The Ohio Chapter of A. G. Bell Assoc.
Fall Newsletter
www.ohioagbell.org
www.agbell.org
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TWITTER
OHIO A G BELL ASSOCIATION FOR THE DEAF AND HARD OF HEARING
P. O. BOX 24080
MAYFIELD HEIGHTS, OH
44022
Mr./Mrs. Someone
4321 First Street
Anytown, State ZIP
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The Ohio Chapter
Alexander Graham Bell Association for the Deaf and Hard of Hearing
Annual Newsletter
Fall 2012
Keep
Connected
Are you connected with The Ohio Chapter of AG Bell on Facebook and on Twi;er? These two social media sites provide an excellent way to keep up-­‐to-­‐date on acBviBes in our state, and to connect with other families and individuals with hearing loss in your own community. You’ll also find great educaBonal resources, and Bps on Parent Advocacy and the latest on hearing technology. Keep connected with your Ohio Chapter friends.
Search “ The Ohio Chapter of AG Bell” on Facebook, or us find on Twi;er @OhioAGBell. F
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It amazes me every year as we approach the end of
summer, how fast the year has gone. As I reminisce
about it, I realize how things are ever changing. We
have to embrace change as we continue to reach
current goals and set new ones to embark upon. Our
chapter has also been touched by change, both at
the state level and the national level, which are
greatly beneficial for all of us affected by hearing
loss within the state of Ohio.
Before I get into some exciting changes, I want to
start by saying, “THANK YOU”, to Stacey
Tokarski, a two year board member, for her
dedication and hard work. Stacy also served as our
board secretary for her last year and continues to
serve the hearing loss community as an AG Bell
member and avid advocate for her son and families
with hearing loss.
With Stacy’s resignation though, our board
continues to grow!
Please help me in welcoming the following
professionals to the Ohio Chapter of AG Bell board:
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Todd Houston, PhD, CCC-SLP, LSLS Cert. AVT:
Dr. Houston is an Associate Professor in the School
of Speech-Language Pathology and Audiology at
The University of Akron. Dr. Houston also directs
the Telepractice and eLearning Laboratory (TeLL),
which you can read more about in our newsletter.
Lindsay Zombek, MS, CCC-SLP, LSLS Cert. AVT:
Lindsay is a certified AVT and SLP at University
Hospitals in Cleveland. She is also an active board
member for the Northeast Ohio Consortium for
Children with Cochlear Implants (NOCCCI) as well
as part of the State of Ohio Subcommittee for
Universal Newborn Hearing Screenings.
Laura Cantrell, MSDE: Laura is an itinerant teacher
for the deaf and hard of hearing in various school
districts around Cincinnati through Hamilton
County Educational Service Center..
Kristine Ratliff, M.Ed: Kris is a hearing impaired
specialist with the Dublin City Schools. She works
as an itinerant teacher to students in grades K-12.
She is currently pursuing her LSLS AVEd
certification.
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It is a delight to work with our new professionals, all
from differing backgrounds, yet all with a common
goal—to help deaf/hard of hearing children and
adults learn to listen and speak. All of our newest
members have brought with them excellent ideas
along with alliances from other state hearing loss
programs.
With all these new and exciting changes, your board
is also trying to change the way we reach out to you,
to help you CONNECT and BUILD upon each other
as we are all in this journey together. As your board,
we are always striving to reach out and meet the
needs of all our members—parents of children with
hearing loss, adults with hearing loss, and the
professionals who serve them. In the past year, we
In addition to our newest board members, I’d be
have had family fun days, conferences, and fund
remiss if I didn’t mention the newest changes at the
raising activities. This fall we are planning another
national AG Bell level. First, our state’s own, Donald Family Fun Day in a few major cities around Ohio, a
M. Goldberg, PhD, CCC-SLP/A, LSLS Cert. AVT
conference in collaboration with NOCCCI, and will
and Co-Director of the Hearing Implant Program
begin planning for our next biannual state conference
Cleveland Clinic Foundation, has officially assumed for the fall of 2013. We are always striving to meet
the role as President, AND, our very own board
our goals and therefore, hoping to help meet your
member, Meredith Knueve, was elected as the new
goals too. To do this, we need YOUR feedback. Join
President-Elect for 2014. In a time of continuous
us on Facebook and Twitter, send us an email…let
change, it is extraordinary to have back to back AG
your voice be heard so we know how we can better
Bell Presidents come from our great state!
serve you…as we are all one community, and
Congratulations to them both!
together, we can embrace change in a positive
enduring way.
As summer comes to an end, our parents and
professionals are embracing the upcoming changes
of a new school year. This is a great time to set new
Best regards,
goals and make fresh starts. It can also be a
challenging time, for parents and their children with Tammy Kenny
hearing loss, as they “teach the teacher(s)” what
President, AG Bell Ohio
hearing loss is all about. Work with your
Type to enter text
professionals to teach your child to be their best
advocate and check out our tips for going back to
school.
