2019 ADARA-AMPHL e-Program Book

2019 ADARA-AMPHL Conference Baltimore, Maryland June 1 – 4, 2019

CONFERENCE PROGRAM BOOK

American Deafness and Rehabilitation Association (ADARA) Association of Medical Professionals with Hearing Losses (AMPHL)

CONFERENCE AGENDA SCHEDULE-AT-A-GLANCE Saturday, June 1, 2019 10:00 AM – 5:00 PM Lunch Break: 1:00 PM – 2:00 PM

5:30 PM – 7:00 PM

Salon H Salon E Salon G Salon ABCD

Pre-Conference Sessions

Medical Interpreting for Deaf Adults and Children (Carolyn Stern, Louise Montoya, Bridget Morina-Meyer, Marge McHenry) Language deprivation syndrome: A growing problem requiring an interdisciplinary response (Neil Glickman, Charlene Crump & Steve Hamerdinger) Collaborative Teams in Deaf Medical Practices. Are they possible? How do we do it? (David Ebert) Poster Sessions, Author Signings & Refreshments

Saturday, June 1, 2019 Poster Sessions

5:30 PM – 7:00 PM

Salon ABCD

A Three Course Series on Medical Interpreting with an Emphasis on Training Peer Professionals (Judy Shepard-Kegl, Meryl Troop, Rachelle Mendola & Tristen Downey) CODA Clinic: Comprehensive Medical Care for Deaf Adults and Children (James Huang) Communication Access Services for Deaf and Hard-of-Hearing People in Korea: Professionals’ Perspectives (Junghy Park & Eunkyung Chung) Disparities in Healthcare Access for Deaf Patients: A Secret Shopper Study (Elizabeth Schniedewind) Exploring Culturally Deaf Teens' Mental Health Help-Seeking Attitudes (Matthew Fasano-McCarron) How to Avoid Falling In Love with a Jerk (Jerkette) (Angela Scruggs) Global Deaf Health: Deaf Women's Knowledge of Pap Smears in Europe and USA (Shazia Siddiqi & Ana Isabel Sanz Lledó) ASL Sociolinguistic and Strategic Performance Assessment: A Pilot Study (Campbell McDermid & Jacob Lipps) Mental Health Diagnoses and Treatment among Deaf and Hard-of-Hearing College Students (Tyler James & Donna Guardino)

Sunday, June 2, 2019

8:00 AM – 9:30 AM

9:30 AM – 10:00 AM

Salon E, F, G, H

Opening Plenary Session

Housekeeping: Stephen Roldan, Conference Chair Welcome: Jacob Salem, Maryland Governor's Office of the Deaf and Hard of Hearing

Keynote: Beginning the Journey to Oz: Embracing Cross-Disciplinary Partnership (Jaime Wilson & John Gournaris) Break (Visit exhibit booths)

Salon E Salon F 10:00 AM – 11:15 AM

Salon G Salon H Salon ABC

11:15 AM – 11:30 AM

Salon F Salon G Salon H Salon ABC 12:45 PM – 2:00 PM

Concurrent Sessions

Working with transgender, non-binary, and genderqueer clients: using patient-reported data to inform culturally affirmative practices (Judy Mounty, Cara Miller & Poorna Kushalnagar) Mental Health Correlates of Acculturative Stress Among Deaf and Hard-ofHearing Young Adults (Aileen Aldalur, Deborah Maxwell-McCaw & Deborah Schooler) Residential Treatment Program for Deaf/Hard of Hearing Men who are homeless with substance use disorder (Makoto Ikegami & Kevin Henderson) Teaming Together to Care for Our Deaf Patients- Insight from the Deaf Health Clinic (Michael McKee & Leslie Pertz) Research on Stethoscopes and Facemasks: Implications for Hearing Loss and Healthcare (Samuel Atcherson & Evan Finley)

Lunch Break

Lunch on your own & visit exhibit booths

Salon E Salon F 2:00 PM – 3:15 PM

Finding Value in Psychological Testing for Mental Health Therapy (Rebecca Goffman & Jaime Monson) Linking Evidence with Practice: Language Deprivation, Communication Neglect, and Health Outcomes (Poorna Kushalnagar & Jennifer Reesman) Working Together to do Research to Help Deaf and Hard of Hearing Patients and Providers (Philip Zazove) The Legal Rights of Deaf and Hard of Hearing Health Care Professionals (Mary Vargas & Jared Allebest) Collaborating: Addressing the needs of Virginians who are Deaf, Hard of Hearing, Late-Deafened, or DeafBlind (Christine Reid, Eric Raff, Kathryn Baker, Mary Nunnally, Elizabeth Spiers, & Gary Talley)

Break (Visit exhibit booths)

Salon E

11:30 AM – 12:45 PM

Concurrent Sessions

Salon G Salon H Salon ABC

Concurrent Sessions

Personal and Professional Experiences Using a Hearing Dog in Various Medical Office Settings (Danielle Rose) Deaf Mental Health Professionals: Working With Hearing Clients (Mel Whalen) Perspectives on Ethics for Healthcare Interpreters (Christa Moran) Individualized Planning and Successful Employment Outcomes: Helen Keller National Center’s Comprehensive Vocational Training Services and Programs (Christopher Woodfill & Cynthia Ingraham) Writing an Effective Manuscript for JADARA: Editors’ and Reviewers’ Perspective (Denise Thew Hackett)

