EAA 2025 Summer Conference
June 17 – 19, 2025
CONFERENCE SCHEDULE
Tuesday, June 17th
Registration Open – 3:00 pm – 5:30 pm
5:30 pm – 7:00 pm – Welcome Reception and Exhibits
5:30 pm – 7:3pm – Poster Sessions
Poster Sessions (Instructional level varies):
Empowering Students: Enhancing Accessibility Through Hearing Technology in Schools
This poster explores innovative, practical strategies for implementing and managing hearing technology to support students with hearing loss and auditory processing challenges. As an educational audiologist in a diverse public school district, I share insights into overcoming barriers like staff training, resource limitations, and lack of awareness. Through real-world case studies and data, attendees will learn how to integrate FM/DM systems into classroom settings, build teacher and staff buy-in, and develop tailored approaches for underserved student populations. This presentation also highlights ways to advocate for equitable resources and foster collaboration among educators, families, and audiologists to ensure academic success. Attendees will gain actionable tools and strategies to enhance accessibility, improve student outcomes, and advance inclusive practices in their own educational settings.
Learning Outcome 1: Attendees will be able to evaluate effective methods for integrating FM/DM systems into classrooms to enhance accessibility.
Learning Outcome 2: Attendees will be able to analyze barriers to hearing accessibility in schools and identify actionable solutions.
Learning Outcome 3: Attendees will be able to apply collaborative strategies among audiologists, educators, and families to advocate for students with hearing challenges.
Presenter: Marli Gathright
Dr. Marli Gathright is a dedicated educational audiologist with a strong background in pediatric audiology. She earned her Doctor of Audiology (Au.D.) degree in 2023 and holds the Certificate of Clinical Competence in Audiology (CCC-A) from ASHA. Dr. Gathright’s clinical experience includes specialization in tinnitus management, sound sensitivity, vestibular disorders, and auditory processing evaluations, equipping her with the expertise to address diverse auditory challenges.Currently serving as the sole educational audiologist for Kansas City, Kansas public schools, Dr. Gathright provides comprehensive services, including hearing and auditory processing evaluations, assistive technology implementation, and collaboration with educators and families. Her role emphasizes creating inclusive and accessible learning environments for students with diverse hearing needs.Dr. Gathright’s professional passions include advancing hearing healthcare accessibility in schools, advocating for students with hearing and auditory processing challenges, and integrating cutting-edge technology to enhance auditory access and educational outcomes.
Bridging the Gap: Addressing Auditory Processing Challenges in Educational Audiology
Auditory Processing Disorder (APD) presents unique challenges for students in educational settings, affecting their ability to process auditory information and leading to difficulties in learning and communication. Educational audiologists play a critical role in identifying APD, implementing interventions, and collaborating with educators and families to provide effective support. This poster explores best practices for integrating auditory processing assessments into school-based audiology programs, evidence-based intervention strategies, and ways to advocate for students with APD. Topics include the use of FM/DM systems, classroom accommodations, and structured therapy approaches that address auditory discrimination, memory, and comprehension difficulties. Attendees will gain actionable strategies for improving APD identification in schools, fostering interdisciplinary collaboration, and implementing targeted interventions that enhance student success.
Learning Outcome 1: Attendees will be able to identify key indicators of Auditory Processing Disorder (APD) in school-aged children and assess its impact on learning.
Learning Outcome 2: Attendees will be able to demonstrate effective strategies for integrating FM/DM technology and classroom accommodations to improve accessibility for students with APD.
Learning Outcome 3: Attendees will be able to apply collaborative approaches to support students with APD through individualized education plans (IEPs) and teacher training initiatives.
Presenter: Marli Gathright
Dr. Marli Gathright is a dedicated educational audiologist with a strong background in pediatric audiology. She earned her Doctor of Audiology (Au.D.) degree in 2023 and holds the Certificate of Clinical Competence in Audiology (CCC-A) from ASHA. Dr. Gathright’s clinical experience includes specialization in tinnitus management, sound sensitivity, vestibular disorders, and auditory processing evaluations, equipping her with the expertise to address diverse auditory challenges. Currently serving as the sole educational audiologist for Kansas City, Kansas public schools, Dr. Gathright provides comprehensive services, including hearing and auditory processing evaluations, assistive technology implementation, and collaboration with educators and families. Her role emphasizes creating inclusive and accessible learning environments for students with diverse hearing needs. Dr. Gathright’s professional passions include advancing hearing healthcare accessibility in schools, advocating for students with hearing and auditory processing challenges, and integrating cutting-edge technology to enhance auditory access and educational outcomes.
Managing Auditory Processing Difficulties using Low-Gain Amplification Devices
Auditory processing difficulties (APD) pose as a challenge for individuals with normal hearing acuity, especially in noisy environments. Although frequency modulation (FM) systems provide benefits like improved speech perception and classroom listening behaviors, these devices are not always practical and the benefits can be limited if both the speaker and listener are not using the device properly (Friederichs & Friederichs, 2005) (Roup et al., 2018). Low-gain amplification devices have recently been added to the recommendations that patients with APD have been receiving. Low-gain amplification devices have demonstrated improvements in speech-in-noise performance as well as self-reported outcomes for adults with perceived hearing difficulties (Roup et al., 2018). This retrospective study evaluates the potential of low-gain amplification devices for individuals with APD or perceived hearing difficulties focusing on candidacy, fitting protocols, and outcome measures. Data from patients evaluated at the Auburn University Speech and Hearing Clinic from 2020 to 2025 highlight the clinical benefits of low-gain amplification devices and their role in improving functional listening.
Learning Outcome 1: Attendees will be able to identify the characteristics and candidacy criteria for individuals with APD or perceived hearing difficulties who may benefit from low-gain amplification devices.
Learning Outcome 2: Attendees will be able to explain the fitting protocols and key considerations for optimizing the use of low-gain amplification devices in clinical settings.
Learning Outcome 3: Attendees will be able to evaluate the outcomes associated with low-gain amplification device use, including improvements in speech-in-noise performance and self-reported listening experiences.
Presenters: Kensley Brewis, Aurora Weaver, and Alisha Jones
Kensley Brewis is an aspiring audiologist with a Bachelor of Science in Speech, Language, and Hearing Sciences from Auburn University. Currently a second-year Doctor of Audiology (Au.D.) student at Auburn University, Kensley is deeply committed to advancing auditory healthcare and education.Her professional interests focus on rural healthcare and pediatrics, emphasizing the importance of accessible and tailored hearing solutions for underserved populations. In addition to her academic pursuits, Kensley serves as a graduate assistant within Auburn University’s Office of Student Affairs, where she supports initiatives that enhance student engagement and success.Kensley is also a student researcher in the Auditory Music and Perception Lab under the mentorship of Aurora Weaver, Au.D., Ph.D. Her research explores auditory processing, contributing valuable insights to the field of audiology. Through her academic, professional, and research endeavors, Kensley has a passion for innovation, inclusivity, and excellence in audiology. She aims to make a lasting impact on the field by bridging gaps in healthcare access and fostering a deeper understanding of auditory science.