Dr. Donald Goldberg on the benefit of Ohio’s presence at the National level
“Ohio sure has had a rich legacy of recent presidents of AG Bell—starting with Jay W. (a temporary Ohio
resident while his wife was at Case Western Reserve University), and Karen Youdelman; and Kathleen Teni
was born and raised in Ohio; and now with myself and Meredith K., it’s almost like Ohio is the Mother of
AG Bell Presidents! Seriously, wherever any of the AG Bell leadership is from, the whole AG Bell family
needs to be looked at as a wonderful international mix of professionals and families and persons with hearing
loss themselves who are committed to listening and talking.”
Nullam arcu leo, facilisis ut
3
2011 Bi-Annual Conference
Karen MacIver-Lux
Todd Houston discusses LSL
certification
Dr. Michael Scott discusses FM trouble
shooting
Jenny Golowin and Karen Lux enjoy
lunch at Nationwide
The Ohio Chapter of AG Bell was pleased
to welcome Karen MacIver-Lux to
Columbus on October 22, 2011 for its
Statewide Bi-Annual Conference. We had
over 100 professionals, parents and adults
with hearing loss attend the day long
conference at Nationwide Childrens
Hospital. The keynote address by Ms. Lux was
entitled "Listen, Learn, Lead and Let Go!"
As a cochlear implant recipient, Ms. Lux
provided insight on her journey with
hearing loss, as she has discovered,
explored and participated in a colorful
world of sound. She shared with the
audience about how she has learned to
take responsibility for her own listening
skills, and how she became empowered
to use her communication skills to
accomplish her goals. A diagnosis of
hearing loss does not need to mean a
lifetime of silence and lost opportunities
for spoken communication. She showed
how todays hearing technology allows
individuals the opportunity to hear, listen
and share. The afternoon provided an opportunity
for breakout sessions, on a variety of
topics on education and FM systems,
managing children with multiple needs
and music appreciation for persons with
hearing loss. Breakout sessions were lead
by Ms. Lux, Dr. Todd Houston, Cert
AVT and Dr. Michael Scott, AuD.
Ms. Lux, M.A., Aud(C), Reg. CASLPO,
LSLS Cert. AVT is the Director of
MacIver-Lux Auditory Learning Services
in King City, Ontario, Canada. As an
audiologist and certified auditory-verbal
therapist, she provides therapy services
and consultations to families and
professionals. Ms. Lux holds the position
of Lecturer in the School of Human
Communication Disorders at Dalhousie
University, and is also a consultant
to WE Listen International Inc.
4
The Ohio Chapter was pleased
to offer LSLS CEU hours to
those professionals in
attendance. We thank you for
your support of the 2011 BiAnnual Conference, and we
look forward to bringing you
another in 2013.
Nullam arcu leo, facilisis ut
My Journey to Hearing
by Kelly Gilkey
I have had a profound hearing loss ever since I was a baby and have worn very powerful hearing aids all my life. About two years ago, my right ear just stopped giving me the amount of sound and information I was accustomed to receiving: my hearing aid was no longer effective. I made the decision to have a cochlear implant. Day 7: Today was actually a bit better, in spite of it being my first day back at work. It was definitely exhausting, but I did okay. My new favorite sounds for today were listening to my friend Nelson, who has a bit of an accent (his accent is quite pleasant to listen to!), listening to "The Story of Jemima Puddle-­‐
Duck" (I had to read along the first Day 3: Today was not a good day. time, but was able to just listen to it For those of you less familiar with I'm really struggling with this high-­‐
the second time... and understand cochlear implants, a period of time is pitched static that seems ever it), and listening to my mom with allowed for the surgical site to heal present with the CI. Baby steps, I the telecoil on the telephone. I'm before the implant is 'turned on' or remind myself. I started crying and finding that male voices are easier activated. I had the surgery on Dec. Michael had Alex come over and say for me to hear than female voices.
