In this advanced level experience, you’ll enhance your professional practice and develop strengths-based skills for your coaching and mentoring partnerships, whether parent or professional! You’ll acquire and apply knowledge of adult learning theory, fundamentals of instructing, consulting, evaluating, mentoring, and evocative coaching. You’ll also improve your strategies for listening, expressing empathy, asking open ended questions, brainstorming, and designing experiments. This experience is designed to equip you with the essential knowledge that is the foundation for successfully supporting professionals seeking LSLS Certification from the AG Bell Academy for Listening and Spoken Language® as well as parents of children with hearing loss.

This is a 4-week course with no breaks. The information below provides specific dates for all live online sessions. Participants can earn 10 hours of CEU credit through the AG Bell Academy for Listening and Spoken Language® by participating in the 4 live sessions. All live sessions take place on Thursdays from 7:00pm to 8:30pm Eastern Time and will be recorded and archived.

Children today born deaf or hard of hearing have unprecedented opportunities to reach their full potential as they interact with the world around them and learn to listen and talk alongside their siblings and peers. We don’t have a moment to spare, so let’s start learning!

For children to reach their full potential, the adults in their lives must have a strong knowledge base of typical development. Parents, teachers, caregivers, and professionals must be continually stretching a child by keeping one step ahead of them. This means knowing what’s expected at certain ages. It also means knowing when a child is veering a bit too far off the path and discovering ways to unlock potential in each and every child.

This learning experience will focus on areas of typical development for ages 36-60 months where we’ll answer some important questions: What’s happening in the brain during this critical time period? What types of language structures and conversational skills are emerging during this time? How easily and frequently do children acquire new vocabulary words? How do we help develop theory of mind, social-emotional, literacy, and numeracy skills from the start? Perhaps the biggest question of all: How do we stay current and continue to ensure every child who is deaf or hard of hearing reaches their full potential, focusing on listening and spoken language development in all aspects of the child’s life.

*Please note: This course is skipping the week of May 25th. Please mark your calendar!

It is amazing that most children learn to speak so easily and naturally. With early identification of hearing loss and fitting of appropriate hearing technology, children with hearing loss today can develop spoken language on par with their hearing peers. In fact, many children do not require direct speech intervention at all. Children with hearing loss who do not have access to all the sounds of speech even periodically may exhibit atypical speech development. This is the time when parents and professionals will need a knowledge of speech development and speech acoustics, and the skills to assess specific errors and determine a solution. In this course we will examine the features of speech and how this fundamental human ability develops from babbling to clear articulation. You will understand how inadequate access to all the sounds of speech can disrupt natural speech acquisition and how to examine the features of speech and their auditory and other sensory correlates. All these aspects will be considered when we determine how to facilitate speech both developmentally and remedially for children with hearing loss.

Children today born deaf or hard of hearing have unprecedented opportunities to reach their full potential as they interact with the world around them and learn to listen and talk alongside their siblings and peers. We don’t have a moment to spare, so let’s start learning! For children to reach their full potential, the adults in their lives must have a strong knowledge base of typical development and professionals need the ability to coach and guide parents to become effective facilitators in all areas of development. Parents, teachers, caregivers and professionals must be continually stretching a child by keeping one step ahead of them. This means knowing what’s next! It also means knowing when a child is veering a bit too far off the path and discovering ways to unlock potential in each and every child.

This learning experience will focus on areas of typical development for ages 18 - 36 months where we’ll share and answer some important questions: What’s happening in the brain during this critical time period? What has the biggest impact on developing brains? How do we focus on theory of mind, literacy and social skills from the start? Perhaps the biggest question of all: how do we stay current and continue to ensure every child who is deaf or hard of hearing reaches their full potential?  

The learning experience will provide detailed information on the hierarchies, strategies and techniques that facilitate auditory learning of spoken language by children who are deaf or hard of hearing. Learners will focus on auditory function, listening as a process and the stages of auditory skill development. Emphasis will be placed on functional assessment, planning for and monitoring each stage of auditory development integrated within the LSL intervention sessions and carried over to home and classroom environments.

