Posters + Podium
(60-minute session)
Theory of Mind in Deaf Children
Instructional Level: Basic
Leire Martín
(Spain)
Fifty-six percent of the articles published since 1995 indicate a delay in the development of the Theory of Mind of children with hearing loss compared to children with typical hearing. What else do articles tell us; what role does language play; and what clinical implications do these results have?
By the end of this session, learners will be able to:
- Explain the challenges faced in theory of mind by children with hearing loss.
- Identify hypotheses that explain Theory of Mind challenges of children with hearing loss.
- Integrate strategies into their daily practice that encourage the development of Theory of Mind in deaf children and their families.
Working-Together Continuum: Enhancing Collaboration Across EHDI Systems
Instructional Level: Basic
Bre’Anne White
Fontbonne University/ Melinda Webb School at Texas Hearing Institute (United States)
Mitchell et al. (2020) introduce the “working-together continuum” to assess and improve collaboration in Early Hearing Detection and Intervention (EHDI) programs. Participants will explore collaboration models, reflect on their practices, and set goals to enhance teamwork, ultimately improving outcomes for children and families in EHDI programs.
By the end of this session, learners will be able to:
- Explore and critically analyze current literature and research documenting the collaboration continuum, gaining insights into various models and approaches that enhance interprofessional and interdisciplinary partnerships in Early Hearing Detection and Intervention (EHDI) programs.
- Reflect on and assess their own collaboration practices by positioning their experiences within the continuum framework, and identifying strengths and areas for growth in their collaborative efforts to improve the effectiveness of their roles within EHDI programs.
- Identify goals and actionable opportunities for improvement within their own programs by applying best practices from the continuum to increase collaboration, thereby improving the overall effectiveness and impact of their EHDI programs.
Family-Centered Practice in AVT
Instructional Level: Basic
Mariana Herrera Lopardo
Universidad del Museo Social Argentino (Argentina)
Auditory-verbal therapy has among its principles the inclusion of families as a key point and being of utmost importance. Families will be the ones who will mainly provide the models and guidelines for the auditory-verbal development of children with hearing loss, under the guidance of the auditory-verbal therapist/speech-language therapist.
By the end of this session, learners will be able to:
- Identify the difference between outpatient treatment and family-centered practice.
- Define the benefits of family-centered practice.
- Explain the long-term effects of auditory-verbal therapy focused on family-centered practice.
Global Interventions for Children who are DHH
Instructional Level: Advanced
Stephanie Farber
University of Ottawa (Canada)
A scoping review was performed to determine what is known in the existing literature about habilitation services for preschool children who are DHH in low- and middle-income countries. Preliminary findings will be shared. Implications of these findings for future research, systems change, and program development will be discussed.
By the end of this session, learners will be able to:
- Identify the early childhood development components of nurturing care.
- Describe what is known about the components of pediatric ear and hearing care.
- Describe how components of nurturing care and pediatric ear and hearing care have been tailored and implemented for children and families in low- and middle-income countries.
Genetic Hearing Loss and Testing
Instructional Level: Basic
Cara Barnett
Regeneron Pharmaceuticals, Inc. (United States)
This presentation will outline genetic causes of newborn hearing loss. We will then review data on provider (ENT and Audiologist) practice patterns in implementing genetic testing. Finally, we will present data on family beliefs regarding genetic testing for newborn hearing loss.
By the end of this session, learners will be able to:
- Discuss the genetic background of some cases of newborn hearing loss.
- Outline provider and parent beliefs and experiences regarding genetic testing.
- Explain the steps families can take to pursue genetic testing for newborn hearing loss.
Optimizing Word Learning with Retrieval Practice
Instructional Level: Basic
Jena McDaniel, Emily Byrd
Vanderbilt University School of Medicine (United States)
Retrieval practice is an empirically validated but understudied intervention approach that could improve acquisition and retention of language skills for children who are deaf and hard of hearing. We evaluate how two features of retrieval practice influence learning and retention of novel words to maximize language intervention outcomes.
By the end of this session, learners will be able to:
- Describe at least one way to apply retrieval practice within language intervention.
- Describe how providing feedback influences the effectiveness of retrieval practice.
- Describe the difference between spaced and massed trials for retrieval practice.
Guide on the Use of the Telecoil
Instructional Level: Basic
Lucas Gonçalves
Bauru School of Dentistry (FOB-USP) (Brazil)
This study aimed to develop a comprehensive guide in Portuguese for audiologists, providing detailed information on the indication and verification of the telecoil, a key technology used in hearing aids and cochlear implants.
By the end of this session, learners will be able to:
- Identify telecoil assistive technology.
- Learn about the importance of telecoil technology.
- Contribute to the dissemination of information about telecoil technology.
Heard About the WeCANHear Sounds Test™?