Dr. Aurora Weaver is an accomplished academic and clinician with nearly a decade of experience in audiology education and research. She is an Associate Professor in Auburn University’s Department of Speech, Language, and Hearing Sciences, where she primarily mentors Doctor of Audiology (Au.D.) students. Her teaching portfolio includes diagnostic audiology, advanced amplification, and professional issues in audiology, reflecting her commitment to preparing future audiologists for excellence in clinical practice. Dr. Weaver earned her Ph.D., Au.D., and Bachelor of Science degrees from Ohio University, establishing a strong foundation in auditory sciences. Her research is conducted within Auburn University’s Auditory and Music Perception Lab, where she explores developmental psychoacoustics, central auditory processes, auditory working memory, and the benefits of auditory and musical training on neuroplasticity. This work contributes valuable insights into the intersection of auditory health, cognition, and music.
Dr. Alisha Jones is an Associate Professor in the Department of Speech, Language, and Hearing Sciences at Auburn University. With a distinguished academic background, Dr. Jones earned her Ph.D., Au.D., and Bachelor of Science degrees from the University of South Alabama, showcasing her lifelong dedication to advancing auditory health and education. Dr. Jones leads the Hearing Education and Aural Rehabilitation Lab, where her research focuses on acceptable noise levels, aural habilitation and rehabilitation, pediatric audiology, and auditory processing disorders. Her work contributes to improving auditory outcomes and quality of life for individuals across the lifespan. In her teaching role, Dr. Jones offers a diverse range of courses that reflect her expertise, including Hearing Rehabilitation, Pediatric Audiology, Aural Habilitation, Balance Disorders, Implant Technology, and Counseling. These courses are integral to preparing students for successful careers in audiology and related fields.
Gamification Hearing Screenings GESv3: A Validation Study
Over the last few years, the Auditory and Music Perception Lab at Auburn University has been working with computer programmers toward developing the Auburn Graded Early Skills (AGES) app-based hearing screening tool to increase access of hearing screenings to the community. The AGES app protocol is consistent with hearing screening using the gold-standard. However sensitivity and specificity needs to be improved by working with computer programmers. Data will then be taken on individuals’ performances on both the AGES app and the gold standard to validate the AGES app’s accuracy.
Learning Outcome 1: Attendees will be able to identify the ways that the AGES app functions similarly to a gold-standard hearing screening.
Learning Outcome 2: Attendees will be able to explain why the AGES app would be a good option for screening preschool-age children.
Learning Outcome 3: Attendees will be able to understand how to perform a hearing screening utilizing the AGES app.
Presenters: Harper Andrews and Aurora Weaver
My name is Harper Andrews, and I am a current junior at Auburn University majoring in Speech, Language, and Hearing Sciences. Since Fall of 2023, I have been a volunteer in Dr. Aurora Weaver’s Auditory and Music Perception Lab, and starting in Summer of 2024, I have been working with her on my own project as part of Auburn University’s Undergraduate Research Fellowship Program. This project focuses on making hearing screenings more accessible through the Auburn Graded Early Skills platform (AGESapp). We have been working to increase the app’s specificity and sensitivity by collaborating with computer programmers. My professional goal is to go to Graduate school for my AuD and become a pediatric audiologist. My interests are in pediatric amplification, diagnostics, and healthcare accessibility.
Dr. Aurora Weaver is an accomplished academic and clinician with nearly a decade of experience in audiology education and research. She is an Associate Professor in Auburn University’s Department of Speech, Language, and Hearing Sciences, where she primarily mentors Doctor of Audiology (Au.D.) students. Her teaching portfolio includes diagnostic audiology, advanced amplification, and professional issues in audiology, reflecting her commitment to preparing future audiologists for excellence in clinical practice. Dr. Weaver earned her Ph.D., Au.D., and Bachelor of Science degrees from Ohio University, establishing a strong foundation in auditory sciences. Her research is conducted within Auburn University’s Auditory and Music Perception Lab, where she explores developmental psychoacoustics, central auditory processes, auditory working memory, and the benefits of auditory and musical training on neuroplasticity. This work contributes valuable insights into the intersection of auditory health, cognition, and music.
Educational Audiology is a Related Service Under the Individuals with Disabilities Education Act (IDEA): Does the Service Exist in the Rhode Island Public Schools?
Educational audiologists (EdAuds) are related service providers under the Individuals with Disabilities Education Act, however many Deaf and Hard of Hearing (DHH) students are not receiving this service. In 2016, there were 1,273 full-time EdAuds in public schools across the U.S. (DeConde Johnson & Seaton, 2021), however EdAud information from Rhode Island has not been reported (McCormick Richburg & Smiley, 2009). Our survey sent to Rhode Island special education directors attempted to identify the state of educational audiology offered to DHH students in public schools and addresses the following research questions: -Who are service providers for Deaf and Hard of Hearing students in Rhode Island public schools? -What do Rhode Island special education directors know about educational audiology?
Learning Outcome 1: Attendees will be able to identify which professional recommends HAT systems in RI school districts.
Learning Outcome 2: Attendees will be able to identify which professional fits HAT systems in RI school districts.
Learning Outcome 3: Attendees will be able to identify which professional troubleshoots HAT systems in RI school districts.
Presenters: Kym Meyer and Meaghan Marcoux
For over 30 years, Kym Meyer, Ph.D., CCC-A has worked in deaf education as a teacher, early intervention provider, educational audiologist and program administrator. In 2002, she created Public School Partnerships, the first Massachusetts educational audiology and deaf education consultation program at The Learning Center for the Deaf, cultivating expertise in transitioning deaf/hard of hearing (DHH) children from early intervention to appropriate and accessible preschool services. In 2021, she graduated with a PhD in special education from UMass-Amherst, studying the Massachusetts teacher of the deaf shortage. Since 2022, she has been Assistant Professor in the Speech-Language-Hearing Sciences Department at Worcester State University, teaching aural rehabilitation, disability studies, disability history, and research methods, as well as providing clinical supervision to graduate speech-language pathology students working with early intervention DHH clients. She serves on several state and national advisory boards focusing on best practices in language development for DHH children.
Meaghan Marcoux is a 2024 graduate of the Speech-Language-Hearing Sciences Department at Worcester State University, Worcester, MA, and is looking forward to beginning an AuD program in 2025.
Aided QuickSIN Scores for Verified NAL-NL2 Targets Versus a Manufacturer’s Initial Fit
This study compared real-ear measurements to a manufacturer’s initial fit method and examined the difference in speech in noise scores. Participants included seventeen experienced hearing aid users. Each participant completed pure-tone audiometry which included air and bone conduction, otoscopy, and tympanometry. Participants were then fit with a pair of demo hearing aids with the two fitting methods, real-ear measurements and a manufacturer’s initial fit, and were tested in the sound booth with the QuickSIN. Results indicated that when participants were fit with real-ear measurement targets, their speech in noise scores significantly improved.
Learning Outcome 1: Attendees will be able to identify the difference between hearing aid fitting methods in terms of gain provided between real-ear measurements versus a manufacturer’s first fit.
Learning Outcome 2: Attendees will be able to identify the importance of performing real-ear measurements at the time of the hearing aid fitting.
Learning Outcome 3: Attendees will be able to understand and explain the difference in QuickSIN scores between two hearing aid fitting methods.