This learning experience will provide parents and professionals an overview of the role that music plays in the listening and spoken language development of children who are deaf or hard of hearing. Learners will have access to current research relating to the influence of music on brain development in hearing children and children who are deaf or hard of hearing as it relates to long-term spoken language outcomes and academic performance. Emphasis will be placed on strategies for engagement, the relationship between music and language development and strategies for integrating music into daily interactions.

Children today born deaf or hard of hearing have unprecedented opportunities to reach their full potential as they interact with the world around them and learn to listen and talk alongside their siblings and peers. We don’t have a moment to spare, so let’s start learning!

For children to reach their full potential, the adults in their lives must have a strong knowledge base of typical development and professionals need the ability to coach and guide parents to become effective facilitators in all areas of development. Parents, teachers, caregivers and professionals must be continually stretching a child by keeping one step ahead of them. This means knowing what’s next! It also means knowing when a child is veering a bit too far off the path and discovering ways to unlock potential in each and every child.

This learning experience will focus on areas of typical development for ages Pre-Birth - 18 months where we’ll share and answer some important questions: What’s happening in the brain during this critical time period? What has the biggest impact on developing brains? How do we focus on theory of mind, literacy and social skills from the start? Perhaps the biggest question of all: how do we stay current and continue to ensure every child who is deaf or hard of hearing reaches their full potential in listening and spoken language development in all aspects of the child’s life.

This learning experience provides learners with a broad understanding of pediatric audiological protocols for audiological assessment and interpretation including: 1) a basic overview of newborn hearing screening, 2) a description of diagnostic auditory brainstem response (ABR) and otoacoustic emission (OAE) assessment, 3) a description of middle ear measurements, 4) a summary of behavioral audiologic test approaches including behavioral observation audiometry (BOA), visual reinforcement audiometry (VRA), and conditioned play audiometry (CPA), 5) a tutorial on interpreting audiologic test results with a focus on the audiogram, 6) provision of advice for optimizing the partnership between pediatric hearing healthcare providers (e.g., audiologist, LSLS, educators, etc.), and 7) special considerations pertaining to audiologic assessment in exceptional cases.

*Please note: This course is skipping week of March 3. Please mark your calendar!

This learning experience will emphasize Auditory-Verbal (AV) teaching strategies to maximize a child’s auditory potential from babies to school age. Strategies targeting various auditory skill levels to develop exceptional conversational abilities will be presented utilizing videotaped segments. Integrating AV strategies in home, play, and school routines and in sharing books will be highlighted. Participants will gain practical information to facilitate spoken language development through listening in a developmental hierarchy so that children with hearing loss can become engaging conversationalists.

In the Pediatric Hearing Technology & Auditory Access learning experience, we’ll explore topics such as auditory neural development, hearing technology for infants and children, and the knowledge interventionists must have to aid families to ensure children have adequate auditory access all waking hours and achieve the best LSL outcomes. This learning experience will cover information that will lay the foundation for the rest of the topics covered in the Fundamentals of LSL Learning Series. 

It is amazing that most children learn to speak so easily and naturally. With early identification of hearing loss and fitting of appropriate hearing technology, children with hearing loss today can develop spoken language on par with their hearing peers. In fact, many children do not require direct speech intervention at all. Children with hearing loss who do not have access to all the sounds of speech even periodically may exhibit atypical speech development. This is the time when parents and professionals will need a knowledge of speech development and speech acoustics, and the skills to assess specific errors and determine a solution. In this course we will examine the features of speech and how this fundamental human ability develops from babbling to clear articulation. You will understand how inadequate access to all the sounds of speech can disrupt natural speech acquisition and how to examine the features of speech and their auditory and other sensory correlates. All these aspects will be considered when we determine how to facilitate speech both developmentally and remedially for children with hearing loss.

