Brain Builders Corner: Making Connections at the National Early Hearing Detection and Intervention Annual Meeting

Our last professional development opportunity face-to-face prior to COVID-19 was at the National Early Hearing Detection and Intervention (EHDI) Annual Meeting. The first few years of a child’s life are so critical to brain development that a national conference is dedicated to making sure that each state meets the 1-3-6 goal of screening hearing by one month of age, diagnosing hearing levels by three months of age, and enrolling families into Early Intervention Programs by six months of age.

Presentations, vender booths, and poster sessions were shared regarding all aspects of the Early Hearing Detection and Intervention process. We learned more about successful strategies for programs and about current research. One of the keynote speakers shared that future directions are going toward building a healthy community centered around supporting and engaging families, incorporating technology, and looking at data systems to inform our programs. Including diversity in our workforce and infusing deaf and hard of hearing leadership in our programs also will ultimately lead to healthy children who are deaf and hard of hearing. 

Would you like to become a Joy ambassador? One of the presentations at the Annual EHDI Conference introduced participants to a movement called Fostering Joy in raising a child who is deaf or hard of hearing. While we hear so much information about the importance of providing interventions and identifying needs, we also need to recognize the importance of making brain connections through positive social and emotional bonds between children and supportive adults in their world.

Check out this website that encourages families and professionals to foster Joy in raising and working with children who are deaf and hard of hearing. Professionals can share the tip sheet and use the PowerPoint template available on the website to share the message. If you are a family member of a child who is deaf or hard of hearing, you can also join their closed Facebook group. 

 

Also, check out these free resources designed to promote communication within families: 

ð Communicating with Baby:  Tips and Milestones from Birth to Age 5 https://identifythesigns.org/communicating-with-baby-toolkit/

ð For ASDC members:  Sign on ASL online practice with a Deaf adult https://deafchildren.org/sign-on/

ð Learn early communication milestone and apply American Sign Language strategies through https://www.gallaudet.edu/asl-connect

ð Free membership with access to on-demand streaming of over 8000 educational videos for families of children who are deaf, hard of hearing, blind, visually impaired or deaf-blind at https://dcmp.org/

 

Sound Advice: Face Masks

Due to the current COVID-19 pandemic, many people are following health guidelines to wear face masks while in public places. These face masks can impact our communication with one another – particularly for individuals who are deaf and hard of hearing.

HOW MASKS MAY IMPACT COMMUNICATION

· Different fabrics and styles of masks distort speech.

· Individuals may not know when others are speaking and may have difficulty understanding what they are saying.

· Masks cover facial expressions that convey grammar and meaning and show mouth morphemes for ASL.

· Masks may get tangled with hearing aids and implants sitting behind the ears and may pull the devices off when removed.

· Masks hide facial expressions that may alert communication partners to  communication breakdowns and confusion.

 HOW INDIVIDUALS WHO ARE DEAF AND HARD OF HEARING MAY BE AFFECTED

· Increased mental exertion required to achieve effective communication

· Increased anxiety and frustration due to miscommunication

· Increased feelings of isolation in group settings

 WHAT YOU CAN DO

· Consider using clear face shields or masks with clear cut-outs instead of traditional masks (see resources below).

· Consider using behind-the-head hooks, headbands, etc.

· Consider masks that tie behind the head instead of the ears.

 HOW TO IMPROVE COMMUNICATION

· Maintain eye contact during conversation.

· Speak as slowly and clearly as possible without changing the intonation and quality of your natural speech.

· Continue consistent use of prescribed hearing technology.

· Alternative forms of communication such as dictation or translation apps may provide a speech to text option

· Consider attaching a directional microphone to your smartphone to improve accuracy and cover greater distance to pick up a speaker’s voice when using speech to text apps

 SPEECH TO TEXT APPS

Ava (can type back, many languages) (iOS, Android)

Google Live Transcribe (can type back, many languages) (Android)

Microsoft Translator (can type back, can translate, many languages) (iOS, Android, Windows)

Otter.ai (English only) (iOS, Android)

Web Captioner (many languages) (universal web page)

 ADDITIONAL RESOURCES

Phonak Blog: Masking Dilemma

Hearing Review: Masks & Speech Understanding

National Deaf Children's Society: Impact of Masks

National Association of the Deaf: Communication Access 

Center for Deaf and Hard of Hearing Education: General Considerations for Masks & Shields

 

 

 

Staff Spotlight: Jaqueline D. Hall-Katter

 

Thoughts on Creativity and Art

As you will see throughout this newsletter, the IDEAL Parent Document is live on our website. I had the privilege of providing much of the artwork within the document. So how did a bilingually trained Speech-Language Pathologist also have art to provide to this innovative document?

