| Sunday Morning Sessions |
cABR/FFR: The Science Behind Reading
View Abstract ▼
Beyond the newborn hearing screening, an alarming number of children with auditory-cognitive disorders are being overlooked, misdiagnosed, and left behind. As schools deal with epidemic numbers of children with reading delays, the advocates of the science of reading movement are making little headway. Hope may lie in the proper identification, diagnosis, classification, and deficit-targeted intervention of auditory-cognitive disorders in young children.
The complex auditory brainstem response (cABR), also known as the frequency following response (FFR), provides valuable insights into the integrity of neuroscience biomarkers along the auditory pathway. By capturing synchronous, phase-locked neural activity in response to periodic sounds, such as speech, cABR/FFR can help assess auditory processing issues. It reflects the brain’s efficiency in encoding speech sounds and can be disrupted in various speech and language disorders, serving as an early indicator of potential literacy impairments.
This non-invasive auditory evoked procedure can be obtained on individuals of all ages throughout their lifespan, including very young children and infants. Abnormal FFRs in newborns could flag a later language impairment allowing early preventive measures from the first days of life.
Although research and technology for obtaining and analyzing cABR/FFR in children are available, few clinicians currently take advantage of these opportunities. There is a significant gap in clinicians' understanding of its analytical and transformative potential. This 4-hour intermediate-level workshop is designed to explore the extensive clinical applications of cABR/FFR, including how to record the response and analyze the data. The final hour will be dedicated to demonstrating the recording of the response on a 'patient' and analyzing the results.
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Sunday, 3/9
8:30 AM - 12:30 PM |
IDEA and Advocacy for Parents and Professionals - Learning Enough to Make a Difference
View Abstract ▼
Want to be a successful advocate in IEP meetings? In order to do so, you must know what the law says and how it protects children with disabilities. What makes a parent a successful advocate for their child who is deaf/HOH? What helps a provider successfully advocate for their student? Legal protection is available for parents of children with disabilities; sadly, not all parents are aware of it. This presentation offers both parents and professionals the knowledge to successfully work with schools for their child’s/student’s educational future. Protection of the parent/school relationship is the most important aspect of successfully advocating for a child with disabilities. Professionals can easily educate parents in this model of parent/school relationship building without jeopardizing their position. IDEA protects parents; it’s up to the parents to protect their relationship with school personnel. In this session participants will have the opportunity to rewrite sections of the IEP that have missing pieces. Firsthand examples will be provided throughout the session from an advocate who has been teaching this session and advocating for students for over 15 years, beginning with her now 23-year-old deaf daughter.
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Sunday, 3/9
8:30 AM - 12:30 PM |
Working with Families to Develop Vocabulary and Language Through Daily Routine Activities
View Abstract ▼
A child’s single-word vocabulary impacts that child’s ability to express his wants and needs, whether using spoken language or sign language. In order for children who are deaf or hard of hearing to develop adequate language skills, they must have sufficient vocabulary. The focus of this presentation will be on working with families to help their children develop vocabulary and language by incorporating that exposure and practice into daily routines and activities.
It has been well documented that vocabulary development has a measurable impact on the development of language skills. Without the ability to understand and use a variety of word types, it is essentially impossible to understand a series of words or to combine words together to produce one’s thoughts and ideas, whether using spoken language or sign language. This presentation will provide parents and professionals with creative techniques for providing specific practice in the area of single-word vocabulary development in the context of a family’s daily activities and routines whether using spoken language or sign language. Vocabulary lists of the First 100 Words, the Next 150 words, and the Following 300 used at the Moog Center will be shared, reviewed, and explained. Ideas and suggestions for incorporating these words into the activities of the child’s and family’s daily routines will be included.
Video examples of parent coaching sessions will provide examples of how to incorporate vocabulary practice into daily routine activities. This presentation will be provided through a lecture format, video examples, and audience participation to enhance learning. Ample time for discussion and questions will be included.
