Volta Voices January-February 2013 Magazine

VOICESVOICESAlex Ander GrAhAm Bell AssociAtion for the DeAf AnD hArD of heAring

January/February 2013

V O L T A

w w w . l i s t e n i n g a n d s p o k e n l a n g u a g e . o r g

Vo

lu

me

20

, is

su

e 1

Winn

er of

the 2

012 Co

mmun

iCato

r

and a

PeX a

Ward

s

telepractice a Global matter

Lets make it easier together! For a copy of a new comparative study showing improvement in speech perception in children withhearing loss when using Amigo FM, contact [email protected]. And to see how we can helpyou solve other Pediatric challenges, visit www.making-it-easierusa.com.

Real Life Challenges

How can you make sure he is hearing what shes saying?

The most ecient way to help children overcome noise and distance and focus in classrooms is by providing good quality instruments and FM solutions. But what constitutes good? If a child has wide-bandwidth instruments, and the FM system cannot exploit this bandwidth, precious high frequency sounds may be lost.

While some systems use valuable bandwidth on transmitting data rather than speech, Oticon Amigo transmitters focus their power on capturing and delivering vital high-frequency details. So you neednt be in any doubt as to which systemprovides more speech cues.

Oticon Amigo FM wider bandwidth for more speech

A dierence in sound qualityWith the new digital hearing aids,the frequency response is going out so much farther. Being able to hearyour s and t is so important forspeech. When we add the FM to it,

we dont want it to interfere with the good way the hearing aids have been t. Now the FM systems aregoing out to a higher frequency thats just been wonderful.

Sandy Waters, MA, CCC-A Educational AudiologistTX

VOICESV O L T A

A l e x A n d e r G r A h A m B e l l

A s s o c i A t i o n f o r t h e D e A f A n D h A r D o f h e A r i n g

3417 volta place, nw, washington, dc 20007 www.listeningandspokenlanguage.org

1612 20 30

DepartmentsVoiCes from aG Bell

3 Shaping Our Future

5 New Directions in Listening and Spoken Language

Whats neW in the KnoWledGe Center

24 Helping You Navigate IDEA Part C

adVoCaCy in aCtion

26 Advancing Policy Initiatives

VERSIN EN ESPAOL

28 Promover iniciativas de poltica

hear our VoiCes

30 Discovering New Sounds

In Every Issue 2 Want to Write for Volta Voices?

6 Voices Contributors

8 soundbites

32 direCtory of serviCes

44 List of advertisers

Features 12 telepractice a Global Matter

By Arlene Stredler-Brown, CCC-SLP, CED Telepractice is a new option to provide services to children and families at a distance and to mentor professionals around the world.

16 101 faQs about auditory-verbal Practice By Rafael Alvarez This new book introduces professionals and parents to the philosophy and principles and contemporary practice of auditory-verbal therapy and education.

20 aG bell 2013 Listening & spoken Language symposium: delivering Quality services to Children and families By Alana Nichols This premier professional development event will focus on the latest strategies and service delivery models for serving diverse children and families.

22 advancing Listening and spoken Language a 20-year Look back By Melody Felzien This year marks the 20th anniversary of the magazine, which has evolved over the years to stay relevant and current on providing.

January/February 2013

voluMe 20

i ssue 1

V O l T A

VOICESAdvocating Independence

through Listening and Talking Adopted by the Alexander Graham Bell Association

for the Deaf and Hard of Hearing Board of Directors, November 8, 1998

AlexAnder GrAhAm BellAssociAtion for the DeAf

AnD hArD of heAring

3417 Volta Place, NW, Washington, DC 20007www.listeningandspokenlanguage.org

voice 202.337.5220tty 202.337.5221 | fax 202.337.8314

Volta Voices Staff

Director of Communications and Marketing Susan Boswell, CAE

Advertising, Exhibit and Sponsorship Sales

The Townsend Group

Design and LayoutEEI Communications

AG Bell Board of Directors

PresidentDonald M. Goldberg, Ph.D.,

LSLS Cert. AVT (OH)

President-ElectMeredith K. Knueve, Esq. (OH)

Immediate Past PresidentKathleen S. Treni (NJ)

Secretary-Treasurer Ted Meyer, M.D., Ph.D. (SC)

Executive Director/CEOAlexander T. Graham(VA)

Joni Y. Alberg, Ph.D. (NC)

Corrine Altman (NV)

Rachel Arfa, Esq. (IL)

Evan Brunell (MA)

Holly Clark (VA)

Wendy Ban Deters, M.S., CCC-SLP (IL)

Kevin Franck, Ph.D., MBA, CCC-A (MA)

Catharine McNally (VA)

Lyn Robertson, Ph.D. (OH)

VOLTA VOICES Volume 20, Issue 1, January/February (ISSN 1074-8016) is published 6 times per year in J/F, M/A, M/J, S/O, and N/D for $50 per year by Alexander Graham Bell Association for the Deaf and Hard of Hearing, 3417 Volta Pl, NW, Washington, DC, 20007. Periodicals postage is paid at Washington, DC, and other additional offices. POSTMASTER: Send address changes to Volta Voices, Subscription Department, 3417 Volta Pl., NW, Washington, DC 20007, 202/337-5220 (voice) or 202/337-5221 (TTY).

Claims for undelivered issues must be made within 4 months of publication. Volta Voices is sent to all members of the association. Yearly individual membership dues are $50. Volta Voices comprises $30 of membership dues. Subscriptions for schools, libraries and institutions are $115 domestic and $135 international (postage included in both prices). Back issues, when available, are $7.50 plus shipping and handling.

Copyright 2013 by the Alexander Graham Bell Association for the Deaf and Hard of Hearing, Inc., 3417 Volta Pl., NW, Washington, DC 20007. Articles published in Volta Voices do not necessarily reflect the opinions of the Alexander Graham Bell Association for the Deaf and Hard of Hearing.

Acceptance of advertising by Volta Voices does not constitute endorsement of the advertiser, their products or services, nor does Volta Voices make any claims or guarantees as to the accuracy or validity of the advertisers offer.

PUBLICATIONS MAIL AGREEMENT NO. 40624074 Return Undeliverable Canadian Addresses to: P.O. Box 503, RPO West Beaver Creek, Richmond Hill, ON L4B 4R6

V O l T A

VOICESLetters to the Editor

Let us know how we are doing. Write a Letter to the Editor, and you could see your comment in the next issue.

Media KitVisit www.listeningandspokenlanguage.org and select

About AG Bell for advertising information.

Submit Articles/Items to:Volta Voices Alexander Graham Bell Association for the Deaf and Hard of Hearing 3417 Volta Place, NW Washington, DC 20007Email: [email protected] online at www.listeningandspokenlanguage.org

Want to Write for Volta Voices?Submissions to Volta Voices

Volta Voices welcomes submissions from both AG Bell members and nonmembers. The magazine is published six times annually. Its audience consists of individuals who are deaf or hard of hearing, parents of children who are deaf or hard of hearing and professionals in fields related to hearing loss (audiology, speech-language pathology, psychology, otology, social services,education).

Visit the Volta Voices page at www.listeningandspokenlanguage.org for submission guidelines and to submit content.

Subjects of Interest

n Technology related to hearing loss, new technology, improvements to or problems with existing technology, or how people are using existing technology, accommodations.

n Education related to public or private schools through post-secondary education, new approaches and teaching methods, legal implications and issues, etc.

n Advocacy information on legislation, hearing health, special or mainstream education, and accessibility.

n Health audiology issues relating to children or adults with hearing loss and/or their families and friends.

n Action stories about people with hearing loss who use spoken language as their primary mode of communication; deafness need not be the focal point of the article.

editorial Guidelines

The periodicals department reserves the right to edit material to fit the style and tone of Volta Voices and the space available. Articles are selected on a space-available and relevancy basis; submission of materials is not a guarantee of use.

Transfer of Copyright

The revised copyright law, which went into effect in January 1978, provides that from the time a manuscript is written, statutory copyright is vested with the author(s). All authors whose articles have been accepted for publication in Volta Voices are requested to transfer copyright of their articles to AG Bell prior to publication. This copyright can be transferred only by written agreement.

Without copyright ownership, the Alexander Graham Bell Association for the Deaf and Hard of Hearing cannot issue or disseminate reprints, authorize copying by individuals and libraries, or authorize indexing and abstracting services to use material from themagazine.

Art Submission Guidelines

Volta Voices prefers digital images over original artwork. When submitting electronic files, please provide them in the following formats: TIF, EPS or JPG (no BMP or GIF images). Digital images must be at least 300 dpi (at size).

Want to Write for Volta Voices?