 As I helped with the IDEAL advisory committee, a primary concern of the members was how all this information would be in a parent-friendly document. My brain started churning. The document needed to be diverse and appeal to multiple generations. So what does an SLP with a lifelong devotion to learning do? Starting last October, I took marketing, digital art, and graphic arts classes. Soon I was learning to draw using photo references and exploring various textures through digital art programs. I learned how to create graphic art. Some things I created were awful, some really good, and everything in between.

 I have always been a part of a creative family. Raising four young children reduced my time for creativity, but I spent 25 years creating and sewing dance costumes for my boys to fulfill that need. I also wrote books that never saw the light of day, started a blog, and took  action dance photos. Once my last child graduated high school, I found I had time to explore more avenues. I began with resin-finished computer- manipulated photos and thus started Katter Kreations. My art is seen in the renovation of my home with hand-stenciled floors and mosaic steps and at my daughter’s wedding in her floral arrangements.

 Creativity is a key component to learning, growing, changing, and becoming uniquely you. The arts develop cognitive connections and keep your brain healthy. Creating helps you learn to fail gracefully and use         mistakes as opportunities to discover entirely new approaches and perspectives. It is calming and can reduce anxiety. Creativity can be found in writing, Lego, Minecraft, drawing, cooking, gardening, dance, music, and so much more. I hope you find the IDEAL Parent Document visually appealing and consider what creative endeavors you and your children can explore.

 

 

Family & Community: IDEAL Parent Document

 

The IDEAL Parent Document has been under development for a year. It is designed for parents with person-centered and positive language. This document covers topics specific to children who are deaf and hard of hearing as stated in IC 20-35-12. It provides links to further reading and more in-depth information on each topic. The resource is colorful with diverse, positive imaging. It can be viewed on the web, downloaded, and/or printed. Tips for language development and useful links to more in-depth information are woven throughout this resource.  

General Language contains information about language, language development milestones that apply to all languages, bilingual/multilingual language development, and information regarding children who are deaf and hard of hearing with additional needs. In this section parents can also find tips to implement at home to encourage language development.

 Supports for Language Acquisition contains web links and resources for parents to find information regarding a wide variety of topics, including, but not limited to, communication opportunities (ASL, spoken English, visual approaches, AAC), audiological information, literacy, self-advocacy, early intervention, school-age topics, transition, and parent support groups. This section may prove useful to families that are interested in exploring a specific topic further.

 Laws and Policies for Children who are Deaf and Hard of Hearing contains information on federal and local laws including IDEA, ADA, Section 504, and FERPA. It explains IDEA Part C (Early Intervention) in Indiana and IDEA part B (school-age), including the process for requesting, implementing, and/or determining the need for services as well as terminology that is important for caregivers to know.

 Milestones contains development language milestones for children who are deaf and hard of hearing ages 0-11 years. This document provides receptive, expressive, social, and print language skills milestones. The receptive and expressive language skills include both American Sign Language and spoken English language developmental milestones.

 How to use this document

Caregivers are encouraged to use the section of the parent document that meets their needs. You are welcome to  engage in all of the sections of the resources available now or consult the table of contents and select only the      information you need at this moment. While this document is written for parents, individuals who are working with families and children who are deaf and hard of hearing are encouraged to utilize this colorful resource to help provide families with information, resources, and tips. Individual pages can be emailed or printed to give to families or placed in a binder to be utilized as a coaching resource.

 

 

Family & Community: HEA 1484 IDEAL New Releases on the Center Website

House Enrolled Act 1484—Indiana Deaf Education and Assessments of Language (IDEAL), which was approved and signed by the governor on May 5, 2019, tasked the Center with a number of duties. As you may remember from the timeline printed in our summer 2019 Center newsletter, several items were required to be available July 1, 2020, including a list of approved tools and assessments to use for language progress monitoring and a parent document. Through the hard work of the advisory committee and Center staff, we are proud to announce the completion of these resources. These items are now available on our Center website. You can find them on the left side under the IDEAL tab.