Presenter: Olivia Riemer
Dr. Olivia Riemer is a pediatric audiologist at Children’s Hospital of Wisconsin and specializes in the diagnosis and management of hearing loss from newborns to early adulthood. Dr. Riemer holds a Doctorate in Audiology from the University of Wisconsin Audiology Consortium and is certified by the American Speech Language and Hearing Association. She is also a member of the Educational Audiology Association. Her interests include diagnostic evaluations, device management, educational audiology, and advocacy. Dr. Riemer is inspired by the opportunity to make a tangible difference in the lives of children whether it’s through early intervention, diagnostic assessments, or enriching communication. Dr. Riemer is dedicated to fostering a compassionate environment where every child feels valued, hear, and supported on their journey with audiology.
Meeting the hearing care needs of children with complex disabilities: challenges and insights from educational audiologists & related professionals
School-age children with complex support needs receive special education services to achieve academic standards. These students may present with speech, motor, and sensory challenges. Educational audiologists play a critical role in supporting these students; however, hearing loss is both under-identified and underserved in this diverse population. This project aims to identify and describe the challenges faced by audiologists and related professionals in providing hearing care to students with complex needs. This project gathered input from 34 participants, including educational audiologists, autism spectrum disorder consultants, and educators. Individuals participated in group interviews. The interview transcripts are undergoing content analysis to identify themes and sub-themes. The coding process is being cross-checked with discrepancies resolved through discussion. The data will be organized into categories and meaning units to allow for analysis and discussion. This project will provide information regarding challenges to audiologic care in the educational setting and suggestions for improved service provision.
Learning Outcome 1: Attendees will be able to identify challenges reported by educational audiologists in delivering audiologic care to children with complex support needs.
Learning Outcome 2: Attendees will explore potential solutions reported by educational audiologists to overcome common challenges in providing audiologic care to children with complex support needs.
Learning Outcome 3: Attendees will understand the importance of multidisciplinary collaboration between audiologists and other school-based personnel in addressing hearing care for children with complex support needs.
Presenters: Hannah Siburt and Nancy Quick
Dr. Siburt is an Associate Professor and the Director of the Division of Speech and Hearing Sciences, University of North Carolina School of Medicine, Chapel Hill, NC. She also serves as a LEND faculty member at UNC. Her clinical and research interests include supporting children and families with hearing loss and complex needs.
Dr. Quick is an Assistant Professor at the Center for Literacy and Disability Studies, University of North Carolina School at Chapel Hill. Her research interests focus on improving communication and literacy outcomes for students with complex support needs and hearing loss.
Emergency Preparedness for Deaf, DeafBlind, and Hard of Hearing Students
Emergencies can happen at any time and in any setting. It is important to prepare for these situations so that all students remain safe. There are certain considerations that need to be made when thinking about the safety of students who are deaf, deaf-blind, or hard of hearing in emergency situations. This poster presentation identifies current practices, shares ideas on how to improve, and discusses the importance of bringing awareness to this topic.
Learning Outcome 1: Attendees will be able to recognize current trends in how they and others approach emergency preparedness for students who are deaf, deaf-blind, or hard of hearing.
Learning Outcome 2: Attendees will be able to identify ways in which emergency preparedness can be addressed to ensure safety of students (IEP accommodations, building-wide advocacy, direct instruction in self-advocacy skills).
Learning Outcome 3: Attendees will be able to explain the reasons why this topic is important to discuss and what considerations are important to remember when thinking about safety for students who are deaf, deaf-blind or hard of hearing.
Presenter: Sarah Schraufnagel
Sarah Schraufnagel, AuD, graduated from the University of Minnesota – Twin Cities in 2019 and has been working in the educational setting ever since. Sarah is currently an active member of the Educational Audiology Association and serves as a Minnesota state representative for the organization. Sarah’s younger brother was diagnosed with bilateral sensorineural hearing loss when he was 2.5 years of age. As an older sibling of an individual who was diagnosed with hearing loss at a young age, her passion for educational audiology stems from a desire to help other families like hers. Sarah currently works with 14 school districts in regions 5 and 7 of Minnesota.
Wednesday, June 18th
8:00 am – 9:30 am – Keynote: Soundtrack of Silence
Matt was a sophomore in college when he finds out he is going to lose his hearing. He coasts through the early years of his diagnosis in denial, but as his hearing aids get bigger and bigger, Matt realizes he wants to capture the sounds that are slipping away: his girlfriend’s voice, the click of her heels, and especially, the songs of their invincible youth. Matt starts listening to music with a new appreciation — truly studying it, as he curates the soundtrack for the rest of his life. Behind each song, there is a coming-of-age story about freedom, tragedy, and falling in love. When Matt’s hearing eventually fades to nothing, the silent soundtrack in his head takes on a role he never imagines. The audience for his story of overcoming the physical, mental and emotional challenges always changes but his authentic delivery never does. He shares his message in hopes to keep someone from ever feeling as lost, helpless and alone as he did the day he woke up deaf…the day sound became only a memory.
Learning Outcome 1: Attendees will be able to describe the emotional and psychological impact of progressive hearing loss.
Learning Outcome 2: Attendees will be able to explain how sound and music can shape personal narratives, relationships, and emotional resilience, even when hearing is lost.
Learning Outcome 3: Attendees will be able to describe how authentic storytelling fosters empathy and supports mental health.
Presenter: Matt Hay
Matt Hay, MBA has a long journey toward deafness and even longer journey toward learning to “hear” again with an experimental brainstem implant. He first publicly shared his story on a National Public Radio (NPR) podcast titled Soundtrack of Silence. The intimate, funny and authentic peek at what it’s like to start a career, fall in love and build a life while battling a rare disease inspired actor Channing Tatum and Paramount Pictures to option the motion picture rights to Matt’s life story. Matt’s memoir Soundtrack of Silence was released in January 2024 by St. Martin’s Press, an imprint of Macmillan.
When Matt isn’t adding tracks to the soundtrack of his life, he passionately supports the hearing loss community as a member of the Columbia University Genetic Counseling Advisory Board and served as a consultant to the St. Joseph Institute for the Deaf. He’s proudly served as a Congressional lobbyist for neurofibromatosis (NF) research funding, the genetic disorder that caused his hearing loss, and has raised money for NF research by doing endurance events, including an Ironman Triathlon and most recently, the Boston Marathon. Matt currently serves the rare disease community as the US Director of Advocacy for a global biopharmaceutical company.
9:45 am – 11:15 am
Least Restrictive Environment – what does that mean for DHH students?
Least Restrictive Environment (LRE) can be confusing and how it applies to Deaf/hard of hearing (DHH) students often is not well understood by school administrators. This presentation will share a recently published document outlining federal laws, policy guidance and best practice guidelines for school teams to follow when considering the LRE for DHH children.
Learning Outcome 1: Attendees will be able to explain how Least Restrictive Environment (LRE) is interpreted by federal policy.
Learning Outcome 2: Attendees will be able to explain how assessment drives goals, which drives placement.
Learning Outcome 3: Attendees will be able to explain the continuum of alternative placements.