On the cover: Telepractice is quickly becoming a reliable and successful way to develop listening and spoken language, regardless of location.Credit: Todd Houston

volta voices January/February 2013 3

VOICES FROM AG BELL

Shaping Our Future

W hen the AG Bell Board of Directors met in November 2012, there was rec-ognition that the association is at an important juncture. The AG Bell Board of Directors, which is representative of all members of the association, is stra-tegically positioned to shape the future of the association and will continue to work with all constituencies.

The development of the Listening and Spoken Language Knowledge Center, which launched in May 2012, gives the association a stronger plat-form to provide information to chil-dren and adults with hearing loss and the professionals that support them. The Knowledge Center has been a critical means for sharing information on key topics of inter-est, highlighting your stories and experiences, and raising awareness of key advocacy issues. The Knowledge Center recently featured a ques-tion and answer article with AG Bell Public Affairs Council Chair John Stanton, who provided an analysis of the implications of the United Nations Convention on the Rights of Persons with Disabilities on existing U.S. law and the rights of children with hearing loss and their families. The Knowledge Center is an essential resource for parents and is in a position to guide them right from the beginning to help parents take the first steps to advocate for their child. A new resource on Part C of the Individuals with Disabilities Education Act helps parents seek early intervention services for their infants and young children that are right for them.

In addition, the Knowledge Center shines a spotlight on the work of AG Bell supporters, such as Jonathan, a

14-year-old who is in foster care and received bilateral cochlear implants through the Medical University of South Carolina and Medicaid. He came to Washington, D.C., to meet his Congressional representatives and to advocate for greater reimbursement for a technology that has changed his life and allowed him to hear music.

Making the world aware of the possibilities of listening and spoken language for children with hearing loss, like Jonathan and many others, is an important role of the Knowledge Center. In my travels to Australia, and more recently to Belgium and Holland, I am reminded that for many parts of the world, hearing loss is not always strongly associated with listening and spoken language. AG Bell needs to continue in its role of advocating for independence through listening and talking. We need to positively inf luence perceptions and attitudes worldwide so that hearing loss will become associated with the great achievements of each new generation of children with hearing loss. Our children are our best ambas-sadorsfor themselves and for us!

AG Bell also recognizes another important voice within our organiza-tionadults who are deaf and hard of hearing. This community of individuals

includes some of the founding members, who have been instrumental in shap-ing its history, and currently includes those who are serving in leadership roles to guide AG Bell as it strategically plans for the future. At the AG Bell 2012 Convention this past summer, more than 40 adults who are deaf and hard of hearing gathered for a Town

Hall discussion to share their thoughts, concerns, needs and suggestions for the future. These comments were presented to the AG Bell Board of Directors dur-ing our November meeting.

As AG Bell continues to advance its mission, adults who are deaf or hard of hearing are seeking to strengthen and renew their affiliation with an organiza-tion that represents their unique iden-tity as individuals who choose to listen and talk and who are succeeding in the mainstream. They would like to con-nect with others as part of the associa-tion that has brought them together and has served as a meeting place and focal point throughout their livesand to serve as a resource for the organization.

Ive been interested in staying involved with AG Bell because it is a nexus through which peers can meet each other, said one adult with hearing loss who responded to a recent survey by Evan Brunell, an AG Bell board member.

As AG Bell continues to advance its mission, adults who are deaf or hard of hearing are seeking to strengthen and renew their affiliation with an organization that represents their unique identity as individuals who choose to listen and talk and who are succeeding in the mainstream.

4 volta voices January/February 2013

VOICES FROM AG BELL

QUeSTIOnS? COmmenTS? COnCernS?

Write to us: ag bell 3417 volta place, nwwashington, dc20007

Or email us: [email protected]

Or online:www.listeningandspokenlanguage.org

At the same time, adults who are deaf and hard of hearing are an incred-ibly valued resource to AG Bell as talented and diverse individuals, and they have a lot of offer the association. Adults serve as role models and a source of support for parents, professionals and children who are deaf and hard of hearing as well as a younger generation of adults who are deaf and hard of hear-ing who are beginning to make their way in the world.

Another survey participant noted, People who stay involved want to be a resource for parents, educators and younger people in the organization and that other adults have similar life experiences, as we all lost our hearing at a young age or were born with hearing loss. Adults who are deaf and hard of hearing want to be a resource and be on panels at the

conventions to share their experiences and advice.

These adults have a valuable role to play in the organization as peer and par-ent mentors that can share their wealth of experience and expertise on a wide variety of topics to parents, children, teens and peers, promoting a cycle of successful outcomes for individu-als who can eventually pay it forward and become role models and mentors themselves. This mentoring is already occurring within AG Bell through the Knowledge Center as our online com-munity grows and connects through social media channels.

For many years, AG Bell has been a gathering place where friendships are made that last a lifetime. We look forward to benefiting from the contin-ued talents of adults who are deaf and hard of hearing who have much to offer

the community as we continue to learn about hearing loss, connect through the Knowledge Center and through other venues, and advocate for independence through listening and talking.

Sincerely,

Donald M. Goldberg, Ph.D., CCC-SLP/A, LSLS Cert. AVTPresident

To learn more, email [email protected] or visit clarkeschools.org/mainstream.

e professionals at Clarke Mainstream Services have always kept the best interests of children as their main focus.

Special Education Director

Support where students need it.Clarke Mainstream Services has been a resource for families and schools main-streaming students with hearing loss for more than 30 years. Through a variety of customizable services, we work with stu-dents, parents and school professionals to provide information, support and teaching services to help ensure that every child has the chance to reach their full potential.

Itinerant Teacher ServicesConsulting ServicesComprehensive Educational EvaluationsTransitional PlanningAcoustical Classroom Evaluations

Boston Jacksonville New York Northampton Philadelphia clarkeschools.org

Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed.

&ODUNH0DLQVWUHDP9ROWD9RLFH+DOISDJH:[+


EDITORS NOTE

New Directions in Listening and Spoken Language

This issue highlights some of the exciting developments in the field of listening and spoken language that are increasing our knowledge and providing new strategies and technolo-gies to serve a wide range of children and families.

The Volta Review recently published a monograph on Current Knowledge and Best Practices for Telepractice, which highlights the ways in which programs around the world are using the Internet and teleconferencing technology to bridge the distance between professionals and families to deliver listening and spoken language services, making these services more accessible than ever before. Telepractice also connects professionals worldwide for mentoring and clinical observation. In TelepracticeA Global Matter, we provide highlights of the monograph and share the current state of the technology as well as considerations for providing services through this emerging service delivery platform. This monograph also marks the first time that professionals can receive Continuing Education Units for reading the journalturn to p. 15 for more information.

For the first time in more than a decade, AG Bell will debut the publication of a new book, 101 Frequently Asked Questions About Auditory-Verbal Practice: Promoting Listening and Spoken Language for Children who are Deaf and Hard of Hearing and Their Families. The article 101 FAQs provides an overview of this exciting new development that is a collaboration of more than 100 Listening and Spoken Language Specialists (LSLS ) who have joined forces to update the

knowledge in the field for a new generation of families, children and professionals. This book is available in both a print version and an e-reader version that is compatible with every major e-reader on the market.

Dont miss the preview of the exciting developments underway for the AG Bell 2013 Listening & Spoken Language Symposium on July 18-20 at the Omni Los Angeles Hotel. We provide highlights of the upcoming conference and the programming that is designed to provide new research and strategies to support the delivery of quality services to children and families. This issue also marks the 20th anniversary of Volta Voices and takes you on a journey through the evolution of the magazine over time to become a publication that is relevant and current for readers today.

A new column, Advocacy in Action, highlights the many ways

that AG Bell has been active on Capitol Hill over the past year to advocate for independence through listening and talking. Finally, we include another iteration of Hear Our Voices, which introduces you to Ryan Lopacinski who has a profound hearing loss and is interested in elevator architecture.

Thank you for reading. As always, if you have a story idea or would like to submit an article for publication, please contact AG Bell at [email protected] with your comments and suggestions. AG Bell is actively seeking contributors for 2013, and I encourage you to write about what you want to read and submit it for consideration.

Best regards,

Susan Boswell

My Problems, Gods Solutionsby George W. Fellendorf, Ed.D., former Executive Director of the Bell Association and Editor of the Volta Review from 1962-1978

This book is a beautiful narrativeWe see the Lords hand in the life of a man who knows that he does not have all the answers, but believes with all his heart that His gracious God does.Kenneth R. Klaus, pastor and Speaker Emeritus of The Lutheran Hour

This highly readable book chronicles Fellendorf s change in career from electrical engineer to special education following the birth of his hearing impaired daughter. The book covers teen social problems, scholastic challenges and experiences at private and public schools.