3:30 PM – 4:30 PM 4:30 PM – 5:30 PM

Salon E Salon F

Special Events

State of AMPHL Address: Tearing Down the Wall (Jaime Wilson, AMPHL President) ADARA General Membership Meeting (John Gournaris, ADARA President)

Monday, June 3, 2019 Salon E Salon F 8:00 AM – 9:15 AM

Salon G Salon H

9:15 AM – 9:30 AM

Salon ABC

Salon F Salon G Salon H

10:45 AM – 11:00 AM

Salon ABC

Concurrent Sessions

Providing Optimal Psychiatric Care for Deaf and Hard of Hearing Individuals: A Multidisciplinary Collaborative Approach (Annabelle Blanchet, Wendy Heines & Melissa Watson Creating Partnerships in the Substance Use Field (Sarah Coyle & Kristen Pranzi) Pre-Employment Transition Services for Students who are Deaf and Hard of Hearing (Mary Nunnally & Traci Branch) Hearing and Related Technologies for Deaf/Hard of Hearing Health Professionals (Samuel Atcherson & Evan Finley) Deaf Experiences: An Exploration of Psychological and Emotional WellBeing Among Deaf American Adults (Angela Scruggs)

Break (Visit exhibit booths)

Salon E Salon F 11:00 AM – 12:15 PM

Considering telemental health using VP to provide psychotherapy to Deaf people in rural locations (Dylan Secord & Leslie Pertz) Removing Barriers and Building Bridges for Future Mental Health Professionals from Diverse Backgrounds (Deborah Schooler & Lori Day) Addressing ACES with the ASL Deaf Community: Findings from a Deaf Health Survey (Lori DeWindt & Kelly Matthews) Health Equity for the Deaf: Best Practices (James Huang, Jeremy Mann & Johnathon Stephens) Enhancing Access to Clinical Training Opportunities for D/HH trainees – What Can I do as a Trainee or Site Supervisor? (Danielle Previ & Jennifer Reesman)

Break (Visit exhibit booths)

Salon E

9:30 AM – 10:45 AM

Concurrent Sessions

Salon G

Concurrent Sessions

The Ethical Impact of Communication Technology & Social Media on Social Work Practice in the Deaf Community (Elizabeth Moore & Concetta Pucci) Identifying the evidence behind effective discipline strategies; Lessons learned from Parent-Child Interaction Therapy (Lori Day, Sheila Bruce, & Kelsey Cappetta) Transitioning into a Supervisory Position: Helping New Managers Succeed in a Human Services Organization (Melissa Watson & Lauren Clarke)

Salon H Salon ABC 12:15 PM – 1:30 PM

AMPHL Mentor/Mentee Luncheon at Champion's Sports Bar & Restaurant (restaurant reserved only for AMPHL luncheon)

Salon F Salon G Salon H Salon ABC 2:45 PM – 3:00 PM

Salon F Salon G Salon H Salon ABC

4:30 PM – 4:45 PM

Concurrent Sessions

EMDR (Eye Movement Desensitization and Reprocessing): Overview of an empirically-validated trauma treatment & adaptations for use with Deaf clients (Leslie Pertz & Kristie Cornell) Collaboration in the Provision of Vocational Evaluation Services for Deaf People (Steve Sligar) DHH Individuals and the Criminal Justice System (Deb Guthmann, Gabe Lomas & Damara Paris) Pursuing Medical Education with Unilateral Hearing Loss: Obstacles and Learning Strategies (Jacob Lowy) Leadership Development via Accommodation Development: Opportunities for Deaf and Hard of Hearing Healthcare Professionals (Christopher Moreland)

Break (Visit exhibit booths)

Salon E

3:00 PM – 4:30 PM

Lunch Break

Lunch on your own & visit exhibit booths

Salon E

1:30 PM – 2:45 PM

Connecting the Dots: How to Use Psychological Testing To Identify Life Skills and Supports (Rebecca Plesko-DuBois, Shilpa Hanumantha & Traci Branch) Basic Principles of Diabetes Care (Jim Webster)

Concurrent Sessions

Serving DeafBlind VR Consumers: Emerging Trends, Research, and Practices in Interpreting (Jelica Nuccio & Heather Holmes) The Protactile Movement: Changing Practices in the DeafBlind Community (Jelica Nuccio & Heather Holmes) The Impact of Unconscious Bias on Service Delivery (Corey Axelrod) Hospital Based, Guideline for ASL Interpreters and Medical Interpreting for Deaf Children (ages 2 – 21) (Louise Montoya, Bridget Morina-Meyer & & Marge McHenry) Acceptance and Commitment Therapy: Practicing from the Inside Out (Susan Chapel) Learning from students: What do you do when you see students struggling & nothing else has worked? Try something new (Julie Bradley & Don Potter)

Break (Visit exhibit booths)

4:45 PM – 6:00 PM 6:30 PM – 10:00 PM

Special Events

Executive AMPHL Board Meeting Board Room Salon E, Banquet and Awards Ceremony F, G, H

Tuesday, June 4, 2019

8:00 AM – 9:15 AM

Salon E

Running into the Wind: A Personal Journey (Carolyn Stern)

Salon F

America’s Next Role Model: How deaf college students perceive television representations of deaf individuals (Caroline Kobek Pezzarossi & Deborah Schooler) Disaster Relief and Mobilization in the deaf communities-Lesson from the past (Kota Takayama & Steve Hamerdinger) Effective Delivery of Alcohol & Other Drug Prevention Information to Deaf & Hard of Hearing Youth (Keven Poore) Teeth, Hooves, and Claws - Oh My! (Danielle Rastetter)