16, 2011 and was activated on Jan. 5, "I love you". It helped. I really do 2012. I’d like to share my need to focus on all the wonderful Day 8: I think I need to clarify what I experiences of these first two weeks things I am now hearing and try to mean by “new” sounds – some of with my “bionic ear”. I believe this force my brain to ignore this static these are sounds that I have never will be of interest not only to sound that appears to have no heard before (peeling carrots) but parents of young children who are source other than the CI. many are sounds that I have heard.
implanted, but also with the Day 9: My favorite sounds today professionals who work with them. Day 5: Hearing Alex say "I love you Mommy" i
s m
y f
avorite t
hing t
o are hearing the letter “s”, which I’ve My husband's name is Michael, and I hear a
nd i
s k
eeping m
e c
entered. M
y never heard before – it is a very have two young sons; Alex – a pre-­‐
other f
avorite s
ounds o
f t
he d
ay: pretty letter to hear, realizing how schooler and John – a toddler. Sam snoring (our dog), listening to loud my breathing is (people have Activation day Jan. 5th -­‐ Cochlear Alex sing "Baby Johnny", a song he always told me this and it really is! I implant is ON and working properly! made up for John, and listening to sound like an elephant!), and being The audiologists and my mom all and understanding a recording of able to completely follow “Jemima sounded like Minnie Mouse on "Llama, Llama Red Pajama". I Puddle-­‐Duck” without the book and helium and the fan noise was a high-­‐ actually started crying because I mostly follow “Peter Rabbit” pitched whine that was horrible. wasn't expecting to be able to without the book (see previous post Michael sounded much better after understand speech without regarding this). about an hour of having it on. It has lipreading so soon. Of course, it Day 10: I continue to be amazed at been 4 hours and things already helps that I've read the book a sound so much better but super hundred times too! I'll try something the little things I hear each day. Today I heard John playing with a weird. Tomorrow will be even a little more challenging soon! toy from upstairs, I heard Alex in the better!
Day 6: Favorite sounds of the day: bathroom and I was able to enjoy a Day 2: I had two of the 22 electrodes trying the telecoil on the for my first dinner out with Michael and the turned off for high frequency week), doing listening therapy with boys, and actually have a sounds while my brain adjusts and Alex and Michael (eyes closed), and conversation in the restaurant even some other tweaks made. This made listening to John babbling. with the boys! Pretty awesome! I a difference. Everything still sounds Tomorrow is a new day and I have am not quite as tired as I have been, weird but voices are less helium some children’s audio books from so that must be a sign that I am cartoon characters and more the library to listen to!
adapting. robotic, so I guess that is an 9
improvement. I heard my mom peeling carrots, John drinking his milk, and water boiling. I heard ice clinking on the glass (very annoying), water being poured into the glass, and I am upstairs typing this and hearing Alex screaming and laughing with delight while playing with Daddy downstairs.
OHIO A G BELL ASSOCIATION FOR THE DEAF AND HARD OF HEARING
Day 11: Today's favorite sounds -­‐ Michael whispering in my ear (CI) and me HEARING it! This is a first! I always felt left out as a child because I could never whisper with my friends... and now I can hear "encyclopedia", among other meaningful sentences! AWESOME! I also like the sound of filling up my car with gas and Michael said I was doing much better with our listening therapy tonight. I had him say "peek", "cheat" and "keep" and was love them and am so used to them. able to distinguish them without Last, I’m enjoying all these silent lipreading. consonant sounds I’ve never heard Day 12: Today's favorites: I decided before “ft” (soft), “ph” (morph), “sh” (shoe). to try playing my piano and was pleasantly surprised that it didn't Day 13: Today was wonderfully... sound too far off from what I'm normal. No huge breakthroughs... used to. It definitely sounds no awesome sounds... just normal. different -­‐ I will have to keep working with this. Music is a special I'm still making lots of adjustments and still pretty tired, but it is coming challenge for many CI users as the electrodes are optimized to process along. Tomorrow is my first auditory speech, not the intricacies of music. verbal therapy appointment, where I’m also enjoying listening to the TV I'll really start focusing on listening – I can hear and understand so much to speech. Hopefully I'll be able to more with my CI, although I don’t ever see NOT using the captions – I block out all the background noise (I've really been working on this – we live in such a noisy world . . . in some ways I envy the Amish – no dishwashers, fridges, televisions, washing machines, vacuum cleaners . . . it must be so peaceful). I don’t have any particular favorite sounds from today, but I will say that hearing John’s babbling, and both he and Alex’s laughter are truly beautiful with the CI.
Day 14: Today I had my first auditory verbal therapy session and it went very well. I breezed through the easy stuff (Ling sounds, closed set same syllable words starting with same letter, closed set different syllable words, states, descriptive sentences) and went on to auditory memory (have to remember things about sentences read and discuss) and minimal pairs (words that sound extremely similar). No lipreading allowed! You can follow Kelly’s continuing story on Facebook. Join our group and learn about other hearing impaired individuals’ journeys, watch videos related to the hearing impaired population, learn about Auditory Verbal Instruction, get updates on our upcoming events and Conference!
The
Ohio
P. O. Box 24080
Mayfield Heights., OH 44124
10
Chapter
of
www.ohioagbell.org
www.agbell.org
OHIO A G BELL ASSOCIATION FOR THE DEAF AND HARD OF HEARING
Using Telepractice to Expand the Delivery of Auditory-­Verbal Therapy Today, advanced hearing technology
- such as digital hearing aids and
cochlear implants – are allowing more
children and adults with severe and
profound hearing loss to access
auditory information, learn to listen
and use spoken language, and
enhance overall communication.
