2022 Early Hearing Detection & Intervention Virtual Conference

March 13 - 15, 2022


Instructional Session Abstract Submission for the 2022 EHDI Annual Conference is CLOSED!

Sunday - March 13, 2022

All times are in MT.

Sunday Full Day Sessions
IDEA and Advocacy Learning Session
Andrea Marwah

View Abstract ▼
What makes a parent a successful advocate for the child who is deaf/HOH? What helps a professional understand what a parent is going through? 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 tools to successfully work with IEP teams for a child’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. Presentation covers IDEA, Section 504 and ADA and how to advocate successfully, strongly hitting on protecting the parent school relationship because as we know once a parent becomes defensive and argumentative the meeting can go bad. It also helps parents to understand who the members of an IEP team are and that they deserve to be heard as the parent does. It strongly focuses on working as a team and leaving demands at home. This also helps professionals get the training from a parent perspective. As this training has developed, parents and professionals who attend have become more successful within their teams. The presenter is a parent first who deals with her own difficult district issues with her own child who is deaf and a current senior in high school. This training has been both locally in IL and nationally presented. Q&A and examples will be abundant in this session.

Sunday, 3/13
9:00 am - 3:00 (1 hour lunch break)
Late Onset Hearing Loss Awareness Campaign Training
Valerie Abbott,  Dylan Chan

View Abstract ▼
Incidence of pediatric hearing loss doubles during early childhood, yet many of these children miss opportunities to be identified. The Late Onset Hearing Loss Awareness Campaign was established in May 2021 by parent-EHDI leader Valerie James Abbott and Justin Osmond, CEO/founder of the Olive Osmond Hearing Fund. The campaign seeks to improve identification rates of children with postnatal hearing loss through increased community awareness about the prevalence, risk factors, and signs associated with late-onset and late-identified hearing loss. In this interactive workshop, facilitated by the campaign co-founder Valerie James Abbott and Dylan Chan, MD, PhD, a pediatric otolaryngologist, participants will explore the facts about late-onset/late-identified hearing loss in young children, the history/mission/vision of Late Onset Hearing Loss Awareness Week, and how state agencies and organizations can leverage the campaign to develop and execute one, two or a series of activities/events in May of each year during Better Hearing & Speech Month. We will review the current state of knowledge on late-onset and late-identified childhood hearing loss, with a focus on its impact on speech and language development and relationship to hearing health disparities and equity. We will discuss existing tools for these children, including preschool hearing screening, Joint Commission on Infant Hearing risk factors, and clinical testing. Participants will receive and complete a Campaign Planning Guide and will have the opportunity to brainstorm ideas within smaller groups.

Sunday, 3/13
9:00 am - 2:00 (1 hour lunch break)
Sunday Morning Sessions
Improving Early Intervention Practices: Insights from a Parent and a Professional
Kimberly Sanzo,  Erica Salcido

View Abstract ▼
This presentation will explore the journey of a mother and her deaf daughter as they navigated the early intervention system. Real examples of obstacles and issues parents face will be provided, along with specific suggestions for how professionals can improve their practice. Connections between the parents' journey and the professionals' service provision will be made in order to improve overall early intervention services for deaf and hard of hearing infants.

Sunday, 3/13
9:00 am - 11:00 am
Signing Exact English: What? Why? How?
Sheila Dills, Emily Buettemeier

View Abstract ▼
Signing Exact English: What? Why? How? Track: Language Acquisition and Development Authors: Sheila Dills, MA, Emily Buettemeier, MA Affiliations: Northwest School for Deaf and Hard of Hearing Children Presenters: Sheila Dills & Emily Buettemeier Signing Exact English is a widely misunderstood and therefore an underused or potentially misused tool that can help support deaf and hard of hearing students with a variety of backgrounds and needs. This presentation will explain what Signing Exact English (S.E.E.) is to parents and professionals who don’t know and clarify what it is to those who do. Next we will describe why S.E.E. is used, why it should be an option for all families to explore with their child’s education and why we want to educate parents and professionals about the outcomes in this type of language development model. In addition, examples and framework will be given on how S.E.E. can be used alone, or in conjunction with a listening and spoken language approach to facilitate English literacy skills. Finally, we will explain the concept of “marriage” between S.E.E. and ASL for deaf/hard of hearing children and their families and how essential this concept is for long term success.

Sunday, 3/13
9:00 am - 11:30 am
"But…what about me?"": Addressing the Needs of Siblings of Children who are Deaf, Hard of Hearing, or Deaf Plus
Amy Szarkowski,  Candace Lindow-Davies

View Abstract ▼
This instructional session will involve a parent panel, a mini-presentation, and an interactive activity: 1) parent experts will share about the challenges, insights, lessons learned, and successes they have experienced as they navigated parenting both children who are DHH or Deaf Plus AND their siblings; 2) a psychologist will contextualize the information shared by parents about siblings through a mini-presentation on family systems theory and its implications for caregivers and professionals; and 3) participants will work in small groups to generate some ‘action steps’ to address the needs of siblings, either in their role as family members or professionals. For professionals and families in early intervention systems, the topic of siblings in family-centered care is an important one that deserves thoughtful consideration. As family members, how can we ensure that the identity, needs and complex relationships of siblings are acknowledged, understood, and addressed? As professionals, how can we help families to meet the needs of all of their children, including the siblings of the children who are DHH or Deaf Plus? This session explores these issues and offers participants applicable strategies to address sibling’s needs.

Sunday, 3/13
9:00 am - 11:30 am
Sunday Afternoon Sessions
A Taste of Cueing
Sarina Roffe

View Abstract ▼
This Interactive Workshop will teach the system known as Cued Speech. Participants will learn the vowels, consonant handshapes, how words are put together with cues and how to read the Cued Speech chart. The presentation will include several video segments, anecdotes, and opportunities for interactive discussions. The session will end with resources on Cued Speech resources.

