evidence to practice supporting early linguistic

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Slide 1 Supporting Early Linguistic Competence:

Evidence to Practice

Great Start ConferenceJune, 2017

Slide 2 Laurent Clerc National Deaf Education Center

Slide 3 Agenda

• Introduction

• Setting Language in Motion

• EI Network- Factors and Highlights

• Break

• Kendall School Program: Application of the 5 Factors

• Group Activity : Using the 5 Factors in your work

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Slide 4

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PUBLIC INPUT

Nationwide Survey

•Informs the development of new national resources

Slide 6

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Slide 10

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Slide 12 Module 1

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Slide 13

Slide 14 Activity 1.1

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Slide 16 Module 2

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Slide 19

Slide 20 Module 3

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Slide 40 Exploring the Early Intervention Network

Slide 41

Linguistic competence is the ability to use language to facilitate communication, critical thinking, problem solving, reading, and writing.

~ Working definition, Early Intervention Action Plan Team, Laurent Clerc National Deaf Education Center

Slide 42 Five Factors Impacting Linguistic Competence

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Slide 43 Additional Resources

Slide 44 References

Slide 45 Discussion Series

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Slide 46 Factor 1

Slide 47 Factor 1

Slide 48 Factor 1: Evidence Summary

The evidence supporting Factor 1 centers on:

• The importance of language access occurring early in a child's life

• The critical nature of quality parent-child communication

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Slide 49 Factor 1: Recommended Practices

Based on evidence, the recommended practices are:

• Provide family education to address importance of direct and daily access to language and communication

• Provide family services and supports to facilitate visual language acquisition

• Provide family services and supports to facilitate spoken language acquisition

Slide 50 Kendall Demonstration Elementary School:Parent-Infant Program

Slide 51 Kendall School: PIP Strengths (Will Discuss Later)

• Systematic language planning process

• Supports for the development of ASL

• Supports for the development of Spoken English

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Slide 52 Challenge: Debunking inaccurate information suggesting that use of sign

language may impede a child's development of spoken language

Advice:

• Have families observe children and families demonstrating this is not the case

• Share evidence supporting early access to visual language with medical professionals who are counselling families

Slide 53 Challenge: Helping families to see that learning ASL is achievable

Advice:

• Make each family feel comfortable by interacting with ASL in natural, meaningful, and fun ways.

• Impart to families the importance of bonding with their child as they are learning ASL, (not putting off communication/bonding)

Slide 54 Factor 2

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Slide 55 Factor 2



• The diverse characteristics and background of each child

• The importance of collaboration between professionals and families


Use a collaborative, dynamic, family-centered, assessment-driven process that:

• Is guided by a service coordinator

• Includes varied practitioners, trained to work with deaf and hard of hearing children

• Neutrally educates families to make informed choices

• Is individualized

• Monitors and modifies technologies, strategies, and approaches

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Slide 58 Factor 2: Maine Educational Center for the Deaf and Hard of Hearing

Slide 59 Maine: Strengths

• Strong ties with regional medical communities and community agencies

• Memorandum of Understanding (MOU) with Maine's Part C program

• One consistent statewide early intervention process

• Service provision and monitoring through age 5 to support transitions

• Involvement of a multidisciplinary team of family-centered professionals

Slide 60 Maine: Strengths

• Philosophy of flexibility

• Communication planning process (unhurried exploration of communication approaches )

• Connect families to: o other families who have chosen a variety of different communication approaches

o Deaf and hard of hearing adults

o variety of professionals and programs

• Tele-intervention

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Slide 61 Challenge: Moving the Early Intervention process along in a timely manner, while taking the families' lead.

Advice:

Enlist the use of consultants who have skills to:

o provide neutral responses;

o listen to family needs;

o guide, not tell, families;

o provide services and supports without a rigid agenda;

o clearly explain all available communication approaches, technologies, and strategies; and

o connect families to other families who have children who are deaf or hard of hearing to share their experiences with different approaches.

Slide 62 Program Highlight: The Colorado Home Intervention Program (CHIP)

Slide 63 Colorado: Strengths

• Family-centered model that provides a strong emphasis on parent education

• A single point of entry. (the average start of intervention in Colorado is 2 months of age.

