their optimum potential.

The Guidelines for the Assessment and Educational Evaluation of Deaf and Hard of Hearing Children in Indiana were created as a resource to share our expertise with those who work with and care for Deaf and Hard of Hearing children. Additionally, you an access this resource on our website.

BRAIN BUILDERS CORNER: Early Intervention

Inaugural First Steps Conference Includes Presenters on Brain Development

Congratulations to Indiana First Steps for a successful inaugural First Steps Conference this month in Bloomington. Many of our CDHHE Network providers and partners attended this professional development opportunity for Early Intervention providers, families and stakeholders. As I attended inspirational sessions and informative sessions and heard thought-provoking and heartfelt stories shared by parents and other presenters, I reflected on how to share some of what I learned with others.

Dr. Rosemarie Allen shared this quote in her presentation on Implicit Bias in Early childhood: “These are all our children. We will profit by, or pay for, whatever they become.” Dr. Allen challenged us to be aware of our own cultural beliefs and values and embrace other cultures to connect with parents who are children’s first teachers. We are grateful to our families for welcoming our providers into their homes as we work to build relationships with families in their communities. Together we learn what will work with each family as they navigate the early years when language and relationships are building a strong foundation in the brain. 

We also learned more about the brain from Dr. Dipesh Navsaria as he shared research from his practice at the Department of Pediatrics at the University of Wisconsin School of Medicine and Public Health.  He talked about the three legged stool for a child’s developmental trajectory of the genetic, prenatal & neuro-developmental factors, socio-economic environment, and the attachment and relationship patterns that impact a child’s future.  He also talked about the 5 Rs of early childhood education that all of us can share and practice with children we work with and families:  Routines that help children know what to expect of us and what is expected of them, Reading together daily, Rhyme playing and cuddling, Rewards for everyday successes, and Relationships reciprocal and nurturing: the foundation of healthy child development, as shared by the AAP School Readiness Technical Report, 2008.  Both of the above mentioned speakers have videos available on YouTube for those who wish to view them. 

We were also honored to present a session at the First Steps Conference. We shared information about all of the services available to families with children identified as being deaf or hard of hearing through our CDHHE Network. We are connecting with families to provide encouragement, information and understanding regarding their child’s unique hearing status and ability to access language auditorily and visually. We have experts from the Center, contractors with our CDHHE Network and our partners from the St. Joseph Indiana Institute Corporation. Our expertise in specific areas as requested by families as they develop their Individual Family Service Plans (IFSP) blend together as families learn how to be their children’s first teachers and access the world around them. 

For more information on how to access our early intervention services contact us at cdhhenetwork@isdh.in.gov or 317-232-7349 or 855-875-5193 and ask for Cindy Lawrence or Michelle Coleman, CDHHE Network Lead.

Hearing Aid Assistance Program of Indiana (HAAPI)

Indiana Statute 

In 2014, the Indiana General Assembly approved an appropriation to fund Indiana Code IC 16-35-8, the   Hearing Aid Assistance Program of Indiana (HAAPI).

This fund was appropriated to the Indiana State Department of Health and its Center for Deaf and Hard of Hearing Education (CDHHE). This fund will provide approximately 300 hearing aids each year. Hear Indiana was awarded administration of HAAPI through RFI 16-014.

Children with hearing loss are eligible for HAAPI, if all of the following are true:

• They are at least 3 years old and have not graduated high school.
• A physician has provided medical clearance.
• They have not received funding from HAAPI in the previous three years.

All hearing aids purchased by HAAPI must be prescribed, fitted and dispensed by a licensed audiologist who has registered to participate in HAAPI.

Note: Priority in this program will be given to those applicants younger than age 14.

HAAPI: How to Apply

1. Find a Participating Audiologist

Talk with your child’s audiologist to see if s/he participates in the  Hearing Aid Assistance Program of Indiana (HAAPI). If so, s/he will be able to assist you with the application process. If your audiologist wants to register as a participating audiologist, please ask him or her to contact the HAAPI administrator. Alternatively, you may choose a provider from the list of Participating Audiologists. If you need assistance, please call us at 317-828-0211 or email at Info@HAAPIndiana.org.

