What's HATCHing this week?

You Are Invited!

Attention: Parents and Professionals

You’re invited to a FREE online book review and discussion hosted by the Marion Downs Center.

Thirty Million Words: Building a Child’s Brain
by Dana Suskind, MD

Join for an engaging conversation about the powerful role that everyday interactions play in a young child’s language, learning, and development.

Thirty Million Words explores how the words children hear and, even more importantly, the back-and-forth interactions they experience with the people who care for them help build a strong foundation for communication and learning.

During this online workshop, we’ll highlight key ideas from the book, talk about how they apply to real life, and share practical strategies that can be used during everyday routines and interactions with young children.

This workshop is for everyone who is interested in helping young children communicate, including parents and caregivers, graduate students, early intervention providers, educators, speech-language pathologists, and other professionals.

You do not need to read the book to participate! (although it is encouraged!)

Date: October 21st
Time: 7:00-8:00 PM MDT
Location: Online or in person at the Marion Downs Center
Cost: FREE
Registration: Book Talk - Thirty Million Words by Dana Suskind, MD – Fill out form

We hope you’ll join for a relaxed and informative conversation about the extraordinary impact we can have on a child’s language development—one interaction at a time.

Did You Know...

Theory of Mind is the developing understanding that other people have their own thoughts, feelings, wants, knowledge, and perspectives, and that these may be different from our own.

Babies and toddlers who have hearing differences may have less incidental access to everyday conversations about what people think, know, feel, want, and intend. Intentionally making these “invisible” mental states accessible through language, sign, play, and everyday conversation helps provide important foundations for Theory of Mind and social-emotional development. Morgan et al. (2014)

Questions and Phrases to Encourage Theory of Mind Development:

“You want your ball!”
“I think you're looking for Daddy.”
“You look surprised! You didn't expect that.”
“I wonder where the puppy went.”
“Daddy doesn't know we're hiding!”
“Oh! You thought your cup was empty.”
“She looks sad. I wonder why.”
“You wanted the toy, but Sam wanted it too.”
“Grandma didn't see that. She doesn't know what happened.”

“I remember where we put your shoes!”

Books Are a Wonderful Tool for Building Theory of Mind
Reading together gives children a safe and natural way to explore what other people think, feel, know, want, and believe. As you read, pause to talk about what is happening inside the characters, not just what is happening in the story. For DHH babies and toddlers, this is a wonderful opportunity to intentionally make thoughts, feelings, and different perspectives visible and accessible. You don't have to ask a question on every page. Wonder, comment, and model your own thinking, too. The goal is to turn story time into a conversation about the minds behind the story.

Kristi's Communication Corner

Let Them Talk

Recently, I had a few different experiences that reminded me of the same thing: let them talk (or sign/sing/gesture). Last week, while we were in our weekly Friday group, we had a plan for introducing each child. However, it had been a while since we had seen them, so they had a lot to say. They were eager to share stories about their summer, their activities, the books they had read, and all the things they had been doing. So I paused, looked at my "plan" and remembered that the goal of the whole group was really to hear them, to listen to their stories, to watch their language grow. So I smiled and leaned into just listening to them talk.

I was reminded of this during our Tuesdays@10 when Kat had a beautiful presentation ready to share. We had so many families with experiences to share, lessons they had learned, and experiences they wanted to talk about. I watched Kat put aside her plan and listen to the families talk. After all, their connection, their communication, and their sense of community were really the goal.

Last night, through our new initiative with Sanford and Butler, our students and I got to hear from one of our field’s great researchers, Dr. Susan Nittrouer. In her presentation, she shared research that found -- the more children communicate, the better the outcomes.

We all learn through practice, through connection. That's the goal of what we do. I feel honored to be in a place where I get to hear the stories of both children and families, and to be in a place where those stories help me get better by just watching and listening to them grow.

Kristina Blaiser, Ph.D., CCC-SLP, is the Director of Early Intervention Integration at the HATCH lab and a Professor of Speech-Language Pathology at Idaho State University.

