"GOOOOOOD MOOOORRRNNIIIINNNG VEEE-ET-NAM! I have been dying to say that to someone so there it is!" (6/30/11)
So began my email to the homebodies minding the FIRST YEARS "store" while I was away in Vietnam. I joined several FIRST YEARS graduates, faculty, and mentors, who responded to last year's call for volunteers to participate in this year's teacher training program at Thuan An Center in Vietnam.
We also welcome a new class of students from nine different states and Canada, congratulate another of our students who earned LSLS credentials, feature a wonderful resource just developed by the clinicians at one of our mentor sites, and conclude our series, part 3, on "Learning to Listen; Listening to Learn," by highlighting documents in our Reference Library.
A Big Welcome to the Class of 2013!
Congratulations to Shana Smith Lucius!
FYI: AG Bell has a new free, 30-minute online course on the requirements for LSLS certification. Its completion awards 0.5 Academy-approved CEUs. Register/learn more here.
Paying it forward: FIRST YEARS in South Vietnam
As our summer program draws to a close [June 27 - July 22, 2011], it is quite remarkable to reflect on all that was accomplished. In the course of four weeks, we trained 90 teachers who represented 35 schools and early intervention centers throughout South Vietnam, provided training and consultative support to 55 families, fit 30 hearing aids on young children, trained 18 participants in our new audiology program, hosted four webinars between families in the US and Vietnam ... presented to approximately 80 people at the US Consulate in HCMC [Ho Chi Minh City] about pediatric hearing loss ... visited two pediatric hospital audiology clinics ... translated over 600 pages of material and produced four handbooks for our program participants. Eight interpreters worked tirelessly to ensure the content was understood across culture and language differences. We collected data on each child and family that we met with so we can follow their progress over time. It was quite a month for sure! (Stringer, 7/23/2011)So begins the "Curtain Call" for year #2 in a multi-year teacher training program sponsored by the Global Foundation for Children with Hearing Loss, Paige Stringer, Executive Director. FIRST YEARS students, mentors, and faculty joined the team of 16 professionals to participate in the program which, along with the summer training sessions, also involves follow-up "Mobile Missions." 1
Paige created a video of the training program and her blog documents
the team's accomplishments.
Ann Baumann (class of 2007)
Trying to capture in words the warmth of the people we served, the energy and good humor of the team members, the beauty of the children, the faces of parents who struggled to get to appointments and, with apprehension, sought help for their precious children putting this into words ... that has stumped me! The looks of relief or dread as parents and teachers learned more about hearing loss and technology. The worst was the nuns who wanted to know how long a hearing aid would last for a child. When we said 3 to 5 years typically and maybe less in the humidity, one sister almost cried. For some children they have one and only one chance to get a hand-me-down hearing aid and when it dies, there will not be another chance to get a replacement. She mourned for her students.
The smells of the foods being prepared next to the open window classroom while I lectured, the honking of so many motorbikes in the never-before-seen-traffic patterns, the way the participants in the program sang when we went out to dinner without any alcohol! They just loved to sing, laugh and gently tease each other and us! The heat and humidity was memorable for this girl from the Pacific Northwest! (8/31/11)
Kim Hamren, FIRST
Ellen Thomas, faculty
Helen Zuganelis (class of 2005)
Upon returning to Vietnam in 2011, by chance, every child that had been assigned to me was new to the program and I did not see any families or kids I recognized. I felt twinges of sadness about this fact since I had been so excited to reconnect. My last night, I finished up with a family and walked into the next room to see if a colleague needed help. There was my little guy from the previous summer! Mom and grandma jumped up to hug me, which to my understanding is not a common Vietnamese custom. Through the interpreter, they could not stop thanking me for everything I had done for them last summer. They reminded me about the head banging. They described how they had worked on his behavior after I left. Since then, he has replaced the head banging behavior with crossing his arms and making a "pout face." Mom and grandma were so thrilled with this change and so excited to see me they wanted to show it off! It did not take much time for him to get upset about not getting what he wanted. Almost on cue, he turned around, squatted down, crossed his arms and made a pout face! I thought to myself "That experience is the reason I was meant to come back to Vietnam this summer and that experience is the reason I hope to come back again." (9/16/11)
Helen Woolard, photographer
Enjoy her pictorial journey here: helenwoolardphotography.blogspot.com (scroll to begin at July 15, 2011)
Follow up: Ling Sounds: "A rose by another name ..."
In the last issue we shared a discovery about the Ling Sounds: Not all sounds mean the same thing in all cultures! Specifically, as Ann Baumann (class of 2007) wrote in an email: "I don't think the Ling sounds are the same ... or at least, the /s/ for instance, isn't one they'd use in 'polite company' because it is the sound they make to indicate someone is going to the bathroom!" (3/25/11). Subsequent research uncovered that the same problem existed in Cantonese (but not Mandarin).