This 4-week learning experience builds upon the first series on how to adapt, and not just translate, LSL intervention for Spanish-speaking families. A summary of the first learning experience will be provided for those who did not participate in the first series. During these four weeks, learners will dig deeper into topics including typical language development in Spanish, Spanish language assessment, cultural differences, and resources available for Spanish-speaking families. Learners will strengthen their ability to guide Spanish-speaking families along the listening and spoken language journey, with sensitivity and respect for the families’ cultural values.  Participants will discuss specific differences between English-language and Spanish-language development of vocabulary, syntax, morphology, and speech sounds, reinforcing the crucial principle that developmental norms cannot be simply translated. Participants will also delve into effective assessment strategies for children with hearing loss who are culturally and linguistically diverse, including both monolingual Spanish-speakers and dual language learners. Myths and truths regarding bilingual language development will also be addressed. Finally, this learning experience will also provide participants with next steps to connect Spanish-speaking caregivers with LSL tools and resources.

The learning experience will provide detailed information on the hierarchies, strategies and techniques that facilitate auditory learning of spoken language by children who are deaf or hard of hearing. Learners will focus on auditory function, listening as a process and the stages of  auditory skill development. Emphasis will be placed on functional assessment, planning for and monitoring each stage of auditory development integrated within the LSL intervention sessions and carried over to home and classroom environments.

In this learning experience, learners will view video recorded intervention sessions featuring Certified Listening and Spoken Language Specialists (LSLS™) guiding and coaching families/caregivers of children who are deaf or hard of hearing. For each session, learners will be provided with specific session plans, case history, and audiological information including speech perception scores and diagnostic evaluations of spoken language skills. While this experience is expected to meet the criteria for structured video observation for professionals aspiring to become a Certified LSLS™, it is also an opportunity for professionals or families to view best practices in LSL intervention. Following the video observations, learners will participate in a live online session to gain valuable insights, reinforce knowledge, and extend the LSL learning. Participation in the live session is required to receive continuing education credits and/or signed structured video observation documentation.

With an increasing number of children from Spanish-speaking homes being identified with hearing loss, there is an acute need to provide effective LSL intervention for Spanish-speaking families. During this four-week learning experience, participants will discover how to adapt, and not just translate, LSL intervention for Spanish-speaking families. Learners will discuss research evidence regarding the impact of exposure to multiple languages on the overall language development of children with hearing loss. Learners will also discuss the myriad reasons why interventionists should support the language of the home and family.  Intervention is most impactful when families find the goals and therapy activities to be natural and authentic to their language and culture. At the end of this course, learners will be able to conscientiously select culturally relevant sound-object associations, songs, rhymes, music and books in order to increase family engagement. When LSL professionals have the tools to go “beyond translation,” they can better facilitate Spanish-speaking families’ success in obtaining listening and spoken language outcomes for their children.

Understanding the acoustics of speech influences our ability to address the acoustic access needs of children who are deaf or hard of hearing as they are developing spoken language. We will examine a myriad of ways that speech acoustics can be applied to our work. Opportunities will be provided to analyze information from case histories and videos of children and relate it to speech acoustics. Acoustic access or lack of access typically holds some of the answers to why children with hearing loss can demonstrate difficulty in developing some specific speech and language skills. The rainbow audiogram will be explored in depth related to auditory access and participants will learn practical applications for children with hearing loss. We will explore and practice some ways to determine what is getting to the child’s brain by assessing acoustic access and speech perception abilities. Once we have determined access through the technology we will relate that information to speech acoustics and apply that to auditory, speech and language milestones. Hearing loss configurations will be addressed in relation to children’s speech and language error patterns. Information from speech perception, speech articulation error patterns and language errors will be used to analyze and understand how all these aspects are interrelated and provide us invaluable information to apply when providing listening and spoken language therapy.

This learning experience provides learners with a broad understanding of pediatric audiological protocols for audiological assessment and interpretation including: 1) a basic overview of newborn hearing screening, 2) a description of diagnostic auditory brainstem response (ABR) and otoacoustic emission (OAE) assessment, 3) a description of middle ear measurements, 4) a summary of behavioral audiologic test approaches including behavioral observation audiometry (BOA), visual reinforcement audiometry (VRA), and conditioned play audiometry (CPA), 5) a tutorial on interpreting audiologic test results with a focus on the audiogram, 6) provision of advice for optimizing the partnership between pediatric hearing healthcare providers (e.g., audiologist, LSLS, educators, etc.), and 7) special considerations pertaining to audiologic assessment in exceptional cases.