• Statewide and community-based systems and services.

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Slide 64 Colorado: Strengths

• Data-driven intervention.

• Intervention delivered by highly qualified professionals.

• Fostering connections with parents.

Slide 65 Challenge: Establishing the partnerships needed; developing a system of shared visions, shared resources, and shared

responsibilities.

Advice:

• Identify and involve stakeholders in establishing and implementing a collaborative program

• Identify a leader/leadership team to involve community stakeholders

• If at all possible, establish a single point of entry into the system (managed by professionals who provide specialty care coordination)

• Incorporate distance learning

Slide 66 Factor 3

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Slide 67 Factor 3



• the benefit of using visual language to establish early timely language foundations and minimize language delay,

• the beneficial role of sign language in the development of spoken language, and

• the potential of hearing families to acquire the competence to facilitate their child's development of visual language.


Based on evidence, the recommended practices for this factor are:

• Develop a program philosophy reflective of evidence documenting the benefits of early visual language.

• Provide family services and supports to facilitate visual language acquisition.

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Slide 70 Factor 3: Program Highlight

Slide 71 Massachusetts: Strengths

• Tutors who are deaf or hard of hearing who can serve as cultural and linguistic role models for families

• Trained to recognize child development and language needs

• Use of the Gallaudet University Regional Center's FSLP curriculum

• Trained to use familiar objects in the child's natural environment as tools for teaching communication skills

Slide 72 Massachusetts: Advice

• Encourage families to include all people who are interacting with their child

• Include extended members via Skype, etc…

• Keep all family members engaged and feeling successful

• Design lessons to include all types of learners

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Slide 73 Massachusetts: Advice

• Provide materials in other languages

• Develop relationships with language interpreting agencies to assist with communications with families who speak languages other than English

• Establish advisory board. (Include family members who have participated in the program, a variety of professionals working with young children who are deaf or hard of hearing, allied agencies, early intervention professionals, and tutors)


Slide 75 New Mexico Deaf Mentor Program: Strengths

• State certified specialists throughout the state

• Deaf mentor services accepted as "Entitled Developmental Instruction" on the Individualized Family Service Plan in New Mexico (only state so far)

• NMSD has a Memorandum of Understanding (MOU) with the state's Department of Health. (model for other states)

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Slide 76 New Mexico: Strengths

• Work in tandem with PIC services at NMSD (e.g. Deaf Culture, literacy, positive self-identity, ASL acquisition)

• Free services in natural environments—at home and in community

• Weekly visits (time matched to family)

Slide 77 New Mexico: Advice

• Strive to include Deaf Mentor service provision in the IFSP and develop collaborative MOUs to support inclusion of ASL/Deaf Mentor services.

• Maintain developmental data to demonstrate the benefits of services, related to American Sign Language (ASL)

• Aspire to create a community of fluent language users around the child, guided by native language users.

• Deaf mentors should have at least a bachelor's degree in a field related to deaf education and parent-infant education.

Slide 78 Factor 4

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Slide 79 Factor 4



• the importance of early fitting of listening technologies

• the importance of evaluating and monitoring the role of listening in the development of linguistic competence.


• Provide collaborative early intervention (EI) practices to guide fitting of listening technologies and decision making regarding language and communication strategies.

o align practices with child

o build in review process

• Provide family services and supports to facilitate spoken language acquisition.

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Slide 83 Wisconsin: Strengths

• Comprehensive team assessment (inclusive of family members), which drives IFSP development

• Family education process to guide families in understanding their child's hearing abilities (families not locked into one approach before beginning services)

• Opportunity to meet other families who have children with varying types and levels of hearing, communication modes, and language choices

Slide 84 Wisconsin: Strengths

• Services are diagnostic in nature, ongoing progress monitoring (changes made as needed)

• Use of a coaching model (i.e. making accurate observations, creating teachable moments)

• ConnectHear, a tele-intervention program

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Slide 85 Wisconsin: Advice

• Provide families with the personal support, education, and resources to give their child a strong foundation in language and communication

• Support families in helping them to understand considerations that are essential to developing listening and spoken language.