2. Necessary Documentation

• Completed application
• Medical Clearance for Hearing Aids (by a pediatrician or an ENT)
• Recent Audiogram (within the last 6 months)
• Age Verification: birth certificate for children ages 3-5 and proof of school enrollment for school age children.

 3. Submit All Paperwork

The forms must be filled out entirely and emailed, mailed or faxed with supporting documentation to:

HAAPI
Attn: Hear Indiana, Program Administrator
4740 Kingsway Drive
Indianapolis, IN 46205
Ph: (317) 828-0211
Fax: (888) 887-0932
Info@HAAPindiana.org

4. Timeline once application is complete

Applications will not be considered complete until all documentation has been received by HAAPI and a participating audiologist has been chosen. If assistance is needed obtaining any documents, please ask a participating audiologist or call HAAPI at 317-828-0211. Once eligibility has been determined, HAAPI will notify the family and the participating audiologist of the status of the application. The approval process may take 3-4 weeks once complete.

Please contact HAAPI administrative staff if you have questions regarding patient qualifications or benefits.
We encourage the referral of all patients between the ages of 3 and 21 who are unable to obtain hearing aids.
Call HAAPI at 317-828-0211 or email Info@HAAPindiana.org for more information.

Sound Advice

SOUND ADVICE
Audiology

Teens who are DHH: The “Iceberg” Effect

Teenagers who are deaf and hard of hearing (DHH) have unique experiences when compared to hearing peers in terms of socializing, self-esteem and identity. Studies on the emotional impact of hearing loss in adolescence suggest teenagers who are DHH may have uniquely challenging social and emotional experiences. For some, this can create an internal emotional environment that may not be obvious to the outside world.

How Do We Help Teens Who Are DHH Mitigate These Effects?

Foster a Sense of Self:

Help your teen identify as a capable DHH individual

Build an Understanding Community:

Help your teen interact with other    people who are DHH who understand their experiences and can offer support

Offer Space:

Often teens need space to work out their issues

Praise Accomplishments and Efforts:

Praise your teen’s successes and areas of strength

How Can I Help Early On? 

Building strong self-esteem and positive identity from a young age can help prevent some of the negative experiences teens who are DHH may encounter. Being connected with peers who are DHH when young and having older DHH role models who advocate for themselves can help your child develop a positive feeling about their identity. Additionally, encouraging your young child to become a problem-solver and providing responsibilities can foster feelings of confidence, competence and mastery.

By recognizing and respecting the often “under the surface” emotional experiences of a teen who is DHH, you can help your child to develop a fulfilling identity and to embrace rather than reject their hearing loss.

Information for this article was gathered from the Supporting Success for Children with Hearing Loss website. Visit: www.successforkidswithhearingloss.com for more information on this topic and many others.

From the Director

From the Director

Bethany Colson

As we kick off a new state fiscal year on July 1, it is a time to look back on what we have accomplished and a time to look forward to what our goals and achievements will be this year. Over the past year, we have focused on filling gaps – gaps in locations around the state, gaps in knowledge related to deaf and hard of hearing children and gaps in timing of services and information.

One way we have filled in location gaps is through our regional centers. We expanded into the southeast region with a regional center in the Mid America Science Park in Scottsburg, as well as expand our presence in the northeast. Our northeast regional staff in Fort Wayne continues their outreach efforts including connections to local health departments.

With regard to gaps in knowledge, our staff both attended and provided a multitude of professional development opportunities last year. On a national level, we attended the EHDI Conference, National Outreach Conference, AAA, ADARA and National Deaf Center conference. Within Indiana, we attended the Early Childhood Special Education Administrators Conference, ISHA, ICASE retreat, PATINS Tech Expo, and presented at the First Steps and Indiana Deaf Educators and Educational Interpreters conferences. Our collaborations with FSSA through First Steps and Vocational Rehab, as well as with DOE through the Department of Special Education, are key to our Center’s success in providing positive outcomes for deaf and hard of hearing children.