In this learning experience, learners will view video recorded intervention sessions featuring Certified Listening and Spoken Language Specialists (LSLS™) guiding and coaching families/caregivers of children who are deaf or hard of hearing. For each session, learners will be provided with specific session plans, case history, and audiological information including speech perception scores and diagnostic evaluations of spoken language skills. While this experience is expected to meet the criteria for structured video observation for professionals aspiring to become a Certified LSLS™, it is also an opportunity for professionals or families to view best practices in LSL intervention. Following the video observations, learners will participate in a live online session to gain valuable insights, reinforce knowledge, and extend the LSL learning. Participation in the live session is required to receive continuing education credits and/or signed structured video observation documentation.

The foundation of Listening and Spoken Language (LSL) intervention focuses on early diagnosis of hearing loss and the immediate assessment and use of appropriate state of the art hearing technology to obtain maximum benefits of auditory stimulation. This approach to aggressive audiologic management carries over into every LSL intervention session and child goals. LSL interventionists must know and understand the hearing technology and their role in guiding and coaching parents in their use. This learning experience addresses auditory neural development, hearing technology for infants and children, and the knowledge interventionists must have to aid families to insure children have adequate auditory access all waking hours and achieve the best LSL outcomes.

In this learning experience, learners will view video recorded intervention sessions featuring Certified Listening and Spoken Language Specialists (LSLS™) guiding and coaching families/caregivers of children who are deaf or hard of hearing. For each session, learners will be provided with specific session plans, case history, and audiological information including speech perception scores and diagnostic evaluations of spoken language skills. While this experience is expected to meet the criteria for structured video observation for professionals aspiring to become a Certified LSLS™, it is also an opportunity for professionals or families to view best practices in LSL intervention. Following the video observations, learners will participate in a live online session to gain valuable insights, reinforce knowledge, and extend the LSL learning. Participation in the live session is required to receive continuing education credits and/or signed structured video observation documentation.

Maura Berndsen, MA, LSLS Cert. AVT, is facilitating two Hearing First LSL Video Observation learning experiences in May and June 2019 featuring the same family and child, but different settings for the two highlighted early intervention sessions; a home-based session and a telepractice session. Learn how one LSL professional addresses LSL intervention goals in two very different settings by signing up for both learning experiences!

In this learning experience, learners will view video recorded intervention sessions featuring Certified Listening and Spoken Language Specialists (LSLS™) guiding and coaching families/caregivers of children who are deaf or hard of hearing. For each session, learners will be provided with specific session plans, case history, and audiological information including speech perception scores and diagnostic evaluations of spoken language skills. While this experience is expected to meet the criteria for structured video observation for professionals aspiring to become a Certified LSLS™, it is also an opportunity for professionals or families to view best practices in LSL intervention. Following the video observations, learners will participate in a live online session to gain valuable insights, reinforce knowledge, and extend the LSL learning. Participation in the live session is required to receive continuing education credits and/or signed structured video observation documentation.

Whether studying for the LSLS certification examination or just desiring to learn more the about LSL domain topics, aspiring professionals and parents of children with hearing loss can benefit in participating in an ongoing study group to build and apply their knowledge. In the Inquiring Minds: Scenario-Based Study for Listening and Spoken Language (LSL) Intervention study-group style learning experience, learners will interact as a group with certified LSLS facilitator, Mary Boucher Jones, to delve into intervention questions and discussions that require LSL analysis and synthesis of knowledge to answer scenario-based questions and discuss their rationale. While learners can join at any time, the LSL domain topics will change monthly, so learners can prepare for problem-solving and decision making in their LSL practice.

This learning experience will run from June to November 2019. There are no live sessions or CEU credits available for this study group experience. The first week of each month, a new scenario related to an LSL domain will be presented and learners will explore the domain in the following weeks. It is an opportunity for learners to practice an alternative way of learning, preparing for professional growth and gain insights around topics that may require more study. 