Salon G Salon H

9:15 AM – 9:30 AM

Salon ABC

Break (Visit exhibit booths)

Salon E

Salon F

9:45 AM – 11:15 AM

Concurrent Sessions

Salon G

Salon H Salon ABC

Lightning Round

A community & academic partnership (engaging students and educators) to revise an evidence-based tobacco prevention curriculum for Deaf and Hard of Hearing Youth (Debra Guthmann) An Online Suite of assessments related to Career, Substance Abuse and Mental Health Assessments in American Sign Language (Debra Guthmann) Not Your Old Auditory Trainer: 21st Century Hearing Assistive Technology (Brad Ingrao) Do you hear what I hear? (Tina Childress) Building a Cultural Bridge between America and Japan to Provide Supervisory Training for Japanese Professionals (Makoto Ikegami, Koto Takayama & Ai Minakawa) Deaf nurse VidAsor in CNSE (Ana Isabel Sanz Lledó) Key Work Practices for Beginners in Deaf Mental Health- A Treatment Team (Kerry Ingram & Tracy Kaufman) The Roller Coaster Experience of Pre-Employment Transition Services: Junior Achievement World - Deaf2Deaf Experience (Michelle McConaghy & Ashley Schweiger)

11:15 AM – 12:30 PM

12:30 PM – 1:45 PM

Lunch Break Lunch on your own & visit exhibit booths

Salon E Salon F Salon G Salon H

1:45 PM – 2:00 PM

2:00 PM – 3:00 PM

Salon ABC

Concurrent Sessions

Nothing about us without us: Collaborative Therapeutic Interventions with youth and families. (Ashley O'Niell & Kelley Kirschke) Promoting Health Equity for Deaf and Hard of Hearing Persons through a Collaborative Care Approach (Mary Sterritt & Ric Durity) Journey to Doctorhood: Vicissitudes of Accomplishing Doctorhood as a Deaf Individual (Zachary Featherstone) How can Deaf and Hard of Hearing professionals be key players in health professions? (Michael McKee) Case Examples of a Multidisciplinary Approach in a University Counseling Center (Elizabeth Romero & Mary Hufnell)

Break (Visit exhibit booths)

Salon E, F, G, H

Closing Plenary Session

Parting Words- Kelby Brick, Maryland Governor's Office of the Deaf and Hard of Hearing Closing Keynote - A Beautiful Mind: Unique Considerations of the Brain with Hearing Loss (Sanjay Gulati)

INVEST IN THE

DEAF ECOSYSTEM Support employment and opportunities for a more robust Deaf community.

HOW TO INVEST IN THE DEAF ECOSYSTEM Go to Deaf owned businesses, purchase Deaf owned businesses' products and services, hire Deaf professionals and employees, create inclusive and accessible entrepreneurial environments, donate to organizations that serve the Deaf community, and provide full support.

A STRONG DEAF ECOSYSTEM

will lead to increased social

and economic clout and expansion of jobs, resources, health, and wealth within the Deaf community.

STATE OF MARYLAND

2019 ADARA-AMPHL Conference Sponsors President's Circle Sponsorship Level: Gallaudet University National Technical Institute for the Deaf State of Maryland AudioNet America

Partners Sponsorship Level: Sign Language USA Sorenson Communications ZVRS/Purple Communications

Supporters Sponsorship Level: Communication Services for the Deaf (CSD) PAHrtners Deaf Services Pressley Ridge School for the Deaf sComm

Friends Sponsorship Level: Aligned Clinical & Educational Services, PLC Def Lens Media Alternative Communication Services (ACS) Eko Devices Hamilton CapTel InnoCaption Sprint Accessibility The Learning Center for the Deaf White Coat Captioning

Exhibitors • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Aligned Clinical and Educational Services Alternative Communication Services Applied Development, LLC AudioNet America CaptionCall Closed Caption Maker Communication Service for the Deaf (CSD) DeafBlind Interpreting National Training and Resource Center (DBI) Def Lens Media Designated Interpreters, LLC Dr. Bo Byun, Deaf Dentist Eko Devices Emporia State University Gallaudet University Georgia DBHDD-Office of Deaf Services Hamilton CapTel InnoCaption Kennedy Krieger Institute Maryland School for the Deaf National Deaf Center on Postsecondary Outcomes (NDC) National Technical Institute for the Deaf (NTID)- Rochester Institute of Technology (RIT) PAHrtners Deaf Services Pressley Ridge School for the Deaf Safe 'N' Clear, Inc. sComm SignGlasses Sign Language USA, LLC Sorenson Communications Sprint Accessibility State of Maryland Substance Abuse Resources & Disability Issues (SARDI)-Wright State University The Learning Center for the Deaf University of Wisconsin-Madison McBurney Disability Resource Center Western Oregon University Graduate Programs White Coat Captioning ZVRS/Purple Communications

EVERY CONVERSATION MATTERS zvrs.com

Š2017 CSDVRS, LLC. All rights reserved. ZVRS, The Z, Z5, Z5Max, Z70, and the Z design are registered trademarks of CSDVRS, LLC. Other names may be trademarks of their respective owners. Visit www.zvrs.com/notice for more information concerning 10-digit numbering and E911 services for VRS.

