sound practice in action
Experience in mentoring and training professionals across the United Kingdom has demonstrated that in putting emphasis on and teaching professionals to work through audition, there seems to be a trend that play and fun sometimes go amiss. This course will share Auditory-Verbal UK's (AVUK) methods to equip listening and spoken language professionals and parents of children with hearing loss in using purposeful play as the vehicle for learning, while staying focused on goals for listening and spoken language development. Purposeful play will be defined and research to support it's introduction in therapy sessions will be presented. Common challenges that children experience during play will be discussed. The presenters will then explain how purposeful play can be included in sessions whilst keeping learning goals firmly in the forefront, ensuring everyone has fun in the process. By the end of this course, participants will have learned some practical strategies that will help ensure that all listening and language learning opportunities that occur in both clinical and home settings are presented in a playful and meaningful manner.
Health literacy is commonly described as degree to which individuals have the capacity to obtain, process and understand basic health information and services needed to make appropriate health decisions (Malloy-Weir, Charles, Gafni, Entwistle, 2016). Low health literacy affects people of every age, race, socioeconomic status and education level. Patients with hearing loss and their families are faced with the myriad of decisions that need to be made regarding hearing technology, intervention approaches, communication modes, education and life choices. Traditionally, information on topics related to hearing loss and treatment options are not only difficult to obtain, but read, process and understand as well. Additionally, patients with hearing loss and their families, especially those with low health literacy, have trouble providing information about their medical history, auditory functioning and listening and spoken language abilities/goals to professionals which may affect intervention and outcomes. When professionals use health literacy sensitive approaches and materials, patient engagement and informed decision making and outcomes will be enhanced. Quick Course presenter, Becky Clem, presents information about health literacy and it’s impact on patients with hearing loss and their families, and tips on how the professionals can help patients and families gain better access to and understanding of information so that desired outcomes can be achieved.
We’ve come a long way in helping children with hearing loss hear, listen, use spoken language and achieve impressive academic outcomes. But research shoes that we need to do more to support the social emotional wellness of children and teenagers with hearing loss and their families. Support should begin at the moment of diagnosis and continue well into adulthood and should be provided by a collaborative team of professionals and family members. Johnnie Sexton shares tips about how professionals can better support families, and how The Care Project works to support young children and their families with hearing loss. Ken Levinson, the co-founder of Leadership Opportunities For Teens (LOFT) provides insight about how the I AM GREAT model is used with teenagers during LOFT to facilitate positive self-concept, social communication, self-advocacy and personal responsibilities. This quick course will present an overview the research on the perceptions of parents following diagnosis of hearing loss and the social-emotional wellness of children with hearing loss and their needs. Information about the support systems and programs available for individuals of with hearing loss and their families and the professionals who serve them is provided along with practical tips that can be used to better support families and to promote social-emotional wellness throughout the lifespan of the child.
KAREN MACIVER LUX