Infant and Early Childhood Mental Health is “the developing capacity of the infant and toddler to form close and secure relationships; experience, regulate, and express emotions; and explore the environment and learn all in the context of family, community, and cultural expectations for young children (Zero to Three Infant Mental Health Task Force).” As babies with hearing loss are identified earlier and enroll in  quality LSL early intervention, it is crucial that LSL professionals are able to promote healthy relationships and attachments between caregiver and child. A child does not learn language alone, and their bond with a caregiver is an integral foundation for optimizing a child’s listening and spoken language outcomes. This interactive presentation will provide an overview of Infant and Early Childhood Mental Health, how it fits into LSL early intervention and highlight the results of a pilot program. 

In this learning experience, learners will view video recorded intervention sessions featuring Certified Listening and Spoken Language Specialists (LSLS™) guiding and coaching families/caregivers of children who are deaf or hard of hearing. For each session, learners will be provided with specific session plans, case history, and audiological information including speech perception scores and diagnostic evaluations of spoken language skills. While this experience is expected to meet the criteria for structured video observation for professionals aspiring to become a Certified LSLS™, it is also an opportunity for professionals or families to view best practices in LSL intervention. Following the video observations, learners will participate in a live online session to gain valuable insights, reinforce knowledge, and extend the LSL learning. Participation in the live session is required to receive continuing education credits and/or signed structured video observation documentation.

Maura Berndsen, MA, LSLS Cert. AVT, is facilitating two Hearing First LSL Video Observation learning experiences in May 2019 featuring the same family and child, but different settings for the two highlighted early intervention sessions; a home-based session and a telepractice session. Learn how one LSL professional addresses LSL intervention goals in two very different settings by signing up for both learning experiences!

The use of tele-practice is becoming more and more common as the internet and digital technology become less expensive and more accessible. This four-week learning experience will focus on the use of LSLS Principles in a tele-practice setting with an emphasis on guiding and coaching parents. Although guiding and coaching parents should underpin any LSLS session, the physical limitations of a tele-practice model provide professionals with increased opportunities to emphasize this aspect of service delivery. When used effectively, tele-practice has the potential to maximize family involvement and ensure that all families who seek LSLS outcomes for their children are able to access qualified professionals, regardless of their location.

During Establishing an Appropriate Rate of Progress for Improved LSL Outcomes, learners will be introduced to various instruments/tools used in assessing a child's current level of functioning. They will be guided in writing appropriate goals based on the functional assessment, and create a lesson plan to address the goals in Listening and Spoken Language intervention.

Speech acoustics defines the frequency, intensity and timing of speech sounds as they are produced and heard. Understanding the acoustics of speech influences our ability to address the acoustic access needs of children who are deaf or hard of hearing as they are developing listening, speech and spoken language. LSL families and professionals become super sleuths and use their detective skills to identify what a child is hearing and how they are speaking to solve the issues related to acoustic access.  In this interactive learning experience, we’ll review the basics of speech acoustics and its relationship to the audiogram. Then, we’ll learn how speech acoustics is applied in LSL intervention. We’ll review practical examples using audiograms and child speech error patterns to analyze and predict how their access to sound may impact their development and LSL outcomes in the areas of speech development and language acquisition.

Students with hearing loss can learn to advocate for their hearing and listening needs to live well. This advocacy journey starts early with parents and professionals supplying a strong foundation and the necessary tools for students to speak up and problem solve for their communication needs.  This learning experience will explore underlying social and emotional development including factors of identity, self-concept, social communication, and self-advocacy that are important considerations for students with hearing loss. Learners will gain strategies and resources to support social-emotional wellness and promote self-advocacy and personal responsibility for young children through teens with hearing loss. Carrie Spangler, Au.D. CCC-A, Educational Audiologist, will share personal perspectives of living well with hearing loss and advocacy.

The overriding goal of technology for children with hearing loss is to provide access to speech perception. Children who have access to all aspects of speech will be able to use audition to learn language. They will have better language, literacy and speech production. This learning experience will provide information about how to evaluate speech perception, including how to determine appropriate speech perception test protocols, how to record speech perception errors, and how to use speech perception test results to modify hearing technology settings and to plan remediation. 