PurpleVRS.com Š2017 Purple Communications, Inc. All rights reserved. Purple, P3, POP, PurpleMail, the hands logo, the Purple logo and SmartVP are registered trademarks of Purple Communications, Inc. Other names may be trademarks of their respective owners. Visit www.purplevrs.com/usernotice for important information concerning 10-digit numbering and E911 services for VRS.

1527-201703

ADARA American Deafness and Rehabilitation Association Professionals Networking Together for Excellence in Service Delivery with Individuals who are Deaf or Hard of Hearing

ADARA National Office 1204 Queen St. NE, Washington, DC 20002 office@adara.org ● www.adara.org

Board of Directors

John Gournaris, President

June 20, 2012

June 1, 2019

Dr. Josephine F.

Dear Conference Participants,

Charlene Crump, Past President Damara Paris, President-Elect

Denise Johnson, Vice President Della Thomas, Treasurer Deb Guthmann, Secretary

Board Members At Large

Charleen Sculley Rachella Moore

I am thrilled to welcome you to the 2019 ADARA-AMPHL Conference in Baltimore! This co-conference is an excellent opportunity for you to gain new information & resources, share your experiences, and hone your professional skills.

As you will see from the program agenda, this conference will provide a wealth of professional and personal growth opportunities. Not only that, you will get to network with your colleagues across fields! Workshop topics are offered on a wide range of professional, timely, and innovative topics; I sincerely hope that you will gain an abundance of new information that you can take with you to your home state.

Sheila Hoover JADARA Editor

Denise Thew Hackett

UPDATE Editor Tobias Wilde

DHHCAN Representative

Caroline KobekPezzarossi Home Office Manager Jessica Belwood

The first ADARA conference that I attended was in 1999 in Washington, DC, when I was in graduate school. Today marks my 12th ADARA conference, but this is my first time attending an ADARA conference shared with another vital organization, AMPHL! This co-conference has been four years in the making, and it is finally here today! Not only that, this conference will mark AMPHL’s 20th anniversary as an organization. ADARA is thrilled to be part of AMPHL’s important milestone.

My presidency will end on June 30th of this year. I must say that it is my great honor and privilege to have served as your president from 2017 to 2019. To the conference participants, membership, and board members, you have made this a truly incredible journey for me. I thank you all.

Onwards to the most successful conference!

Sincerely,

John Gournaris, Ph.D., LP ADARA President 2017-2019 Biennium

Association of Medical Professionals with Hearing Losses www.amphl.org AMPHL President’s Welcome June 2019 Dearest Colleagues & Friends, The time is finally here! It is with great honor and pleasure that I extend a warm welcome to each of you to our Baltimore 2019 Conference! Your AMPHL board has put in a terrific amount of work over the prior two years, planning for this moment. While the hard work of the AMPHL board is acknowledged, it is clear that the accomplishments of the board would not be possible without the incredible support of each of you, our general AMPHL membership. You are the heart and soul of AMPHL. Thank you for your loyalty to our great organization!

We would be remiss if we did not recognize the hard work that our wonderful conference co-host, ADARA, has also put into the planning for this year’s conference.

A deep, heartfelt thank you to ADARA’s board and general membership.

Over the next four days, you will be exposed to an incredible array of presentations and workshops that espouse the conference theme, Embracing Cross-Disciplinary Partnership. Like a beautiful hand quilt carefully crafted together, there is a diverse selection of workshops from which to choose. We hope you will come away from the conference having added something to your “toolbox” that makes you a better overall healthcare provider, interpreter, or rehabilitation counselor.

Yes, ours is the exciting opportunity to network and meet individuals from disparate backgrounds that share the common bond of hearing loss. The acquaintances you make here can have positive repercussions for yourself and your work, including your hearing, d/Deaf, or deaf-blind patients and consumers. Please take the time to share your experiences over your personal social media channels using #DocsWithDisabilities, #NursesWithDisabilities, and #AMPHL. Serving as the AMPHL president for the last two years has been one of the most rewarding experiences of my life. I am grateful for the opportunity to be able to serve you and our d/Deaf and hard of hearing community of healthcare and associated providers.

Here’s to embracing the moment! _____________________________ Jaime A.B. Wilson, Ph.D., LP, ABN President, Association of Medical Professionals with Hearing Losses 2017 – 2019 Biennium

LEARN ABOUT THE

For more than 150 years, Gallaudet University has led advances in the education of deaf, hard of hearing, and hearing students and deaf rights worldwide. A comprehensive university designed for deaf and hard of hearing individuals, in a global capital: There is no other place like this in the world.

GALLAUDET ADVANTAGE

UNDERGRADUATE PROGRAMS ●●

Excellence in education, research and more for deaf and hard of hearing students

●●

Over 40 majors and minors, and a self-directed major

●●

NCAA Division III athletics

●●

Internship opportunities and career connections

●●

Over 30 student-centered organizations

●●

CART and interpreting services available for emerging signers

OPEN HOUSES

UNDERGRADUATE Fall 2019 Monday, October 14

Monday, November 18 ACT given Sunday, November 17

Spring 2020 Monday, March 9 ACT given Sunday, March 8

Friday, April 17

gallaudet.edu/undergraduate-admissions

ACT given Saturday, April 18

GRADUATE SCHOOL

OPEN HOUSE

DEPARTMENTS

GRADUATE

PROGRAMS

●●

Counseling (MA)

●●

Educational Neuroscience (PhD)

●●

Hearing, Speech and Language Sciences (MS, AuD, PhD)

●●

Infants, Toddlers and Families

●●

Psychology (PsyS, PhD)

