Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families: Interdisciplinary Perspectives

385 Pages·2015·2.685 MB·English

by  Marilyn Sass-Lehrer

Early Intervention for Deaf and
Hard-of-Hearing Infants, Toddlers,
and Their Families
PROFESSIONAL PERSPECTIVES ON DEAFNESS: EVIDENCE AND APPLICATIONS
Series Editors
Patricia Elizabeth Spencer
Marc Marschark
Social Competence of Deaf and Hard-of-Hearing Children
Shirin D. Antia and Kathryn H. Kreimeyer
Mental Health and Deafness
Margaret du Feu and Cathy Chovaz
Auditory (Re)Habilitation for Adolescents with Hearing Loss
Jill Duncan, Ellen A. Rhoades, and Elizabeth Fitzpatrick
Literacy Instruction for Students Who Are Deaf and Hard of Hearing
Susan R. Easterbrooks and Jennifer Beal-Alvarez
Introduction to American Deaf Culture
Thomas K. Holcomb
Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their
Families: Interdisciplinary Perspectives
Marilyn Sass-Lehrer
Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students
Patricia Elizabeth Spencer and Marc Marschark
Early Intervention for Deaf
and Hard-of-Hearing Infants,
Toddlers, and Their Families
Interdisciplinary Perspectives
EDITED BY MARILYN SASS-LEHRER
1
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Library of Congress Cataloging-in-Publication Data
Early intervention for deaf and hard-of-hearing infants, toddlers and their families :
interdisciplinary perspectives / edited by Marilyn Sass-Lehrer.
pages cm. — (Professional perspectives on deafness: evidence and applications)
Includes bibliographical references and index.
ISBN 978–0–19–995774–3
1. Deaf children—Services for. 2. Hearing impaired children—Services for.
3. Deaf children—Education. 4. Hearing impaired children—Education.
5. Hearing disorders in children—Diagnosis. 6. Hearing disorders in infants—Diagnosis.
I. Sass-Lehrer, Marilyn, 1948-
HV2391.E266 2016
362.4′20832—dc23
9 8 7 6 5 4 3 2 1
Printed in the United States of America
on acid-free paper
To the many outstanding professionals all around the world devoted to
providing infants and toddlers who are deaf or hard of hearing and their
families with the tools necessary for a great start.

CONTENTS
Foreword  ix
Manfred Hintermair
Preface  xv
Marilyn Sass-Lehrer
Contributors  xxiii
PART I EARLY INTERVENTION FOUNDATIONS
1.
What Every Early Intervention Professional Should Know  3
Marilyn Sass-Lehrer, Mary Pat Moeller, and Arlene Stredler-Brown
2.
Developing and Sustaining Exemplary Practice
Through Professional Learning  37
Mary Ellen Nevins and Marilyn Sass-Lehrer
3.
Families: Partnerships in Practice  65
Marilyn Sass-Lehrer, Ann Porter, and Cheryl L. Wu
4.
Legislation, Policies, and the Role of Research
in Shaping Early Intervention  105
Barbara Raimondo and Christine Yoshinaga-Itano
5.
Collaboration with Deaf and Hard-of-Hearing
Communities  135
Paula Pittman, Beth S. Benedict, Stephanie Olson,
and Marilyn Sass-Lehrer
vii
viii Contents
PART II EARLY INTERVENTION PRACTICES
6.
Getting Started: Hearing Screening, Evaluation, and
Next Steps  169
Rachel St. John, Linda Lytle, Debra Nussbaum, and Angela Shoup
7.
Developmental Assessment  199
Amy Szarkowski and Nicole Hutchinson
8.
Collaboration for Communication, Language, and
Cognitive Development  233
Maribel Gárate and Susan Lenihan
9.
Individualized Family Service Plans and Programming  275
Rosemary Gallegos, Kristi Halus, and Jodee Crace
10.
Early Intervention in Challenging National Contexts  305
Claudine Störbeck and Alys Young
Index  329
FOREWORD
WORKING WITH FAMILIES OF DEAF AND HARD-OF-HEARING
INFANTS AND TODDLERS: IS IT A SMOOTH DANCING EXPERIENCE?
The readers of this book may ask themselves what early intervention for
deaf and hard-of-hearing infants, toddlers, and their families may have
to do with dancing. Before I come back to this question, I have some
thoughts at the outset that I would like to share.
This book is a “must-have” for every professional who is working with
families of deaf and hard-of-hearing infants and toddlers, as well as for
students who plan to work in this field. This book may also be of inter-
est to families who want to know what they can expect when an early
intervention provider is knocking on their door after the confirmation
that their child is deaf. Whoever reads this book is offered a masterpiece
of ideas regarding challenges and opportunities in early intervention.
The principles described in this book are based on a comprehensive sur-
vey of recent empirical data and on a strong foundation of the practical
ix