1. Statewide Coordinated Intervention Carol Busch, M.S. Kansas School for the Deaf Olathe, Kansas Kim M. Sykes, M.A., CCC-A Sound Beginnings, Newborn Hearing Screening Topeka, Kansas

2. Faculty Disclosure Information In the past 12 months, we have not had a significant financial interest or other relationship with the manufacturer(s) of the product(s) or provider(s) of the service(s) that will be discussed in our presentation. In the past 12 months, we have not had a significant financial interest or other relationship with the manufacturer(s) of the product(s) or provider(s) of the service(s) that will be discussed in our presentation. This presentation will not include discussion of pharmaceuticals or devices that have not been approved by the FDA nor discussing unapproved or off-label uses of pharmaceuticals or devices. This presentation will not include discussion of pharmaceuticals or devices that have not been approved by the FDA nor discussing unapproved or off-label uses of pharmaceuticals or devices.

3. Statewide Coordinated Intervention Kansas Parent-Infant Consultation Kansas Parent-Infant Consultation KAN PIC: Early Intervention Planning Committee KAN PIC: Early Intervention Planning Committee

4. Objectives Families receive specialized, comprehensive, unbiased information and support. Families receive specialized, comprehensive, unbiased information and support. Service providers receive technical assistance in the form of support, training, and resources. Service providers receive technical assistance in the form of support, training, and resources. Coordinated statewide system Coordinated statewide system

5. Who We Are Planning Committee: Planning Committee: State Level State Level Higher Education Higher Education Service Providers Service Providers State School for the Deaf State School for the Deaf

6. Mission Statement To ensure that families of infants and toddlers with a hearing loss receive comprehensive, unbiased information and support through consultation within the local tiny-k networks. To ensure that families of infants and toddlers with a hearing loss receive comprehensive, unbiased information and support through consultation within the local tiny-k networks.

7. Starting Point CHIP Model CHIP Model Reach Consensus Reach Consensus Make Adaptations Make Adaptations

8. Replicating Model Public agency to hire coordinator Public agency to hire coordinator Number of infants/toddlers determined Number of infants/toddlers determined Funding Funding Key individuals identified Key individuals identified Ongoing inservice training Ongoing inservice training Philosophical beliefs Philosophical beliefs Assessment to measure program goals Assessment to measure program goals

9. Organization Monthly Meetings Monthly Meetings Group E-Mail Group E-Mail PowerPoints PowerPoints Agenda Agenda Summary Summary Folder Folder Conference Room Snacks Computer/Projector Off and Back on Topic Opportunity to Reach Consensus

10. Ongoing Efforts Acronym Acronym Mission Statement Mission Statement Regional Model Regional Model Pilot Region Pilot Region Consultation Model Consultation Model Single Point of Entry Single Point of Entry Network Directors Meeting Network Directors Meeting Family Service Coordination Training Data Collection Child Information Family Outcomes Child Outcomes

11. Ongoing Efforts Other States Other States Hands & Voices Hands & Voices Joint Parent Weekend Joint Parent Weekend Standards & Position Statements from National and Federal Organizations Standards & Position Statements from National and Federal Organizations Communication and Language Assessments Surveyed Networks Adapted from NCHAM and Marion Downs National Center for Infant Hearing

12. Survey Question List the names of specific tests (HELP, MacArthur, Rossetti, Battelle, AEPS, CSBS, SKI*HI, INSITE, IT- MAIS) you use for: Development of the IFSP: Communication Cognition Social-emotional Monitoring Progress: Communication Cognition Social-emotional

13. Who is Providing Services 81% Returned of 36 Networks 81% Returned of 36 Networks 69% Speech-Language Pathologists 69% Speech-Language Pathologists 10% Teachers of the Deaf 10% Teachers of the Deaf 24% Early Childhood Special Educators 24% Early Childhood Special Educators

14. Descriptive Data Numbers-Age & How Many Numbers-Age & How Many Type & Degree of Loss Type & Degree of Loss Frequency of Services Frequency of Services

15. Communication Options 90% Total Communication 90% Total Communication 50% Signed English Systems 50% Signed English Systems 48% Auditory Oral 48% Auditory Oral 38% Auditory Verbal 38% Auditory Verbal 29% American Sign Language 29% American Sign Language 17% Cued Speech 17% Cued Speech 19% Conceptually Accurate Signed English 19% Conceptually Accurate Signed English 12% Bilingual Approach 12% Bilingual Approach

16. Professional Development Needed Evaluation/Assessment Evaluation/Assessment 60% Assessment tools appropriate for 0-36 month old children with hearing loss. Specialized terminology used in assessments of children who are deaf/hard of hearing. 60% Assessment tools appropriate for 0-36 month old children with hearing loss. Specialized terminology used in assessments of children who are deaf/hard of hearing. Communication Communication 64% Strategies to facilitate cognitive and communicative development in children who are deaf/hard of hearing (e.g., visual saliency) consistent with program philosophy. 64% Strategies to facilitate cognitive and communicative development in children who are deaf/hard of hearing (e.g., visual saliency) consistent with program philosophy.