●●

Social Work (MSW)

Fall 2019 Friday, November 1

(Certificate)

gallaudet.edu/graduate-admissions

Admissions 800 Florida Avenue, NE Washington, DC 20002 www.gallaudet.edu

(202) 250-2474 (videophone) (202) 651-5050 (voice) admissions@gallaudet.edu graduate.school@gallaudet.edu

CONNECT WITH US @GallaudetU

19088

2019 ADARA-AMPHL Conference Workshop Abstracts, Descriptions, Objectives, and Presenters' Bios Saturday, June 1, 2019

Pre-Conference Sessions: 10:00 am – 5:00 pm (Lunch Break: 1:00 pm – 2:00 pm)

Medical Interpreting for Deaf Adults and Children (ages 2 – 21) Carolyn Stern, Louise Montoya, Bridget Morina-Meyer, Marge McHenry

Salon H

Abstract: This workshop addresses medical interpreting when working with children (2-21) and adults. The session will address how the role of a medical interpreter for a deaf child differs from working with deaf adults. The session will not only go into detail regarding ASL vocabulary related to anatomy and disease states but will delve into any conundrums and issues that interpreters have about working with a medical professional. The rationale and process of how ASL interpreters (Deaf and hearing) can improve and support positive lifelong healthcare experiences, and health outcomes for Deaf patients will also be reviewed. Medically focused, interpreter resources and strategies to provide developmentally appropriate access to healthcare encounters, including content standards, teaming with CDIs and other spoken language interpreters, the use of visual gestural communication, information about HIPAA and interpreting in an outpatient vs. inpatient setting will be shared.

Objectives: • Identify differences between interpreting for children versus interpreting for adults in medical settings.

• Discuss ASL vocabulary related to medical anatomy and disease states.

• Discuss questions regarding working with a medical professional.

• Discuss various specialties and definitions.

• Delve into ethical issues such as HIPAA and confidentiality.

• Define interpreting needs of children based on their developmental abilities.

Language Deprivation Syndrome: A Growing Problem Requiring an Interdisciplinary Response Neil Glickman, Charlene Crump & Steve Hamerdinger Abstract: This day-long advanced workshop for Deaf mental health practitioners, interpreters, educators and other health care personnel is designed to help participants understand and respond skillfully to the condition now being called “language deprivation syndrome” (LDS.) LDS is a developmental disability, with neurological, cognitive, psychosocial and behavioral dimensions, that is primarily (but often not exclusively) a result of a deaf child lacking full, natural access to either spoken or sign language. The workshop foci will be understanding the syndrome and its’ implications for cognitive and psychosocial development, how to use quality communication assessments, how the interpreting field is adapting for work with dysfluent consumers, the implications for mental health interventions with dysfluent consumers and how to build an attuned system of care for such individuals.

Salon E

Objectives: • Participants will receive an overview of language deprivation syndrome and understand its’ implications for cognitive and psychosocial development.

• Participants will understand how a quality communication assessment can assist in mental health, interpreting and educational interventions with persons with LDS. • Participants will be able to discuss how the field of sign language interpreting is adapting for the challenge of work with dysfluent consumers • Participants will be able to name some “pre-therapy” considerations for mental health work for persons with LDS. • Participants will be able to describe ways to adapt systems of mental health care for deaf persons with language deprivation

Collaborative Teams in Deaf Medical Practices. Are They Possible? How Do We Do It? David Ebert

Salon G

Abstract: The Deaf Access Program in Chicago, Illinois, included several hearing physicians with sign language experience serving Deaf patients as a portion of their practices. At its peak, services were provided at 5 different locations, with thousands of visits a year by Deaf patients. Many large metropolitan areas may have 10,000 to 30,000 or more Deaf residents. This suggests that primary care practices staffed by Deaf providers and other Deaf team members are feasible, allowing equitable opportunities for healthcare careers and delivering more culturallysensitive, higher quality care to their Deaf communities. Panelists and audience members will participate in developing strategies that will be needed to engage local and national Deaf groups, educational institutions, healthcare organizations, students, professionals, and other agencies to support such practices.

Objectives: • Provide justification for the feasibility of the concept of primary care services for Deaf communities staffed

by Deaf providers and staff.

• Present a discussion of various viewpoints on the concept, and compare with the current state of health services for Deaf communities and health careers for people who are Deaf.

• Provide a setting for the input of those involved in education, training, diversity efforts, Deaf culture and Deaf organizations, government agencies, health services, and funding bodies, and also for the participation of interested students.

• Identify the interest of a range of audience members in participating over time in such an effort.

• Discuss next steps, such as how to garner community support, engage healthcare organizations, coordinate with educational and training institutions, support interested students and professionals, and plan an ongoing effort and expansion of the concept and process.

