Brain Builders Corner: Early Intervention

 Book sharing builds connections

Why do we start reading with children at birth or even prenatally?

Reading with children exposes them to print words, including words not used often in conversation and complex language structure. We tend to talk to children in very simple language about the here and now. Early exposure to more complex language stimulates even more neural connections. 

Novelty and repetition are key strategies that are beneficial for language and literacy. Novelty stimulates arousal and gains baby’s attention while repetition confirms their understanding. Seek out new and interesting books to share but also be prepared to read them over and over. Use dialogue   and talk about words and the pictures when reading with children. 

 What is dialogic reading?

· a conversation about the pictures and words

· less answers by pointing

· increased open-ended questions

· challenge by using emotions

For an example reading and the types of questions to ask, go to this link at Blue Manatee Press titled Dogs! (http://www.bluemanateepress.com/dogs)

 Examples of books that help grownups engage in dialogic reading: 

Dogs! by Dr. John Hutton

How to Hide a Lion by Helen Stephens

I Spy on the Farm by Edward Gibbs

Talk with Me!  by Teri Kaminski Peterson

Rosie’s Walk by Pat Hutchins

Mix It Up! by Herve’ Tullet

“Between birth and kindergarten, we want children to become familiar with book   organization, meaning, letters and words.”

“Most of all, have fun when you read books in order to create lifelong learners.”

-Dr. Laura Justice, Keynote Presenter, Promoting Positive Outcomes Conference, November 2020

 The Center is offering a new virtual event for families of young children:

“Stories, Signs, and Snacks!” 

Our providers will share stories in ASL and spoken English– modeling ways to engage with your little one through books. Plan a snack to munch on    during the story!  After, there will be discussion among the adults discussing storytelling and story sharing strategies to hold the interest of our young minds. Look for notification for the next Story, Snack and Sign on our FB page or via email to our listserv.

 For additional information & Tips:

15 Principles for Reading to Deaf Children, Shared Reading    Project, Laurent Clerc National Deaf Education Center at Gallaudet University

Read Together, Learn Together, Hearing First

  

 

Sound Advice: Audiology

 Innovations in Hearing Aid Technology

Bluetooth

Bluetooth technology allows hearing aid users to stream content directly from their device to their hearing aids. The listener has access to both environmental sounds and appropriately       amplified streamed audio.

Pros: connects to personal and school devices (i.e. phones, tablets) without intermediary devices.

Cons: battery consumption, dependent on reliable Bluetooth connection.

Rechargeable

Rather than using disposable batteries, rechargeable hearing aids are docked in a charging unit overnight. Built-in batteries cannot be replaced by the user; shelf-life is estimated to be               approximately 5 years.

Pros: environmentally friendly, protects young children and pets from battery toxicity.

Cons: dependency on charging unit, users may forget or be unable to charge hearing aids every night.

Accessibility

Pediatric hearing aids are equipped to connect to special microphones allowing the student to stream the speaker’s voice directly to their hearing aids (i.e. FM/DM systems and remote             microphones).

Pros: increased audibility from a distance or in noisy environments. Connect to non-Bluetooth    devices.

Cons: teachers need to remember to turn the microphone off/mute when appropriate.

Smart Phones

Manufacturers have released smartphone apps compatible with their products. App may include battery life estimates, volume/program adjustments, wear-time monitoring, and Find My Hearing Aid features.

Pros: allows more user control and information.

Cons: newly developed, some “bugs” remain (i.e. variable accuracy, unreliable pairing with      hearing aids).

 

 

Staff Spotlight: 2020 Bright Spots

Center staff was asked to share their silver linings from 2020

 

Some Center staff members also shared 2020 bright spots experienced

 Despite our new COVID-19 procedures, families have continually shared their appreciation for the in-person services at the Center within our “warm,” “welcoming,” and “clean” environment

Since moving to teleservices and the reduction in time in travel, we have been able to provide more services to   children and families across the state.

 The sudden need to learn/work from home has improved access in technology: remote sign language interpreting, live captioning, and the like .

 Since I did not have to travel, I had time to create handouts and an online library for families new to the DHH community to learn and explore.

 

From the Director: Farewell 2020!

As in years past, a new year brings new hope and opportunities. 2021 has been even more anticipated as an end of the tumultuous year of 2020. Yet, there was no miraculous change on January 1st, so we must continue to be diligent as we seek a healthier more equitable environment for ourselves, and the families we serve.

The state continues to provide resources and information related to COVID-19 with     specific information on the availability and distribution of the vaccine here.

The Indiana Department of Health is focused on identifying and eliminate health  disparities– read more on Health Disparities Projects here.

Here’s to health and unity in 2021!