17. Professional Development Needed Audition/Speech Audition/Speech 62% Techniques of stimulation and utilization of residual hearing in children who are deaf/hard of hearing., Effects of room acoustics (noise, reverberation, and distance) on speech recognition and environmental modifications to enhance the listening environment 62% Techniques of stimulation and utilization of residual hearing in children who are deaf/hard of hearing., Effects of room acoustics (noise, reverberation, and distance) on speech recognition and environmental modifications to enhance the listening environment Additional Additional 64% Designing a home environment that maximizes opportunities for visually orientated and/or auditory learning in children who are D/HH 64% Designing a home environment that maximizes opportunities for visually orientated and/or auditory learning in children who are D/HH

18. Challenges Funding Funding tiny-k Department of Health and Environment tiny-k Department of Health and Environment KSD Department of Education KSD Department of Education Qualified Personnel Qualified Personnel

19. Key Components Identified Professionals Identified Professionals Starting Point Starting Point Commitment Commitment Mission Statement Mission Statement Organization Organization Planning Planning Time Time Consensus Building Consensus Building Current Status of Services What You Want to Know How to Get Additional Information Early Intervention Standards/Guidelines Related to Hearing Loss

20. Reference List For more information, see the following: For more information, see the following: CHIP: http://www.csdb.org/chip/ch_main.html CHIP: http://www.csdb.org/chip/ch_main.htmlhttp://www.csdb.org/chip/ch_main.html Mission statements: http://www.refresher.com/!recipe.html Mission statements: http://www.refresher.com/!recipe.htmlhttp://www.refresher.com/!recipe.html Surveys http://www.colorado.edu/slhs/mdnc/, http://www.infanthearing.org/ Surveys http://www.colorado.edu/slhs/mdnc/, http://www.infanthearing.org/http://www.colorado.edu/slhs/mdnc/ http://www.infanthearing.org/http://www.colorado.edu/slhs/mdnc/ http://www.infanthearing.org/ Outcomes: http://www.fpg.unc.edu/~eco/index.cfm Outcomes: http://www.fpg.unc.edu/~eco/index.cfmhttp://www.fpg.unc.edu/~eco/index.cfm Standards/Position Statements: http://www.cec.sped.org/ps/perf_based_stds/deaf_03-12-01.html, http://deafed.net/activities/cec-ced1.htm, http://aappolicy.aappublications.org/cgi/content/full/pediatrics;106/4/798, http://www.cdc.gov/ncbddd/ehdi/documents/jcihyr2000.pdf, http://www.ndepnow.org/ Standards/Position Statements: http://www.cec.sped.org/ps/perf_based_stds/deaf_03-12-01.html, http://deafed.net/activities/cec-ced1.htm, http://aappolicy.aappublications.org/cgi/content/full/pediatrics;106/4/798, http://www.cdc.gov/ncbddd/ehdi/documents/jcihyr2000.pdf, http://www.ndepnow.org/ http://www.cec.sped.org/ps/perf_based_stds/deaf_03-12-01.html http://deafed.net/activities/cec-ced1.htm http://aappolicy.aappublications.org/cgi/content/full/pediatrics;106/4/798 http://www.cdc.gov/ncbddd/ehdi/documents/jcihyr2000.pdf http://www.ndepnow.org/ http://www.cec.sped.org/ps/perf_based_stds/deaf_03-12-01.html http://deafed.net/activities/cec-ced1.htm http://aappolicy.aappublications.org/cgi/content/full/pediatrics;106/4/798 http://www.cdc.gov/ncbddd/ehdi/documents/jcihyr2000.pdf http://www.ndepnow.org/

21. Thank You! Carol Busch, M.S. cbusch@ksd.state.ks.us Kim M. Sykes, M.A., CCC-A ksykes@kdhe.state.ks.us