While technology can improve the
individual’s ability to hear both
speech and environmental sounds,
listening – by contrast − is an active
process that requires increased
attention and processing of what is
heard (Beck & Flexer, 2011). Auditorybased intervention or rehabilitation,
therefore, is required for children and
adults who have received hearing
aids or cochlear implants to develop,
expand, and refine their use of the
technology for communication.
clinician to client, or clinician to
clinician, for assessment, intervention,
and/or consultation” (ASHA, 2012).
In addition, ASHA has developed a
position statement that states:
“Telepractice is an appropriate model
“Tele” Terminology
of service delivery for the profession
of speech-language pathology.
For many families or individuals
Telepractice may be used to overcome
seeking services, the question may be barriers of access to services caused
asked: “what is telepractice?” The
by distance, unavailability of
prefix “tele” is derived from the
specialists and/or subspecialists, and
Greek root word that means “distant” impaired mobility. Telepractice offers
or “remote” (Houston, 2012); thus,
the potential to extend clinical
simply put, it means delivering
services to remote, rural, and
services from a distance – usually
underserved populations, and to
through some form of distance
culturally and linguistically diverse
technology. Because of the rapid
populations. The use of telepractice
expansion of these service delivery
does not remove any existing
models, the prefix “tele” is being used responsibilities in delivering services,
in a variety of contexts across
including adherence to the state and
multiple disciplines, such as
federal laws, and ASHA policy
For children with hearing aids and/or telenursing or telepharmacy as well
documents on professional practices.
cochlear implants, professionals who as tele-speech, tele-therapy, and
Therefore, the quality of services
are certified Auditory-Verbal
teleaudiology .
delivered via telepractice must be
practitioners are the most qualified to
consistent with the quality of services
deliver listening and spoken language In an attempt to clarify some of the
delivered face-to-face” (ASHA 2005).
terminology, telehealth is usually
services. Similarly, audiologists or
used as a general term to describe a
speech-language pathologists who
Equipment & Getting Started
range of information or services
have Auditory-Verbal or related
provided; telemedicine refers to
knowledge, background, and
For both the practitioner and the
services provided at a distance by a
experience typically are the
consumer, the minimum equipment
medical
professional
(e.g.,
a
physician
professionals best suited to provide
needed for providing or receiving
or nurse); and telerehabilitation refers telepractice services is a computer,
comprehensive aural rehabilitation
to the allied health professions, which webcam, a headset with microphone,
services. Unfortunately, however,
includes speech language
locating practitioners who are welland a high-speed, broadband Internet
pathologists
(Houston,
2012).
The
trained in Auditory-Verbal practice
connection. Additionally, an
and/or aural rehabilitation remains a American-Speech-Language-Hearing individual’s laptop may be connected
Association (ASHA) chooses to use
challenge. To combat these issues in
to a wide-screen computer monitor or
Ohio, the Telepractice and eLearning the term telepractice when referring
flat-screen television to provide a
to
services
of
speech-language
Laboratory (TeLL) was established in
larger video image. As well, highthe Hearing and Speech Center in the pathologists and audiologists.
quality external computer speakers
School of Speech-Language Pathology
may be used if the patient/client
ASHA defines telepractice as: “The
and Audiology at The University of
receiving services is unable to use a
application of telecommunications
Akron. Currently, the TeLL is
headset due to their use of hearing
technology to delivery of professional
providing both Auditory-Verbal
aids or cochlear implants. With
services at a distance by linking
5
intervention and adult rehabilitation
services to a range of children (and
their families) and adults with
cochlear implants as well as others
who use hearing aids.
OHIO A G BELL ASSOCIATION FOR THE DEAF AND HARD OF HEARING
cochlear implants, the client may be
able to direct connect their cochlear
implant(s) to the computer and/or to
the external speakers for improved
audio fidelity.
students observe. At this point in the
session, the practitioner’s role shifts
to that of a coach. The faculty member
and/or graduate student provides
positive reinforcement and
constructive feedback to the parent
Currently, the TeLL utilizes the
based on how the activity was
distance learning software
implemented and how the
Elluminate, which is produced by
communication strategies that
Blackboard, to deliver telepractice
promote listening and spoken
services. While other video
language are applied. This same
conferencing equipment and software Prior to each weekly 60-minute
scenario is repeated as one activity
were evaluated, Elluminate provided session, each family receives via email ends and a new activity is initiated.
the flexibility that was required, and
a lesson plan and materials that can
Throughout the session, the parent,
the University of Akron was able to
be printed that were developed to
the faculty member, and graduate
provide technological support as
meet the child’s current goals in
students closely monitor the child’s
needed. Because the software is
speech, language, and listening.
