Jenna Voss
Fontbonne University, Communication Disorders and Deaf Education, Faculty Member
Research Interests:
Research Interests:
Role playing with peers has long been used in professional preparation programs to teach and practice skills. We propose the use of standardized patients (SPs) in lieu of peers to role play these encounters in a safe and effective way.... more
Role playing with peers has long been used in professional preparation programs to teach and practice skills. We propose the use of standardized patients (SPs) in lieu of peers to role play these encounters in a safe and effective way. SPs are individuals who have been trained to realistically portray a patient or family member in various scenarios set up to target a specific skill or communication technique for student
Research Interests:
This book breaks down the important things today\u27s parents need to know and do, from first diagnosis to educational steps in the journey toward raising a listening and talking child. Chapters include tips (e.g., helping your baby or... more
This book breaks down the important things today\u27s parents need to know and do, from first diagnosis to educational steps in the journey toward raising a listening and talking child. Chapters include tips (e.g., helping your baby or toddler ease into hearing device use, exposing him to language at home) plus easy to understand information on relevant topics such as pediatric hearing tests, IEP team roles, resources and more.https://griffinshare.fontbonne.edu/faculty-books/1021/thumbnail.jp
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
We use for the first time fuzzy mathematics to aid in the determination of which tests of preschool, hard of hearing and deaf children are the best predictors of success when these students are mainstreamed in the public school system.... more
We use for the first time fuzzy mathematics to aid in the determination of which tests of preschool, hard of hearing and deaf children are the best predictors of success when these students are mainstreamed in the public school system. The techniques are those of group decision making and consensus under fuzzy preferences and fuzzy majority and techniques of fuzzy outranking relations in preference modelling.
Research Interests:
Research Interests: Deaf and Hard of Hearing
Purpose: This clinical focus article examines the relevant research regarding culturally responsive practices and its application in early intervention for communication disorders. Authors describe the ways in which language socialization... more
Purpose: This clinical focus article examines the relevant research regarding culturally responsive practices and its application in early intervention for communication disorders. Authors describe the ways in which language socialization varies by culture and the impact of family-centered intervention for communication development on this process. The profound mismatch of racial, cultural, and linguistic characteristics of the professional workforce and the families served is noteworthy. Speech-language pathologists and teachers of the deaf are invited to examine personal beliefs about culture and language by reflecting on five Key Realizations for Professionals . Through an ongoing process of self-reflection, practitioners will be better situated to deliver culturally relevant intervention practices that respect and enhance family talk to promote optimal child outcomes. Conclusion: By establishing guiding principles for culturally responsive intervention and demonstrating case stu...
While the following three scenarios differ, all three describe families and children at risk resulting from the deleterious circumstance of poverty. Whether the family comes from generational poverty or is vulnerable as a result from... more
While the following three scenarios differ, all three describe families and children at risk resulting from the deleterious circumstance of poverty. Whether the family comes from generational poverty or is vulnerable as a result from recent economic crises, these children are at risk. We are charged with serving all young children with hearing loss and their families, including families like these who strive to do right by their children despite their serious financial vulnerability. Consider these children and families as you read the content of this chapter. There is mounting evidence for the positive power of early stimulation on child
Research Interests:
thought. family’s poverty status and the expense of travel could have been other factors affecting contact. Under the school’s administration, discipline was harshly administered. Occasionally students were expelled due to insubordination... more
thought. family’s poverty status and the expense of travel could have been other factors affecting contact. Under the school’s administration, discipline was harshly administered. Occasionally students were expelled due to insubordination or poor intellect. Lessor disciplinary measures included a strict bread-water diet, isolation, and manual labor. Students were placed in classes based upon their intellectual capacity and were required to master a specific trade. Every week, students were involved in promenades (leisurely walks). In addition, on the 13th of each month, students participated in public physical exercises. The curriculum began with learning sign language, then grammar, and later metaphysics. In addition to outlining lessons and the schedule, the document also criticized the “mechanical” pedagogical approaches employed in Vienna and Paris and emphasized that “deaf-mutes will write their own ideas with the same exactitude as we do” (Kennedy, 2015, p. 5; Sicard, 1789). S...
Children who are deaf/hard of hearing, including those from varied cultural and linguistic backgrounds, can use hearing technology to develop listening and spoken language successfully if given appropriate support. This is best... more
Children who are deaf/hard of hearing, including those from varied cultural and linguistic backgrounds, can use hearing technology to develop listening and spoken language successfully if given appropriate support. This is best accomplished by interprofessional teams providing caregivers with family-centered support from early intervention through the school-aged years. This approach is best practice because development of listening, spoken language, literacy, and social skills is most effective when caregivers are the primary communication partners and intervention agents, supported by qualified professionals. Special considerations are needed for families who have low access to services.
Research Interests:
Research Interests:
Research Interests:
We use for the first time fuzzy mathematics to aid in the determination of which tests of preschool, hard of hearing and deaf children are the best predictors of success when these students are mainstreamed in the public school system.... more
We use for the first time fuzzy mathematics to aid in the determination of which tests of preschool, hard of hearing and deaf children are the best predictors of success when these students are mainstreamed in the public school system. The techniques are those of group decision making and consensus under fuzzy preferences and fuzzy majority and techniques of fuzzy outranking relations in preference modelling.
Research Interests:
This chapter explores principles of family-centered listening and spoken language (LSL) intervention, research, and best practices for children who are d/Deaf or hard of hearing (DHH) using multiple spoken languages and their families.... more
This chapter explores principles of family-centered listening and spoken language (LSL) intervention, research, and best practices for children who are d/Deaf or hard of hearing (DHH) using multiple spoken languages and their families. Children with any degree/type of hearing loss who are in environments where multiple languages are spoken are referred to as deaf multilingual learners (DMLs). The language landscape for these children is varied. Some DMLs acquire a first language (L1) at home and are exposed to subsequent spoken languages in school or community settings; others are born into families where multiple languages are spoken from the beginning. While the chapter focuses on a framework of family-centered intervention applied to language development for DMLs whose families have selected LSL outcomes, the principles discussed broadly apply to DMLs using varied language(s) or modality(ies). Through analysis of best practices for interventionists and case studies, readers will ...
Poverty has a tremendous impact on the educational results of all children, including those who are deaf or hard of hearing. With targeted, evidence-based interventions during the first three years of life, EHDI professionals can assist... more
Poverty has a tremendous impact on the educational results of all children, including those who are deaf or hard of hearing. With targeted, evidence-based interventions during the first three years of life, EHDI professionals can assist families in mitigating the negative effects on children's development associated with poverty. Even though EHDI professionals often serve children and families living in poverty, university-based personnel preparation programs for EHDI professionals offer limited instruction and experience in how to best serve children and families living in poverty. The purpose of this article is to explore the degree to which EHDI professionals are prepared to serve children who are deaf or hard of hearing and their families living in poverty and to identify opportunities to improve professional knowledge and skills. A framework is presented and the comments of professionals are offered to improve professional preparation programs and to ultimately enhance services for children and their families. Acronyms: DHH = deaf or hard of hearing; EHDI = Early Hearing Detection and Intervention; IFSP = Individual Family Service Plan