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

From the Director

House Enrolled Act 1484—Indiana Deaf Education and Assessments of Language (IDEAL) was approved and signed by the governor on May 5, 2019. Our center has been tasked to implement this act, and we are getting down to business already! We will work in conjunction with an advisory committee to create a parent resource and tools & assessments list for deaf and hard of hearing children birth to ten years of age. In addition, we will be providing technical assistance related to assessing deaf and hard of hearing children and reporting on assessment data received. This is an exciting initiative to  ensure parents have accurate information on communication development, children are monitored through annual testing and the Center receives ongoing assessment results to form programming to meet the needs of deaf and hard of hearing children in our state.