attention level.
designed for distance learning
Many of the materials, such as
applications, it creates a “virtual
colorful scenes to foster language use, Following the session, the parent is
classroom” whereby the “student”
can be posted within the virtual
given ample opportunity to discuss
can enter and have access to complete classroom as a Powerpoint file. The
any concerns about the child’s
audio and video of the “lecturer” in
parent and the child can see these
progress, to ask questions about
real time (i.e., synchronously). In the
materials as images on their computer short- or long-term communication
TeLL’s telepractice sessions, the
screen. Each session begins with a
goals, or to seek input about
client/patient can log into the virtual discussion of the speech, language,
troubleshooting the child’s hearing
classroom using their laptop or
and listening goals targeted during
technology (e.g., digital hearing aids
desktop computer from their home.
the prior session and about how
and/or cochlear implants, FM
In a similar manner, the clinician can
previously demonstrated
systems). The faculty member and
enter the classroom and can see and
communication strategies had been
graduate students summarize the
hear the client/patient clearly. The
integrated into the child’s daily
goals and facilitation strategies that
equipment requirements have
routines. The faculty member,
were modeled and practiced during
remained minimal.
graduate students, and parent discuss the session. Based on the child’s
any new communication behaviors
performance and developmental
Auditory-Verbal Sessions
that might be relevant to the child’s
level, new or additional
progress, such as new or emerging
communication goals are discussed
Through the TeLL, families receive
speech sounds, words, or listening
that will be targeted in the home the
weekly Auditory-Verbal telepractice
behaviors that have been noticed.
following week.
sessions. Because the University of
Once these updates have occurred,
Akron has two Listening and Spoken the faculty member and graduate
The Auditory-Verbal telepractice
Language Specialists and Certified
model continues to be a viable means
students introduce the goals for that
Auditory-Verbal Therapists (LSLS
by which to support children with
day’s session, explaining the desired
Cert. AVTs) on faculty, Drs. Denise
hearing loss who are acquiring
speech, language, listening, and
Wray and Todd Houston, a
listening and spoken language skills.
interactive behaviors.
commitment exists in providing
As one mother of four-year-old son
comprehensive listening and spoken
After discussing the materials and
with bilateral cochlear implants
language services to children with
activities that would most engage the explained, “what I’ve found is that
hearing loss and their families.
child, the SLP and graduate students telepractice has benefitted him in
Furthermore, the School of Speechdemonstrate the activity before
many, many ways. First, we have the
Language Pathology & Audiology
asking the parent to engage the child. consistency of weekly therapy back in
remains one of only a few university
The parent repeats the activity while
place. Second, my son is more
training programs that incorporates
the faculty member and graduate
comfortable with telepractice than he
8
Auditory-Verbal content in its courses
and provides clinical practicum
experiences in support of listening
and spoken language. Thus, through
the TeLL, graduate students in
Speech-Language Pathology not only
learn how to deliver effective
Auditory-Verbal sessions, they also
learn how to provide these services
through a telepractice model.
OHIO A G BELL ASSOCIATION FOR THE DEAF AND HARD OF HEARING
was going to see a therapist and
having more traditional services
sitting at a table in a therapy room.
With telepractice, he’s in his home,
and I’m working with him. If he
needs to get down and stretch his legs
or grab a glass of water, he can. It is
quite natural for him. Most
importantly, because he feels more
comfortable being at home, I see him
talking more during the sessions. He
doesn’t “clam up” like he used to
when we visited the therapist.
Another benefit of telepractice is the
coaching I receive as the parent, and
that I receive weekly lesson plans and
other materials that I can refer to after
the session. We’ll continue to work on
the goals and do the activities
throughout the week. Telepractice has
been great for my son and our
family!”
Aural Rehabilitation for
Adults
For adult patients receiving services
through the TeLL, each session is
focused on the individual’s
communication needs in the areas of
auditory processing and overall
conversational competence. The adult
logs into the virtual classroom, and
the faculty member and graduate
students are able to interact directly
with the patient. The session typically
begins with a discussion of how the
patient has performed over the past
week since the previous session. Any
noticeable changes in the patient’s
communication – either positive or
negative – are recorded in his/her
file. Then, a discussion of the current
session’s goals and activities occurs.
Typically, most patients have goals
that target auditory discrimination
and identification tasks at the
phoneme and word levels. That is,
these activities provide “bottom-up”
auditory skills that are essential for
9
making fine discrimination of speech
information.
Conversely, the patient also will have
activities that target “top-down”
activities that incorporate functional
language and conversational skills.