Presenter: Kym Meyer, PhD, CCC-A
For over 30 years, Kym Meyer, Ph.D., CCC-A has worked in deaf education as a teacher, early intervention provider, educational audiologist and program administrator. In 2002, she created Public School Partnerships, the first Massachusetts educational audiology and deaf education consultation program at The Learning Center for the Deaf, cultivating expertise in transitioning deaf/hard of hearing (DHH) children from early intervention to appropriate and accessible preschool services. In 2021, she graduated with a PhD in special education from UMass-Amherst, studying the Massachusetts teacher of the deaf shortage. Since 2022, she has been Assistant Professor in the Speech-Language-Hearing Sciences Department at Worcester State University, teaching aural rehabilitation, disability studies, disability history, and research methods, as well as providing clinical supervision to graduate speech-language pathology students working with early intervention DHH clients. She serves on several state and national advisory boards focusing on best practices in language development for DHH children.
Why Should Educational Audiologists Be Concerned With Legislation That Relates to Medicare? What Are Some Legislative Proposals That Affect Educational Audiologists?
This presentation aims to illuminate the current and relevant legislation affecting audiology and various school-based services. It will delve into the vital role of advocacy in promoting meaningful change and improving the quality of essential services for students. Attendees will be presented with concrete legislative examples that illustrate the impact of advocacy efforts. Additionally, practical strategies will be shared to empower individuals to become informed and effective advocates. We will explore key skills, depth of knowledge, and the right mindset necessary for advocating successfully in this field, ensuring that participants are equipped to make a difference in this profession.
Learning Outcome 1: Attendees will be able to explain the significance of legislative issues related to older populations and how they impact children and adolescents.
Learning Outcome 2: Attendees will be able to be equipped to identify and discuss current legislative initiatives that directly influence the lives and education of children and students.
Learning Outcome 3: Attendees will be able to develop the skills necessary to effectively advocate for or against specific policies and practices that shape the experiences and opportunities available to children and students.
Presenter: Tena McNamara, AuD
Dr. Tena McNamara is employed as an audiologist with Midwest Children’s Therapy and is the coordinator of the Cultural and Informational Hearing Center in Peoria, IL. She retired as an associate professor from the Communication Disorders and Sciences Department at Eastern Illinois University and as an educational audiologist with the Special Education Association of Peoria County after 27 years. She has been a practicing audiologist for over 40 years, with dual certification in speech-language pathology for 33 years. Her concentration is on aural habilitation/rehabilitation therapy, audiological assessment, literacy, and (central) auditory processing diagnostics/therapy. She co-chaired the American Speech Language Hearing Association (ASHA) 2021 Convention and the Illinois Speech Language Hearing Association (ISHA) 2010 and 2011 Conventions. She has served as President of ASHA, ISHA, and the Educational Audiology Association (EAA). Dr. McNamara has received the distinguished Fellowship of the Association Award from ASHA and ISHA.
Supporting Students with Auditory Processing Disorder
An increasing number of children are being identified with auditory processing disorder. There are a growing array of tools available to audiologists to diagnose, describe, and treat auditory processing problems. This presentation will provide education in diagnosis and treatment of students with auditory processing disorder in an educational environment. The goal is to help audiologists increase services in this area and provide much-needed support to students who do not fit into the traditional models of hearing impairment. By the conclusion of the presentation, participants will be able to perform screenings and/or evaluations for auditory processing disorder and recommend treatment for diagnosed conditions.
Learning Outcome 1: Attendees will be able to describe relevant assessments for screening and diagnosing auditory processing disorders.
Learning Outcome 2: Attendees will be able to identify possible treatment options for children with auditory processing disorder.
Learning Outcome 3: Attendees will be able to describe the tools and procedures necessary to begin performing auditory processing evaluations.
Presenters: John Coverstone, AuD and Gail Whitelaw, PhD
Gail M. Whitelaw, PhD is an audiologist, clinic director, clinical professor, and audiology preceptor at The Ohio State University in Columbus, OH. She provides clinical care in the areas of tinnitus assessment and treatment, sound tolerance disorders, auditory processing disorders, and educational audiology consulting. Additionally, she precepts students in the AuD program at Ohio State in these areas. Dr. Whitelaw also serves as the audiology faculty member on the Leadership Education in Neurodevelopmental Disorders (LEND) grant, a federal training grant funded by Maternal and Child Health (MCH), to address needs of children with developmental issues and their families in an interdisciplinary team model. Dr. Whitelaw has served as the program chair of the Ohio School Speech Pathology and Educational Audiology Coalition meeting (OSSPEAC), the President of the Ohio Academy of Audiology, and the President of the American Academy of Audiology.
John A. Coverstone, AuD, is the President and CEO of Sentient Healthcare, an audiology consulting company and parent company of Audiology Ear Care clinic in New Brighton, MN. Dr. Coverstone provides clinical and educational audiology services, including those for adults and children with hearing loss, auditory processing disorders, tinnitus, misophonia, and hyperacusis. Dr. Coverstone has worked as an educational audiologist for over fifteen years, including serving the state school for the Deaf, public, private and charter schools. Dr. Coverstone received bachelor’s degrees in Speech Communication and in Speech & Hearing Science from Portland State University. He received a master’s degree from Portland State University and an AuD degree from Salus University.
11:30 am – 1:00 pm Lunch – EAA Annual Meeting and Frederick S. Berg Award Presentation
1:30 pm – 3:00 pm
Exploring the Use of Virtual Reality Simulations to Promote Teacher Understanding of Hearing Loss: A Mixed Methods Study
The classroom is crucial for learning, social skill development, and fostering community. For students who are deaf or hard of hearing and attending their neighborhood school alongside peers with typical hearing, teacher understanding of hearing loss is essential. Traditional teacher education on hearing loss such as explaining the audiogram and discussing hearing technology, may not fully convey the communication challenges these students face. Virtual reality (VR) simulations offer an immersive experience and may help teachers better understand hearing and its relationship with communication access. In this study we explored how VR simulations might enhance teachers’ understanding of hearing loss, comparing them to traditional hearing education support activities.
Presentation Learning Outcome 1: Attendees will be able to explain how virtual reality simulations work.
Presentation Learning Outcome 2: Attendees will be able to describe how virtual reality simulations have been used in health education.
Presentation Learning Outcome 3: Attendees will be able to describe teacher experiences using virtual reality simulations to learn about hearing loss.
Presenter: Dave Gordey, PhD
Dave Gordey, Ph.D. has over 25 years of experience as a pediatric audiologist. He is the Director of Pediatric Audiology and Research at Oticon Global and an adjunct professor at Western University. His research focuses on pediatric hearing aids, counseling, functional communication deficits in children with normal peripheral hearing, and parent hearing health literacy. In October 2023, he received the President’s Award from the Canadian Academy of Audiology for his outstanding contributions.
Introducing Colorado’s Educational Model of APD: A Framework Developed By and For Educational Audiologists
Colorado is one of a few states in the country to have a comprehensive set of guidelines for assessment and management of auditory processing deficits (APD) in the school setting. The first guidance document was released in 1997 and later revised in 2008. A 2024 revision has just debuted and this presentation will highlight what’s new and improved. Notable changes include: a modernized transdisciplinary continuum for discussing listening difficulties in the school age population; a holistic and efficient suggested audiological assessment framework; new criteria for identification of an educationally significant auditory processing deficit; and enhanced, practical, school-based interventions focused on top down and bottom up strategies.