Slide 86 Factor 5

Slide 87 Factor 5

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• Professional insights and experiences addressing the benefits of developing and implementing an assessment-driven, systematic language planning process

• The importance of a collaborative, family-centered assessment process that includes a variety of measures to provide a comprehensive picture of a child's communicative abilities in both visual and auditory modalities


• Develop an individualized, assessment-driven language and communication plan for each child that can be tied into Individualized Family Service Plan goals.

• Monitor progress every six months from birth to 36 months, and annually thereafter (JCIH, 2013)

Slide 90 Making a Plan: IFSP Considerations for Children Who are Deaf and Hard of Hearing

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Slide 91 Making a Plan: Strength:

• Designed to guide conversations between parents and their Individualized Family Service Plan (IFSP) teams.

• Addresses topics that are unique to facilitating linguistic competence which do not always occur automatically in the Part C EHDI system

• Available in Spanish

Slide 92 Making a Plan: Advice

There are several ways that use of the plan can be implemented at a state-wide level:

• Legislative mandate (similar to Deaf Child’s Bill of Rights)

• Voluntary use (disseminate liberally to families)

• Parent request at an IFSP meeting per IDEA regulations (have parents download and bring)

Slide 93 Application of the 5 Factors

Kendall School: Parent-Infant Program

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Slide 94 KDES ECE Program

• Parent-Infant Program (Birth-3)

• Pre-School and Pre-Kindergarten

Slide 95 Factor 1

Direct and daily access to language and communication is essential to facilitating each child's language and communication development.

Slide 96 KDES Program

•Based on assessment and planning (will talk about this more in Factor 5)

•Bilingual-Bimodal approach

• Supporting family competence in facilitating both ASL and spoken English (based on child abilities and goals)

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Slide 97

Bilingual

ASL

English

Bimodal

Signed

Spoken

Written

Slide 98

Bilingual-Bicultural

Bi Bi

Total Communication

Bimodal Bilingual

Slide 99 Factor 2

A collaborative, ongoing process should be used to explore modalities, technologies, and strategies to support the development of linguistic competence.

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100 KDES Program

• Interdisciplinary team of professionals on-site

• Collaboration with local area Part C program

• Collaboration with family’s outside service providers (medical, audiological, specialists supporting student and family for other exceptionalities)

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101 Factor 3

Early exposure to accessible language through sign is beneficial to language acquisition.

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102

KDES Program: Promoting Family ASL Competence

• Interaction with Deaf professionals

• Interaction with other Deaf adults

• Parent Coaching

• Family Sign Language Classes

• Shared Reading

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103 Factor 4

Early fitting of amplification and ongoing monitoring of its effectiveness are integral to selecting communication strategies to facilitate language development

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104 KDES Program

• Audiologist and Speech-Language Pathologist work closely with families (counselling, skill development, monitoring)

• Individualized plan (Factor 5)

• Spoken Language Activities integrated into the classroom

• Family involvement (coaching)

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105

Listening Speech Production Speechreading

Receptive and Expressive Language

Pragmatic Language

Literacy Phonemic Awareness

Looking beyond: “Speech”

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106 Factor 5

Planning for language and communication development should be individualized and systematically guided by ongoing assessment and monitoring

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107 Developing an Individualized Plan

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108 Language and Communication Profile (LCP)

• Summary of child’s background and assessment (formal and informal)

• Used to guide recommendations for:

–Language allocation throughout the day (school and home)

–Supports for acquisition and skill development in each language

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111

ProfileTools

Visual Communication &

Sign Language (VCSL) Checklist

Spoken English Checklist

Receptive & Expressive

Communication Continuum

KDES Conversation Proficiency

Level

Pragmatics Checklist

Parent Input

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Slide

112 Learning from each other…

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113 Small Group Activity

• Share an idea about:

--something you are doing in your program to support one of the 5 factors

or

-- something that you would like to go back to your program and include which reflects one of the 5 factors

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114 For more information contact:

[email protected]

[email protected]

evidence to practice supporting early linguistic

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