My Problems, Gods Solutions by George Fellendorf is available in paperback or 3-disk CD (read by the author). To order, go to www.myproblemsgodssolutions.com or call 603-357-9096.

plus shipping for paperback

or 3-disk cd

$12


VOICES cONTriBuTOrs

Rafael Alvarez is a lifelong Baltimore storyteller whose work is inseparable from the city he loves. A longtime rewrite man on the City

Desk of the Baltimore Sun, he has published A Peoples History of the Archdiocese of Baltimore and wrote scripts for the HBO drama The Wire.

Melody Felzien is a freelance editor and writer living in Edmonton, Alberta, Canada. She previously worked in AG Bells

communication department and served as editor of Volta Voices for four years. She continues to be involved with The Volta Review as its managing editor. She may be contacted at [email protected].

Alana Nichols was born and raised in Taipei, Taiwan. Profoundly deaf in both ears with a common cavity malformation, she underwent

experimental surgery and received auditory-verbal therapy while growing up. After their experiences with Alana, her parents started the Childrens Hearing Foundation in Taiwan, which has since expanded its resources to China and Japan, helping thousands of children with hearing loss. Her mother, Joanna Nichols, was the 2010 recipient of AG Bells prestigious Volta Award.

Elizabeth Reed-Martinez, author of Whats New in the Knowledge Center, is the Knowledge Center manager for AG Bell. Before joining AG

Bell in 2009, Reed-Martinez was respon-sible for developing and implementing e-learning programs for the Society of Human Resource Management. She holds a B.S. in business administration from Bay Path College and an M.A. in human resource development and training from The George Washington University.

Arlene Stredler-Brown, M.A., CCC-SLP, CED, is director of The Keystone Project in Boulder, CO, and an adjunct faculty at the University of

British Columbia and the University of Northern Colorado. She is currently funded as a fellow with the National Leadership Consortium for Sensory Disabilities (NLCSD) while working toward her doctoral degree. Contact her by email at [email protected]

2012 Cochlear Limited. All rights reserved. Hear Now. And Always and other trademarks and registered trademarks are the property of Cochlear Limited.

1. Data on file, March 2012

Follow us on

You should talk to your physician about who is a candidate for cochlear implantation, the associated risks and benefits, and CDC recommendations for vaccination. Cochlear implantation is a surgical procedure, and carries with it the risks typical for surgery. For additional information please refer to the Nucleus Package Insert available at www.CochlearAmericas.com/NucleusIndications

FUN1669 ISS1 SEP12

Click: [email protected]: www.CochlearAmericas.com/SupportCall: 1 800 483 3123

Cochlear implants are covered by most insurance plans and may be covered by Medicaid. Request your free information packet from the Cochlear Concierge today.

Growing up with Cochlear!

Holly received her Cochlear implant at four years old. One implant and five sound processor upgrades later, Holly continues to enjoy the benefits from new technological advancements.

"With my cochlear implant, I was able to happily attend mainstream schools and successfully achieve my own personal and career goals."Holly M. Cochlear Nucleus Implant User

Have it all! With the worlds most chosen, most trusted1 cochlear implant system


N E W s B i T E s

SOUNDmeet AG Bells Secretary/Treasurer

AG Bell is pleased to announce the appointment of board member Ted A. Meyer, M.D., Ph.D., as its secretary-treasurer. Meyer

joined the AG Bell board of directors in 2011 and is currently serving a three-year term.

I am thrilled at the opportunity to work with individuals who are deaf or hard of hearing and their families in a very personal way, said Meyer. I look forward to helping AG Bell build on its programs and strengths as it continues to grow and evolve. To read more about Meyer, visit ListeningandSpokenLanguage.org.

language Outcomes, Service Provision of Preschool Children with hearing loss A recent study concluded that children with congenital hearing loss who enter early intervention at an early age show persistent benefits on verbal comprehension scores at a preschool age. These children continue to need comprehensive education services. The study, which was published in the July 2012 issue of Early Human Development, included assessments of language, adaptive behavior and resource needs at a mean age of 60 months. Effects of age of enrollment in early intervention and degree of hearing loss were evaluated. The study was based on the premise that children with congenital hearing loss have an increased risk of speech and language delays and require increased resource needs.

Parent experiences with diagnostic hearing AssessmentAn article, published in the June 2012 issue of the American Journal of Audiology, examined parent experiences with diagnostic hearing assessment. The results of the study, Early Hearing Detection and Intervention: Parent Experiences with the Diagnostic Hearing Assessment, showed that for babies born between 2006 and 2009, the most frequently reported challenge to obtaining a diagnostic hearing evaluation by 3 months of age was a delay in appointment availability. Twenty-seven percent of parents reported that they did not feel comfortable in knowing what they needed to do

next after talking with the audiologist at the time their child was diagnosed with hearing loss.

The authors reported that while significant progress has been made over the past two decades in reducing the age of hearing loss identification, many parents in this study experienced challenges that resulted in delays that exceeded Joint Committee on Infant Hearing (2007) recom-mendations of diagnosis by 3 months of age. The parent- reported experiences provide valuable information about areas that need further investigation to improve the early hearing detection and intervention process for children with hearing loss.

iN MEMOriAM

dr. William F. house, 89, Father of neurotology and Pioneer of Cochlear ImplantDr. William House, often referred to as the Father of Neurotology, passed away at his home in Aurora, Oregon, on Friday, Dec. 7, 2012. He was 89 years old. Among his many accomplishments, and perhaps his most profound, is his development of the cochlear implant. He persevered despite resis-tance by established medicine. They said it could not be done and he should not continue this work. Millions of deaf children and adults are now hearing because of his pioneering work, said John House, M.D., nephew of William House. Another pioneering development was an approach for removing acoustic tumors and managing patients with disabling vertigo.

He is noted by the American Academy of Otolaryngology to have devel-oped more new concepts in otology than almost any other single person in history. He received many awards in his lifetime, including the Physician of the Year award in 1985 by the Presidents Committee on Employment of the Handicapped. Patrick Stone, past president of AG Bell recalled, In 1992 I had the privilege of presenting the [AG Bell] Honors of the Association to Dr. House at the convention in San Diego. It was a special moment for me as we were good friends. House is survived by his children Karen and David House, as well as grandchildren and great grandchildren.


BITESCOMPILED BY:

ALANA NichOLs

Interactive Web-Based newborn hearing Screening Training Curriculum Developed as a way to standardize training and to improve the quality of care for newborn hearing screening and follow-up, a inter-active web-based course from the National Center for Hearing Assessment and Management (NCHAM) provides screeners and stakeholdersincluding pediatri-cianswith an understanding of the comprehensive nature of a quality program and provides the necessary instruction to perform in their role.

This interactive web course gives screeners the ability to proceed through the curriculum at their own pace and includes a number of related resources, as well as supple-mental materials and links. For example, screeners who may want to learn more about their specific state Early Hearing Detection and Intervention (EHDI) program can click on a link that will take them directly to their state EHDI profile. There are also updated scripts for screeners to use when communicating with parents in English and Spanish. A Skills Checklist is included in the Resource Section to provide guidance in ensuring key competen-cies are addressed. A certificate of completion is awarded to those who register for the course and pass the post test. Visit www.infanthearing.org/infant_screening_course/index.html to access this resource.

Please join Hear indiana for the 10th Annual Talk Walk Run on April 27, 2013. Last year, Hear Indiana raised a record $70,000 for chapter programs, including educational programming, emotional support, advocacy and its week-long camp for children with hearing loss who listen and speak. The 2013 Talk Walk Run Ambassador is Joey Blansette, a 10-year-old boy who attends Ochard Park Elementary school in Carmel, Ind. He attended Hear Indianas camp this past summer and recently received a cochlear implant. In 2012, Joeys team, Carmel Masonic Lodge, raised a total of $6,375! You dont have to live in Indiana to join the fun. Visit TalkWalkRun.com to start your team. You can join us in person or become a virtual walker.

The michigan Chapter held a Fall Family Conference at the end of October. Conference Chair Diane Hodgin planned a comprehensive program complete with perfect fall weather. Corporate friends generously donated door prizes, such as a Comfort Audio Contego FM System, an electronic hearing aid drying kit, a telephone alerting system and sponsored the childrens activities. About 50 participants, including about a dozen children, attended the event. Sessions for families included information about assistive listening devices presented by HARC Mercantile, parent advocacy training presented by Teresa Sundberg, and cochlear implants presented by Teresa A. Zwolan, Ph.D., CCC-A, of the University of Michigan Cochlear Implant Program. Five students led by experienced teachers of the deaf and hard of hearing supervised the childrens program. At the end of the day, the children donned impromptu costumes and acted out The Big Pumpkin by Erica Silverman, a book about Halloween.