Learning Outcome 1: Attendees will be able to discuss Colorado’s educational model of auditory processing including the transdisciplinary nature of listening difficulties in the school setting.
Learning Outcome 2: Attendees will be able to describe the three factor method of assessment and how it applies to an audiological assessment of auditory processing.
Learning Outcome 3: Attendees will be able to identify new recommended criteria for determination of an educationally significant APD.
Presenter: Lisa Lisowe, AuD
Lisa Lisowe, AuD, CCC-A, serves part-time as the audiology coordinator for the Colorado Department of Education where she provides technical assistance and professional development to Colorado’s network of educational audiologists. She is newly retired from her long-time role as an educational audiologist in Denver Public Schools, and has joined the University of Northern Colorado as an adjunct lecturer for the AuD graduate program. Dr. Lisowe has over 30 years experience practicing audiology in Colorado and has recently started a consulting practice, Educational Audiology Partners, LLC. She has been active nationally with both the Educational Audiology Association as well as American Speech-Language-Hearing Association and has participated in numerous state activities and committees.
Development and Assessment of Voice Emotion Perception In Preschool-Aged Children With and Without Hearing Loss
The ability to perceive different voice emotions is important in the development of social-emotional, cognitive and communication skills, and is related to quality of life. Therefore, aural habilitation programs for children who are deaf/hard of hearing (DHH) should include assessments and interventions for voice emotion perception. However, clinical assessment and intervention tools are lacking, particularly for young children. One reason for this lack of tools is that the development of voice emotion perception in young children who are DHH is not well understood. This gap in knowledge is driven by a lack of age-appropriate assessment protocols and procedures. This presentation will review the current state of knowledge related to the development of voice emotion perception and its relationship to other areas of development. It will also present the results of a recent research study, which was in part funded by the EAA’s Noel Matkin grant, that was designed to evaluate the development of voice emotion perception in 3- to 5-year-old DHH and TH children. Lastly, implications for future research and the development of clinical assessment and intervention tools will be discussed.
Learning Outcome 1: Attendees will be able to explain the current state of knowledge related to voice emotion perception development.
Learning Outcome 2: Attendees will be able to identify how voice emotion perception influences other areas of development.
Learning Outcome 3: Attendees will be able to identify issues related to age-appropriate assessment protocols related to voice emotion perception and their relationship to future research and the development of clinical assessment and intervention tools.
Presenter: Monika-Maria Oster, PhD, CED, LSLS cert. AVT
Monika-Maria (Mona) Oster, Ph.D., CED, LSLS cert. AVT, is a teacher of the deaf, LSL Mentor, and auditory researcher. Dr. Oster completed her graduate education in Speech and Hearing Sciences at the University of Washington and in Early Intervention in Deaf Education at Fontbonne University. As the Education and Research Director she leads the preschool-age educational programming and research at Listen and Talk (Kirkland, WA), which is a specialized program that supports children who are deaf/hard of hearing and their families. Dr. Oster is also a Lecturer and Research Associate in the Communication Sciences and Disorders Department at Western Washington University in Bellingham, WA.
3:15 pm – 4:45 pm
School-Based Audiology Management of cCMV Children
Congenital CMV (cCMV) is the primary non-genetic cause of sensorineural hearing loss, and a leading cause of delayed onset hearing loss in children. The hearing loss may manifest or progress at different ages and to varying degrees, subsequently impacting developmental outcomes and the need for early and school-based intervention, including audiological and speech-language intervention. In this session, we will review the varied ways cCMV may present in school-age children, propose an audiological management plan, and give examples of how this plan can be used within inter-professional practice.
Learning Outcome 1: Attendees will be able to list at least 2 ways professionals can monitor the hearing status of children with cCMV.
Learning Outcome 2: Attendees will be able to describe at least 3 different ways that cCMV can present in school-age children.
Learning Outcome 3: Attendees will be able to identify at least 2 ways to promote cCMV public awareness and risk reduction practices within the schools.
Presenter: Kathleen J Riley, AuD
Dr. Riley is an educational audiologist with 40 + years of experience working with children with hearing loss, their families and service providers. In her retirement, Kathi has been very interested in cCMV including public awareness, school based management and universal screening.
Educational Excellence: What do we Need to Ensure Success?
There is a huge diversity of educational needs among students who are deaf/hard of hearing. What is the ‘thing’ that leads to success? Unique considerations for students will be addressed, including educational placement, educational audiology needs, modality/language needs, and proficiency of staff. This session will explore the unique characteristics of supporting children who are deaf/hard of hearing, while examining the core components that lead to success for ALL children. This session will also cover legislation (I.D.E.A Special Considerations; ADA) policy and program guidance (OSEP; NASDSE) and other components of educational systemic guidance that can be used at the grassroots level in the I.E.P. process. As parents and professionals, we need to understand WHAT our children need, and HOW to advocate for the needs of students effectively and collaboratively.
Learning Outcome 1: Attendees will be able to describe at least four elements of effective advocacy in education.
Learning Outcome 2: Attendees will be able to understand the unique role of the Educational Audiologist in ensuring successful outcomes for students and partnership with families.
Learning Outcome 3: Attendees will be able to discuss specific elements of special considerations in the IDEA related to Deaf/HH Children’s education.
Presenter: Janet DesGeorges
Janet DesGeorges lives in Boulder, Colorado and is mom to Sara, who is deaf/hard of hearing. She is a co-founder and part of the staff at Hands & Voices Headquarters, serving as the Executive Director.Janet has presented to groups worldwide about the experiences of families as they journey through life with a child with deafness or hearing loss. Ms. DesGeorges is the co-author of the book Educational Advocacy for Students who are Deaf and Hard of Hearing: The Hands & Voices Guidebook, and many other publications. Ms. DesGeorges received a program certificate from the MCH Public Health Leadership Institute in 2011 at the University of North Carolina – Chapel Hill. As an educational advocate, Janet believes in the guiding philosophies of Hands & Voices towards a parent-driven, professionally-collaborative approach when supporting families in the educational process.
Auracast in the classroom: The future is hear!
Auracast has the potential to transform the way audio is received by hard of hearing and deaf individuals when using hearing assistive technology. Announced in 2022 by the Bluetooth Special Interest Group, Auracast is an audio broadcast standard that eliminates the need for pairing, thereby saving battery life for hearing aids and medical hearing devices. Several hearing aid and medical hearing device manufacturers have now integrated Auracast into their devices continuing to broaden accessibility for aided hard of hearing and deaf individuals. Consequently, Auracast is ready to be deployed in the classroom and continues to advance accessibility for individuals with hearing loss. This presentation will provide an introduction to Auracast and look at the practical application in a classroom and the implications to clinical audiologists, educational audiologists, teachers, and aided hard of hearing and deaf students. Combining the ear-level amplification through Auracast with the benefits of a classroom audio distribution (sound field) system, this presentation will share the qualitative results of three case studies and how Auracast can be a viable solution in the classroom.
Learning Outcome 1: Attendees will be able to understand Auracast as a technology standard and be able to explain the basics of how an Auracast broadcast audio signal works and enhances accessibility, both in public spaces and in the classroom.