Interpreter Services

Saturday, June 1, 2019

Poster sessions: 5:30 – 7:00 pm

Salon ABCD

CODA Clinic: Comprehensive Medical Care for Deaf Adults and Children James Huang Abstract: The healthcare system is not equipped to meet the Deaf community’s needs. Studies have shown that patients often face communication barriers, inexperienced medical staff, and health information not available in American Sign Language (ASL). As a result, health disparities exist within the Deaf community, especially when looking at preventative healthcare services. At Unity Health Care, we started the Comprehensive Medical Care for Deaf Adults and Children (CODA) clinic to address these health disparities. Patients see a family medicine doctor, fluent in ASL, and there is an ASL interpreter present for the pre and post visit process. We show that when patients use the CODA clinic services, they have higher rates of preventive care services including immunization rates and age appropriate cancer screenings Objectives: • ways to increase healthcare staff understanding of deaf identity and culture • Implement strategies, including the electronic medical record, to make the clinic accessible for deaf patients • understand that tailoring services to the Deaf community can increase preventive healthcare services

Communication Access Services for Deaf and Hard-of-Hearing People in Korea: Professionals’ Perspectives Junghy Park & Eunkyung Chung Abstract: Despite the importance of ensuring equal communication access for deaf and hard-of-hearing (D/HH) people, little attention has previously been paid to the provision of communication access services for D/HH people in Korea. Indepth interviews were conducted with eight professionals who work with D/HH people in order to identify the limitations of current communication access services. The participants emphasized the challenges associated with providing effective communication support services for D/HH people who use diverse modes of communication due to the lack of financial support from the government, the low level of D/HH awareness, and the low level of self-advocacy among D/HH people. This study will offer valuable insights into how best to develop effective communication support services for D/HH people from the perspective of the professionals.

Objectives: • Identify the challenges faced by deaf and hard-of-hearing (D/HH) people who use diverse modes of communication when using communication access services.

• Learn how to develop effective communication access services for D/HH people.

Disparities in Healthcare Access for Deaf Patients: A Secret Shopper Study Elizabeth Schniedewind Abstract: A random sample consisting of primary care providers and general dentists was selected throughout the state of Idaho. Deaf and hearing simulated patients attempted to secure first-time appointments with providers. Simulated Deaf patients requested the services of an ASL interpreter at their appointment. This study details the results when comparing the success rate when securing appointments between Deaf and hearing patients.

Objectives: • Describe the success rate of Deaf patients who used VRS services and requested a sign language interpreter as an accommodation compared to hearing patients who requested no accommodation.

• Discuss the implications of the study results. Identify recommendations for further research and avenues to improve access to interpreter services for Deaf patients.

Exploring Culturally Deaf Teens' Mental Health Help-Seeking Attitudes Matthew Fasano-McCarron Abstract: Understanding culturally Deaf consumers' attitudes about mental health and help-seeking is essential for quality care. A growing literature exists regarding Deaf adult's attitudes; however, little is known about Deaf adolescents' attitudes. Deaf adolescents were recruited (N=13; ages 14 to 19 years) for a mixed methods exploration of attitudes about mental health and mental health help-seeking. Three focus groups were conducted, analyzed and reported in accordance with the consolidated criteria for reporting qualitative studies (COREQ). Findings are like those observed in Deaf adult samples and expand current insights on Deaf adolescent attitudes, particularly regarding informal help-seeking, self- advocacy, and knowledge of resources. Results indicate the importance of ongoing efforts to expand access to high quality mental health information and care across age groups.

Objectives: • Summarize theory and research related to mental health help-seeking and the role of attitudes in help-seeking behavior • Summarize research related to D/HH adult and adolescent consumers' help-seeking attitudes and behavior • Demonstrate recognition of COREQ criteria • Discuss the unique contributions of qualitative research to understanding consumers' needs and experiences.

• Discuss implications of existing research, with particular emphasis on clinical and service delivery applications.

How to Avoid Falling in Love with a Jerk (Jerkette) Angela Scruggs Abstract: Developing healthy relationships often lacks intentionality and people usually follow their emotions when interacting with others. When it comes to dating, many feel ill-equipped to choose a healthy relationship because of a premature emotional attachment. An overdeveloped emotional attachment may cause one to overlook or minimize significant problems in the early stages of a relationship. In time, significant problems evolve that one could have averted if there was a balance of the head with the heart. These challenges are a result of incidental relationship learning experiences from family, friends, romantic movies, and our own trial-and-error exposure. Many relationships superficially explore the important characteristics that predict marriage happiness. Therefore, this workshop provides a scientifically proven method to learn how to love with the brain in mind.

Objectives: • To provide an overview of healthy dating approaches • To explore the five categories of premarital predictors for marital happiness • To examine the five fundamental dynamics that their unique contribution to developing healthy relationship bonds.

• To stay emotionally and physically safe while the relationship is growing, and to make healthy choices that will lead to a fulfilling marriage.

• To empower attendees with critical information in order to develop a road map for building healthy relationships and how confidently choose a partner

Global Deaf Health: Deaf Women's Knowledge of Pap Smears in Europe and USA Shazia Siddiqi & Ana Isabel Sanz Lledó Abstract: The aim of this study is to determinate the knowledge, attitudes, and practices of Human Papilloma Virus (HPV) among Deaf women who use Sign Language in Europe and United States. Through cross-sectional descriptive study, questionnaire in International Sign Language was implemented to analyse the sexual education they had been exposed to, their perception about the quality of the information and support received in Sign Language, and their degree of satisfaction in relation to the health system of their country. A sample of 271 women from Spain, Portugal,

Italy, Austria, Sweden and Turkey was selected for this study. Second phase of the study will be implemented in following weeks for American Deaf women in American Sign Language in order to understand the differences in access to their health information and develop strategies for intervention methods for HPV prevention among Deaf women.

Objectives: • Understand the importance of Pap Smears and encourage regular testing.