Sunday, 3/13
12:30 pm - 4:00 pm
Medical Considerations in the Management of Pediatric Hearing Loss
Oliver Adunka, Craig Buchman

View Abstract ▼
The management of pediatric sensorineural hearing loss requires a coordinated team approach between a diverse group of professionals. These include audiologists, speech & language pathologists, early intervention specialists, physicians, educators, and many others. While the approaches and the details of the clinical algorithm vary dramatically across the country, the managing physician often plays a central role. The present workshop aims at detailing the physician’s perspective of the team approach by discussing various clinical scenarios applying the JCIH guidelines. This seems especially pertinent given the diverse clinical population served by hearing loss professionals. We also plan to detail imaging, surgical aspects in the management of pediatric hearing loss, established and new trends in cochlear implantation, and alternative technology.

Sunday, 3/13
1:00 pm - 3:30 pm
Literacy for Littles: Incorporating Language-Rich Shared Reading Routines into Early Intervention Sessions
Kelli Ellis, Kameron Carden

View Abstract ▼
This session will focus on strategies for effective caregiver coaching to incorporate early emerging literacy outcomes into daily routines to maximize engagement, promote social relationships with caregivers, and facilitate language development within a routines-based model of early intervention. Presenters will share practical strategies and expectations for the birth to three population by aligning LSL principles with dialogic reading strategies for routines-based visits.

Sunday, 3/13
1:00 pm - 3:30 pm
Developing Data Sharing Arrangements between EHDI and Part C to Improve Early Identification and Services
Sharon Walsh, Karl White, Haidee Bernstein, Evelyn Shaw

View Abstract ▼
Presenters: Haidee Bernstein, Karl White, Evelyn Shaw, Sharon Walsh, and selected EHDI and Part C state staff. As part of program evaluation and quality improvement initiatives, the Centers for Disease Control and Prevention and the Health Resources and Services Administration ask EHDI Programs to respond to data requests related to early intervention. State Part C Programs are required to coordinate and collaborate their child find efforts and ensure the programmatic needs of all eligible children including those who are deaf or hard of hearing are being met. EHDI and Part C state programs often encounter challenges with accessing and sharing early intervention data and rely on collaboration with each other to fulfill requirements and requests to improve outcomes for young children and their families. Therefore, both EHDI and Part C benefit greatly from sharing data to improve their programs, while still protecting the privacy of family information. State EHDI and Part C early intervention programs are engaged in various levels of data sharing. Federal and state agencies recognize the need to increase the quality and frequency of data sharing arrangements between EHDI and Part C to improve early identification and services for young children who are deaf or hard of hearing. This interactive workshop is designed as a working session for state teams of Part C and EHDI Program representatives. Participants will receive information and resources from national technical assistance staff and selected states to assist them in developing and/or enhancing data sharing arrangements. Several new resources from the CDC EHDI Outcomes Committee will be shared as well as a new NCHAM/DaSy/ECTA webpage. Small group discussions will allow state teams and other participants to discuss challenges, share strategies and plan for next steps in their data-sharing activities.

Sunday, 3/13
1:00 pm - 4:00 pm

Instructional Session Information

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:

  • To be effective/useful, the session topic requires more than the standard 25 or -55 minutes offered for EHDI Conference breakout sessions.
  • The session requires a more interactive or hands-on experience than can be adequately achieved in the standard 25 or 55 minutes offered for EHDI Conference breakout sessions.
  • The session format requires a different room set-up or technology than typically possible in a standard breakout session room; for example, it requires a more interactive, special technology or equipment that would not be feasible during a standard breakout session.

Proposals will be considered, reviewed, and selected by the 2022 EHDI Annual Conference Planning Committee and the EHDI Conference Co-Organizers. Criteria for selecting Instructional Sessions will align with the broader abstract submission criteria.

Instructional Session abstracts will be reviewed and scored according to the following criteria by the EHDI Conference Planning Committee:

  1. Relevance and significance to the early identification of hearing loss and early intervention services for infants and young children with hearing loss and their families. [1 - 15 points]
    • The abstract should address a current topic and information appropriate for the purposes of the Conference goals.
    • The abstract should address important issues or gaps related to improving state-based EHDI services.
    • The abstract should describe how the session will inform, enable, or update others in improving EHDI services regarding potential issues related to clinical practice, education of professionals/families, or future research.
    • The abstract describes how the session will advance the practice/knowledge base of EHDI.
    • The abstract should expand the discussion or perspective to build on existing knowledge or address new knowledge, discoveries, methodologies, tools, technologies, or practices.
  2. Meets the following Criteria to be considered for an Instructional Session. [1 - 15 points]
    • To be effective/useful, the session topic requires more than the standard 25 or -55 minutes offered for EHDI Conference breakout sessions.
    • The session requires a more interactive or hands-on experience than can be adequately achieved in the standard 25 or 55 minutes offered for EHDI Conference breakout sessions.
    • The session format requires a different room set-up or technology than typically possible in a standard breakout session room; for example, it requires a more interactive, hands-on, application or special technology or equipment that would not be feasible during a standard breakout session.
  3. Overall clarity. [1 - 10 points]
    • The abstract should be well written and organized in a coherent manner.
    • The amount of information to be presented should be appropriate for the proposed session length and format.
    • The abstract should clearly describe the presentation's goals and learner outcomes.
    • The abstract should provide prospective participants enough information to determine if the session will meet their needs
    • If research results are included, they should be clearly described and supported by statistical findings with the conclusions supported by the results.

If you have any questions, please contact me at mandy.jay@usu.edu or 501.626.4640.