Learning Outcome 2: Attendees will be able to define how Auracast can transform connectivity in the classroom for aided hard of hearing and deaf students.
Learning Outcome 3: Attendees will be able to apply knowledge learned about Auracast technology to describe how this new technology can provide additional solutions for hard of hearing and deaf students to improve access to auditory instruction in complex listening situations.
Presenters: Amy Bradbury, Au.D CCC-A and Jason Rude, BSIE, MEEI
Amy Bradbury, Au.D., has worked as an educational audiologist in the Central New York region for the past 22 years. She serves as a preceptor for Au.D. students enrolled at Syracuse University. Amy is dedicated to raising awareness about the important role of educational audiologists in schools. She has actively collaborated with various regions within New York State to establish job opportunities for new educational audiologists and provide ongoing mentorship. She is one of the NYS state representatives for EAA and is serving as VP of Publications on the EAA board.
Jason became President of Simeon on November 1, 2023, taking over from the founder, Paul Toner, who retired after 29 years. Jason is an engineer with a Bachelor’s degree from Purdue University and a Master’s in Engineering Entrepreneurship & Innovation from McMaster University. Jason is passionate about serving the hard-of-hearing community with versatile and affordable solutions.
5:00 pm – 6:30 pm
Networking and Mingling Social Event
Thursday, June 19th
8:00 am – 9:30 am
Put Your Cap On: The ABCs of APD: A Basic Introduction of Auditory Processing
This session will focus on defining auditory processing and how it relates to higher order functions like language and reading. It will highlight scientific evidence to prove, without a doubt, auditory processing’s efficacy in our field. Various areas of auditory processing and possible impacts (based on ASHA and AAA’s categories) will be reviewed. Discussion of some historical and more modern approaches to this sometimes confusing and/or debated area of audiology, highlighting some successful ways to navigate CAPD with emphasis on student outcomes vs. a label of ‘auditory processing disorder’. This session will conclude with a review of auditory processing evaluation reports and recommendations and provide solutions and next steps in the school setting for educational audiologists.
Learning Outcome 1: Attendees will be able to define auditory processing in an understandable way for yourself and school colleagues.
Learning Outcome 2: Attendees will be able to explain real world implications of auditory processing deficits in schools and the benefits of intervention.
Learning Outcome 3: Attendees will be able to demonstrate the ability to make management decisions based on other audiologist’s evaluations.
Presenters: Matt Barker, AuD CCC-A MNZAS and Amy Bradbury, AuD
Matthew Barker is the director of Acoustic Pioneer and developed auditory processing test batteries and intervention therapies. He has been pursuing improvements in the auditory processing area since his doctoral research project in 2003 from Texas Tech University Health Sciences Center and has published and presented internationally on the subject.
Amy Bradbury, Au.D., has worked as an educational audiologist in the Central New York region for the past 22 years. She serves as a preceptor for Au.D. students enrolled at Syracuse University. Amy is dedicated to raising awareness about the important role of educational audiologists in schools. She has actively collaborated with various regions within New York State to establish job opportunities for new educational audiologists and provide ongoing mentorship. She is one of the NYS state representatives for EAA and is serving as VP of Publications on the EAA board.
Making an impact: inservice ideas for educational audiologists
In this interactive workshop, you’ll discover the art of creating a brief yet powerful inservice to help colleagues and families understand how being deaf or hard of hearing affects students in and beyond the classroom. We’ll explore strategies that bring these realities to life, including sound simulations, hands-on activities, and practical resources. You’ll learn how to harness pre-made templates and printable materials that simplify planning and increase engagement. By weaving these tools into your inservice, you’ll foster inclusive learning environments where educators, families, and students forge stronger connections. This session also highlights online platforms offering additional support—such as personalized listening scenarios—to deepen empathy and collaboration. We’ll conclude by sharing even more ideas and inviting you to introduce any resources not yet discussed, ensuring every participant leaves with a comprehensive toolkit. Join us to empower your educational community and transform your next inservice into an essential step toward full accessibility and understanding.
Learning Outcome 1: Attendees will be able to demonstrate Understanding: Participants will be able to articulate how hearing differences impact students both in the classroom and beyond, fostering greater empathy and support.
Learning Outcome 2: Attendees will be able to identify Practical Tools: Participants will learn to locate and use sound simulations, pre-made templates, and printables to enrich inservices and enhance engagement among educators, families, and students.
Learning Outcome 3: Attendees will be able to develop Action Plans: Participants will design effective, time-efficient inservice strategies that incorporate shared resources and collaboration, ensuring continuous improvement in accessibility and understanding.
Presenter: Tina Childress, AuD, CCC-A
Tina Gonzales Childress, Au.D., CCC-A is an educational audiologist in the mainstream and residential school settings. She is also an award-winning presenter, adjunct lecturer, mentor for children and adults, and is active on various local, state and national Boards and Committees as well as social media. As a late-deafened adult with bilateral cochlear implants and who is fluent in ASL, she is able to seamlessly navigate between the Deaf and Hearing worlds. Her areas of expertise include assistive/access technology for visual and auditory communicators, advocacy to promote accessibility in venues such as the performing arts and virtual conference platforms, apps and psychosocial adjustment to hearing loss. Dr. Childress has created numerous online resources on a variety of technology and accessibility-related subjects in an effort to help individuals who are Deaf/Hard of Hearing connect to the world around them. Her resources can be found at http://TinaChildressAuD.com
Auditory IQ: Understanding What the Brain Hears
Young school-aged children are being identified with reading delays at alarming rates. Most reading interventions are based on the delivery of instructions without regard to the neurobiology of the deficit. While many focus on the symptoms, this session will highlight assessment and treatment of those with auditory-cognitive mechanisms at the core. Prevalence, expressions, and neurobiological explanations of how auditory and cognitive performance can vary between individuals will be examined. In addition to a review of some contemporary methods used to screen and assess the auditory system, approaches to targeted and effective interventions will be explored. This session is designed to give an overview of the problem, the vast numbers it affects, and increasing your overall auditory I.Q.
Learning Outcome 1: Attendees will be able to compare data as it relates to the estimation of unidentified children with auditory cognitive problems.
Learning Outcome 2: Attendees will be able to identify the parts of the auditory pathway that are plastic and how it changes through appropriate diagnosis and intervention.
Learning Outcome 3: Attendees will be able to discover new tools used to identify children with, or at risk, for auditory cognitive problems.
Presenter: Jacqueline Scholl, Au.D., CCC-A, P.S.
Dr Jacqueline R. Scholl serves as CEO and audiologist for Sounwrx Inc, a 501(c)(3). Previously Scholl was the founder of The Scholl Center where she curated an impressive team of clinicians who changed the landscape for audiological, speech and balance care in Oklahoma. The Scholl Center was the recipient of numerous awards, and she personally continues to be noticed for her standards of exemplary care, advocacy, innovative solutions, passion, and mass-scale policy change.Scholl has practiced hearing health care for 25+ years and after selling her practice in 2019, she continues to blaze trails by changing policy and providing best practice services to children across the state of Oklahoma. She is a tireless advocate for the voiceless and has contributed numerous articles for national publications and frequently speaks at conferences.Scholl has been recognized nationally for exemplary practice as a clinician by being awarded Oticon’s Practitioner of the Year Award, along with The American Doctor’s of Audiology prestigious Leo Doerfler career award for demonstrating outstanding clinical services in the community. She tirelessly works to create policy change for the voiceless.