In this journal club-model learning experience, learners will engage as a group and review research articles related to early language development in typically developing infants and identify how the information applies to  LSL  intervention,  professional practice, and home routines.  Learners will be guided through discussions and interactive learning to address some of the questions surrounding the linguistic,  cognitive, and social factors that impact early vocabulary and syntax development, as well as the influence of congenital hearing loss on this early development.  Following the guided discussions, learners will have the opportunity to develop action plans to improve their practice with young children.

This series will feature six sessions running from September 2018 to April 2019. While it’s beneficial to participate in all six learning experiences in this series, CEUs are issued on a per session basis.

We’re making it easy to learn! A new registration will open for each session. However, once you’ve registered you won’t need to register again for the other sessions.

If you are working with young children birth to 5, you won’t want to miss registering to attend the next live session on February 13th from 7:00-8:30 PM ET.  Pre-learning materials for each session are available upon registration for the course.

Dates for Live Sessions:

Many interventionists have questions and want more information to determine how children with hearing loss are performing with their hearing technology. In this learning experience, learners will hone their investigative skills as they review real cases to better understand how to evaluate a child's performance with technology. Then, as a group, learners will suggest solutions for improving listening and language performance. Learners with specific concerns about the performance of a child they are working with may submit their own cases in advance, and the facilitators will consider these cases to address in the learning sessions. A Case Description template is provided for case submissions.

Many LSL professionals and families will want to attend this experience to gain new insights and better understand how to evaluate a child's performance with technology. All are invited to participate in the learning experience!

In this learning experience, learners will view video recorded intervention sessions featuring Certified Listening and Spoken Language Specialists (LSLS™) guiding and coaching families/caregivers of children who are deaf or hard of hearing. For each session, learners will be provided with specific session plans, case history, and audiological information including speech perception scores and diagnostic evaluations of spoken language skills. While this experience is expected to meet the criteria for structured video observation for professionals aspiring to become a Certified LSLS™, it is also an opportunity for professionals or families to view best practices in LSL intervention. Following the video observations, learners will participate in a live online session to gain valuable insights, reinforce knowledge, and extend the LSL learning. Participation in the live session is required to receive continuing education credits and/or signed structured video observation documentation.

How do professionals work with babies with hearing loss/ deafness to facilitate listening and spoken language outcomes?  How can we tailor auditory intervention for babies with severe to profound  sensorineural hearing loss prior to cochlear implantation?  This workshop will explore case studies of infants with severe to profound hearing loss for assessment and intervention pre and immediately post cochlear implantation. Speaker will share evidence to support early auditory intervention for babies with hearing loss/deafness. 

Auditory-verbal strategies are critical to helping children achieve listening and spoken language competency.  In order for strategies to be successful, a provider and parent must have a toolbox of strategies, as well as understand how and when to use each strategy.  In this four week course, strategies will be defined, resources will be shared, and the appropriate use of strategies will be explored.

How to Earn the .6 CEUs for this Course

We take the provision of continuing education credits responsibly. This means credits are awarded for your participation and attendance in the learning experience.

•       Review the pre-learning content and complete assignments.
•       Share in the group discussions.
•       Attend and actively share in polls and chat in all 4 live sessions for the entire duration. (Required)
•       Complete the Feedback Survey by the due date. (Required)
•       CEU certificates will be emailed to you 4 weeks after the live session.  

Disclosures:

Sherri Fickenscher has a non-financial disclosure related to the content of this course. She is the author of the free resource "Auditory-Verbal Strategies to Build Listening and Spoken Language Skills" included in the pre-learning materials.

Sherri Fickenscher has no financial relationships to disclose related to this course.

Lindsay Zombek has no financial or non-financial relationships to disclose related to the content of this course. 

In this advanced level experience, you’ll enhance your professional practice and develop strengths-based skills for your mentoring partnerships! You’ll acquire and apply knowledge of adult learning theory, fundamentals of instructing, consulting, evaluating, mentoring, and evocative coaching. You’ll also improve your strategies for listening, expressing empathy, asking open ended questions, brainstorming, and designing experiments. This experience is designed to equip you with the essential knowledge and skills to successfully support professionals seeking LSLS Certification from the AG Bell Academy for Listening and Spoken Language®.

