regional infant hearing program regions ix and x cleveland hearing & speech center and family...
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Regional Infant Hearing Program
REGIONS IX and X
Cleveland Hearing & Speech Center and Family Child Learning Center
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RIHP is funded by the Ohio Department of Health (ODH) Bureau of Early Intervention Services, through a federal grant from the US Department of Education, Individuals with Disabilities Education Act (IDEA).
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FULTON
ADAMS
ALLEN
ASHTABULA
ATHENS
AUGLAIZE
BELMONT
BROWN
BUTLER
CARROLL
CLARK
CLINTON
COLUMBIANA
COSHOCTON
CRAWFORD
CUYAHOGA
DARKE
DEFIANCE
DELAWARE
ERIE
FAIRFIELD
FAYETTE
FRANKLIN
GALLIA
GEAUGA
GREENE
GUERNSEY
HAMILTON
HANCOCK
HARDIN
HARRISON
HENRY
HIGHLAND
HOCKING
HOLMES
HURON
JACKSON
KNOX
LAKE
LAWRENCE
LICKING
LOGAN
LORAIN
MAHONING
MARION
MEDINA
MEIGS
MERCER
MIAMI
MONROE
MORGAN
MORROW
NOBLE
OTTAWA
PAULDING
PERRY PICKAWAY
PIKE
PORTAGE
PREBLE
PUTNAM
ROSS
SANDUSKY
SCIOTO
SENECA
SHELBY
STARK
SUMMIT
TRUMBULL
UNION
VAN WERT
VINTON
WARREN
WASHINGTON
WAYNE
WILLIAMS
WOOD
WYANDOT
CLERMONT
MONTGOMERY
JEFFERSON
MADISON
RICHLAND
ASHLAND
TUSCARAWAS
MUSKINGUM
LUCAS
CHAMPAIGN
I
II
III
IV VII
VI
X
IX
VIII
Reena Kothari Jason Marlatt Rachel Nadal
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What? The purpose:
1) To provide tracking and follow up of infants who do not pass their newborn hearing screening.
2) To provide family-centered, habilitative services for infants and toddlers (0-3) with hearing loss or deafness.
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Where? There are 9 regional centers or
programs in Ohio.
Each program covers 7-15 counties and has staff to provide family-centered, home-based services.
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The program offers:
- Home-based family support.
- Unbiased parent education on communication options.
- Assistance with follow-up audiological appointments and connections to community resources.
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The program also offers:
- Guidance in communication and language development.
- Opportunities to interact with the Deaf community.
- Parent to parent support.
- Planning for transition to preschool.
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RIHP: Provides services at no cost to
families. Assures that all families enrolled in
the program receive Part C core services.
Coordinates tracking and follow up for newborns identified through Ohio’s newborn hearing screening program.
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The Outreach Specialists/Parent Advisors are SKI*HI trained.
SKI*HI is a program developed by Utah State University in Logan, Utah.
SKI*HI is a specialized curriculum that offers nonbiased, ongoing home and family-centered support for infants and children with deafness or hearing loss.
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How? The family is contacted within two
working days of receiving the referral. Home visits are made to determine
and meet the needs of the child and family.
RIHP works in partnership with Help Me Grow (HMG) to provide necessary support and intervention.
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RIHP Intervention: Four Key Principles about the Coaching Model: Who has how much influence on what How children learn Intervention occurs between visits The child needs maximal intervention
(not maximal services)
Robin McWilliams
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The Misplaced Clinic-Based Model
Agenda: Toy bag Home visitor “works with” the child Family’s role during the home visit?
Robin McWilliams
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What’s Wrong with the Clinic-Based Model? Suggests that children change/develop
as a result of home visits Oversimplifies the needs that should be
addressed in a home visit, which leads to…
“got a need, get a service” mentality (specialist for every need)
Model and prayRobin McWilliams
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ChildFamily
1 Hour 84 Hours
Interventionist
ChildInterventionist
1 Hour
DIRECT SERVICES MODEL
CONSULTATIVE MODEL
Jung
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Teacher Therapist Parent
Mahoning & MacDonald
Direct Services Model
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Children learn language by communicating Communication and language skills develop
through a child’s active participation in interaction with people.
“No one activity or set of activities magically transforms children’s developmental progress. Rather children’s development evolves from the accumulation of their experiences over time.” Mahoney
Ask yourself: How did I learn a foreign language?
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Important Notes: Preverbal children:
Child success = Child having an effect on others (It does not = child talking in ways adults want)
Follow the child’s lead: A child learns when s/he is interested/engaged in an
object, activity, or person Use daily routines:
A child learns through repetition in meaningful situations
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The Importance of Imitation:
You are doing something the child can do. It is a compliment to the child. The child will pay more attention. The child will stay in the interaction longer. The child will enjoy it: Communicating can be fun and
not work! MacDonald&Mitchell
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Giving the child words: Describe:
What the child is doing and thinking.Things s/he knows.The child’s own intentions.Things or events s/he can control and
manipulate. Use words that have frequent
communicative uses! MacDonald&Mitchell
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Language Match: Speak at a level of language the child
currently uses and is in the process of learning.
Children are more likely to imitate, respond to, and remember words closer to their current level of functioning.
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Why focus on interaction and not discrete skills?
A child’s words do not come from hard work or teaching.
Instead, they come from easy contacts with people (talking in ways the child can and with words that do something real for the child).