Lastly, we made efforts to fill gaps in service provision through our partnerships with EHDI and First Steps to reduce timing of referrals for early intervention evaluations and services. We continue to recruit, train and mentor early intervention providers and educate system point of entry staff to follow best practices for deaf and hard of hearing children. In addition, we have worked with numerous families and school districts at the time of transition from Part C to Part B – providing support, assessments and recommendations related to educational needs. 

We share best practices and encourage collaboration of DHH teachers around the state through our DHH Roundtables. We work with the PASS Project to provide EPO webinars for educational professionals and meet with educators and support staff individually for training and support. Our Center participates in the Transition Alliance to fill gaps in secondary transition information for deaf and hard of hearing students.

In the coming year, we will focus on strategic planning – to determine how we can best continue filling gaps and meeting the Center’s mission and duties. The collaborations we have are key in our success and a continued focus for our Center. I am honored to take on the Executive Director position with the opportunity to lead these efforts, work with a talented and dedicated staff and strengthen relationships with other professional entities working with deaf and hard of hearing children.

From the Director

From the Director
Bethany Colson, Interim Director

Staff from the Center recently had the privilege of attending the 2018 EHDI Annual Meeting. This conference is an excellent way for our staff to interact and learn from other stakeholder groups outside Indiana. We brought back new tools and information about provider self-assessment, audiological management, IDEA and ADA, parent support, language development, trauma-informed care and so much more.

The opening plenary of this meeting was given by Beth Wolfson, a master trainer with VitalSmarts. Her talk centered on the book Crucial Conversations. The definition of a crucial conversation is when differing opinions, strong emotions and high stakes exist.  In these conversations, Beth shared that effective discussion can occur when participants are 100% honest and 100% respectful. As we interact with other professionals and families, crucial conversations may occur. We can engage with one another honestly and respectfully, finding our mutual purpose to reach an agreed upon objective.

Ms. Wolfson shared techniques to candidly and respectfully engage in crucial conversations. These included managing our own emotions, getting our motives right and separating fact from story. She reminded the EHDI attendees that our emotions are our own — emotion is not forced by others in conversation. Managing these can create a more productive environment for crucial conversations to occur. Being aware of motivations also keeps the conversation on track. Unproductive motivators include being right, avoiding conflict and blaming/shaming. Productive reasons for dialogue include learning options, producing results, and strengthening relationships. Getting away from the “me” and entering into the “we” dialogue. As we engage in these conversations, we begin to tell a story to ourselves. It is key to keep our story, or judgment, separate from the facts.

There are opportunities for crucial conversations along this journey. Let us all strive to respectfully engage with one another in these crucial conversations to enhance the resources and services for children who are deaf and hard of hearing.

Staff Spotlight

Deyda Salazar, Administrative Assistant

The Center Assessment Team would like to welcome Deyda Salazar as its newest team member. Her role as the assessment team’s administrative assistant involves serving as the point of contact for all assessments, performing intake and scheduling families for assessment services, as well as coordinating with schools and medical providers to obtain needed information. 

Deyda has relevant personal and professional experience. Her working knowledge of Indiana Article 7, experience working as an intake specialist for the Children’s Bureau of Indianapolis and significant background in customer service has been invaluable to the team. Deyda is the mother of triplets and has had first-hand knowledge of the First Steps system.  

Deyda is bilingual and fluent in both English and Spanish.  She exudes high energy in her position at the center and has a love of sports, especially soccer, during her free time.

Sound Advice: Audiology

Road Safety Tips for Children

Here are some friendly reminders and suggestions for keeping children with unilateral hearing loss safe as the weather becomes milder and children increase their outdoor activities and play.

Children with unilateral hearing loss (hearing loss in one ear) often experience difficulty locating where sounds are coming from. In order to localize (locate) sounds, we need sound to be heard by both ears. With normal hearing in both ears, our brain receives the sound signal from both ears and is able identify where a sound is coming from with good accuracy.