9:45 am – 11:15 am
Tinnitus management in the school setting
It is estimated that 70 million Americans experience tinnitus with many of them being children. Children with tinnitus have often been an overlooked population for a number of reasons, including them being misdiagnosed as having ADHD or never having been asked about their tinnitus. Based on both anecdotal evidence and research in this population, it is clear that tinnitus and related sound tolerance disorders in children impact listening and learning in the classroom. This presentation will describe evaluation, management, and treatment of students of students with tinnitus, many who also experience hearing loss. Assessment tools and techniques will be presented. The impact of tinnitus and sound tolerance issues on both classroom performance and social issues will be discussed. A range of tinnitus and management options will be described. The goal is to understand the impact of tinnitus on listening and learning in the classroom setting and how to address this this in the educational environment. Creating IEP and 504 goals related to the educational impact of tinnitus will be highlighted.
Learning Outcome 1: Attendees will be able to discuss the impact of tinnitus and sound tolerance issues on children.
Learning Outcome 2: Attendees will be able to describe management tools for tinnitus/sound tolerance issues in general and specifically in the classroom setting.
Learning Outcome 3: Attendees will be able to develop IEP/504 goals specific to children with tinnitus and sound tolerance disorders.
Presenters: John Coverstone, AuD and Gail Whitelaw, PhD
Gail M. Whitelaw, PhD is an audiologist, clinic director, clinical professor, and audiology preceptor at The Ohio State University in Columbus, OH. She provides clinical care in the areas of tinnitus assessment and treatment, sound tolerance disorders, auditory processing disorders, and educational audiology consulting. Additionally, she precepts students in the AuD program at Ohio State in these areas. Dr. Whitelaw also serves as the audiology faculty member on the Leadership Education in Neurodevelopmental Disorders (LEND) grant, a federal training grant funded by Maternal and Child Health (MCH), to address needs of children with developmental issues and their families in an interdisciplinary team model. Dr. Whitelaw has served as the program chair of the Ohio School Speech Pathology and Educational Audiology Coalition meeting (OSSPEAC), the President of the Ohio Academy of Audiology, and the President of the American Academy of Audiology.
John A. Coverstone, AuD, is the President and CEO of Sentient Healthcare, an audiology consulting company and parent company of Audiology Ear Care clinic in New Brighton, MN. Dr. Coverstone provides clinical and educational audiology services, including those for adults and children with hearing loss, auditory processing disorders, tinnitus, misophonia, and hyperacusis. Dr. Coverstone has worked as an educational audiologist for over fifteen years, including serving the state school for the Deaf, public, private and charter schools. Dr. Coverstone received bachelor’s degrees in Speech Communication and in Speech & Hearing Science from Portland State University. He received a master’s degree from Portland State University and an AuD degree from Salus University.
Educational Audiology Training in the United States
The specialty of educational audiology was first defined a half-century ago; however, the way in which audiology students are prepared for this specialty has varied over the years. In the last evaluation of educational audiology preparation that was reported nearly 20 years ago, only 54% of programs reported to provide training specific to educational audiology. This talk will provide an update to the status of educational audiology training and practice requirements across the United States. We will discuss how educational audiology content and clinical training opportunities are offered to graduate students enrolled in Doctor of Audiology (Au.D.) programs in the United States and how educational audiology training aligns with state-level practice requirements. The future of educational audiology training will be discussed.
Learning Outcome 1: Attendees will be able to summarize how educational audiology training is implemented in Au.D. programs.
Learning Outcome 2: Attendees will be able to discuss state-level requirements and university preparation.
Learning Outcome 3: Attendees will be able to discuss recommendations for educational audiology preparation.
Presenters: Susan Dillmuth-Miller, AuD, Samantha Gustafson, PhD, Kathi Riley, AuD, and Cheryl Johnson, EdD
Susan Dillmuth-Miller, AuD, CCC-A is an Associate Professor in the Communication Sciences and Disorders Department at East Stroudsburg University in East Stroudsburg, PA. Dr. Dillmuth-Miller started an educational audiology program for three counties in Pennsylvania. Currently, she manages an on-campus clinic and teaches undergraduate and graduate classes to train future speech language pathologists and audiologists educational management of hard of hearing children. Her research interests include frequency-following response in those with auditory processing disorder, reading disorders, and concussion.
Samantha Gustafson, AuD, PhD, CCC-A is an Assistant Professor in the Department of Speech, Language & Hearing Sciences at Indiana University. Dr. Gustafson has specialized clinical training in pediatrics and in working with children who have hearing loss along with other healthcare needs. Dr. Gustafson’s research uses a variety of research methods – including behavioral responses and cortical-evoked potentials – to enrich our understanding of typical auditory development in the school-age population, to describe how childhood hearing loss influences this development, and to evaluate the role of hearing assistive technology in mitigating challenges caused by hearing loss. She also studies collaboration between educational audiologists and teachers of students with hearing loss and co-directs a training program for graduate students preparing to work with school-age children with hearing loss.
Cheryl DeConde Johnson, Ed.D., is an educational consultant and passionate advocate for deaf and hard of hearing children through her practice the ADE-vantage, audiology – deaf education vantage consulting. Her 50-year career includes positions as adjunct instructor at the University of Arizona as well as several other institutions, deaf education and audiology consultant with the Colorado Department of Education, deaf and hard of hearing program administrator, educational audiologist, and early intervention provider. Cheryl is co-author of the Educational Audiology Handbook (Plural) and Educational Advocacy for Students who are Deaf and Hard of Hearing (Hands & Voices), and co-editor of Optimizing Outcomes for Student who are Deaf or Hard of Hearing (NASDSE). She is a co-founder and member of Hands & Voices, a parent-driven organization supporting families of deaf and hard of hearing children.
Dr. Riley is an educational audiologist with 40 + years of experience working with children with hearing loss, their families and service providers. In her retirement, Kathi has been very interested in cCMV including public awareness, school based management and universal screening.
11:30 am – 1:00 pm Lunch Session
Taking a Bigfoot forward with AI
Artificial intelligence (AI) is set to transform the hearing industry. This course explores types of AI in hearing healthcare with a special focus on recent advancements. Patient benefits, clinical applications, and current research will be discussed as well as mythbusting around the topic.
Learning Outcome 1: Attendees will be able to describe the difference between machine learning and deep learning artificial intelligence (AI).
Learning Outcome 2: Attendees will be able to describe recent AI advancements in hearing aids.
Learning Outcome 3: Attendees will be able to explain the benefits of DNN for separating speech and noise.
Presenters: Sarah Benner, Au.D., CCC-A; and Nia Potier, Au.D., CCC-A; Patty Shappell, AuD, CCC-A
Sarah has been with Sonova since December 2014. She joined Phonak in 2019 as an Account Manager for Children’s Hospitals and Schools covering Alaska, Washington, Oregon, Northern California, Idaho, Montana, and Wyoming. Her primary focus is pediatric amplification and Roger/FM fittings in both clinical and school settings. Prior to joining Phonak, Sarah worked as a Cochlear Implant Consumer Specialist for Advanced Bionics. She received her Au.D. from Idaho State University and her B.A. in Speech and Hearing Sciences from Washington State University.