More than 80 children, parents, families and friends participated in the nevada Chapter Annual Bowling Charity Event at Sams Town Bowling Center, where children with hearing loss were recipients of a brand new bowling ball and a

pair of bowling shoes. The event also helps raise chapter funds for addi-tional events throughout the year, and builds awareness, advocacy and parental education. We appreciate the efforts of our corporate sponsors: K&K Bowling Services, Sams Town Bowling Center, Cochlear, Starkey Hearing Technologies, Turner Reporting and Captioning Services, U-Swirl Frozen Yogurt,Anderson Dairy, and American Family Insurance Co.

The wisconsin Chapter was recently reinvigorated by parents and profes-sionals and hosted a successful first Fall family event in September at a local pumpkin farm with more than 40 participants. Contact Melanie Ribich at [email protected] for more information about the chapter and future events.

chAPTErs

Rep. Diana Titus, a legislative advocate for hearing loss, with children attending the bowling event.

ra

inb

ow

Me

dia

pro

du

cti

on

s


SOUND BITESVirginia ehdI Social media resourcesIn May 2010 the Virginia Early Hearing Detection and Intervention (VEHDI) program posted two eight-minute videos to YouTube titled Loss & Found, which are available in English and Spanish. The videos feature parents discussing what to do if a baby does not pass the first hearing screening. The Lost and Found video also includes an abridged 30-second version which was used as a televised public service announcement to promote newborn hearing screening. The televised version aired in the Richmond and Hampton Roads markets this past summer. In addition, VEHDI also has created a Facebook page at www.face-book.com/vehdi to provide unbiased, balanced educational information to all stakeholders including parents, primary care providers, and audiologists.

Meet Almigal, a spunky little girl with a BIG personality whos determined to hear every single sound in the whole entire universe!

Moms Choice Awards Gold Winner!

Available through Amazon and Independent Publishers Group (IPG)ISBN: 978-0-9838294-0-9 / $16.99

Contact Wendy to inquire about speaking engagements, school visits and book signings. P: 561.654.8680 E: [email protected]

This is the cutest book for kids!

You cant help but fall in love with Almigal.

Parents...get this!

Almigal is a great role model.

Please visit us at www.almigal.com and on Facebook!

5% of sales supports deaf children

Good housekeeping Shares Perspectives on raising Children with hearing lossAG Bell members Kelly HalackaGilkey and Shon Halacka arefeatured in the December 2012 issue of Good Housekeeping magazine. The human-interestarticlefeaturesthe mother/daughter teamand shares their perspectives onraising children with hearing loss and living life as an individual with profound hearing loss. Gilkey received her cochlear implant in December of 2011 and has spent the past year participating in auditory-verbal therapy at the Cleveland Clinic with Rachel Vovos and Donald Goldberg, AG Bell president. Halacka is president of the Michigan Chapter of AG Bell, andGilkey is past presidentof the Ohio Chapter of AG Bell and remains involvedwith the chapteras a board member. The article was developed after a public relations staff member from the Cleveland Clinic askedGilkey if shewould be interested in sharingher experiences with her cochlear implant to a wider audience, and Good Housekeeping picked up the story.

Share your media successes! If you or your chapter has been featured in the media, please let AG Bell know and contact [email protected].

AG BELL MEMBErs iN ThE MEdiA

SOUND BITES


By arlene stredler-Brown, CCC-slp, Ced

Telepractice

From the telegraph to the telephone through the present-day use of the Internet, a true evolution has occurred in the means by which health care, medicine, rehabilitation and intervention can be delivered over distances. For well over 150 years, individuals have utilized existing communication technology as a means to relay or transmit health-related information (Bashshur & Shannon, 2009). When the technology did not exist or failed to do an adequate job, innovation led to new technological advancements or the enhance-ment of devices already in use. Since the prefix tele- is the Greek root word meaning distant or remote, telepractice is simply prac-tice over distance (Darkins & Cary, 2000).

Telepractice can be used to deliver early intervention, therapeutic and educational services to children who are deaf and hard of hearing (DHH). For infants and tod-dlers, telepractice can provide early access to family-centered services that are deliv-ered by experts in hearing loss, irrespective of where either party lives. For school-age students, telepractice has the potential to connect learners with experienced listening and spoken language profession-als, including teachers of the DHH and speech-language pathologists who may not be assigned to a students school.

This service delivery platform is rapidly advancing and includes initiatives within several professional disciplines serving

this population: speech-language pathol-ogy, audiology, education of individuals who are DHH and early childhood special education. Telepractice can also be used to provide professional training to benefit children. Telepractice can cross state lines, with appropriate considerations given to licensure and reimbursement. Services can also be delivered to children when the professional and the child live in different countries. Telepractice is, indeed, a global matter.

For many years, the technology to pro-vide telepractice was not readily available. And for some, the cost was prohibitive. However, as the articles in a recent Volta Review monograph on telepractice repeat-

A Global Matter


Telepractice

edly attest, today the equipment is readily available and cost effective (Stredler-Brown, 2012). Now, interested parties can turn their sights to the practical imple-mentation of this emerging practice.

Authors for the articles in Current Knowledge and Best Practices for Telepractice were strategically selected to share experiences and expertise from the perspectives of a variety of different profes-sional disciplines. By representing different perspectives, we are supporting and promoting collaborative delivery systems, and provide here considerations and rec-ommendations for program development and program enhancement to promote the future of telepractice options.

recommendations for Future Program developmentThe fields of rehabilitative care can look at the accomplishments and challenges experienced in the medical profession and plan accordingly. For instance, the medical profession operates on the assumption that care is inextricably linked to the loca-tion of the provider (Speedie et al., 2008). Telepractice challenges this assumption; yet, careful attention must be given to alter it. Telepractice also carries with it some practical and logistical challenges, such as licensure, privacy and reimbursement. Some of the recommendations for pro-grams adopting telepractice, or enhancing existing initiatives, are discussed here.

TechnologyThe audio and video components of technol-ogy, as well as the synchronicity of the two signals, need to be addressed (Puskin et al., 2010). The standards for delivering this ser-vice to children who are DHH may need to meet a higher standard than those adopted by other professions. For instance, a higher speed for video transmission may be needed to allow for the transmission of visual com-munication supports (e.g. sign language and speech reading) in real time. Because some treatments focus on the development of listening and spoken language, there will likely be a need for enhanced audio as well. Puskin and colleagues (2010) recommend asking providers about the specific features they want in any technology that is used.

In addition to using the appropriate hardware (e.g., screen size, screen resolu-tion), access to appropriate connectivity must be assured. Program personnel must investigate access to broadband telecom-munications, which may be available in a familys home, a local school building and/or the professionals offices.

SchedulingSome practitioners report challenges integrating telepractice into busy practice workflows (Puskin et al., 2010). However, this concern may be offset with com-ments from other telepractice providers who attest to less episodic care and greater frequency and intensity of care (Speedie et al., 2008).

Perhaps the solution to this contradic-tion is to shift providers ways of thinking so that telepractice is perceived as a value added service. In this context, value added can be defined as characteristics of telepractice that go beyond the standard expectations of intervention or education for the child and, in so doing, provide a benefit to that client at little or no addi-tional cost.

In the field of psychology, Nelson and colleagues (2006) suggest that teleprac-tice allows for easy access to the provider after therapy has ended. These booster sessions are conducted more easily than in-person follow-up sessions. It is postulated that these booster sessions facilitate positive long-term outcomes for the client.

A Global Matter

Advances in video technology have provided new ways in which children with hearing loss can develop listening and spoken language skills.

tod

d h

ou

sto

n

tod

d h

ou

sto

n


Hybrid ActivitiesSome providers of telepractice wish for or conduct some of their tasks in the face-to-face condition. For instance, some providers prefer to meet the client, in per-son, during the first encounter (B. Hecht, personal communication, May 23, 2012). Others rely on the face-to-face condition to conduct developmental assessments (K.T. Houston, personal communication, April 28, 2010; A. Peters-Lalios, personal communication, May 26, 2010).

In the field of psychology, Wade and colleagues (2005) pair telepractice sessions with self-guided online sessions for children with traumatic brain injury. The online material includes didactic content regarding specific skills, video clips showing indi-viduals and families modeling a skill, and exercises and assignments that provide fam-ily members with opportunities to practice a skill. This strategy could be easily adapted for parents of children who are DHH.

Evaluation of the Telepractice PlatformAssessment is an integral aspect of interven-tion (Stredler-Brown, 2010). Assessment results allow the professional to monitor the rate of progress made by the child and, in so doing, support high expectations. Ideally, a program already collects performance data and this routinely-collected data can be utilized to document child outcomes

when the service delivery platform changes to telepractice. Once telepractice starts, evaluation of childrens progress is criti-cal. This information can guide decision makers in other programs to adopt and/or expand their use of telepractice. Puskin and colleagues (2010) warn that attempts to collect special data in a special format specifically for telepractice may compro-mise compliance and potentially limit the amount of data that is available. It would be more efficient to integrate specific questions about telepractice into an established assess-ment protocol.