Throughout the session, the faculty
member and graduate students are
giving directions, asking questions,
and commenting on the patient’s
performance. Even when formal topdown strategies are not being
targeted directly, these skills are being
practiced indirectly. For each adult
patient, top down language is tailored
to their specific needs. That is,
patients may share vocabulary or
conversational phrases from their
profession or work setting, and those
are incorporated into each session.
Additionally, many adults may also
struggle with specific listening
situations within the community,
such as attending a worship service, a
restaurant, a local business, or the
gym. Context-specific phrases and
vocabulary from these situations are
also practiced within the telepractice
session.
A 60 year-old adult cochlear implant
user with an acquired hearing loss
had these comments about his
experiences receiving aural
rehabilitation services through
telepractice: “As compared to inperson therapy, there’s no question
that telepractice brings another
dimension to this process. With inperson therapy, the clinician controls
the entire situation – the therapy
room, the materials, and how
everything is presented. With
telepractice, I’m connecting from my
home office, so I feel that I’m more of
a partner in this process. I know that I
must be there at the computer ready
to listen, and I believe that I’m taking
greater ownership of my own
rehabilitation. I believe that I’ve been
able to establish great rapport with
my telepractice team, and the results
I’m experiencing are on par with
those that I’ve achieved through inperson therapy.”
Barriers to Telepractice
Several barriers currently exist in
regards to accessing and expanding
the availability of telepractice services
in Speech-Language Pathology and
Audiology. Two primary challenges
are licensure and reimbursement. For
example, in order to deliver services
through telepractice, the treating
clinician must be fully licensed both
in the place (i.e., state) of origin and
delivery. This creates barriers to
interstate practice, as obtaining
multiple state licensures may be
difficult and cost-prohibitive.
Regulations and licensure provisions
for telepractice also vary by state, so it
is important that practitioners
ascertain the current requirements
from their state licensure board before
beginning services (ASHA, 2010).
Additionally, telepractice
reimbursement varies among
insurance providers. Medicare
currently does not provide funding
for Speech-Language Pathology or
Audiology telepractice services, and
Medicaid coverage varies by state.
Coverage of telerpactice services
through private insurance also varies,
so it is recommended that advance
approval is obtained prior to
initiating services.
Conclusion
Telepractice service delivery models
will most likely become standards of
care for families seeking early
intervention and/or speech-language
services for their children with
hearing loss. As well, adults who are
utilizing digital hearing aids and/or
cochlear implants will seek aural
OHIO A G BELL ASSOCIATION FOR THE DEAF AND HARD OF HEARING
rehabilitation services to improve
their auditory processing and
communicative competence. While
generational differences exist in the
use of technology, those differences
are beginning to diminish, especially
as technology becomes user-friendly,
lower in cost, and reliable. For
audiologists and speech-language
pathologists, models of telepractice
provide exciting opportunities to
connect with patients and to provide
valuable services, such as AuditoryVerbal Therapy and Adult Aural
Rehabilitation, that may not
otherwise be available. Likewise,
families will have greater access to
appropriate services and, in turn,
more children will be able to learn to
listen and talk!
telepractice and working with children with hearing
loss and their families.
Anne M. Fleming, BA is a second year graduate
student at The University of Akron studying
Speech-Language Pathology. She spent her first
year as a scholar on the Auditory- Verbal Training
Grant. Her interests include telepractice and
working with children and adults with hearing loss.
K. Todd Houston, PhD, CCC-SLP, LSLS Cert. AVT is
an Associate Professor of Speech-Language
Pathology at The University of Akron. His primary
areas of research include parent engagement and
communication outcomes in young children with
hearing loss. As the director of the Telepractice and
eLearning Laboratory (TeLL), he is also keenly
interested in the use of telepractice to enhance
service delivery to young children and adults with
hearing loss. An avid user of social media, you can
contact Dr. Houston at Houston@uakron.edu,
follow him on Twitter (@ktoddhouston), or connect
on LinkedIn or Facebook.
______________________________________________
______________________________________________
Falls, Parma Heights, Kent, and
Strongsville.
Ohio A. G. Bell provides annual
gatherings for families of hearing
impaired children. A.G. Bell helps
families, health care providers and
education professionals
understand childhood hearing loss
and the importance of early
diagnosis and intervention.
Through advocacy, education,
research and financial aid, AG Bell
helps to ensure that every child
and adult with hearing loss has
the opportunity to listen, talk and
thrive in mainstream society.
References:
American Speech-Language -Hearing Association.
(2005). Speech-language pathologists providing
clinical services via telepractice: Position statement.
Retrieved from http://www.asha.org/docs/html/
PS2005-00116.html
American Speech-Language-Hearing Association.
(2010). Professional issues intelepractice for speechlanguage pathologists (professional
issuesstatement). Available from www.asha.org/
policy.
American-Speech-Language -Hearing Association
(2012). Telepractice for slps and audiologists.
