ASHA Learning Pass

This course describes a study that utilizes a multiple baseline across behaviors design to investigate the efficacy of a caregiver training intervention to increase the use of targeted facilitative language techniques (FLTs)—strategies that caregivers use to encourage language development in their children. This study utilizes telehealth to deliver a training program for caregivers of children who are deaf or hard of hearing. The training utilizes an adaptation of the Teach Model Coach Review model (Kaiser & Roberts, 2013) to teach caregivers to implement FLTs with their children. The Language Environment Analysis (LENA) system is used to track carryover of FLTs from intervention to the natural environment.

This course is a recorded technical research session from the 2021 ASHA Convention Virtual Library (session 4687V).

Content Disclosure: The investigation focused on a single intervention approach guided by data from the LENA system. No other intervention model was discussed or compared.

Learning Outcomes
You will be able to:

• Describe Facilitative Language Techniques (FLTs) that caregivers may use to develop language in their children who are deaf or hard of hearing (DHH)
• Discuss the impact of training on caregiver use of FLTs in the natural environment 
• Identify FLTs that are appropriate for caregivers to use with children at various states of linguistic development

Presenter Information

Aleah S. Brock, MEd, CCC-SLP (Presenting Author), is a doctoral candidate in Communication Sciences and Disorders at the University of Georgia. She is also an Assistant Professor of Speech-Language Pathology at the University of West Georgia. Her research interests are focused on early language acquisition in deaf and hard of hearing children, particularly on the impact of parent linguistic input on child language outcomes.

Financial Disclosures:

• No financial relationships relevant to the content of the session

Nonfinancial Disclosures:

• No nonfinancial relationships relevant to the content of the session

Dr. Sandie Bass-Ringdahl, PhD, CCC-A (Nonpresenting Author), has over 20 years of experience conducting research in the area of early vocalization development in populations of children at risk for delayed development. She served as an investigator for a 10-year period on two continuous grants funded by the National Institutes of Health-NIDCD, where her work focused on canonical babble development. She is currently a Clinical Associate Professor at the University of Georgia, where she continues her research on early vocalization development.

Financial Disclosures:

• No financial relationships relevant to the content of the session

Nonfinancial Disclosures:

• No nonfinancial relationships relevant to the content of the session

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by December 9, 2027.

Program History and CE Information

Content origination date: November 2021
End date: December 9, 2027

This course is offered for 0.05 ASHA CEUs (Intermediate level, Professional area).