ReimbursementThe first consideration when initiat-ing telepractice is the cost of the capital investment in equipment, including hardware and broadband access. Next, reimbursement for the therapy needs to be studied. The reimbursement for therapeutic and/or educational services will vary depending on a clients health insurance, each states Individuals with Disabilities Education Act (IDEA) Part C regulations, and relevant school district policies. As of 2012, 14 states require private-sector insurance companies to pay for telepractice services delivered by speech-language pathologists (Brannon, 2012). As of 2009, Medicaid programs in 23 states reimburse for telepractice (Brown, 2009).

More Research Is NeededThe documents published by the American Speech-Language-Hearing Association (2005a, b, c; 2010) repeatedly state the need for outcome data to evaluate the efficiency, clinical effectiveness, and levels of satisfaction of clients and providers. The literature compels professionals to conduct more research related specifically to the effectiveness and efficacy of treatment (Cason, 2009; Heimerl & Rasch, 2009).

The Human FactorIt is critical for any program utilizing telepractice to secure buy-in from the clinicians (Puskin, 2010). Specialists in information technology (IT) can offer support for the equipment and telecom-munications connectivity. Support for the therapeutic process can be provided through careful access to materials. Colleagues who have experienced the shift from face-to-face delivery to telepractice can also provide assistance. The hope is for practitioners to perceive value added in this context, Puskin (2010) defines value added as a person who loves their joband would quit if they didnt have access to telepractice.

SustainabilitySingh and colleagues (2010) report that telepractice innovations often struggle to endure after initial sponsorship (e.g., grants) end. The advice offered by Cradduck (2002) states that a telepractice service is considered sustainable when it is no longer considered a special case, but has been absorbed into routine health care delivery (p. 8). To accomplish this, each professional discipline involved in the effort needs to participate in planning and evaluating the telepractice services being offered. Any number of stakeholders may be involved, including the organiza-tion providing the service, staff in public schools receiving the service, IDEA Part C programs funding early intervention, university facilities, and specialists using different communication approaches to educate children who are DHH.

A path toward sustainable teleprac-tice is described in detail by Singh and colleagues (2010). These authors initiated telepractice in a large public health district in the state of Georgia. Telepractice provides a way for children with hearing loss and their families to access qualified

professionals, regardless of location.

tod

d h

ou

sto

n


The initial step was to develop a shared vision among staff within an agency and, shortly thereafter, cultivate participation from people in organizations in other communities. Together, the stakeholders seek and develop new ideas to establish a shared vision based on needs and poten-tial participants. Then, funding sources can be explored along with technologi-cal options. After this, administrative processes can be established or improved. It is highly recommended that multiple agencies participate in the funding to demonstrate their commitment and, hence, to improve sustainability.

Unique Opportunities for Children Who Are dhhWhen inviting professionals to share their experiences implementing teleprac-tice with children who are DHH, it was evident that many initiatives were in place around the country; the impact was some-times worldwide. One central theme sup-porting the interest in and advancement of

telepractice was the opportunity to provide services to all children. This includes audiological services, services to school-age students and, interestingly, a prominent focus on delivering early intervention.

The attention also goes beyond direct services and includes support for enhancing skills of professionals delivering the treat-ments. Hopefully, this is a trend that will satisfy the recommendations from the Joint Committee on Infant Hearing (2007) for services to be delivered by professionals who have the appropriate knowledge and skills about childhood hearing loss.

ConclusionFor decades, individuals have utilized communication technologies as a means to relay or transmit health-related informa-tion (Bashshur & Shannon, 2009). By fully understanding the past, practitio-ners can continue to shape the future of telepractice to fully realize the potential of this service delivery model. The content in the Current Knowledge and Best Practices

for Telepractice monograph provides an opportunity for readers to discover the growing trend to deliver services remotely. The intent is for this body of information to motivate readers to move forward with this initiative.

There is a common theme throughout the monographthe incentive to harness current technology to provide high-quality intervention, both therapeutic and edu-cational, to more children in the United States and around the world. Children who are DHH are unwitting members of a low-incidence disability group. Where a child lives need not dictate access to services. Nor should ones geographic location dictate the type of services or communication method chosen. Using telepractice, each child has an opportu-nity to learn from experts who may live at previously incapacitating distances from a familys home. Telepractice can increase the efficiency and effectiveness of services delivered in urban settings also. And, telepractice can span time zones and continents.

We have the technology. The broad list of contributors to the monograph is evidence that we, as a profession, have the motivation. There are growing incentives. Now, we need only take the information we are garnering and apply it to benefit the children we serve.

references American Speech-Language-Hearing Association.

(2005a). Speech-language pathologists providing clinical services via telepractice [Technical report]. Retrieved from http://www.asha.org/practice/telepractice

American Speech-Language-Hearing Association. (2005b). Speech-language pathologists providing clinical services via telepractice [Position statement]. Retrieved from http://www.asha.org/practice/telepractice

American Speech-Language-Hearing Association. (2005c). Knowledge and skills needed by speech-language pathologists providing clinical services via telepractice. Retrieved from http://www.asha.org/policy

American Speech-Language-Hearing Association. (2010). Professional issues in telepractice for speech-language pathologists [Professional issues statement]. Retrieved from http://www.asha.org/policy

Bashshur, R. L., & Shannon, G. W. (2009). History of telemedicine: Evolution, context, and transformation. New Rochelle, NY: Mary Ann Liebert, Inc.

Brannon, J. A. (2012, July 03). Two states pass telemedicine coverage mandates. The ASHA Leader, 8.

Brown, J. (2009, November). Telepractice ethics, licensure, and reimbursement. Paper presented at the annual meeting of the American Speech-Language-Hearing Association, Las Vegas, NV.

Cason, J. (2009). A pilot telerehabilitation program: Delivering early intervention services to rural families. International Journal of Telerehabilitation, 1(1), 2937.

Cradduck, T. D. (2002). Sustainability: The holy grail of telehealth? Journal of Telemedicine and Telecare, 8(3), 78.

Darkins, A., & Cary, M. (2000). Telemedicine and telehealth: Principles, Policies, Performance and Pitfalls. New York: Springer Publishing Company, Inc.

Heimerl, S. & Rasch, N. (2009). Delivering developmental occupational therapy consultation services through telehealth. Developmental Disabilities Special Interest Section Quarterly, 32(3), 14.

Joint Committee on Infant Hearing. (2007). Year 2007 position statement: Principles and guidelines for early hearing detection and intervention programs. Pediatrics, 102(4), 893921.

Nelson, E., Barnard, M., & Cain, S. (2006). Feasibility of telemedicine intervention for childhood depression. Counselling and Psychotherapy Research, 6(3), 191195.

Puskin, D. (2010, February). Telehealth policy considerations for teleaudiology: The future is here. Paper presented at the National Conference for Early Hearing Detection and Intervention, Chicago, IL.

Puskin, D. S., Cohen, Z., Ferguson, A. S., Krupinski, E., & Spaulding, R. (2010). Implementation and evaluation of telehealth tools and technologies. Telemedicine and e-Health, 16(1), 96102.

Singh, R., Mathiassen, L., Stchura, M. E., & Astapova, E. V. (2010). Sustainable rural telehealth innovation: A public health case study. Health Services Research, 45(4), 9851004.

Speedie, S. M., Ferguson, A. S., Sanders, J., & Doarn, C. R. (2008). Telehealth: The promise of new care delivery models. Telemedicine and e-Health, 14(9), 964967.

Stredler-Brown, A. (2010). Communication choices and outcomes during the early years: An assessment and evidence-based approach. In M. Marschark & P. E. Spencer (Eds.), Oxford handbook of deaf studies, language, and education (pp. 292315). New York: Oxford University Press.

Stredler-Brown, A. (Ed.) (2012). Current knowledge and best practices for telepractice. The Volta Review, 112(3).

Wade, S. L., Wolfe, C. R., Brown, T. M., & Pestian, J. P. (2005). Can a web-based family problem-solving intervention work for children with traumatic brain injury? Rehabilitation Psychology, 50(4), 337345.

With this issue of The Volta Review, AG Bell has debuted an ongoing opportunity to earn AG Bell Academy continuing education units (CEUs) just for reading the journal! Visit The Volta Review online at ListeningandSpokenLanguage.org/TheVoltaReview to learn more about this exciting new opportunity to expand your knowledge and earn CEUs.

Gain Valuable Insight, earn CeUs!