 Tools and Assessments

This link will lead you to the list of tools and assessments for language progress monitoring that was developed by the IDEAL Advisory Committee and Center staff. A PDF document with the names of the tools, covered ages, and a very brief description is included, as well as a link to the test. Center staff can be contacted to assist with understanding which tool may be most appropriate for a child.

Technical Assistance

The technical assistance link includes some short videos and flyers. More technical assistance flyers and/or videos can be added as needs and/or requests from the field arise. Technical assistance also covers the Center staff’s availability to consult with EI providers and school staff to assist with any needs surrounding IDEAL. Center staff can be contacted at cdhhe@isdh.in.gov.

 Reporting Portal

This link allows access to the reporting portal in order to input scores and data from the administered progress monitoring tools.

 Parent Document

This is a tool specifically designed for parents to find information and resources that assist with supporting the language development of a child who is deaf or hard of hearing. The document is web-facing but can be downloaded and/or printed if desired. Four general topics are covered: General Language, Supports for Language Acquisition, Laws and Policies for children who are deaf and hard of hearing, and Milestones for children who are deaf and hard of hearing ages 0-11 years. The entire document is available on the Center website presented in individual sections for ease of finding information. This document will be reviewed periodically to ensure there are no broken links and content remains current.

 

 

From the Director: IDEAL The Time is Now

 

I am pleased to share that the Indiana Deaf Education and Assessments of Language (IDEAL) Parent Document and List of Tools & Assessments are now available to view from our Center’s website. In addition, the reporting portal for those assessing deaf and hard of hearing children ages 0-10 years is also live and accessible here. This portal provides ease of reporting language progress monitoring results as put forth in IC 20-35-12. In addition, technical  assistance flyers and videos have been created and are also available now– with additional assistance documents to be created as needs arise.

You will find a wealth of information about these newly released resources throughout our newsletter. I urge you to peruse these documents and consider how they are useful to you– as a parent or professional. Resources such as these are only valuable when shared and utilized. Pass along this information to all those you feel would benefit from these informative documents.

 

Teachers Den

Summer is a great time to enrich your child’s skills. Here are some great ideas to take advantage of summer weather and build family memories!

Preschool

Hearing Device Maintenance

>Have your child help with changing batteries and basic cleaning.

>Have your child indicate if the battery is working.

 Auditory Development

>Have your child identify sounds in and outside of the house.

>Have your child practice turning  their head toward someone  speaking to them .

Language Development

>Talk about the things you see, hear, taste, and smell inside and outside.

>Read books together and talk    about the pictures.

>Make a no-bake cookie recipe together; talk about each step.

Academics

>Count objects, touching/pointing     to each one.

>Use magnetic letters or cut out letters for your child’s name; have them work on putting the letters together.

>Have your child trace their name.

>Have your child find things from a category that you name—specific colors, toys, kitchen things, etc.

>Talk about the shapes of objects  that you see on a walk.

 

Elementary

Hearing Device Maintenance

>Monitor your child as they check/change batteries and clean their devices.

>Have your child learn when to use    a dehumidifier.

Auditory Development/Assistive Tech/Emergency

>Have your child identify sounds inside of the house or outside.

>Investigate closed captioning options: TV, streaming services,  DVDs, video games, websites.

>Create/practice an evacuation plan in case of fire.

Language Development

>Talk about the things you see, hear, taste, and smell inside and outside.

>Have your child complete a simple craft; have your child explain to a friend or family member how they made the project.

>Play a board game.

>Discuss your day.

Academics

>Have your child take pictures of activities they did and write about that experience.

>Have your child read books for at least 20 minutes daily.

>Have your child practice math facts on the sidewalk with chalk.

 Middle/High School

(all activities are independent)

Hearing Device Maintenance

>Complete daily device maintenance.

>Make a contact sheet for ENT and audiologist.

>Document hearing device make/model/serial numbers and battery requirements.

Assistive Tech/Emergency

>Investigate assistive devices to use  in the home (fire alarm, alarm clock, phone, other alerting devices).

>Create/discuss emergency plans for fire, weather, accidents.

Career/Employment

>Take career assessments:

skills, interests, values. Look at the  top 10-20 careers/jobs listed under each assessment; compare trends.

>Research career/job interests, skills, schooling needed.

>Research other options for training and requirements for training opportunities.

Academics

>Read/research topics of interest.

>Read books for enjoyment.

>Keep a journal documenting your summer experiences, thoughts, and feelings.