scholarly journals Provider Perspectives on Telepractice for Serving Families of Children who are Deaf or Hard of Hearing

2015 ◽  
Vol 7 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Diane D. Behl ◽  
Gary Kahn
Keyword(s):  
Learning Community ◽  
Hard Of Hearing ◽  
Implementation Strategies ◽  
Provider Perspectives ◽  
Disabilities Education Act ◽  
Education Act ◽  
Specific Implementation ◽  
Part C Early Intervention ◽  
Growing Strategy ◽  
Remote Part

Telepractice to deliver remote Part C early intervention (EI) services to families in their home is a rapidly-growing strategy under the Individuals with Disabilities Education Act (IDEA) to meet the needs of infants and toddlers who are deaf or hard of hearing. A survey was completed within a “learning community” comprised of staff from EI programs that were implementing telepractice to learn about their specific implementation strategies and challenges they faced. Twenty-seven individuals representing 11 programs responded. The results showed great variability in hardware and software, with many raising concerns regarding security. Primary challenges reported were internet connectivity and training in skills required to deliver telepractice services. The findings from this survey were valuable in guiding future areas of investigation for the learning community and ultimately improving telepractice in the field. 

Building Inclusive Learning Environments With 1:1 Devices

2020 ◽  
pp. 016264342092306
Author(s):  
Kathryn Nieves
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Implementation Strategies ◽  
Disabilities Education Act ◽  
Inclusive Learning ◽  
Education Act ◽  
General Education Classrooms ◽  
Common Device

With emphasis placed on the least restrictive learning environments under the Individuals with Disabilities Education Act (IDEA), students with disabilities are often placed in general education classrooms. As a result, the discussion of inclusion strategies has increased in special education. The rise in 1:1 device initiatives offers the inclusionary practice of giving all students within a school access to their own device, with Google’s Chromebook and Apple’s iPad being among the most common device choices. This article explains the potential uses of 1:1 devices for students in inclusion settings, including built-in accessibility features and implementation strategies for educators.

scholarly journals The Development of Statewide Policies and Procedures to Implement Telehealth for Part C Service Delivery

2016 ◽  
Vol 8 (2) ◽  
pp. 77-82 ◽  
Author(s):  
Beth Cole ◽  
Arlene Stredler-Brown ◽  
Becki Cohill ◽  
Kristina Blaiser ◽  
Diane Behl ◽  
...  
Keyword(s):  
Early Intervention ◽  
Service Delivery ◽  
Current Practice ◽  
Service Delivery Model ◽  
Part C ◽  
Disabilities Education Act ◽  
Policies And Procedures ◽  
Education Act ◽  
Provider Shortages ◽  
Part C Early Intervention

The use of telehealth has been discussed nationally as an option to address provider shortages for children, birth through two, enrolled in Part C of the Individuals with Disabilities Education Act (IDEA) Early Intervention (EI) programs. Telehealth is an evidence-based service delivery model which can be used to remove barriers in providing EI services to children and their families. In 2016, Colorado’s Part C Early Intervention (EI) program began allowing the use of telehealth as an option for providers to conduct sessions with children and their caregivers. This article outlines the process taken to develop the necessary requirements and supports for telehealth to be incorporated into EI current practice.

Examination of Coaching Behaviors Used by Providers When Delivering Early Intervention via Telehealth to Families of Children Who Are Deaf or Hard of Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 25-42 ◽  
Author(s):  
Arlene Stredler-Brown
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Frequency Of Occurrence ◽  
Infants And Toddlers ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Treatment Conditions ◽  
Education Act ◽  
To Receive ◽  
Family Centered

The Individuals with Disabilities Education Act (IDEA, 2004) states that infants and toddlers with disabilities, and their family members, are to receive family-centered early intervention (FCEI). This study investigated providers' use of FCEI strategies when intervention was delivered to young children who were deaf or hard of hearing via telehealth. Telehealth is the use of telecommunication technologies to provide health services to people who are located at some distance from a provider. Telehealth also offers access to specialists and eliminates barriers of geography and weather. This study examined the frequency of occurrence of desired FCEI provider behaviors during telehealth sessions and contrasted them with the same behaviors used during in-person therapy. The use of FCEI provider behaviors was measured by observing and coding digitally recorded intervention sessions. Results demonstrated that selected FCEI provider behaviors occur in the telehealth condition more frequently than in the in-person condition reported in the literature. Three of the provider behaviors studied (i.e., observation, parent practice with feedback, and child behavior with provider feedback) were used more frequently in the telehealth condition. Direct instruction was used in similar amounts in both treatment conditions. This study affirms that the use of FCEI strategies may be enhanced through telehealth.

Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence

2015 ◽  
Vol 22 (3) ◽  
pp. 112-121 ◽  
Author(s):  
Brenda K. Gorman
Keyword(s):  
Standardized Tests ◽  
Dynamic Assessment ◽  
English Speakers ◽  
Bilingual Children ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Effective Dynamic ◽  
Education Act

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

Telepractice Training for Early Intervention with Children who are Deaf/Hard-of-Hearing

2016 ◽  
Vol 1 (9) ◽  
pp. 60-67
Author(s):  
Kristina M. Blaiser ◽  
Diane Behl
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Communication Disorders ◽  
Staff Support ◽  
Early Intervention Services ◽  
Part C ◽  
Training Courses ◽  
Part C Early Intervention ◽  
Training Opportunities

Telepractice is an increasingly popular service delivery model for serving individuals with communication disorders, particularly infants and toddlers who are Deaf/Hard-of-Hearing (DHH) served under Part C Early Intervention programs (Behl, Houston, & Stredler-Brown, 2012). Recent studies have demonstrated that telepractice is effective for providing children who are DHH and their families with access to high quality early intervention services (Behl et al., 2016; Blaiser, Behl, Callow-Heusser, & White, 2013). While telepractice has grown in popularity, there continues to be a lack of formalized training opportunities to help providers become more familiar with telepractice (Behl & Kahn, 2015). This paper outlines online training courses for providers, families, and administrators of programs for children who are DHH. Recommendations for follow up training and staff support are included.

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