Collaborative Project Brings Knowledge to Parents and Professionals

101 FAQs About Auditory-Verbal Practice

The landscape of therapy and education for children with hearing loss continues to evolve. Today more than ever, people all over the world are recognizing the possibilities for children who are deaf and hard of hearing to develop listen-ing and spoken language. This excit-ing phenomenon has brought together a worldwide community of more than 100 Listening and Spoken Language Specialists (LSLS) to join forces and expand the knowledge base of the field of auditory-verbal practice. The distilled wisdom of the listening and spoken language community is compiled in a new book from AG Bell, 101 Frequently

Asked Questions About Auditory-Verbal Practice: Promoting Listening and Spoken Language for Children who are Deaf and Hard of Hearing and Their Families.

Steeped in the history, philosophy and principles of auditory-verbal practice, the books greatest strength is its demonstra-tion of strategies and techniques that promote effective development of listening and spoken language. The book also helps parents become their childs primary teachers on the journey to lifelong lan-guage development, literacy and indepen-dent thinking skills.

The field of auditory-verbal practice continues to evolve as the clinical and educational landscapes change, said

Warren Estabrooks, editor of 101 FAQs About Auditory-Verbal Practice, and this book represents the ideologies of listening and spoken language that have proven to be successful.

A Compendium of Current TopicsThe books mission is to share the phi-losophy, principles and contemporary practice of auditory-verbal therapy and education to support todays families with children with hearing loss, and to encour-age professionals who have the privilege of working with them. It is a collective effort of many practitioners who worked in the spirit of community to bring facts,

By rafael alvarez


101 FAQs About Auditory-Verbal Practice

thoughts, opinions, insights, experiences, successes and challenges to the reader.

The responses provided to the 101 frequently asked questions about auditory-verbal practice guide the reader through most of the questions posed to practitio-ners , such as how to encourage develop-ment of listening and spoken language and the number of treatment sessions for children of various ages. The responses also cover new ground, exploring new ser-vice delivery models, such as telepractice, which uses telecommunications technol-ogy to connect professionals and families over great distances, and the use of social media in intervention and communication with families. The book focuses on the

strong connection between listening and spoken language as the foundation for developing literacy and written language for children with hearing loss. The book also gives parents a solid understanding of audiological testing as well as auditory disorders they may encounter.

This compendium of information emphasizes families today, supporting the fathers role in their childs language development and addressing the needs of children from bilingual and multilingual households and families with socioeco-nomic challenges. Among the many issues addressed are contemporary topics, such as the effects of pediatric bilateral and sequential cochlear implants on language development and the needs of children who receive a cochlear implant at a later age or who have grown up using a visual language system. Other topics include executive functioning, theory of mind, adult learning styles, techniques and strategies in practice, storytelling and educational supports in mainstream environments. Most responses include references on the topic and suggestions for further reading.

A Collaborative effortShepherding all of this information into a single volume was something Estabrooks has contemplated for some time. This new book compiles a comprehensive body of knowledge and skills and was embraced with a passion by the LSLS community, Estabrooks said. Although he is the editor of this book, Estabrooks is adamant in pointing out that 101 FAQs, the biggest work of its kind, represents the collabora-tive work of researchers and practitioners engaged in auditory-verbal practice all over the world.

Covering the nine domains of listening and spoken language (as identified by the AG Bell Academy for Listening and Spoken Language), 101 FAQs offers a comprehen-sive accounting of current knowledge, skills and thinking in the practice of developing listening and spoken language skills. It is a detailed resource of the state of the science, art and evidence-based outcomes. It is hoped that this new book will inspire a new generation of professionals to follow an enhanced career in auditory-verbal prac-tice, Estabrooks remarked.

Very simply, said Estabrooks, it is a compendium of the breadth and depth of auditory-verbal practice as we live it today. 101 FAQs builds on advancements made in auditory-verbal therapy and education and, according to author Linda L. Daniel of Dallas, Texas, the book elevates the field of aural rehabilitation.

This is a book for professionals and for parents, said Estabrooks. It will be valuable to career professionals, aspir-ing practitioners and those that are being mentored by a practitioner. Parents of children who are deaf and hard of hearing will find hope, support and encourage-ment in its pages.

The book also highlights advances in neuroscience and its applications along with the benefits of current technology, particularly cochlear implants, hearing aids and FM systems. These and other technologies have made the gifts of listen-ing and spoken language a greater pos-sibility than ever for our children, said Estabrooks. The movements towards uni-versal screening of hearing loss and early intervention have provided more children in developed nations with the chance to learn to listen and talk at a very early age, so that delays in spoken communication are significantly reduced.

As always, the contribution of par-ents, guardians and caregivers is para-mount. The book addresses concerns from all of them. We understand that they provide the best models for their children to learn in real life and in real time. The power of coaching and guiding parents in synergy with practitioners helps us as we travel with children as pre-cious passengers on a journey to listening and spoken language, said Estabrooks.

We are really working with the citizens of 2020 and 2030, when the world will be a new and hopefully a better place, Estabrooks continued. We know that learning to listen, learning to talk, to read, to write, to use electronic media and to engage with others through social media are easier than ever before. This book can help all of us to bring these skills as efficiently and effectively as possible to children who are deaf and hard of hearing by working in partnership with their fami-lies and those that love them.

co

urt

esy

of

wa

rre

n e

sta

bro

oks


Finally, Estabrooks commented it was his hope that young profession-als around the world will discover this resource, contact many of the authors and through their generosity, build a network of outstanding alliances that will bring knowledge and hope to families everywhere.

Available in Print and e-reader Format101 FAQs is available in print from the AG Bell Bookstore. The publication is also the first-ever e-book offered by AG Bell and is available in a format compatible with every major e-reader device on the market. Readers can obtain the e-book version from two major outlets: Amazon.com and Smashwords.com. To learn more about the 101 FAQs book and to purchase the print or e-book version, visit www.listeningandspokenlanguage.org/ 101FAQs.

Warren Estabrooks trains professionals in Dubai.

ka

ren

Ma

civ

er-

lu

x

The Moog Center Family Teleschool is undertaking a national project designed to evaluate the effectiveness of tele-therapy for children with hearing loss from birth to age three.

Expertteleschoolteacherswillprovideinstructionovertheinternet for you and your child.

Learnthroughourprovencurriculumandteachingstrategies.

AstudyofchildrenenrolledintheMoogCenterFamilySchoolprogramindicates by age 3-4 years, over 80% achieve vocabulary scores within

the average range.

TheseservicesareFREE.

Formoreinformationandtofindoutifyourfamilyiseligiblecontact Betsy Moog Brooks at (314) 692-7172

or email to [email protected]

Help Your Baby Talk and Hear

The Moog Center for Deaf EducationSt. Louis, MO

Free Services!

Deaf Education & Hearing Science at the UT Health Science Center San Antonio

UTM

ED12

1420

1126

1

We know that students learn best when provided opportunities to work directly with peers and faculty.

Our reciprocal peer coaching and mentoring program involves teachers in training and faculty mentors in language intervention.

Teaching teachers. Listening to students.Changing lives.

A premier listening and spoken language program for educators of children with hearing loss.

For more information, please visit UTDeafEd.comPhone: (210) 450-0716

Celebrating 10 Years of Making Lives Better

20022012


Delivering Quality Services to Children and Families

AG Bell 2013 Listening & Spoken Language Symposium

AG Bell will hold its 2013 Listening and Spoken Language (LSL) Symposium July 18-20 in the Omni Los Angeles Hotel at California Plaza. Focusing on the theme of delivering quality services to families, the sympo-sium will provide practitioners with the latest strategies and trends in new service delivery models and in serving diverse children and families.

The LSL Symposium is the premier professional development event for educators, clinicians, Listening and Spoken Language Specialists (LSLS), school administrators and legislators who support children and families

working towards a listening and spoken language outcome. This event offers professionals the opportunity to network and meet old friends while building new connections, to explore new technologies and programs supporting children and families, and to gain the latest research and strategies in the field.

The symposium will feature keynote speaker Dana Suskind, M.D., director of the pediatric cochlear implant program at the University of Chicago, who will present research on Project ASPIRE. Recently featured on NBCs Today show as a local nonprofit doing amazing things, Project ASPIRE takes

its name from their approach to support-ing participants and families. Through Project ASPIRE, Suskind is conducting research to reduce disparities among chil-dren from lower socio-economic back-grounds who receive a cochlear implant in receiving post-cochlear implant (re)habilitation, and to reduce barriers such as parental communication skills, self-efficacy and health literacy.