This is a 10-week course with no breaks.The information below provides specific dates for all live online sessions. Participants can earn 15 hours of CEU credit through the AG Bell Academy for Listening and Spoken Language®  by participating in 8 of the 10 live sessions. All live sessions take place on Tuesdays from 3:00pm to 4:30pm Eastern Time and will be recorded and archived.

Additional Details and Requirements:

In addition to the 10 live sessions, learners can expect to spend a minimum of 2-3 hours per week outside of class to engage in pre-learning content. The course is designed for professionals who hold the LSLS Cert. AVT or LSLS Cert. AVEd credential and are currently mentoring at least one person preparing to sit for the exam for LSLS Certification from the AG Bell Academy for Listening and Spoken Language®

Dates for Live Sessions:

In this learning experience, learners will view video recorded intervention sessions featuring Certified Listening and Spoken Language Specialists (LSLS™) guiding and coaching families/caregivers of children who are deaf or hard of hearing. For each session, learners will be provided with specific session plans, case history, and audiological information including speech perception scores and diagnostic evaluations of spoken language skills. While this experience is expected to meet the criteria for structured video observation for professionals aspiring to become a Certified LSLS™, it is also an opportunity for professionals or families to view best practices in LSL intervention. Following the video observations, learners will participate in a live online session to gain valuable insights, reinforce knowledge, and extend the LSL learning. Participation in the live session is required to receive continuing education credits and/or signed structured video observation documentation.

Speech acoustics defines the frequency, intensity and timing of speech sounds as they are produced and heard. Understanding the acoustics of speech influences our ability to address the acoustic access needs of children who are deaf or hard of hearing as they are developing listening, speech and spoken language. LSL families and professionals become super sleuths and use their detective skills to identify what a child is hearing and how they are speaking to solve the issues related to acoustic access.  In this interactive learning experience, we’ll review the basics of speech acoustics and its relationship to the audiogram. Then, we’ll learn how speech acoustics is applied in LSL intervention. We’ll review practical examples using audiograms and child speech error patterns to analyze and predict how their access to sound may impact their development and LSL outcomes in the areas of speech development and language acquisition.

Professionals have been providing support to parents of children with hearing loss for decades. The manner in which professionals have provided this support has changed over the years and varies from professional to professional. Using a theoretical framework that includes adult learning principles has proven to be an effective means of engaging parents. During Part 1 of this learning experience participants were provided with information about adult learners and the parent perspective. Information presented in Part 1 of this course provided the learners with evidence about the importance of developing trust, respect, and rapport. During Part 2, strategies and techniques for gathering information and communicating with parents will be discussed and reviewed.

Live Interactive Session Dates: Tuesdays, June 19 and June 26

During Establishing an Appropriate Rate of Progress for Improved LSL Outcomes, learners will be introduced to various instruments/tools used in assessing a child's current level of functioning. They will be guided in writing appropriate goals based on the functional assessment, and create a lesson plan to address the goals in Listening and Spoken Language intervention. 

In this learning experience, learners will view video recorded intervention sessions featuring Certified Listening and Spoken Language Specialists (LSLS™) guiding and coaching families/caregivers of children who are deaf or hard of hearing. For each session, learners will be provided with specific session plans, case history, and audiological information including speech perception scores and diagnostic evaluations of spoken language skills. While this experience is expected to meet the criteria for structured video observation for professionals aspiring to become a Certified LSLS™, it is also an opportunity for professionals or families to view best practices in LSL intervention. Following the video observations, learners will participate in a live online session to gain valuable insights, reinforce knowledge, and extend the LSL learning. Participation in the live session is required to receive continuing education credits and/or signed structured video observation documentation.

PrepEARing for successful transition starts BEFORE the next school year begins.  This course is designed to get you in gEAR for the 2018-19 school year for students with hearing loss.  Whether your children or the children you serve are students transitioning from early intervention to preschool, preschool to kindergarten, or to any other grade level, the resources and information gained will apply.  By the end of this course, professionals and families will have a workable, personal template tool that can be individualized for each child. 