With unilateral hearing loss, a child’s brain may only receive the sound from the better ear.  The child may hear the sound but not be able to tell where it is coming from. The greater the degree of hearing loss, the more difficulty the child may experience in localizing sounds. The most noticeable difficulty for families is when calling their child. Their child may not respond due to not hearing or not knowing where their parents are calling from.

Teaching good road safety should start early

Children learn from watching their parents, so set a good example from the start:

· Cross roads at traffic lights and adhere to pedestrian signals.

· Don’t cross the road between parked cars. Children cannot see an approaching vehicle, and the child with a hearing loss may not hear a car or know which side the sound is coming from.

Teach and modify as necessary the “Stop, Look, and Listen” road strategy.

Remember

Generally, children younger than 10 need active adult supervision when crossing the road. They have difficulty judging how far away a car is and how fast it is going. Children also find it hard to identify when and where it is safe to cross the road.

Learning to cross the road safely takes time and practice. Walking with your child to shops or school is an ideal time to teach how to cross the road safely.

Bicycle Safety

All children need to be taught cycling safety. Start teaching them good   riding habits when they get their first bicycle. Children with unilateral

hearing loss may experience additional difficulties when riding their bikes:

When riding on pavement, they may not hear when a car is pulling out of a drive way and the driver may not be able to see them. They need to be taught to be cautious in the driveway.

They may not hear another bike or car coming from behind or be able to decide which side to move when another bicycle rider rings their bell or a car honks its horn. It is important that they have rear view mirrors installed and are instructed how to use them. In addition, they should be taught to ride on the appropriate side of the path or road to avoid unnecessary accidents.

Talking to your child about their hearing loss and the extra precautions they need to take will help them to understand their responsibilities and keep them safe.

HAAPI - funding cycle

Check the HAAPI website for other potential resources to receive financial assistance for hearing aids:  http://www.haapindiana.org/about/press-release

Brain Builders' Corner: Early Intervention

The CDHHE EI Network: SKI-HI Parent Advisor training

Cindy Lawrence, Early Intervention and Transition Coordinator

Our CDHHE Network, the specialized Network for Deaf and Hard of Hearing children serving children and families in the birth to 3 year age range, is in need of more SKI-HI Parent Advisors to empower and educate parents about such topics as infant and toddler development, audiology testing and results, auditory and visual technology, use of natural environments and routines, and navigating information about communication.

Parent Advisors provide ongoing early intervention home visits utilizing the SKI-HI curriculum and resources for families learning about early communication, listening, assistive technology, American Sign Language, visual communication, spoken language and more.

SKI-HI Parent Advisor training will take place again June 8, 9 and 10 (part 1) and July 12, 13 and 14 (part 2). Please contact Cindy Lawrence at 317-232-0899 or e-mail at clawrence@isdh.in.gov if you are interested or want to know more about qualifications to become an early interventionist with our specialized CDHHE Network. 

The Joint Commission on Infant Hearing (JCIH) position statement indicates that timely access to quality early  intervention (EI) providers who have the core knowledge and skills necessary is a critical component of a successful Early Hearing Detection and Intervention (EHDI) System.

Our EI team works closely with the EHDI and First Steps system to close the gap of time from identification to implementation of those early services. During the spring months, we have also presented to each of the Indiana System Point of Entry clusters — sharing information about our network and best practices for deaf and hard of hearing early intervention services. This increased awareness and support for deaf and hard of hearing children and families has led to a greater need for more qualified EI providers,

Our purpose in early intervention is to empower parents and families to build a strong foundation in the brain. Communication and language connections promote future academic, social, and emotional development. Child-adult relationships that are responsive and attentive — with lots of back and forth interactions — build a strong foundation in a child’s brain for all future learning and development. 

One helpful resource for families regarding strong child-adult relationships comes from Harvard University’s Center on the Developing Child.

These videos demonstrate how parents encourage that back and forth interaction with their children. https://developingchild.harvard.edu/resources/5-steps-for-brain-building-serve-and-return/.

If you are interested in joining our CDHHE Network or have questions about the qualifications to become a First Steps provider, contact Cindy Lawrence at 317-232-0899 or CLawrence@isdh.in.gov.