Instructional Level: Intermediate
Karen MacIver-Lux
SoundIntuition (Canada)
This presentation introduces the WeCANHear Sounds Test™ developed by Karen MacIver-Lux at SoundIntuition. This test can help the audiologist and auditory-verbal practitioner identify which range of frequencies require closer examination and adjustment with today’s multi-channel hearing technologies. The rationale, common errors, and implications for loudness perception will be discussed.
By the end of this session, learners will be able to:
- Describe the WeCanHear Sounds Test™.
- Discuss the rationale behind theWeCanHear Sounds Test™.
- Identify the benefits of the WeCanHear Sounds Test™ for today’s hearing technology.
Transitioning from Pediatrics to Adult Hearing Care
Instructional Level: Basic
Melissa Stone Mengistu
Nemours Children’s Health (United States)
This presentation will provide results on an investigation into transitions from pediatric health care centers to adult health care centers. Seventy-nine surveys to pediatric audiologists were received and analyzed. Many results indicated pediatric centers provide some transition planning, however, very limited outcome data on the effectiveness of each program.
By the end of this session, learners will be able to:
- Define what a transition is and when it should occur.
- Describe the benefits of an early planned transition of services.
- Identify key resources available to support transitions from pediatric to adult hearing care.
Audiology Service-Seeking Behavior of Adults with Hearing Loss
Instructional Level: Basic
Prashani Kavindya
University of Kelaniya (Sri Lanka)
This study examined the factors influencing audiology service-seeking behavior among 51 adults with hearing loss in Sri Lanka, highlighting socioeconomic and hearing loss severity influences. Photovoice analysis revealed daily challenges, emphasizing the need for tailored interventions to support the unique needs of adults with hearing loss.
By the end of this session, learners will be able to:
- Identify the relationship between the severity of hearing loss and audiology service-seeking behavior of adults with hearing loss.
- Describe factors affecting audiology service-seeking behavior of adults with hearing loss.
- Learn about the experiences about audiology service-seeking behavior of adults with hearing loss.
Consistent Use of AEDs: Parental Behavioral Testing
Instructional Level: Basic
Aline Daniela Gomes da Silva Vieira
Universidade de São Paulo – USP (Brazil)
This session covers how behavioural skills training (BST) can help parents support children with hearing loss.
By the end of this session, learners will be able to:
- Learn the basics of Behavior Analysis and BTS (Behavioral Skills Training) to help ensure consistent use of hearing devices by children.
- Explain simple strategies to encourage the development of communication in children with hearing loss.
- Explore how to create a supportive family environment that promotes the effective use of hearing technologies.
Tips for Your Toolbox
(30-minute sessions)
Instructional Level: Basic
“CREAR” in Working with Families
Instructional Level: Intermediate
Martina Guarello
“Alma de Fono” (Chile)
Natalí Samek
CAECE (Argentina)
The “CREAR” model (capacities, support networks, emotions, adult learning, and reflection) is presented. “CREAR” allows the therapist to identify elements in the family that invite a deep knowledge of the family nucleus of the baby or child with hearing loss, and that can be used to support the therapeutic process.
By the end of this session, learners will be able to:
- Identify the elements of the “CREAR” model.
- Describe the significance of implementing the “CREAR” model in hearing and language therapy sessions with families of babies and children with hearing loss.
- Learn to apply the “CREAR” model as a tool in the therapy process with the family of the baby/child with hearing loss.
FAM-ESC Questionnaire: Suggestions for Family and School
Instructional Level: Basic
Paula Fernández
Universidad de Magallanes (Chile)
A questionnaire is presented with suggestions for questions that the family can ask the school of a child with hearing loss. The objective is to promote dialogue between the two, empower and involve parents, and reflect on specific issues associated with hearing loss. The questionnaire is in Spanish, as prepared by the authors.
By the end of this session, learners will be able to:
- Reflect on the role of the family in the school process of children with hearing loss.
- Describe the FAM – ESC, a questionnaire to promote the dialogue between the family and the school of the student with hearing loss.
- Identify topics of conversation relevant to parents and the school.
Adaptation and Application of SPISE-R in Spanish
Instructional Level: Basic
Paula Fernández
Universidad de Magallanes (Chile)
Family-centered practice requires processes of constant evaluation and monitoring the development of the family and caregivers of children with hearing loss. The SPISE-R scale created by DesJardin & Ambrose is ideal for this purpose, so we carried out a translation and adaptation into Spanish.
By the end of this session, learners will be able to:
- Describe the SPISE-R scale in Spanish
- Identify the usefulness of SPISE-R in your family-centered practice.
- Utilize a tool to generate evidence of the evolution of families or caregivers of children with hearing loss.
Funnybones and Funny Words
Instructional Level: Intermediate
Ana Sofia Lopes
Portuguese Catholic University (Portugal)
Shared Book Reading is a valuable, interactive way to support hearing and language development. The book “Funny Bones” has various features that can be explored with auditory-verbal rehabilitation strategies. This presentation will examine activities children and their families use in shared book reading with Funny Bones.