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Sunday, 3/9
9:00 AM - 12:00 PM |
| Sunday Afernoon Sessions |
Learn the Basics of Cued American English
View Abstract ▼
Research has shown that early exposure to consistent language is vital for all children. For those children who are deaf or hard of hearing, visual exposure to language is crucial. Cued language can empower parents who use a spoken language to visually share the language of their home with their deaf child. This session will teach parents and professionals the basics of the Cued American English, including easy to cue words and phrases (e.g., aw, mommy, daddy, pee, poop, uh-oh, hi, no, banana, baby, etc.), and the skills needed to decode a phoneme chart to cue novel words independently. The presenters will provide participants with materials for continued learning.
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Sunday, 3/9
12:00 PM - 4:00 PM |
Creating Meaning Together
View Abstract ▼
How we understand the world around us is a complex combination of many influencing factors. Some factors are internal: senses, emotions, mental and physical abilities. Some factors are external: people, policies, language, media. These influences combine to help us create meaning. As early intervention professionals and parents, together we form ideas about what being DHH means for each of our children. Holler et al. (2021) talked in their study with occupational therapists about how understanding a social model of disability impacted their practice. They found that having this understanding leads to more positive perceptions of disability, more “everyday” application of services, and a focus on ability. As early intervention professionals, we strive to meet the best practice guidelines including using everyday routines and supporting families where they are. The 2013 Joint Committee on Infant Hearing (JCIH) supplement to the 2007 position statement includes a goal regarding training for EI providers. Goal 3 states that EI professionals should have “qualifications and core knowledge and skills to optimize the child’s development and child/family well-being" (p.1328). This instructional session will provide opportunities for each of us, in our varied roles, to better understand how a social model perspective can help us meet those guidelines. As a group, our session goals are to: Begin to understand the social construction model Reflect on our beliefs about disability/deafness Reflect on how we participate in constructing disability/deafness with families Examine barriers in early intervention systems Brainstorm what we can do to improve our personal practice There will be assorted opportunities provided to learn throughout this session. Small group discussion, personal reflection, and large group discussion. Upon completion of the session, each participant should have some concrete ideas for how a social model understanding can improve their interactions with families and encourage best practice in their area. Holler, R., Chemla, I., & Maeir, A. (2021). Disability orientation of occupational therapy practitioners in physical rehabilitation settings: Tension between medical and social models in theory and practice. American Journal of Occupational Therapy, 75, 7504180010. http://doi.org/10.5014/ajot.2021.042986 Joint Committee on Infant Hearing. (2013). Supplement to the JCIH 2007 position statement: Principles and guidelines for intervention after confirmation that a child is deaf or hard of hearing. Pediatrics, 131(4), e1324-1349. http://doi.org/10.1542/peds.2013-0008
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Sunday, 3/9
1:00 PM - 4:00 PM |
Elevating Family Voice: Bridging the Transition from Early Intervention to Preschool
View Abstract ▼
The transition to preschool from early intervention can be a process full of anxiety and unknowns. This session aims to address these emotions head on by bringing together a group of families and professionals with experience in working with children who have combined vision and hearing differences to share stories, tips, and resources with session attendees. This collaborative interactive session is designed to foster an environment in which participants can engage in shared learning and leave with practical insights and resources to effectively support children and their families during their transition to preschool. This training also will continue to affirm families in elevating their voice for and with their child throughout the lifespan.
Throughout the instructional session, participants will hear key insights shared by families regarding their child’s transition to preschool services and learn innovative ways to use the effective, family-informed strategies, tools, and resources shared to support children with vision and hearing differences during their transition. This family centered approach will assist teams as they plan for a successful transition to preschool services that includes family stories, fact sheets, transition checklists, transition planning guides, and resources to ensure accessible communication methods, appropriate sensory accommodations, and adapted materials that facilitate a successful and inclusive transition process for each child.