Nia Potier is currently serving as Phonak’s Pediatric Account Manager for the Southwest region. Nia graduated with her Doctorate of Audiology from Louisiana Tech University in 2016 and her Bachelor of Arts in Communication Disorders from LSU in 2011. Over the course of her professional career, she has served as a pediatric audiologist for nearly 5 years, an educational audiologist, an adjunct instructor for graduate students, and a national student mentor for ASHA’s Student to Empowered Professionals (S.T.E.P.) program since 2018. Additionally, Nia has served in various leadership roles with ASHA and national NSSLHA and has served as a member of the Audiology Praxis Panel for the Educational Testing Service (ETS).
Patty serves as Pediatric Territory Manager for CO, UT, AZ, NV, Southern CA, HI and GU. Patty attended Idaho State University for her Master of Science degree in Audiology and then Arizona School of Health Sciences for her Doctorate in Audiology. Over her career she has worked in a variety of pediatric and adult settings. She has a passion for helping children improve their listening and learning skills to meet their full potential. Patty comes to Phonak with years of both clinical and industry experience. The past few years she has been working on a national platform supporting hospital newborn hearing screening programs. Her primary focus is pediatric amplification and Roger™ fittings in both clinical and school settings.
Hearing Device Apps
This workshop offers an overview of hearing device apps compatible with Phonak, Oticon, ReSound, Advanced Bionics, Cochlear, and MED-EL devices, specifically designed to support students who are deaf or hard of hearing. We’ll explore key app features, discuss device-specific functions, and provide guidance on selecting and using these tools effectively in school settings. Attendees will gain insights into using apps for monitoring, adjusting settings, and troubleshooting, enhancing accessibility and student engagement.
Learning Outcome 1: Attendees will be able to identify App Capabilities: Understand and describe the core functions of hearing device apps (e.g., remote control, monitoring, and troubleshooting) for Phonak, Oticon, ReSound, Advanced Bionics, Cochlear, and MED-EL devices.
Learning Outcome 2: Attendees will be able to plan for Classroom Integration: Develop strategies for integrating hearing device apps with classroom technology to support accessibility and communication between teachers, families and students.
Learning Outcome 3: Attendees will be able to support Individualized Education Plans (IEPs): Recognize how hearing device apps can be used to achieve IEP goals for students who are deaf or hard of hearing, focusing on customization and sound optimization.
Presenters: Tina Childress, AuD, CCC-A
Tina Gonzales Childress, Au.D., CCC-A is an educational audiologist in the mainstream and residential school settings. She is also an award-winning presenter, adjunct lecturer, mentor for children and adults, and is active on various local, state and national Boards and Committees as well as social media. As a late-deafened adult with bilateral cochlear implants and who is fluent in ASL, she is able to seamlessly navigate between the Deaf and Hearing worlds. Her areas of expertise include assistive/access technology for visual and auditory communicators, advocacy to promote accessibility in venues such as the performing arts and virtual conference platforms, apps and psychosocial adjustment to hearing loss. Dr. Childress has created numerous online resources on a variety of technology and accessibility-related subjects in an effort to help individuals who are Deaf/Hard of Hearing connect to the world around them. Her resources can be found at http://TinaChildressAuD.com
Considerations for Supporting Students with Single-Sided Deafness (SSD) and a Cochlear Implant
Pediatric cochlear implant (CI) indications have expanded and evolved over the past several years. One population of pediatric cochlear implant recipients that is growing rapidly is that of children with single-sided deafness (SSD). In this session, we will review current evidence-based best practices in the areas of CI candidacy, evaluation, and management for children with SSD as well as review the current research regarding cochlear implant outcomes in this population. While this population is rapidly expanding, limited research exists to guide best practices for supporting these students at school. We will review the currently available research and future research needs as we discuss considerations for the assessment of student listening needs and challenges, factors to consider during the assessment and selection of hearing assistive technology, and modifications needed in order to verify CI function, assess benefit, and provide effective aural rehabilitation that are unique to this population.
Learning Outcome 1: Attendees will be able list 3 potential benefits of cochlear implantation for children with single-sided deafness.
Learning Outcome 2: Attendees will be able to describe how to utilize direct connect and/or streaming methods to isolate the CI ear for the purpose of completing aural rehabilitation.
Learning Outcome 3: Attendees will be able to identify factors to consider when selecting hearing assistive technology for students with a cochlear implant in one ear and typical hearing in the contralateral ear.
Presenter: Christine Brown, AuD
Dr. Brown received her Bachelor of Science in Communication Sciences and Disorders from Northwestern University and her Doctorate in Audiology from Vanderbilt University. Dr. Brown is a pediatric audiologist with over 15 years of experience, primarily in the areas of pediatric cochlear implants, educational audiology, and clinical research. She is currently an audiologist at Vanderbilt University Medical Center, where she is a member of the cochlear implant and educational hearing services teams. In her current role, she maintains a clinical practice working with families in the pediatric cochlear implant clinic in addition to her primary role of providing contracted educational audiology services for a large public school district.
Educational Audiology in Oregon and Beyond: Current Practices and Future Directions
Through the lens of special education, a diagnosis of “Deaf/Hard of Hearing” is considered a low-incidence but high-impact disability. There is typically a lack of Educational Audiologists required to serve the needs of these students. The first half of the presentation will describe the results of a survey regarding current practices of Educational Audiologists in the state of Oregon, including the number of full time, part time, and contracted providers, regions served, and services provided to students aged 3-21 years. The second half will explore barriers related to pediatric hearing healthcare in school settings and probe for potential solutions. An open forum will then be held to discuss broader issues impacting Educational Audiologists across the country, including ideas for alternative methods of service provision.
Learning Outcome 1: Attendees will be able to name (3) barriers to care in providing audiological care to children in a school setting.
Learning Outcome 2: Attendees will be able to describe at least (2) tools that may be used to expand their current practices to serve additional students.
Learning Outcome 3: Attendees will be able to refer and make recommendations for children identified with hearing loss in a clinical setting for educational services.
Presenters: Briana Hester, AuD, CCC-A, PASC and Shelby Atwill, AuD
Briana Hester, AuD is an Assistant Professor at the Pacific University School of Audiology and practicing audiologist with a Pediatric Audiology Specialty Certification from the American Board of Audiology. She graduated with a Bachelor of Science in Communication Sciences and Disorders from California State University, Sacramento and received her Doctorate of Audiology from the Washington University School of Medicine in St. Louis. Dr. Hester’s interests include pediatric diagnostics and amplification, cochlear implants, educational audiology, and hearing healthcare equity.
Shelby Atwill, AuD is a pediatric audiologist at soundSTART, a non-profit hearing clinic serving children throughout Oregon. Dr. Atwill is also the audiologist on the Oregon Early Hearing Detection and Intervention (EHDI) program team. She provides educational audiology services to students in Douglas County and Grants Pass School District. She earned her Bachelor of Science in Speech and Hearing Sciences from Portland State University, her Doctorate of Audiology from the University of Washington, and her Graduate Certificate in Infant Toddler Mental Health from Portland State University.