• Examine Deaf women’s access to health information regarding HPV • Propose strategies for stakeholders on how to improve access for Deaf women regarding health information

ASL Sociolinguistic and Strategic Performance Assessment: A Pilot Study Campbell McDermid & Jacob Lipps Abstract: American Sign Language is a popular language of study in American post-secondary institutions. However, it is a difficult language to master. Most research has examined how students learn the vocabulary, grammar or phonology of ASL. This pilot study, however, utilized a Discourse Completion Test created to examine sociolinguistic and strategic performance. These terms were operationally defined as the behaviors demonstrated by an individual to, for example, seek clarification or to initiate or terminate a conversation. The performance of students who had taken ASL level One or Two was compared to that of students with no prior experience with ASL. Objectives: • Describe some of the different characteristics between grammatical, sociolinguistic and strategic competency • Identify aspects of sociolinguistic competency benchmarks for hearing students of ASL • List some of the aspects of strategic competency benchmarks for hearing students of ASL • Explain the characteristics of a Discourse Completion Task • Outline some possible teaching strategies for strategic and sociolinguistic competency in ASL for hearing students

Mental Health Diagnoses and Treatment among Deaf and Hard-of-Hearing College Students Tyler James & Donna Guardino Abstract: Lack of mental health research on Deaf and Hard-of Hearing (DHH) populations hinders efforts to address their treatment needs, especially when health care disparities are a grave problem within the community. We used a subset of data from a national reference group of college students (n = 16,910; 50% DHH) to report prevalence estimates of DHH college students’ mental health diagnoses and treatment. Out of the 15 measured mental health conditions, DHH college students were more likely to be diagnosed with depression and they were less likely to utilize treatment in general. DHH student mental health is influenced by a myriad of factors including pre-existing stigma, life-time of oppression, intersectional identities, identity crisis, minority status, and health care disparities within the university/health care system.

Objectives: • Identify two possible systemic factors contributing to the possible experiences of D/HH college students • Identify two possible system factors contributing to D/HH college student’s experiences of mental health treatment • Identify two protective factors that may contribute to D/HH college students’ mental health

A Three Course Series on Medical Interpreting with an Emphasis on Training Peer Professionals Judy Shepard-Kegl, Meryl Troop, Rachelle Mendola & Tristen Downey Abstract: This poster presents a series of multilingual medical interpreting classes specifically designed for ASL/English interpreters as well as spoken language interpreters. Offered through the University of Southern Maine, the first two courses follow the Essential Piece curriculum (CultureSmart, 2010) and prepare interpreters in the core areas covered by

national credentialing bodies. Medical Interpreting I addresses ethics, laws, cultural competence, health disparities, professionalism, and healthcare systems; while Medical Interpreting II focuses on medical terminology and body systems (with language coaches assigned for each language students specialize in). Medical Interpreting III, with a prerequisite of passing the IMIA written test or the CoreCHI, trains peer-professionals (medical/nursing students and interpreters) in role play activities in simulation lab settings. Instructors and students participating in these classes will be present.

Objectives: • To share curricular choices in setting up this 108-hour training series.

• To provide both an instructor and student perspective on the training series.

• To address the differing needs/roles for medical interpreters in various settings and with varied consumers (patients, Deaf medical professionals, etc.)

• To elicit input from AMPHL participants regarding training priorities.

• To elicit input from ADARA participants on adding a mental health component to the series.

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Sunday, June 2, 2019

Opening Plenary Session: 8:00 am – 9:30 am

Salon E, F, G, H

Housekeeping Steve Roldan, Conference Chair Welcome Jacob Salem, Maryland Governor's Office of the Deaf and Hard of Hearing Beginning the Journey to Oz: Embracing Cross-Disciplinary Partnership Jaime Wilson & John Gournaris Abstract: In this opening plenary presentation, Drs. Wilson and Gournaris will discuss the ins-and-outs of integrated care specific to our D/HH population. Research indicates that our D/HH population has less access to physical and mental health care services compared to the mainstream. Additionally, the D/HH population is subject to lower quality care due to the lack of access to culturally and linguistically affirmative services. The decreased access to coordinated and comprehensive healthcare tailored to the needs of the D/HH patient population leads to a significant burden of illness and frustration exacerbated by the fragmentation of the healthcare along with greater costs. Specialized D/HH integrated care has the potential to reduce disparities concerning behavioral and physical health by improving access, quality of care, and clinical outcomes.

Objectives: • Discuss why the integrated care model is an effective model for the provision of healthcare to our D/HH population.

• Elaborate on the fundamental unifying principles of a successful integrative care model with D/HH individuals.

• Discuss the implementation process.

• Detail the key features of team interactions that contribute to the success of the integrative care model.

• Instill in conference participants and excitement to learn and take advantage of the next three days of conference workshops that offer a rich variety of healthcare-related workshops.

Sunday, June 2, 2019

Concurrent Sessions: 10:00 am – 11:15 am Finding Value in Psychological Testing for Mental Health Therapy Rebecca Goffman & Jaime Monson

Salon E

Abstract: Optimal utilization of psychological testing is sometimes a puzzle for a mental health provider. Why refer for testing? What are the benefits of psychological assessment? What does my client have to gain? How can it improve our therapeutic work? These are some of the questions this presentation hopes to answer. Join us as we discuss the value of psychological assessment to the client, their system and to the treating professional. We will help mental health providers understand how to apply psychological testing results to their practice, including cultural implications for assessment that are unique to work with consumers with hearing loss. Finally, we will discuss a variety of treatment approaches and how the demands of each approach relate to the results of the assessment.

Objectives: • Understand the value of psychological assessment to the client, their system and to the treating professional.