**This session will be free for families. If you are a parent, reach out to register.online@usu.edu for the code to get this session free.**
Resources:
Preschool Transition Planning Checklist
http://www.nationaldb.org/media/doc/Preschool_Transition_Planning_Checklist.pdf
Transition to Preschool: Helpful Tips for Families
http://www.nationaldb.org/media/doc/Transition_to_Preschool_Helpful_Tips_for_Families.pdf
Early Intervention Module: Transition to Preschool Section
http://www.nationaldb.org/products/modules/pd/module-2/M2L4
Early Intervention Module: Parent Perspectives Section
http://www.nationaldb.org/products/modules/pd/module-2/parent-perspectives/
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Sunday, 3/9
1:00 PM - 4:00 PM |
Bimodal bilingual videobooks: Shared reading activities for deaf children and hearing adults
View Abstract ▼
Deaf children lag behind their hearing peers academically, regardless of whether they have a cochlear implant. A major negative factor is lack of or weak first language. Another factor is that the writing system of a spoken language is always opaque to the deaf child. A third factor is that shared reading activities are rarely part of the deaf child's home life -- even though shared reading activities have the strongest correlation to academic success. ASL needs to be introduced as early as possible -- to protect the child's access to language, and to those cognitive activities that rely on a firm first language foundation, including mathematics and memory, and to protect the child's psycho-social as well as physical health. If the child turns out to have success with speech, the child will be bimodal-bilingual -- which has many advantages. If the child has little to no success with speech, the child will still have language -- that most crucial of cognitive abilities. ASL, then, is a cognitive seatbelt. It supports the child's right to fully partake of their humanity, to achieve at school, to lead an independent life as an adult. Families cannot afford to hold off on introducing ASL -- that is, they cannot "wait to see if the child fails" at speech -- because, more often than not, this becomes "watch the child fail". Bimodal-bilingual videobooks promote signing among all family members, build the child's knowledge of the world, grow vocabulary, introduce the child to story form, allow family members to bond, and teach the joy of books, which is so important to the child's willingness to persevere in doing the hard work of learning text literacy.
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Sunday, 3/9
1:30 PM - 3:30 PM |
| Wednesday Sessions |
Audiology Booth Basics: Understanding Hearing Assessments and Reading Audiograms
View Abstract ▼
Numerous tests are used to screen and diagnose hearing loss in babies and children. These tests include both electrophysiologic measures (such as Otoacoustic Emissions, which do not require a child’s response) and behavioral measures (such as pure-tone audiometry, which rely on a child’s response). The selection of tests varies based on the part of the auditory system being assessed and factors such as the child’s developmental age or stage. Hearing diagnoses are typically informed by a combination of test results and case history information. Integrating data from these various tests is essential for accurately determining hearing status and informing appropriate intervention strategies.
In this instructional session, “Audiology Booth Basics: Understanding Hearing Assessments and Reading Audiograms," we will explore the different types of tests used in newborn screening and pediatric hearing evaluations. Participants will gain insight into the purpose and role of each test and how their results contribute to diagnosis. We will also review sample audiograms, providing an interactive opportunity for attendees to distinguish between types of hearing loss and understand the implications for auditory access.
A foundational understanding of audiology testing and the interpretation of audiometric results is crucial for parents, educators, speech-language pathologists (SLPs), therapists, and others working with children who are deaf or hard of hearing. This knowledge enhances their ability to understand a child’s hearing capabilities, the impact of hearing loss on speech and language development, and ultimately make more informed decisions about interventions and support.
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Wednesday, 3/12
8:30 AM - 10:30 AM |
Bridges to Partnership
View Abstract ▼
Effective collaboration between advocacy organizations, hearing healthcare partners and state agencies can break through the impact of silos on parent engagement and leadership. Creating a bridge to partners inside governmental public health and on the outside is needed to build community power and advance systems of change for parent leadership and training. These collaborations can lead to shared parent resources and provide opportunities for parent-parent connections, engagement and parent leadership training opportunities.