Retrieved from http://www.asha.org/telepractice/
Beck, D. L. & Flexer, C. (2011, February). Listening is
where hearing meets brain…in children and adults.
The Hearing Review. Retrieved from http://
www.hearingreview.com/issues/articles/
2011-02_02.asp
Houston, K. T. (2012). Connecting to communicate:
Using telepractice to improve outcomes for children
and adults with hearing loss. Retrieved from
http://www.asha.org/aud/Articles/UsingTelepractice-to-Improve-Outcomes-for-Childrenand-Adults-With-Hearing-Loss/
Authors:
Kelly J. Brown, BA is a second year graduate
student at The University of Akron studying
Speech-Language Pathology. She is a graduate
assistant at the University helping with research and
mentoring other students. Her interests include
10
Social Event at
Fun’n’Stuff this past
spring on May 5th
Cleveland’s A. G. Bell family
social event was held this past
spring at the Macedonia Fun ‘n’
Stuff. We all met at our reserved
group table upstairs, had time to
get acquainted with new and old
friends and shared news. The
children enjoyed Crazy Cars, Go
Karts, Roller Skating and plenty
of video gaming opportunities.
All attendees enjoyed pizza, fruit
and soda together. Our families
came from various locations in
Northeast Ohio. We had families
from Mayfield Heights, Cuyahoga
We are currently
planning our next
family event on
September 30th.
This will again be a Northeast
Ohio family social. This fall it
will be a bowling event!
Watch our face book page,
website at www.ohioagbell.org
and twitter news for the exact
location and times.
OHIO A G BELL ASSOCIATION FOR THE DEAF AND HARD OF HEARING
S
NOCCCI and A.G.BELL
PRESENTATION
9/14/12
The Ohio Chapter of AG Bell is pleased
to collaborate in an upcoming learning
opportunity for professionals working with
children with hearing loss. The Ohio
Chapter is working together with the
Northeast Ohio Consortium for
Children with Cochlear Implants
(NOCCCI).
E
Q
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U
Back to School
Helpful Hints
and functioning (Ling test). Who will
change batteries when needed and where
will extra batteries be stored? Consider
It’s hard to believe it’s time to head back
also what to do if equipment is not
to school! A new school year often means functioning. Who should the teacher
new teachers and/or new related service contact? If your child uses a personal FM
providers. It is important to start the year or sound field system at school, also
with a proactive approach, front-loading
discuss who is responsible for the care
the team with information and tips to
and maintenance of those systems.
ensure a successful school year.
NOCCCI is an organization whose mission
is to improve communication among
stakeholders involved with children with
cochlear implants with the belief that
children with cochlear implants gain higher
levels of achievement when all team
members are working together.
If it’s not possible to meet with your
child’s teachers at
the start of the
year, a phone or
email conversation
can be helpful. It
is important for
the teachers and
The Ohio Chapter of AG Bell and NOCCCI
professionals to
are collaborating to bring Beth Walker,
know strategies
MEd, CED, LSLS Cert AVT and Kathryn
and techniques that best accommodate
Wilson, MA, CCC-SLP, LSLS Cert AVT to
your child’s learning in the classroom.
present “Accelerated Growth for the Late
Ask your child what the teachers did last
Beginning Listener…Transitions, Tools,
year which was helpful. What does s/he
Teams, & Tactics.” The presentation will
wish the teachers would have done
be held September 14, 2012 at the
differently? You may even enlist the
University of Akron.
support of last year’s teachers as your
child transitions, connecting them with
This is an intermediate level presentation
designed to educate professionals about how the current teachers through email if they
do not have easy access to each other.
to close the gap between a child’s age and
Sometimes a small packet of information
current language levels, discussing how to
including information about technology,
transition to accelerated language growth,
classroom environment, and impact of
the tools needed to do this, the team to
hearing loss on education is greatly
promote success, and tactics for teaching.
appreciated by the school staff. Please see
Audiologists, classroom teachers, early
the end of this article for some great
intervention specialists, speech language
pathologists, teachers of the deaf, and other resources that can be printed out and
members of a child with hearing loss’s team shared.
are encouraged to attend.
Registration information and event
details can be found at http://noccci.org.
We hope to see our professional members
and the members of our children’s teams
there for this great opportunity.
NOCCCI and A.G.BELL
PRESENTATION
9/14/12
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B
TECHNOLOGY
With regard to technology, cochlear
implants and hearing aids are most likely
unfamiliar to your child’s new teachers.