By the end of this session, learners will be able to:
- Identify book features to be used in hearing and language development.
- Explain strategies to promote hearing and language development with the book “Funny Bones”.
- Demonstrate engaging approaches for parents to perform shared book reading.
Optimizing Speech for Those with Complex Needs
Instructional Level: Intermediate
Megan Soliman
(United States)
Optimizing speech therapy for individuals with developmental disabilities requires a tailored, multidisciplinary approach that addresses communication, cognitive, and behavioral challenges. Integrating personalized strategies, assistive technology, and caregiver involvement enhances outcomes. Collaboration among therapists and families ensures holistic support, fostering meaningful progress in language development, social interaction, and overall communication skills.
By the end of this session, learners will be able to:
- Identify the impact of early speech therapy and hearing interventions on language development in individuals with developmental disabilities and hearing loss.
- Recognize strategies for educating patients and families about communication strategies, therapy techniques, and the use of assistive technologies to support long-term progress.
- Implement a multidisciplinary approach through recognition of the role of interdisciplinary collaboration with audiologists, speech-language pathologists, occupational therapists, and caregivers to optimize therapy for individuals with complex needs.
Supports for Families with Additional Diagnoses
Instructional Level: Intermediate
Lydia Dennehy, Ana Brooks
Oregon Family to Family Health Information Center (United States)
Two parent/professionals with lived experience raising hard of hearing children with additional diagnoses will share tools and resources that they have used to support other families like theirs. They will talk about building the parent-professional partnership with providers and share tools that you can use with your families tomorrow.
By the end of this session, learners will be able to:
- List 10 tools or resource they can use to support families of children with needs beyond hearing loss.
- Describe some of the barriers that families whose children have hearing loss plus additional diagnoses face in accessing services.
- Explain three additional barriers that non-English speaking families facing in finding information.
Marking Musical Milestone – A New Tracking Form
Instructional Level: Basic
William Hendry
Clarke Schools for Hearing and Speech (United States)
Research promotes the value of music in classrooms for language and literacy development, yet the field lacks formal guides to track a child’s musical skills. In this presentation, we will review a new criterion reference form for rating music skills and learn what skills to look for during music lessons.
By the end of this session, learners will be able to:
- Describe the link between music skills and language.
- Identify key skills developed by typical preschoolers in the area of music.
- Explain how the resource can be used to develop engaging lessons that promote spoke language development.
A Culturally Respectful and Accessible LSL AV Resource
Instructional Level: Advanced
Maria (Mila) Melo
Sincronia Auditory-Verbal Therapy Study Centre and Consultation & Toronto Public Health (Canada)
Pedro Silva
Lusiadas Porto Hospital (Portugal)
Mariana Guedes
Audição na Criança (Brazil)
Access to trustworthy resources is essential for parents, caregivers, and professionals involved in pediatric early auditory intervention. This presentation will share how a small team of professionals worked within budgetary constraints to create a culturally sensitive and financially accessible resource for the LSL AV community.
By the end of this session, learners will be able to:
- Describe the process of developing a culturally respectful and accessible resource for the LSL AV community by a small group of professionals.
- Analyze the shared experience in comparison to the audience’s local reality.
- Apply the shared information to create similar resources.
Resources: Genetic Hearing Loss, Testing & Studies
This session is not available for on demand viewing.
Paul Sommer
Regeneron Pharmaceuticals, Inc. (United States)
This presentation details various resources available including genetic hearing loss and testing; ANSD & OTOF; a family living with ANSD and OTOF; sponsored, no-cost genetic testing; ongoing clinical studies; and portal to learn more about all the above.
By the end of this session, learners will be able to:
- Empower families to learn more about genetic hearing loss and the importance of genetic testing.
- Help families access sponsored, no-cost genetic testing if and when qualified.
- Enable families to learn of relevant clinical research opportunities for their children with genetic hearing loss.
Genetic Hearing Loss Educational, Testing & Studies Portal
This session is not available for on demand viewing.
Instructional Level: Basic
Paul Sommer
Regeneron Pharmaceuticals, Inc. (United States)
This presentation is designed to empower LSL Specialists and families to access an online portal to learn about (1) genetic hearing loss and genetic testing; (2) how to access sponsored, no-cost genetic testing currently for children in the U.S. with ANSD; and (3) ongoing studies for individuals with genetic hearing loss.
By the end of this session, learners will be able to:
- Empower families, adults who are deaf and hard of hearing, professionals, and advocates in the field of hearing loss to learn more about genetic hearing loss and the importance of genetic testing.
- Help families access sponsored, no-cost genetic testing if and when qualified.
- Enable families to learn of and access relevant clinical research opportunities for their children with genetic hearing loss.