 

TACKL-IN Assessment: Available Resources During This “Unprecedented” Time

 

There are  many resources available at our fingertips as we continue to navigate through current obstacles to meet the needs of children and students we serve. Some  students are completing coursework in person, while other students are participating in remote learning or joining their cohorts in a hybrid model. The effects on the wellbeing of all our students over the last several months should be considered, especially those who have not had access to the  necessary therapy and language models to make  progress toward closing the gaps that impact them at home and school. When assessing their academic performance, these variables must be considered and appropriate caveats documented in their assessment and progress reports. When conducting in-person testing, document what type of facial covering you are using and consider the potential   impact on the student’s performance. Review the research studies available with regards to how masks (cloth, clinical, and transparent) and face shields alter the test administration.

COVID-19 and Student Rights United States Department of Education Fact Sheet: Addressing the Risk of COVID-19 in Schools While Protecting the Civil Rights of Students

National Association of School  Psychologists (NASP) COVID-19: Resource Library

 

 

Language and Literacy Corner: How Can Children Be Social While Social Distancing?

Children learn language best from other children. Peers can provide opportunities to learn new ways of play, resolving conflicts, sharing, problem-solving, creating, and so much more. Peers will also provide immediate feedback to your child if their  communication (sign, speech, or augmentative/alternative) was understood and effective. With social distancing still encouraged, here are some ideas for ways your child could still interact with peers and continue to develop language and literacy.

Outside Play Dates:

When the weather allows, some outside activities can be completed while still social        distancing. Just be sure to encourage your child to keep their hands away from their face and wash their hands as soon as they are done playing. How about trying:

· Riding bikes (with helmets!)

· Playing catch or frisbee

 Neighborhood Activities:

If you live in an area that has a way through social media for neighbors to communicate, you could try to organize:

· I-Spy scavenger hunts where neighbors hide specific things in yards for children to spy on a walk

· Putting up theme pictures in windows for parents to talk about when taking a walk with their family

· Sending messages to neighborhood friends using sidewalk chalk

 Video Calling:

Yes, we all may be sick of the video call, but have you tried these activities?

· Create a theme for the peer meeting. Plan ahead of time with the caregivers to have similar toys that children are playing with during the video call such as building blocks, arts and crafts, or action figures/dolls. Caregivers and children could engage in parallel play with adults modeling some social language for the children.

· Older children can take turns playing a song for everyone to dance to. Younger children may benefit from a caregiver playing the songs the children choose.

· Think about watching a movie together to take pressure off your child to entertain friends.

· Try simple science experiments (baking soda volcanos, glitter sensory jars, salt on water color paint).

· Have a rock-paper-scissor championship.

· Take a livestream museum tour together.

· Let your older children do school work with their peers through video.

 Other Ideas:

What if video chatting is not for your child? It may create anxiety, make them feel overwhelmed by all the visual and verbal cues on the screen, not catch their attention, or remind them that they cannot play with their friends. Try these activities to connect with peers:

· Write letters or draw pictures to send to friends

· Film a short video for friends such as saying hello or making a silly face

 

 

Brain Builders Corner: Families Benefit from the Coaching Model Used During Virtual Visits

    

     Governor issues stay-at-home order in March, and Early Intervention services continue via new service delivery models: The state First Steps office staff jumped into action by issuing temporary policy changes to allow Early Intervention (EI) services to continue for Hoosier families throughout this crucial time of development for all children. This allowed our CDHHE Network providers an opportunity to hone our skills in delivering services via tele-practice, While some providers have been doing this via IHear services for many years, others  have attended seminars and webinars in anticipation to increase our ability to serve state-wide. Whether in the home or through virtual means, we coach parents and caregivers to use strategies and techniques and to apply them in their daily routines. Providers have seen families become empowered and gain confidence as they recognize their impact for growth with their little ones. After all, children learn best with familiar people during their everyday routines and  activities, and now parents as well as other family members are recognizing the benefit of the virtual sessions.  

Family tips to gain the most from their sessions
· Share information about your family preferences, goals, and dreams as you enter this partnership with your EI providers, and be willing to try new strategies provided by your early interventionist.
· Let the providers know what has changed since your last visit, and share struggles and successes.
· Record some interactions with your child and family members between visits that show his/her communication and interaction.
· Give feedback to your provider about what worked and didn’t work so you can problem-solve together.

Provider tips to further empower families
· Begin sessions by sharing information and encouraging parents to share successes and updates.
· Observe the family interacting during a routine or activity and  use reflective strategies. Partner with families to apply problem-solving strategies, as well as provide families with relevant information to make decisions regarding their child. 
· Check out resources available on the Family Guided Routines Based Intervention website as well as the Indiana Institute on Disability and Community’s Early Childhood Center website.