Pre-Teach: A Little Preparation Makes Experiences More Meaningful

Have you ever noticed how much easier it is to understand something when you already know a little bit about what to expect? The same is true for our babies and toddlers who have hearing differences.

When our daughter was small, before a special or new activity, I would expose her to the new words she would encounter. I would say the word, use visual cues like pictures, and explain what the word meant. You may say, "Who has time for that?!" and I get it. It did take time and energy to do this intentionally, but the benefits and positive results proved it 100% worth it every time. Additionally, over time, I noticed her vocabulary and comprehension growing and growing!

Imagine you are taking your toddler to the zoo. The zoo is exciting, but it is also busy, noisy, visually stimulating, and full of new things. Your child may see an elephant for the first time while people are talking, children are running by, and animals are moving in the distance. That can be a lot to take in at once!

Instead, start the experience at home. A few days before your trip, look at a book about zoo animals. Talk or sign about the elephant, monkey, lion, giraffe, and zoo. Look at pictures. Make animal sounds. Pretend to stomp like an elephant or stretch tall like a giraffe. Now, when your child arrives at the zoo and sees an elephant, elephant isn't just a brand-new word/sign competing for their attention. They already have a little experience with it, and you can make the connection: “Look! Elephant! We talked about the elephant at home. There it is!” That connection between a familiar word or sign and a real-life experience helps give language meaning.

As our children grow, we can continue this practice and modify it for their needs. Now, with a 14-year-old freshman and an intense school schedule, I create new vocabulary sheets for her to review before each new unit and keep handy in her binder. Currently, we are doing this for Biology, Spanish II, Physical Science, and US History. So many new words and terms! This really helps reduce the listening load and fatigue.

As parents, our main job may be to love and protect our kids, but I think we are more capable than that. With a little good information from specialized providers and some intention, we can have a huge role in positively impacting their futures with love, language, and joy. Give this strategy a try!

Tuesdays@10

Caregivers of young children who have a hearing difference! You are invited!

T@10 is a very supportive, informative, and casual Zoom get-together designed to let you join from wherever you are. We have presentations by providers and parents, and we share stories, tips, and resources to support your family on this journey. Join us and feel the benefit of being part of a supportive, empathetic, and empowered community!

Join Tuesdays@10 Here!

Lantern

Text HEAR to 274 448!

The HEAR program is a specialty track within Lantern’s larger network, specifically designed for families of children ages birth to 3 years with suspected or confirmed hearing loss. Messages are a mix of information and encouragement, delivered once per week for 6 months. The program is available in English and Spanish.

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Resource Hub

We always want you and your family to have access to good-quality, evidence-informed, information that can support your journey of raising a child with a hearing difference. Please check out our trusted resources and empower yourself!

HATCH Family Support

Off To A Great Start!

EHDI Pals- Family Resources

Hearing First

American Society For Deaf Children

Idaho Hands & Voices Chapter

Hands & Voices Main Website

Who Are We?

We are HATCH Family Support, which is the family-to-family support arm of the HATCH (Helping Adults Talk to Children) lab at Idaho State University. Co-Directed by Kristina Blaiser, Ph.D., CCC-SLP, a professor in Communication Sciences and Disorders and years of experience teaching language strategies to the families of young children who have a hearing difference, and Kat Ross, a parent of a child with a hearing difference and years of experience in family-to-family support in Idaho. We provide family centered, statewide outreach, support, and evidence-informed resources to families who have children identified with a hearing difference.

Kristina Blaiser, Ph.D., CCC-SLP

Director of Early Intervention Integration

kristina.blaiser@isu.edu

(208)859-0703

Kat Ross, Parent

Director of Family Support

kathleenross2@isu.edu

(208)407-3726

What's HATCHing this week? What's HATCHing this week?

You Are Invited!

Did You Know...

Kristi's Communication Corner

Tuesdays@10 Tuesdays@10

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