Elizabeth Cole, author of our Basic Speech Acoustics course, suggested some alternative sounds to use to explain the principle behind the Ling sounds ... which seemed a logical resolution until ... Kathryn Wilson emailed (6/4/11): "All very timely ... I just finished watching a video of one of the Vietnamese teachers sent in for the training. She started the session with the Ling Sounds and she did do the /s/!!!"
What was used? Kathryn solves the mystery:
Having traveled in several countries and working with people from various cultures, I have learned the importance of not doing or saying anything that could be perceived as offensive. The old saying "When in Rome do as the Romans do" is useful advice! As you might imagine, it was a bit of a relief when I watched that video back in June and observed the teacher using all six of the Ling sounds. I began to think that a discussion of the Ling Sounds, how and why we use them would be okay afterall. This proved to be the case. In Vietnamese, there are vowels, consonants, consonant clusters, and then there are "tones." One of the consonants is the "s." The teachers administer ALL the Ling Sounds at the beginning of their sessions and they have learned how to interpret a child's responses. Everyone seemed completely at ease with their understanding and use of the six sound test. Mystery solved!!!
From FIRST YEARS Reference Library
Focus on Learning to Listen; Listening to Learn, Part 3 - Speech Development, Assessment and Intervention
Our upcoming graduates are currently enrolled in the course on Listening & Spoken Language Development & Intervention, co-facilitated by Beth Walker and Sherri Vernelson. In units on auditory, language and speech development, the students explore the theoretical basis of LSL intervention, but soon, using supporting videos and exercises, move from theory to practice. Key resources examined include the Bloom and Lahey Model for Normal Language Development, the Cottage Acquisition Scales for Listening, Language, & Speech (CASLLS), Ling's Basic vocabulary and language guide for hearing impaired children, and the Auditory Learning Guide/ALG, developed by FIRST YEARS instructor Beth Walker.
In part 1 of this series, we shared the Auditory Learning Guide/ALG, examined in the unit on facilitating auditory learning. In part 2 we featured our compilation of Tests & Measurements: Auditory, Speech, Language and General Developmental, covered in the language units.
In the last course unit, on speech development, assessment and intervention, we feature Ling's "PLEs," i.e. the Ling Evaluations for Phonetic and Phonologic3 Levels. Want to learn how to use the PLEs? Come take our course!
Here, in part 3, the conclusion of our series, we highlight the Infant / Toddler Speech Inventory, recommended for children who are not yet able to respond to the tasks required for the PLEs.
YEARS. (2009). Infant
/ Toddler Speech Inventory
And a bit of fun ...
T. (2006). Developmental
Ages for Sound Mastery
6 years old (t, r, l, ing)
7 years old (ch, sh, j, th)
8 years old (s, v, z)
... and the all-around favorite ...
8 years old (s, v, z)
When questioned about her phrase - Who is Steven Van Zandt? - Dara Breitkopf (class of 2011) responded (11/27/10): "He plays with Bruce Springsteen & the E Street Band (which is why I had to include him and get back to my NJ roots!). He's also known as Little Steven ... Little Stevie ... and seen often wearing a bandana. Maybe that will strike your memory. Or maybe not!"
With a bit of help from Wikipedia, that phrase proved one not soon forgotten!
|The best ideas
come from our mentors!
In 2008, Nancy Caleffe-Schenck and Dian Baker developed a wonderful resource Speech Sounds on consonant development and teaching.
Caleffe-Schenck & Baker. (2008). Speech Sounds. A Guide for Parents and Professionals
Separate chapters are devoted to ...
Plosives and Stops - p/b, t/d, k/g... and each identifies child-friendly words, phrases, songs, books, daily-routine and game activities that parents and professionals can use for both stimulation and later on for practice of targets.
When initially published, there was no companion resource for vowel work. Back then, one of the student exercises in our course on Listening & Spoken Language Development & Intervention was to develop similar resources for vowels.
That assignment is no longer. A group of clinicians at the University of North Carolina-Chapel Hill CASTLE program, a mentor site for FIRST YEARS, has just developed Speech Sounds: Vowels. Hot off the press, it is included below:
Sounds: Vowels. A Guide for Parents and Professionals
Feedback Requested on FM Use for Students with Hearing Loss
Please forward to parents ...
Jane Madell, Ph.D., CCC-A/SLP, LSLS Cert. AVT, and Carol Flexer, Ph.D.,
CCC-A, LSLS Cert. AVT, are requesting feedback from parents on whether
their children are using FM systems and, if they are using them, at what
age and in what conditions. Feedback will be used for future publications
and presentations. To participate, direct parents to http://www.surveymonkey.com/s/FMkids
to complete a brief survey. Feedback will be collected until Oct. 1, 2011.
Names in the News
Recent publications by FIRST YEARS faculty, students, and mentors
Now it's your turn!
Job changes? Interesting training opportunities? Additional certifications? New tips & tricks? Please send us your news at FIRST YEARS Webmaster.