It is helpful to show a teacher the
components of the aids or implant and
how they work. Create a plan to include
who will check the equipment each day
upon arrival for all necessary components
CLASSROOM
ENVIRONMENTS
An FM System reduces the impact of
distance, background noise and
reverberation; however, other
environmental considerations for best
access should be made. Seating is
important. A teacher’s first instinct may
be to sit a child with a hearing loss front
and center; but this is often not the ideal
seat. If a horseshoe arrangement isn’t
possible, children with hearing loss often
like to sit near the middle to get visual
access of the other students. If a child is
unilaterally amplified (one cochlear
implant or hearing aid), it is important to
sit them with their better ear towards the
class. Closing the door while teaching
and placing tennis balls on chair legs may
also be considered, in order to decrease
extraneous noise.
11
S
E
Q
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U
B
PRESIDENT - Tammy Kenny
M
E
E
T
Tammy recently moved to Ohio from Texas with her
husband and three children to be closer to family.
Their youngest son, now four, was born with
profound hearing loss due to Enlarged Vestibular
Aqueduct Syndrome (EVAS). At ten months, he
received simultaneous cochlear implants. Tammy
loves to help and support new families with a hearing
loss diagnosis. She also enjoys traveling with her
family, hanging out with friends, and listening to
ALL her kids sing.
VICE PRESIDENT -Todd Houston - Dr.
Houston is an Associate Professor in the School of
Speech-Language Pathology and Audiology at The
University of Akron. Dr. Houston also directs the
Telepractice and eLearning Laboratory (TeLL), which
you can read more about in our newsletter.
SECRETARY -Jenny Golowin - Jenny is the
Y
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mother of two children, her youngest was identified
at birth with profound hearing loss. At eight months
of age, Jenny’s son became the youngest child in Ohio
to receive simultaneous cochlear implants. In
addition to her passion for hearing loss advocacy,
Jenny enjoys spending time with her family and
cheering for The Ohio State Buckeyes!
TREASURER - Denise Kestner
Denise has been a long standing professional member
of A G Bell since 1982. During her 17 years of
teaching children with hearing loss, she taught at
Millridge Center for the Hearing Impaired and the
Hudson Local School District. She now volunteers
her time tutoring children. She lives in Chagrin Falls
with her husband and family. When not balancing
the budget, Denise enjoys golfing, fly fishing,
walking her Aussie and visiting her 3 sons.
Laura Cantrell - Laura is an itinerant teacher for
the deaf and hard of hearing in various school
districts around the Cincinnati area through the
Hamilton County Educational Service Center.
Kelly Halacka-Gilkey - Kelly has been
involved with the Ohio Chapter for a number of
years. She was born with bilateral profound hearing
loss, diagnosed at 15 months, and fitted with hearing
aids at 18 months. She has two older siblings, both of
whom have hearing loss, although there is no familial
history. Her family underwent genetic testing and it
was determined the hearing loss was related to a
mitochondrial DNA deletion. Kelly works as a
biomedical engineer at NASA Glenn Research
Center and lives near Cleveland with her husband,
two sons and dog. She is very excited to get more
Ohio AG Bell members involved with activities
throughout the state!
Meredith Knueve - In addition to being a long
standing member the board, Meredith has just been
elected 2014 President-Elect for National A. G. Bell
Assoc. She is the mother of three sons. Her
youngest, Jonah, was born with profound hearing
loss and received simultaneous bilateral cochlear
implants at 11 months of age. Meredith practices
law in Columbus and serves on other nonprofit
boards. In her free time she enjoys playing with her
sons and distance running.
Kristine Ratliff -Kris is a hearing impaired
specialist with the Dublin City Schools. She works as
an itinerant teacher to students in grades K-12. She
is currently pursuing her LSLS AVEd certification.
Don Rust - Don has been involved with AG Bell
for many years, first as a concerned parent of a son
who is now 15, then as a board member. His son was
diagnosed at age three with complete hearing loss in
his left ear and moderate to sloping in his right ear,
he is currently aided. Being in Northeast Ohio, they
have been fortunate to have had the hearing and
speech program and Dr. Carol Flexer of the
University of Akron available to help them navigate
the early years.
Michael Scott - Michael currently serves as the
Auditory Implant Program Coordinator at
Cincinnati Children’s Hospital Medical Center.
Before moving to Cincinnati, Dr. Scott was at the
Cleveland Clinic and instrumental in the
development of the Northeast Ohio Consortium for
Children with Cochlear Implants (NOCCCI)Dr.
Scott and his wife served as houseparents for the
residential students at Cental Institute for the Deaf
in St. Louis where he earned his masters. In his free
time he enjoys the outdoors- hiking, climbing, biking
and sailing with his wife and two boys. He looks
forward to seeing more AG Bell involvement in the
souther half of Ohio
Lindsay Zombek -Lindsay is a certified AVT
and SLP at University Hospitals in Cleveland. She is
also an active board member for the Northeast Ohio
Consortium for Children with Cochlear Implants
(NOCCCI) as well as part of the State of Ohio
Subcommittee for Universal Newborn Hearing
Screenings.
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