Discussions, Articles, and Supporting Evidence
Family-Centered Programming: In order to promote positive outcomes for infants and toddlers with hearing loss, services must include the child's parents and other caregivers. These chapters describe the underpinnings of family-centered intervention.
• Stredler-Brown, A. (in press). The importance of early intervention. In Madell, J. and Flexer, C. (Eds). Pediatric Audiology: Birth through Adolescence. NY, NY: Thieme.
• Stredler-Brown, A. (in press). Early intervention: Serving infants and toddlers. In DeConde-Johnson, C. and Seaton, J. (Eds). Educational Audiology Handbook. NY, NY: Thompson Delmar Learning.
• These graphics, from the Early Intervention Illustrated Series, illustrate characteristics of family-centered intervention.
• The early interventionist forms a collaborative partnership with each child’s parents. In family-centered programming, parents are the primary recipients of the early intervention services.
Young Children with Auditory Neuropathy: This article offers guidelines to be used by parents and professionals to develop a treatment plan for a young child with auditory neuropathy.
• Stredler-Brown, A. (2002). "Developing a Treatment Program for Children with Auditory Neuropathy". Seminars in Hearing, 23:3, 239-249.
Infants and toddlers with Minimal Hearing Loss: Strategies that can be used to mitigate the effects of minimal hearing loss on the development of speech, communication, and language skills are described in this article.
• Stredler-Brown, A., Holstrum, J.W., and Ringwalt, S.S. (in press). Mild and Unilateral Hearing Loss: The Need for Early Intervention. Seminars in Hearing. NY, NY: Thieme.
Evidence-Based Practice: Information obtained through regular assessment examines the relationship between service characteristics, child and family characteristics, and child outcomes. By monitoring developmental outcomes, interventionists and parents can feel confident that the intervention that is being provided is relevant and, indeed, efficacious.
These publications describe use of "evidence" as the early interventionist implements an individualized program. Program administrators can use the evidence to prioritize and direct initiatives for an entire program.
• Hafer, J.C. & Stredler-Brown, A. (2003). "Family-Centered Developmental Assessment". In Bodner-Johnson, B. and Sass-Lehrer, M. (Eds): The Young Deaf or Hard of Hearing Child: A Family-Centered Approach to Early Education. Paul H. Brookes Publishing Co; MD.
• Stredler-Brown, A. and Yoshinaga-Itano, C. (1994). "The FAMILY Assessment: A Multidisciplinary Evaluation Procedure". In Roush, J. and Matkin, N. (Eds): Infants and Toddlers with Hearing Loss. York Press; MD.
The FAMILY Assessment consists of a series of protocols that are administered by parents with input from their early interventionist.
• The protocols included in the FAMILY Assessment, and ordering information, are identified in this table: "Assessment Protocols for Deaf and Hard of Hearing Children Birth - 3 years of age"
• The protocols in the FAMILY Assessment are completed in a variety of ways. Many take advantage of parent report. Some rely on an analysis of a play-based videotaped interaction. All results are reviewed by the early interventionist. The completion of the protocols is identified in this document: "Protocols Chart"
Norms for children who are deaf and hard of hearing have been created at the University of Colorado under the supervision of Christie Yoshinaga-Itano, PhD and Allison Sedey, PhD. These norms are provided in the charts that follow.
• Kent Inventory of Developmental Skills
• MacArthur Words and Gestures - Comprehension
• MacArthur Words and Sentences - Words Produced
• Play Assessment Questionnaire
• Minnesota Child Development Inventory - Expressive Language Subtest (birth to 3 years)
• Minnesota Child Development Inventory - Expressive Language Subtest (Preschool)
• Expressive One Word Picture Vocabulary Test
• Additional norms are available on the Marion Downs National Center website
System Change: In order to implement new intervention practices, a program must make a systematic effort to identify stakeholders and document achievable goals.