Pre-symposium short courses also will be available to gain in-depth knowledge about topics that fall under the nine LSLS domains of knowledge (as identified by the AG Bell Academy for Listening and Spoken Language). Attendees are encouraged to bring ideas

By alana nichols


AG Bell 2013 Listening & Spoken Language Symposium

and questions to share during dynamic and interactive sessions on current trends in the field and to share the strategies they have while learning from other participants. The symposium offers an invaluable source of information and support for both new and experienced professionals. As Donna Sperandio, LSLS Cert. AVT, said, this is an essen-tial conference for those working in the field of delivering listening and spoken language opportunities to families and professionals!

The conference also offers participants a unique opportunity to gain advice and knowledge from renowned experts in the field. Pat Swanson, an educator of the

deaf, said that the symposium allowed her talk about the kids she serves with the leaders in the field of listening and spoken language. The Symposium offers the best pit crew in the world: fellow LSLS and speakers who all want every child to win!

For speech-language pathologist Christy Ghazimoradi, the Symposium continued to fuel her passion for serv-ing students with hearing loss who use listening and spoken language and gave her the opportunity to learn new skills that she could immediately apply to her everyday work by offering cutting-edge research, practical strategies and evidenced-based best practices.

Symposium attendees will also have the opportunity to explore new technol-ogy by visiting different exhibitors and vendors to learn more about innovations in personal hearing technology, class-room amplification, strategies and soft-ware to connect with families and other professionals through telephone and Internet technology. Another important event will include a LSLS exam admin-istration, which will be offered immedi-ately following the symposium.

In addition to a valuable continuing education opportunity, attendees can take advantage of the hotel and loca-tion. The Omni Los Angeles Hotel at California Plaza is in the heart of the business, financial and cultural dis-tricts of downtown Los Angeles. This convenient location offers numerous attractions and entertainment options, as well as close proximity to Californias beaches, such as Malibu, Redondo, Manhattan, Santa Monica and more.

register for the AG Bell 2013 lSl Symposium Today!The AG Bell 2013 Listening & Spoken Language Symposium is an excellent continuing education value and offers valuable hours of con-tinuing education from the AG Bell Academy, American Speech-Language-Hearing Association and American Academy of Audiology. Registration is now open for the Symposium. Visit ListeningandSpokenLanguage.org/LSLSymposium to register and stay tuned for more information through AG Bell communication channels.

ch

risto

ph

er

ba

rr

cra

ig h

ue

y p

ho

tog

rap

hy

The 2013 AG Bell Listening & Spoken Language Symposium offers practical strategies for working with a wide range of children.


Advancing Listening and Spoken Language

This year marks the 20th anni-versary of Volta Voices. During the last 20 years, the maga-zine has undergone many facelifts and adjustments, changing focus as AG Bell has done to stay relevant and current in providing information on listening and spoken language.

A look BackThe history of Volta Voices dates back to the early 1900s. AG Bells original publication, The Association Review, was first published in 1899 by Dr. Alexander Graham Bell. The creators thought that the life and future usefulness of the Association required activity and some

medium of expression, some means of ready and frequent communication with and among the membership (Booth, 1899). They went on to say, The estab-lishment of a periodical, it is believed, will strengthen the work and strengthen the hands that are doing the work all over the field.

The magazine began by publishing reports from localized meetings, but soon expanded to include the philoso-phies of Dr. Bell as well as letters and correspondence from its readers. As the years progressed and the AG Bell asso-ciation became a correspondence-driven resource for parents, professionals and adults with hearing loss, The Association

Review morphed into The Volta Review and published an amalgam of let-ters, tips, science-driven research and dialogue on the strategies required for individuals with hearing loss to acquire listening and spoken language.

In the 1970s, AG Bell staff under-stood that there were two distinct pur-poses of the publication, and that the needs of its constituents would be best served if the publication shifted focus. Todays mission of The Volta Review remains as it did back then: to be a pro-fessional, peer-review journal inviting manuscripts devoted to reporting schol-arly findings that explore the develop-ment of listening and spoken language

A 20-Year Look Back

A GUIDE FOR NEW PARENTS OF CHILDREN WITH HEARING LOSS

VOICESVOICES

W W W . A G B E L L . O R G V O L 1 8 , I S S U E 3

ALEX ANDER GRAHAM BELL ASSOCIATION FOR THE DEAF AND HARD OF HEARING

May/June 2011

REGIST

ER FOR

THE L

SL SYM

POSIUM

TODAY

AT WW

W.AGBE

LL.ORG

V O L T A

By melody Felzien


by individuals with hearing loss. The rest of the content was turned into a series of newsletters geared towards AG Bells distinct constituencies and sections, supporting each individuals unique information needs. For several years AG Bell supported many newslet-ters, including OK (Our Kids) maga-zine, Newsounds, Childrens Corner, ODAS (Oral Deaf Adults Section), and others.

Volta Voices started as a compilation of these various section and constituent newsletters. The newsletters focused specifically on AG Bells three con-stituencies parents of children with hearing loss, adults with hearing loss

and the professionals that serve them. The AG Bell staff noticed that a lot of inconsistencies were arising from the production of multiple publications and charged a member and staff-driven task force to review the publications. At the time, the task force noted that much content was disparate and did not overlap. However, according to Bruce Goldstein, who chaired the task force, We felt the association, as an organization, was greater than the sum of its three parts, and we wanted the magazine to be a catalyst and support to strengthening that collaboration and cohesion. To mainstream the process, the task force recommended the creation of a magazine to serve all of AG Bells constituents. Aptly named Volta Voices by long-time AG Bell member Barbara Chertok, the publication continues to thrive today.

driven to Serve needsAlthough the basic mission and goals of the magazine have remained the same, the editorial direction of the magazine has continued to shift and f luctuate. In 2005, AG Bells editorial staff began publishing themed editions to help focus content on specific areas and provide more in-depth reporting on specific topics. Past thematic editions have included technology, professional development and a popular new parent guide. These editions seem to help bal-ance some of the surface-level articles that Volta Voices is able to publish in its regular editions.

The magazine has also received sev-eral awards for its work over the last few years, including recognition for writ-ing, column series and cover designs. Indeed, some of the most popular content has been past columns, such as Dr. Stephen Epsteins Sound Advice and Jay Wyants Tech Talk columns, as well as articles by leaders in the field, such as Dr. Daniel Ling.

By publishing six times a year, the magazine provides consistent and data-supported content that readers can take into their daily lives. With the launch of the Listening and Spoken Language Knowledge Center, much of the content has been repurposed online to provide

the vital information families, profes-sionals and adults with hearing loss need to continue their journeys.

Feedback and Future directionsThroughout the last several years, AG Bell has reached out to its reader base for feedback on the magazine and its impact. Here are some of the comments AG Bell received:

Very professional. Im always proud to see it, read it and show it off.

Volta Voices has provided information I desperately needed and I share the magazine with families.

The information keeps me very well informed about the most recent devel-opments and gives me knowledge which otherwise would be much harder to get, living outside the United States.

Volta Voices helped us find resources and understand the issues as parents of a new baby with hearing loss.

The information we gain may direct us to inquire about new technology or approaches.

I enjoy most the personal interest sto-ries, such as parents chronicling their early years, adults with hearing loss telling of their challenges, etc.

As the online Knowledge Center continues to grow, much of the con-tent in the magazine will become more adaptable and more cross-promotion of content will occur. With an increasing digital world, readers can rely on AG Bell to continue providing the most relevant and up-to-date content online while still highlighting the best it has to offer in print. Twenty years later, Volta Voices continues to support and provide information on the unlimited potential for children with hearing loss who are learning to listen and talk.

referenceBooth, F. W. (1899). The association magazine.

The Volta Review, 1(1).

A GUIDE FOR NEW PARENTS OF CHILDREN WITH HEARING LOSS

VOICESVOICES

W W W . A G B E L L . O R G V O L 1 8 , I S S U E 3

ALEX ANDER GRAHAM BELL ASSOCIATION FOR THE DEAF AND HARD OF HEARING

May/June 2011

REGIST

ER FOR

THE L

SL SYM

POSIUM

TODAY

AT WW

W.AGBE

LL.ORG

V O L T A


WHATS NEW IN THE KNOWLEdGE cENTEr

The Individuals with Disabilities Education Act (IDEA) requires states to provide early intervention services for children ages birth to 3, but each state provides those ser-vices uniquely. AG Bell has gathered resources to help you understand the services available to your child and links to help find services in your area.

Early intervention services are designed to meet the needs of infants and toddlers who have a developmental delay or disability and their families. Sometimes it is known from the moment a child is born that early intervention services will be essential in helping the child grow and develop. Families whose infants are identified with hear-ing loss through hospital screening and follow-up at birth, or those that have children who develop a hearing loss before the age of 3, should be directed to their states early intervention services through their Early Hearing Detection and Intervention (EHDI) program.

