Embedded Files
The order of these topics is dependent on individual family needs. We suggest that you follow the listed topics for the First 6 Visits to ensure that the family has at least touched upon much of the important information they may need to better understand their Deaf child’s unique needs and characteristics. The same way we want families to understand their Deaf child, we need to understand each family’s unique needs and characteristics as well. Developing a strong, trusting relationship with each family will be a predictor of success for home visiting .
The order of these topics is dependent on individual family needs. We suggest that you follow the listed topics for the First 6 Visits to ensure that the family has at least touched upon much of the important information they may need to better understand their Deaf child’s unique needs and characteristics. The same way we want families to understand their Deaf child, we need to understand each family’s unique needs and characteristics as well. Developing a strong, trusting relationship with each family will be a predictor of success for home visiting .
Do not rush to cover each topic in the designated time line. The order is more important than the time frame. Many topics will need to be revisited. The amount of information and time to process the information may vary for each family.
Do not rush to cover each topic in the designated time line. The order is more important than the time frame. Many topics will need to be revisited. The amount of information and time to process the information may vary for each family.
BEFORE THE FIRST HOME VISIT
BEFORE THE FIRST HOME VISIT
Before the First Visit
- Read the family IFSP and outcomes
- Make sure all files are complete
- Contact the family to schedule first visit
- Request interpreter if needed (i.e. ASL, Spanish etc.)
- Have directions to family home
- Have any hand-outs or flyers ready to share with the family
- READ: “What to Do With a Distressed Parent - When ENUF is Enough” By Dr. Ken Moses
THE FIRST HOME VISIT
THE FIRST HOME VISIT
First Visit - Getting to Know You
- Congratulations on New Baby😊
- Introductions – Who you are/Experience/ Role
- Who are the family members/languages used
- Identify with the family all service providers and contacts (see example doc)
- Purpose of home visits (hand-outs)
- Who would family like to involve in the home visits
- Family ‘birth’ story – initial family response to a child with a “difference”; sharing the news with others
- Normalize family’s responses and feelings (this may need to be addressed over-time) Practice ENUF !
- Parent Resource Guide- Spanish/English
- Your baby is Deaf - Nyle video
- Scheduling future visits- Who will be involved? Frequency (check IFSP)/Day/Time
Sources of Family Support Chart .pdf
Whos's Who.docxprgsummary.pdfPRG Spanish.pdfTHE SECOND HOME VISIT
THE SECOND HOME VISIT
Second Visit - Our Common Goals
- READ: ‘Building Relationships’ hand-out
- Check-in with family from previous visit (*see TACTICS Family Guide Home Visiting Check Sheet)
- ‘What ALL Parents Want for Their Children’ (share hand-out)
- Discuss our common priorities and goals
7 Goals All Parents Want for their Children.docxPurpose of Home Visits HandoutFamily Focused Home VisitingEL-Facts%20about%20developing%20Communication%20%20%204-04.pdfEL-Getting%20Started%20with%20Early%20Intervention%204-04.pdfTHE THIRD HOME VISIT
THE THIRD HOME VISIT
Third Visit - The Importance of Language
- Age-Appropriate Expectations
- Language Milestones
- Brief history of Deaf Education results
- LEAD K
Copy of Module1-TipsEnsuringAccess.pdfCopy of Module6-TipsLanguageModeling.pdfCopy of Module6-LanguageDevelopmentTips.pdfCopy of Module6-TipsInteracting.pdf
research-brief-6-children-with-cochlear-implants.pdfDefinitions.pdfvisual-conversations-Pat-Spencer-Gallaudet.pdfresearch-brief-5-eye-gaze-and-joint-attention.pdfTHE FOURTH HOME VISIT
THE FOURTH HOME VISIT
Fourth Visit - Hearing Levels and What They Mean
Fourth Visit - Hearing Levels and What They Mean
- Hearing Levels – Family’s Understanding (add hand-out)
- Medical vs. Educational Perspectives (comparative diagram plus hand-out)
- Anatomy of the Ear and Hearing (pictorial diagram)
- What do all these tests mean? (handout)
- Reading the child’s audiogram (share hearing level simulation if possible) Flintstones website
- Language vs. Speech – What’s the Difference? video
- Language ACCESS vs. Language DEPRIVATION video:
- Listening Technology (hearing aids, cochlear implants) – what they can and can NOT do
- It May Not Be Enough
picture audiogram.docxModule2-EvaluationsEnglish.pdfEL-Cochlear%20Implant%204-04.pdfModule2-TestingHearing.pdfPictorial Audiogram.pdfInfo. on Hearing Levels.pdfTHE FIFTH HOME VISIT
THE FIFTH HOME VISIT
Fifth Visit - Looking at the WHOLE child
- How Children Learn Best
- Early Brain Development
- All Developmental Areas Are Related
- Impact of language on child’s cognitive, literacy and social-emotional development
- Designing the Optimal Learning Environment and Experiences
- Re-visiting High Expectations
- Brain Architecture video
- ALL developmental areas are interrelated
California Infant/Toddler Learning & Development Foundations ...
THE SIXTH HOME VISIT
THE SIXTH HOME VISIT
Sixth Visit - Planning and Mapping Out the Road to Success
- Kindergarten Readiness and Beyond
- Developing a Comprehensive Language Plan
- Share website information: Early Intervention Network: Supporting Linguistic Competence for Children Who are Deaf or Hard of Hearing
Module4-CommunicationLanguageMilestones.pdfModule6-LanguageDevelopmentTips.pdfLanguage Planning Example.pdfLanguage Planning Example.pdf
http://vl2.gallaudet.edu/research/research-briefs/
All the VL2 Research Briefs are available in Spanish and Mandarin.
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