The goal of this session is to explore how to bridge collaborations and build partnerships to increase parent engagement and leadership opportunities within your state or territory. Families need support from other parents who share their lived experience and underserved families need added support. Furthermore, some parents have the desire to become family leaders and would like to be aware of opportunities, develop leadership skills, and serve in the EHDI system in meaningful ways.1
Creating and providing parent leadership training at the local, state and territory levels can be challenging. There is a collective desire to find creative ways to engage families, establish and grow parent leadership opportunities, and utilize existing parent leadership training to build competency and confidence in being a leader. This session invites parents, Family Based Organizations, partnering EHDI groups, clinicians, service providers in areas associated with meeting the needs of children who are deaf or hard-of-hearing and their families, leaders in education, health care or public health, and all interested others to participate.
There will be structured time to learn and network with each other to identify and share resources that meet the unique needs of the populations you serve. The session will be divided into two segments.
In the first segment:
• Attendees will receive a summary from a small EHDI working group that met to discuss this topic in 2024
• Learn about unique parent training resources from an expert panel
• Network to identify untapped resources to support parent engagement, training and leadership
In the second segment:
• Build a Collaborative Plan to work across sectors and share resources
• Identify key partnership opportunities and next steps to act in your state/territory
Learning Objectives:
1. Learn 5 innovative ideas for engaging parents
2. Identify 2 existing education and training resources applicable to own state’s/territory’s needs
3. Identify 2 new untapped resources to cultivate and promote parent engagement and leadership trainings applicable to own state’s/territory’s needs
1. Ward, A. C. Hunting, V. & Behl, D. D. (2019). Supporting Families of a Deaf or Hard of Hearing Child: Key Findings from a National Needs Assessment. Journal of Early Hearing Detection and Intervention, 4(3). DOI: http://doi.org/10.26077/5f99-5346
Retrieved from http://digitalcommons.usu.edu/jehdi/vol4/iss3/6
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Wednesday, 3/12
8:30 AM - 12:30 PM |
Family Support in Urban and Rural Communities
View Abstract ▼
Family Support in rural and urban communities is crucial in bridging the gap between medical and educational services and underserved populations. The aim to decrease children's loss to follow-up must go beyond identification. We recognize significant barriers to access due to factors including but not limited to geographical isolation, limited resources (financial and technological), and an overall lack of programming for children with different hearing levels before age three. This presentation will discuss the importance of cultural brokering, fostering partnerships, and will feature the lived experience of a family who is currently receiving family support services in rural Tennessee. Participants will learn strategies aimed at finding success in these targeted areas of outreach.
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Wednesday, 3/12
9:00 AM - 11:00 AM |
Starting with Babies: First Steps in Audiological and Listening and Spoken Language Services to Optimize the Outcomes of Children with Hearing Loss
View Abstract ▼
Congenital hearing loss is a neurodevelopmental emergency because it places a child at risk for auditory deprivation that may lead to changes in auditory brain development and deficits in listening, spoken language and reading abilities. However, recent research studies have proven that age-appropriate listening, spoken language, and reading outcomes are probable for children born with hearing loss when they receive proactive, evidence-based pediatric audiology and listening spoken language services immediately after early identification of their hearing loss. This presentation will describe the components of an evidence-based diagnostic audiology protocol designed to identify the hearing needs of each individual child with hearing loss. This presentation will also describe the components of an evidence-based protocol for the provision of pediatric audiology interventional services designed to optimize the hearing abilities of each individual child with hearing loss. Additionally, this presentation will also describe a program called “First LSL Lessons,” which includes family-centered, evidence-based listening and spoken language lessons that professionals can provide for families of children with hearing loss across their initial 11 listening and spoken language sessions. The First LSL Lessons program, which is an interactive online tool available at no cost to families and professionals, provides families with a plan for beginning strategies and techniques to use in everyday interactions with their child with hearing loss. The primary aim of this presentation is to equip professionals with a road map that serves as a guide for the services that should be provided in the 1-3-6 period to optimize the listening and spoken language outcomes of children born with hearing loss. An additional objective is to offer recommendations for how families and professionals can arrest auditory deprivation to optimize the auditory brain development and language outcomes of infants and children with hearing loss.