For infants and toddlers, these early intervention services are provided through IDEA Part C (which is U.S. federal law). Services are called early intervention or Part C services, which are named for where they are described in IDEA.

Service Considerations Because hearing loss is a low-incidence disability (meaning it is rare in com-parison to other disabilities), eligibil-ity for assistance under Part C can be unclear to professionals who do not have expertise in hearing loss. It is often up to parents to ensure that the child is appropriately evaluated and that the

unique considerations of hearing loss are addressed and met. These include: The decisions the family makes for

communicating with their child Assistive technology (hearing aids,

cochlear implants, FM systems, etc.) Family training, counseling and

home visits (families should be supported as the primary language teachers for their children)

Family support networks Family Service Coordinator this

is one of the familys primary col-laborators. According to IDEA Part C, the family service coordinator should be from the profession most immediately relevant to the infants, toddlers or familys needs.

Qualified, knowledgeable service pro-viders who have expertise, training, experience and certification (if appro-priate) in assessing and working with infants and toddlers who are deaf and hard of hearing, specifically in the childs/familys chosen communica-tion option if known or selected.

The Individualized Family Service PlanAfter the childs evaluation is complete and he or she is found to be eligible for early intervention services, the family and a team of providers will meet to develop a written plan for providing early intervention services to the child and the family. This plan is called the Individualized Family Service Plan, or IFSP. It is a very important document, and parents are crucial members of the team that develops it.

The guiding principle of the IFSP is that the family is the childs greatest resource and the needs of a young child

are closely tied to the needs of his or her family. The best way to support chil-dren and meet their needs is to support and build upon the individual strengths of their family. This is why the IFSP is a plan for the entire family and the parents are major contributors in its development. Involvement of other team members will depend on what the child needs. These other team members could come from several agencies and may include medical specialists, therapists, child development specialists, social workers and others.

developing an effective PlanEach state has specific guidelines for the IFSP. The family service coordinator can explain what the IFSP guidelines are in your state. The following are key considerations for parents of a child who is deaf or hard of hearing in developing the IFSP: Communication Considerations

include the language and communi-cation currently used in the home, such as English, native language (or a combination), and communication options currently used with the child, such as listening and spoken lan-guage. Another consideration is com-munication options that the family would like more information about, and required support necessary to increase the access and ability for par-ents and family members to become language models for the child.

Assistive Technology can be thought of as any item that supports the childs ability to participate actively in his or her home, childcare program, school or other community settings. These may

Helping You Navigate IDEA Part CBy Elizabeth Reed-Martinez


include but are not limited to hearing aids, cochlear implants and FM sys-tems. Information in the IFSP should include a description of the assistive technology the family is currently using as well as those assistive technologies that families are considering and/or would like more information about.

Peers and Adult Role Models are opportunities for the child to directly communicate with others who are deaf and hard of hearing. The IFSP should describe the sup-ports necessary for direct adult role model connections for the family as well as opportunities for the childs direct interaction with other same-age children who are deaf and hard of hearing.

Programming Options/Natural Environments are all services and resources provided and explored by

the early intervention team. The IFSP should describe the supports necessary for the family to access these services, including the environ-ment in which they may be provided. This may be in the childs home, a school or therapy center, or a daycare facility, for example.

Community Activities include all of the activities in the commu-nity that the family would like to participate in, such as playgroups, library story times, religious services, etc. The resources and supports required to provide full communication access in these envi-ronments should be described. For example, would an FM system help the child hear better? Is preferential seating needed?

Proficiency of Staff includes a list of the qualified service providers on the

team who have expertise, experience and training in working with chil-dren ages birth to 3 who are deaf and hard of hearing. The communication option and appropriate certification should be noted.

resources for Parents and Professionals The Knowledge Center provides an overview of early information services in both English and Spanish which includes a listing of EHDI programs in each state, where to go for help, resources for getting an evaluation and assessment for the child, what is included in early intervention services, how theyre delivered and who pays for them, as well as many other helpful resources. To learn more, visit ListeningandSpokenLanguage.org for answers.

The DuBard Association Method R is a multisensory teaching strategy for

educators of deaf and hard of hearing students,

K-2 teachers,

special education teachers,

reading specialists and

speech-language pathologists.

A phonetic, multisensory approach to teaching language and speech to children with hearing loss, language disorders, severe speech disorders, autism spectrum disorders and dyslexia

Contact us for information about on-site training.IMSLEC-accredited | Graduate credit and CEUs availablewww.usm.edu/dubard 601.266.5223

AA

/EO

E/A

DA

I

UC

679

60.6

215

11.1

2

R

RGive the gift of language with the DuBard Association Method .


ADVOCACY IN AcTiON

AG Bell advocates on its members behalf through participation in a num-ber of coalitions, includ-ing the Deaf and Hard of Hearing Alliance (DHHA), Deaf and Hard of Hearing Consumer Action Network (DHHCAN), Joint Committee on Infant Hearing (JCIH), and Council on the Education of the Deaf (CED). The AG Bell Public Affairs Council sets advocacy priorities and guides AG Bells public policy efforts. AG Bell has been active over the past year in advocating on a number of public policy issues to improve reimbursement and access to hearing technology, increase the effec-tiveness of relay services, and advocate for job opportunities for AG Bell mem-bers. The following are just some of the recent initiatives undertaken.

Joint Committee Position Statement development UnderwayJCIH held a retreat in Aurora, Colo., on August 17 and 18 at the Marion Downs Hearing Center. JCIH is com-posed of representatives from audiology, otolaryngology, pediatric medicine, education of the deaf, speech-lan-guage pathology and consumers. The Committees primary activity has been publication of position statements that guide U.S. and international policy and best practices in early identifica-tion and appropriate intervention for infants and young children who have or are suspected of having hearing loss. AG Bell has been a member of JCIH since 2005 and is represented by Carianne Muse, an AG Bell member and parent to two children, one of whom uses bilateral cochlear implants, and Judy Harrison, AG Bell director of programs. The Committee tackled a

full agenda and began work on its next position statement; no release date has been decided.

I am both honored and humbled by being a part of JCIH as the parent representative from AG Bell, stated Muse. She continued, I am particularly excited about actively engaging in the early intervention discussions because I have been living the early intervention process while we have been writing about it. I hope that my experiences with my daughter over the past three years, and the experiences of other families I know, can help add richness to the publications we are producing. To learn more about JCIH and its position statements, visit www.jcih.org/posstatemts.htm.

reimbursement for Implant TechnologiesAG Bell has taken steps to advocate for increased reimbursement for cochlear implants and bone-anchored implants, including the BAHA system, for chil-dren and adults who are covered under Medicare. Access to these technologies is critical for candidates who use listen-ing and spoken language. Advocacy for reimbursement under Medicare is criti-cal for all candidatesboth Medicare beneficiaries and those covered under other insurance plansbecause Medicare rates and coverage policies often inf luence insurance coverage by private insurers.

AG Bell recently submitted let-ters to the Centers for Medicare and Medicaid Services (CMS), which sets payment rates for the procedures. AG Bell commended CMS for its proposed increase for cochlear implants from 6.5% to 6.6%, depending on where the procedure is performed. This amount covers the cochlear implant device, the procedure cost and other related costs. This increased payment is a step in the right direction, but this increase does not reflect the actual cost of the inter-vention. For bone-anchored implants, AG Bell advocated to avert a proposed reduction of 3.8% to 5.7% in payment for the BAHA system and to review potential inaccuracies in its data on which payment rates are based.

Video relay Service AdvocacyIn comments related to rulemak-ing by the Federal Communications Commission (FCC), AG Bell has advo-cated for improvements to video relay service (VRS), a type of relay service offered through statewide relay systems that allow consumers to communicate through web-based videoconferencing. AG Bell members need access to this vital relay service because they often speechread interpreters during VRS calls, making access to functionally equiva-lent calls crucial. In conjunction with DHHCAN, TDI, National Association

Advancing Policy InitiativesBy Susan Boswell

The Public Affairs Council (PAC) directs the advocacy work of the asso-ciation by establishing public affairs issue priorities, reviewing letters for sign on and developing position statements on key issues. PAC members include: John Stanton (chair), Joni Alberg, Rachel Arfa, Bill Corwin, Ben Dubin, Rachel Dubin, Bruce Goldstein, Jack Roush and Jay Wyant.

meet the AG Bell Public Affairs Council


of the Deaf (NAD), Adult Learning Development Association (ALDA), California Coalition of Agencies Serving the Deaf and Hard of Hearing, American Society of Deaf Children, National Black Deaf Advocates, Cerebral Palsy and Deaf Organization, and others, AG Bell supporte

Volta Voices January-February 2013 Magazine

Documents

Transcript of Volta Voices January-February 2013 Magazine