Clerc Center Resources: Early Intervention

The Maine Early Intervention Model ... You Can Do It, Too!

This 30 minute presentation by Karen Hopkins, was presented at the September, 2017 National Outreach Conference hosted by the Clerc Center. Download Powerpoint slides here.

This presentation shares Maine’s collaborative approach to statewide early intervention services which provide families an array of supports including the opportunity to learn about various communication opportunities, as well as opportunities to learn from other parents and deaf and hard of hearing adults. It shares information about how two agencies collaborate to provide current, evidence-based services within a child’s natural environment using a primary service provider approach, coaching parents, and embedding intervention strategies into children’s daily activities. Strategies for implementing a similar approach are shared.

Setting Language in Motion: Family Supports and Early Intervention for Babies Who are Deaf and Hard of Hearing

This web-based product was developed as a collaborative effort between the Clerc Center and The Deaf and Hard of Hearing Program of Boston Children's Hospital for early intervention providers, educators of deaf children, early childhood specialists, allied professionals, parents, and other caregivers. Seven modules are provided to share information critical to promoting early language acquisition for young children who are deaf or hard of hearing. This product is available in both American Sign Language and spoken English, with closed captions.

Early Intervention Network: Supporting Linguistic Competence for Children Who Are Deaf or Hard of Hearing

This on-line resource was developed at the Clerc Center to share evidence-based practices essential to the development of linguistic competence in children who are deaf or hard of hearing. Various programs implementing these components from throughout the country are highlighted, and a discussion forum is available for early intervention professionals.

Fifteen Principles for Reading to Deaf Children 

Provided is information on best practices for how to read aloud to deaf and hard of hearing children based on research on how Deaf parents read to their Deaf children. These principles were developed to give parents and teachers skills and strategies for reading aloud in American Sign Language. The resource is provided in print and American Sign Language.

How Early Intervention Can Make a Difference: Research and Trends (Archived Webcast)

Dr. Beth Benedict, professor in the Communication Studies department at Gallaudet University and co-coordinator of Gallaudet's Deaf and Hard of Hearing Infants, Toddlers, and Their Families: Collaboration and Leadership Interdisciplinary Graduate Certificate Program, shares information about what research suggests about the importance of early intervention, how the field is evolving, and what professionals in the field can do to make a difference.

What the Eyes Reveal About the Brain: Advances in Human Language Acquisition-Insights from Visual Language and Visual Learning (VL2) and the Brain and Language Laboratory for Neuroimaging (BL2)

Dr. Laura-Ann Petitto, from Gallaudet University's Brain and Language Laboratory, shares breakthrough research related to the visual modality and what happens when, as she says, "the lion's share of knowledge comes from the eyes." She addresses the impact of that on brain structure and function, and findings on how this applies to early language acquisition.

Sign Language Use for Deaf, Hard of Hearing, and Hearing Babies: The Evidence Supports It (PDF in English)
This document, developed by Tiara V. Malloy and disseminated by the American Society for Deaf Children and the Clerc Center, discusses the evidence supporting the use of sign language with children who are deaf or hard of hearing. It is available in English, Spanish , and Chinese.

Considerations for ASL and Spoken English Bilingual Development in Young Children Who are Deaf or Hard of Hearing: An Overview

This workshop, previously titled The "Why" and "How" of an ASL/English Bimodal Bilingual Program, provides participants with an overview of considerations for facilitating American Sign Language (ASL) and spoken English bilingual development with young children who are deaf or hard of hearing (including children with cochlear implants). It explores the evidence documenting the benefit of bilingual development in two modalities, as well as the language planning process essential to establishing an environment that values both languages and modalities to meet the needs of children with diverse language and communication characteristics. Designed as a six-hour training, the presentation length can be adapted to meet the needs of the requesting program. For more information, e-mail:

Odyssey 2011: Early Intervention and Outreach 

The 2011 issue of Odyssey focused on early intervention and outreach. Authors from throughout the United States shared ideas and strategies on early intervention, and early language development for young deaf and hard of hearing babies and young children.

Early Beginnings for Children Who are Deaf or Hard of Hearing: Guidelines for Effective Services

Marilyn Sass-Lehrer, professor of education in the graduate school and co-director of the Deaf and Hard of Hearing Infants, Toddlers, and their Families Interdisciplinary Graduate Certificate Program at Gallaudet University, developed this e-paper for the Clerc Center. It discusses myths, facts, and recommended practices for early intervention.

Frequently Asked Questions: Considerations for Using an ASL and Spoken English Bilingual Approach with Young Children who are Deaf  and Hard of Hearing (PDF)

This FAQ, developed at the Clerc Center, responds to questions related to bilingual development in two modalities. It discusses evidence supporting an ASL and spoken English approach and the planning process essential to implementing this approach with young children. It provides references and resources related to this topic.

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