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Wednesday, 3/12
11:00 AM - 1:00 PM |
Instructional Sessions are included in the EHDI Annual Conference for sessions/topics that do not fit into the standard breakout session format. Consider proposing an Instructional Session only if one or more of these considerations apply:
Proposals will be considered, reviewed, and selected by the 2025 EHDI Annual Conference Planning Committee and the EHDI Conference Co-Organizers. Criteria for selecting Instructional Sessions will align with the broader abstract submission criteria.
Please note: Each instructional session must have a minimum of 10 registrants, or the session will be canceled. Decisions about holding the session based on number of registrants will be made approximately one month prior to the conference start date.
Instructional Session abstracts will be reviewed and scored according to the following criteria by the EHDI Conference Planning Committee:
Children's Hospital of Pittsburgh/The DePaul School for Speech and Hearing/The Western Pennsylvania School for the Deaf
On Wednesday, March 12, 2025, there will be one field trip offered to three different locations – Children's Hospital of Pittsburgh, The DePaul School for Speech and Hearing, and The Western Pennsylvania School for the Deaf. Attendees will tour all three sites as part of this field trip opportunity. Cost is $50 per person. Breakfast and lunch will not be provided. Registration is required.
Detailed information about the sites and a tentative schedule is below.
Children's Hospital of Pittsburgh
Participants will visit UPMC Children's Hospital of Pittsburgh which is a 315-bed facility, and part of the University of Pittsburgh Medical Center dedicated solely to the care of infants, children, teens and young adults. UPMC Children's hospital is a leader in the treatment of childhood conditions and diseases, a pioneer in the development of new and improved therapies as well as a top educator of the next generation pediatricians and pediatric subspecialists including audiologists. The Department of Audiology provides consultation and services related to the identification, assessment and management of hearing disorders. The Hearing Center is dedicated to supporting children with hearing loss. Our team comprised of pediatric otolaryngologists, audiologists and an educational liaison meet weekly for patient rounding. The audiology team collaborates with many departments including Otolaryngology, Genetics, Trauma, Hematology-Oncology, Cleft Craniofacial, and the Neurodevelopment in Rare Disorders departments to name a few. The Audiology department is recognized as one of the most outstanding facilities in the nation. We look forward to your visit.
The DePaul School for Hearing and Speech
Participants will tour the DePaul School for Hearing and Speech. Specific focus will be on the Early Intervention preschool, toddler and family spaces. They will meet a small group of students to see listening and spoken language in action. The tour will culminate in our cafeteria where participants will have the opportunity to see a short video clip of toddler and preschool activities and ask questions.
The Western Pennsylvania School for the Deaf
Participants will tour the Western Pennsylvania School for the Deaf (WPSD). WPSD is a non-profit, tuition-free school, providing academic and extracurricular programs to deaf and hard of hearing children from preschool through twelfth grade. Founded in 1869, WPSD offers academic services to children across the state of Pennsylvania. The mission and goal of the school is to help each child reach his/her fullest potential and to succeed in life. Graduates attend college, technical training or join the workforce. They have become educators, IT specialists, business owners, carpenters, mechanics and artists. They are accomplished, productive, well-rounded citizens. Participating in the all-inclusive learning environment at WPSD can change a child's life forever by opening the door to a world of possibilities. We invite you to schedule a tour of our campus, visit our classrooms and meet our staff and our students.
| Tentative Schedule |
| Depart Pittsburgh Convention Center |
8:00 am |
| Arrive at Children's Hospital of Pittsburgh |
8:15 am |
| Tour the Hearing Center |
8:30 am |
| Bus to DePaul School for Hearing and Speech |
9:45 am |
| Tour DePaul |
10:00 am |
| Bus to the Western PA School for the Deaf |
11:15 am |
| Tour WPSD |
11:30 am |
| Bus to the Convention Center |
12:45 pm |
*This field trip requires a minimum number of 10 attendees for it to occur and allows for a maximum number of 30 attendees.