Live Interactive Session Dates: April 10, 17, 24, May 1, 8

Professionals have been providing support to parents of children with hearing loss for decades. The manner in which professionals have provided this support has changed over the years and varies from professional to professional. Using a theoretical framework that includes adult learning principles has proven to be an effective means of engaging parents. This learning experience will provide participants with information about adult learners and the parent perspective. Information presented in this course will provide the learners with evidence about the importance of developing trust, respect, and rapport. In addition, strategies and techniques for gathering information and communicating with parents will be included.

Live Interactive Session Dates: April 3, 10

Infants and toddlers, birth to age 3, identified with hearing loss require a comprehensive assessment of their communication abilities prior to formulating a prognosis and initiating a thorough listening and spoken language intervention plan. As LSL interventionists, we must get this right from the start, or we risk possible delays in the child’s communication development. This learning experience will explore the process of assessing a child’s current level of communication function using standard and non-standard assessments and evaluation procedures.

In this learning experience, learners will view video recorded intervention sessions featuring Certified Listening and Spoken Language Specialists (LSLS™) guiding and coaching families/caregivers of children who are deaf or hard of hearing. For each session, learners will be provided with specific session plans, case history, and audiological information including speech perception scores and diagnostic evaluations of spoken language skills. While this experience is expected to meet the criteria for structured video observation for professionals aspiring to become a Certified LSLS™, it is also an opportunity for professionals or families to view best practices in LSL intervention. Following the video observations, learners will participate in a live online session to gain valuable insights, reinforce knowledge, and extend the LSL learning. Participation in the live session is required to receive continuing education credits and/or signed structured video observation documentation.

This interactive learning experience will feature Lydia Denworth, freelance journalist and author of “I Can Hear You Whisper: An Intimate Journey Through the Science of Sound and Language” (Dutton, 2014), and will be hosted by Dr. Teresa Caraway Ph.D. CCC-SLP, LSLS Cert. AVT, CEO of Hearing First. Lydia will share her insights into the science of sound, hearing and language after a discovery that her youngest son had hearing loss. In this blended experience, learners will review content from Lydia’s book to explore the science of sound and language and will engage in discussions in a private group in the Hearing First Community for one week prior to the live session. Learners will then participate in a live ninety-minute interactive webinar with Lydia Denworth and Dr. Teresa Caraway that will immerse them in inquiry, reflection and application of the science to improve listening and spoken language outcomes for children who are deaf or hard of hearing.

In this advanced level experience, you’ll enhance your professional practice and develop strengths-based skills for your mentoring partnerships! You’ll acquire and apply knowledge of adult learning theory, fundamentals of instructing, consulting, evaluating, mentoring, and evocative coaching. You’ll also improve your strategies for listening, expressing empathy, asking open ended questions, brainstorming, and designing experiments. This experience is designed to equip you with the essential knowledge and skills to successfully support professionals seeking LSLS Certification from the AG Bell Academy for Listening and Spoken Language®.

This is a 10-week course schedule over a 14-week period. There are breaks scheduled which are designed to provide space for reflection and practice. The information below provides specific dates for all live online sessions. Participants can earn 15 hours of CEU credit through the AG Bell Academy for Listening and Spoken Language® (pending) by participating in 8 of the 10 live sessions. All live sessions take place on Mondays from 12:00pm to 1:30pm Eastern Time and will be recorded and archived.

Additional Details and Requirements:

In addition to the 10 live sessions, learners can expect to spend a minimum of 2-3 hours per week outside of class to engage in pre-learning content. The course is designed for professionals who hold the LSLS Cert. AVT or LSLS Cert. AVEd credential and are currently mentoring at least one person preparing to sit for the exam for LSLS Certification from the AG Bell Academy for Listening and Spoken Language®

Dates for Live Sessions:

In this journal club-model learning experience, learners will engage as a group and review research articles related to prelinguistic development in typically developing infants and identify how the information applies to LSL intervention, professional practice and home routines. Learners will be guided through discussions and interactive learning to address some of the questions surrounding the influence congenital hearing loss has on both an infant’s first year of life, family interactions and LSL intervention plans. Following the guided discussions, learners will have the opportunity to develop action plans to improve their practice with infants.