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Regional Infant Hearing Program REGIONS IX and X Cleveland Hearing & Speech Center and Family Child Learning Center.

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Presentation on theme: "Regional Infant Hearing Program REGIONS IX and X Cleveland Hearing & Speech Center and Family Child Learning Center."— Presentation transcript:

1 Regional Infant Hearing Program REGIONS IX and X Cleveland Hearing & Speech Center and Family Child Learning Center

2 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).


4 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.

5 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.

6 The program offers: - Home-based family support. - Unbiased parent education on communication options. - Assistance with follow-up audiological appointments and connections to community resources.

7 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.


9 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 Ohios newborn hearing screening program.

10 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.

11 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.


13 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

14 The Misplaced Clinic-Based Model Agenda: Toy bag Home visitor works with the child Familys role during the home visit? Robin McWilliams

15 Whats 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 pray Robin McWilliams

16 ChildFamily 1 Hour 84 Hours Interventionist ChildInterventionist 1 Hour DIRECT SERVICES MODEL CONSULTATIVE MODEL Jung

17 Mahoning & MacDonald Direct Services Model

18 Children learn language by communicating Communication and language skills develop through a childs active participation in interaction with people. No one activity or set of activities magically transforms childrens developmental progress. Rather childrens development evolves from the accumulation of their experiences over time. Mahoney Ask yourself: How did I learn a foreign language?

19 Important Notes: Preverbal children: Child success = Child having an effect on others (It does not = child talking in ways adults want) Follow the childs 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

20 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

21 Giving the child words: Describe: What the child is doing and thinking. Things s/he knows. The childs own intentions. Things or events s/he can control and manipulate. Use words that have frequent communicative uses! MacDonald&Mitchell

22 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.

23 Why focus on interaction and not discrete skills? A childs 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).

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