Each Masterclass will be offered live through a Zoom webinar from 12-1pm EST on the posted date. Ten days after each live event, a recording of the webinar will also be made available for you to watch via the Short Courses website. You will be notified via email for both the live event and when the recording is available to watch.
Topic 1: Speech Acoustics
Date: 13 March, 2020, 12-1 pm
Presenter: Marietta Patterson
This presentation will provide an introduction to speech acoustics and discuss how to use this knowledge when working with the DHH population by linking acoustic information to the “Speech Banana” and the Ling Sounds on an audiogram. The sub-topic flow will be as follows: review of the duration, intensity, and frequency acoustic characteristics for the voice and prosody, the vowel system and the consonants by groups. Each set of acoustic information will be related to an audiogram and participants will predict detection, discrimination, and identification requirements for auditory access to the sounds of speech for differing degrees of hearing loss.
Topic 2: Speech Remediation Strategies
Date: 8 May, 2020, 12-1 pm
Presenter: Marietta Patterson
This presentation follows-on from the presentation on 13 March 2020 on Speech Acoustics.
Some speech remediation strategies that rely on speech acoustic knowledge for common mistakes made by children will be presented and related to an audiogram with the “Speech Banana” and the Ling Sounds. There will be a focus on 3 types of DHH children: the late diagnosed, those with mild/moderate losses and ESL learners. Late to listening children, need to develop their speech repertoire in a shorter time frame, establishing the vowel and diphthong system is essential. Children with mild-moderate losses may not receive sufficient acoustic information to perceive “sh” or /s/ well, and by analogy /f/, “th”, and the acoustic cues needed to perceive place differences of p, t, k and the second formant of vowels. This may result in omissions, distortions and deletion of final /s/and s in blends. ESL learners with hearing loss need to auditorily “tune-in” to the prosodic cues of Australian English and will have articulatory challenges, such as production of /r/ or /l/. Strategies to address these challenges above will be presented and related to an audiogram.
Topics 3-5 Title: Current Level of Functioning Parts 1-3
Topic 1 Date: 12 June: General Level of Functioning (Part 1)
Topic 2 Date: 24 July: Level of Audition Functioning (Part 2)
Topic 3 Date: 14 August: Level of Cognitive Functioning (Part 3)
Presenter: Cheryl Dickson
Introduction: “Measurement is the first step that leads to control and eventually to improvement. If you can’t measure something, you can’t understand it. If you can’t understand it, you can’t control it. If you can’t control it, you can’t improve it.” -H. James Harrington.
It is the twenty-first century and the technology associated with hearing loss has never been better. Children today have the ability to acquire spoken language through audition by utilizing the latest digital hearing aids and implantable devices. With Newborn Hearing Screening programmes becoming more prevalent worldwide, children have the best chance ever of achieving age appropriate spoken language and going to mainstream schools in their local communities. However, even with all the advances in technology and early diagnosis, there remains a population of children with hearing loss that we are failing; they do not achieve age appropriate spoken language. Even though some children have achieved age appropriate language skills at some point, we find they fall behind their hearing peers after commencing school (Ching) while others have never quite reached age appropriate skills. In both cases, was the delay documented early enough to make significant changes in the children’s programmes to allow for appropriate progress? Professionals working with this population often rely on annual standardized assessments to show progress. However, annual or even twice-yearly standardized testing does not provide data in a timely manner to ensure programming can be adapted as necessary when appropriate progress fails to occur. It is only through a combination of standardized and functional assessments that we can truly monitor a child’s progress and make appropriate on-going changes to ensure age appropriate outcomes.
Through the use of a one-page form, a child’s current level of functioning can be documented, and appropriate goals written. Updating the form after 3-6 months give immediate data as to the viability of the program that has been implemented. Special attention to functional assessment of audition, and general development will be the focus with an opportunity to practice filling in this form and detailed explanations on functional assessment methods.
Topic 6: Working with families from an ESL background
Date: 12-1pm 22 October, 2020
Presenter: Andrew Kendrick
At our RIDBC Liverpool centre we are fortunate to have a wide range of languages and cultures that we work with in our Early Learning Program. We work with interpreters who support us with over fifty percent of our clients. Languages include; Vietnamese, Kurdish, Mandarin, Cantonese, Arabic, Farsi, Italian, Greek, Thai, Bengali and Caldean. This presentation will look at how to ensure ESL families receive the same level of service, access to information and support as English speaking families.
Topic 7: The Team around the Family
Date: 12-1pm 5 November 2020
Presenter: Andrew Kendrick
At RIDBC we work within the ‘Team Around the Family’ model within our Early Learning Programs. This presentation will explore what ‘working with a family’ looks like on a practical level with NDIS requirements, assessments, reports, ISP’s and external professionals. Andrew will provide a case study of one family with multiple challenges and how we were able to ensure the best outcome for this family.
Accreditation: Completing this webinar will contribute 1 hour NESA Registered PD addressing 1.1, 1.5,.1.6, 6.2,.6.3, 6.4, 7.4 from the Australian Professional Standards for Teachers towards maintaining Proficient Teachers Accreditation in NSW.
This course has been approved by AG Bell Academy for Listening and Spoken Language to offer LSLS™ 1 CEUs.
Cheryl L. Dickson is an international leader in Auditory-Verbal practice. A Certified Auditory-Verbal Therapist , Cheryl has over 30 years of experience in the field of childhood hearing loss and teaching spoken language through listening. She is a past President of the AG Bell Academy for Listening and Spoken Language and has served as a consultant to listening and spoken language programs throughout the world. Cheryl is also the founder and past Director of the CLASP Auditory-Verbal Centre in Manila, Philippines. She has been chairperson for the AG Bell Mentoring Task Force and has mentored more than 30 people world-wide to successful LSLS certification. She is also active in both providing services for teenagers and adults receiving cochlear implants as well as training professionals to work with the specific population. Cheryl also has numerous publications to her credit, many of which can be found on the Cochlear Rehabilitation Website. www.auditory-verbal-mentoring.com
Andrew Kendrick has worked extensively in the field of Auditory-Verbal Therapy over the past 27 years. Andrew’s work as therapist, consultant, lecturer, and publisher has given him the opportunity to live and work in Australia, Singapore and China. During this time Andrew has gained significant experience in working with children, parents, teachers, therapists, audiologists and other related professionals across cultures. In Singapore he was director of a Cochlear Implant Program providing pre and post cochlear implant support. As Program Development Manager for The Shepherd Centre, a large non-government auditory-verbal intervention centre in Australia, during this time the organisation established an internal training and mentoring program and external professional development courses as well as delivering improved accountability across the organisation for children’s outcomes. Across Asia Pacific he has supported the development and delivery of training programs for professionals, as well as establishing the Beijing Training and Education Centre, introducing AVT and improved paediatric audiology to China. In his role as Global Rehabilitation Manager for Cochlear Ltd, Andrew developed and drove the rehabilitation strategy for the company to ensure candidates, recipients and professionals are well supported across the globe.
These are accessible and convenient to be viewed at any time. These sessions are presented by local staff at RIDBC, as well as national and international experts. If a course or webinar is accredited through either The NSW Education Standards Authority (NESA), formerly known as BOSTES, AG Bell or Audiology Australia, it will be indicated within the description of the webinar. If you are unsure and would like further information regarding accreditation, please contact Carla Silveira, Events and Administration Coordinator (email@example.com).
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