Regional Infant Hearing Program

REGIONS IX and X

Cleveland Hearing & Speech Center and Family Child Learning Center

RIHP is funded by the Ohio Department of Health (ODH) Bureau of Early Intervention Services, through a federal grant from the US Department of Education, Individuals with Disabilities Education Act (IDEA).

FULTON

ADAMS

ALLEN

ASHTABULA

ATHENS

AUGLAIZE

BELMONT

BROWN

BUTLER

CARROLL

CLARK

CLINTON

COLUMBIANA

COSHOCTON

CRAWFORD

CUYAHOGA

DARKE

DEFIANCE

DELAWARE

ERIE

FAIRFIELD

FAYETTE

FRANKLIN

GALLIA

GEAUGA

GREENE

GUERNSEY

HAMILTON

HANCOCK

HARDIN

HARRISON

HENRY

HIGHLAND

HOCKING

HOLMES

HURON

JACKSON

KNOX

LAKE

LAWRENCE

LICKING

LOGAN

LORAIN

MAHONING

MARION

MEDINA

MEIGS

MERCER

MIAMI

MONROE

MORGAN

MORROW

NOBLE

OTTAWA

PAULDING

PERRY PICKAWAY

PIKE

PORTAGE

PREBLE

PUTNAM

ROSS

SANDUSKY

SCIOTO

SENECA

SHELBY

STARK

SUMMIT

TRUMBULL

UNION

VAN WERT

VINTON

WARREN

WASHINGTON

WAYNE

WILLIAMS

WOOD

WYANDOT

CLERMONT

MONTGOMERY

JEFFERSON

MADISON

RICHLAND

ASHLAND

TUSCARAWAS

MUSKINGUM

LUCAS

CHAMPAIGN

I

II

III

IV VII

VI

X

IX

VIII

Reena Kothari Jason Marlatt Rachel Nadal

What? The purpose:

1) To provide tracking and follow up of infants who do not pass their newborn hearing screening.

2) To provide family-centered, habilitative services for infants and toddlers (0-3) with hearing loss or deafness.

Where? There are 9 regional centers or

programs in Ohio.

Each program covers 7-15 counties and has staff to provide family-centered, home-based services.

The program offers:

- Home-based family support.

- Unbiased parent education on communication options.

- Assistance with follow-up audiological appointments and connections to community resources.

The program also offers:

- Guidance in communication and language development.

- Opportunities to interact with the Deaf community.

- Parent to parent support.

- Planning for transition to preschool.

RIHP: Provides services at no cost to

families. Assures that all families enrolled in

the program receive Part C core services.

Coordinates tracking and follow up for newborns identified through Ohio’s newborn hearing screening program.

The Outreach Specialists/Parent Advisors are SKI*HI trained.

SKI*HI is a program developed by Utah State University in Logan, Utah.

SKI*HI is a specialized curriculum that offers nonbiased, ongoing home and family-centered support for infants and children with deafness or hearing loss.

How? The family is contacted within two

working days of receiving the referral. Home visits are made to determine

and meet the needs of the child and family.

RIHP works in partnership with Help Me Grow (HMG) to provide necessary support and intervention.

RIHP Intervention: Four Key Principles about the Coaching Model: Who has how much influence on what How children learn Intervention occurs between visits The child needs maximal intervention

(not maximal services)

Robin McWilliams

The Misplaced Clinic-Based Model

Agenda: Toy bag Home visitor “works with” the child Family’s role during the home visit?

Robin McWilliams

What’s Wrong with the Clinic-Based Model? Suggests that children change/develop

as a result of home visits Oversimplifies the needs that should be

addressed in a home visit, which leads to…

“got a need, get a service” mentality (specialist for every need)

Model and prayRobin McWilliams

ChildFamily

1 Hour 84 Hours

Interventionist

ChildInterventionist

1 Hour

DIRECT SERVICES MODEL

CONSULTATIVE MODEL

Jung

Teacher Therapist Parent

Mahoning & MacDonald

Direct Services Model

Children learn language by communicating Communication and language skills develop

through a child’s active participation in interaction with people.

“No one activity or set of activities magically transforms children’s developmental progress. Rather children’s development evolves from the accumulation of their experiences over time.” Mahoney

Ask yourself: How did I learn a foreign language?

Important Notes: Preverbal children:

Child success = Child having an effect on others (It does not = child talking in ways adults want)

Follow the child’s lead: A child learns when s/he is interested/engaged in an

object, activity, or person Use daily routines:

A child learns through repetition in meaningful situations

The Importance of Imitation:

You are doing something the child can do. It is a compliment to the child. The child will pay more attention. The child will stay in the interaction longer. The child will enjoy it: Communicating can be fun and

not work! MacDonald&Mitchell

Giving the child words: Describe:

What the child is doing and thinking.Things s/he knows.The child’s own intentions.Things or events s/he can control and

manipulate. Use words that have frequent

communicative uses! MacDonald&Mitchell

Language Match: Speak at a level of language the child

currently uses and is in the process of learning.

Children are more likely to imitate, respond to, and remember words closer to their current level of functioning.

Why focus on interaction and not discrete skills?

A child’s words do not come from hard work or teaching.

Instead, they come from easy contacts with people (talking in ways the child can and with words that do something real for the child).