• Gain an improved understanding of the relationship between psychological testing and mental health therapy.

• Develop strategies for writing a referral question that will most likely get the information sought from psychological testing.

• Learn ways to determine if a particular treatment modality is well suited to a client based on the results of their psychological assessment.

Linking Evidence with Practice: Language Deprivation, Communication Neglect, and Health Outcomes Poorna Kushalnagar & Jennifer Reesman

Salon F

Abstract: Language deprivation and communication neglect are related but separate constructs. The Deaf Health Communication and Quality of Life Center at Gallaudet University gathered data on early life communication experiences from over 1,500 deaf and hard of hearing adults in U.S. Results showed strong links between language deprivation, communication neglect, and specific health outcomes. This presentation will conclude with a discussion to help clinicians become more proficient consumers of research and encourage appropriate incorporation of evidence into practice.

Objectives: • Participants will learn to define and distinguish language deprivation and communication neglect.

• Participants will learn about the impact of language deprivation and communication neglect on later health outcomes based on data from the Deaf Health Lab.

Working Together to do Research to Help Deaf and Hard of Hearing Patients and Providers Philip Zazove

Salon G

Abstract: This presentation will highlight current research around Deaf and Hard of Hearing (DHH) patients and providers, and why it's important for all of us to work together to move the field forward for the benefit of all. More specifically, this presentation will (1) review some of the past research done on DHH patients and providers, (2) highlight some of the significant findings that have made a difference for all of us, (3) discuss some of the current research being conducted, (4) discuss why this research is important, and (5) discussion about how we can work together across the country to move this forward more comprehensively.

Objectives • Improve knowledge about research being done around DHH patients and providers • Create collaborations of DHH providers to move the field forward

The Legal Rights of Deaf and Hard of Hearing Health Care Professionals Mary Vargas & Jared Allebest

Salon H

Abstract: Deaf and hard of hearing individuals may face significant barriers when attempting to pursue health care careers. These barriers may appear to be insurmountable on many levels. The right to meaningful access in higher education, effective communication in healthcare settings, and access to the legal system will be elaborated in the context of the current ADA law. A question and answer session will also be held near the end of the session.

Objectives: • Discuss deaf and hard of hearing health care providers rights to access higher education.

• Discuss "reasonable accommodations."

• Discuss legal choices in today's ADA environment.

Collaborating: Addressing the needs of Virginians who are Deaf, Hard of Hearing, Late-Deafened, or DeafBlind Christine Reid, Eric Raff, Kathryn Baker, Mary Nunnally, Elizabeth Spiers, & Gary Talley

Salon ABC

Abstract: How can multiple state agencies collaborate with stakeholders and community partners to identify unmet needs and implement plans to address the needs of people who are Deaf, Hard of Hearing, Late-Deafened, or DeafBlind?

Virginia's Statewide Interagency Team (SIT) is a collaboration between Virginia's Department for the Deaf and Hard of Hearing, Department for the Blind and Vision Impaired, Department of Aging and Rehabilitative Services, Community Services Boards (mental health), and Virginia Commonwealth University. Learn how the SIT collaborated with stakeholders and other community partners to identify unmet needs priorities, develop plans to meet those needs, implement those plans, and examine their outcomes, all during challenging budgetary times.

Objectives: • Discuss a cost-effective way to partner among multiple agencies to provide services to meet the needs of consumers at the state and local levels.

• Describe a successful model for agency/consumer partnerships.

• Identify a cost-effective way to conduct a needs assessment and analyze the data in a meaningful way for professionals and consumers.

Sunday, June 2, 2019

Concurrent Sessions: 11:30 am – 12:45 pm Working with Transgender, Non-Binary, and Genderqueer Clients: Using Patient-Reported Data to Inform Culturally Affirmative Practices Judy Mounty, Cara Miller & Poorna Kushalnagar

Salon E

Abstract: The Deaf Health Communication and Quality of Life Center at Gallaudet University received funding from the National Institutes of Health to increase the number of deaf LGBTQA respondents in a first-ever nationwide patientreported outcome survey in both American Sign Language and English. Data was used to identify within-group disparities and subsequently develop strategies to increase health equity across sexual and gender minority groups. We will share new findings related to reported health and mental health outcomes, and then discuss how this data can guide culturally informed practices with these populations in higher education and mental health settings.

Objectives: • Participants will become familiar with current research data on patient-reported outcomes of deaf transgender, non-binary, and genderqueer participants.

• Participants will learn about the impact of family of origin relationships on mental health outcomes based on data from the Deaf Health Communication and Quality of Life Center.

• Participants will identify affirming mental health practices with deaf transgender, non-binary, and genderqueer clients.

• Participants will identify support needs for deaf transgender, non-binary, and genderqueer individuals in higher education, with particular emphasis on support for mental health and wellness.

Mental Health Correlates of Acculturative Stress Among Deaf and Hard-of-Hearing Young Adults Aileen Aldalur, Deborah Maxwell-McCaw & Deborah Schooler

Salon F

Abstract: In a series of studies, we will examine the acculturative stress experiences of deaf and hard-of-hearing young adults. First, we will describe the concept of acculturative stress, drawing on literature with ethnically and racially minoritized individuals, and presenting a conceptualization of deaf acculturative stress. Next, we will present a measure of deaf acculturative stress modeled after the Societal Attitudinal Familial and Environmental Acculturative Stress Scale (SAFE). In two studies, we will share data using this measure to identify antecedents and consequences of acculturative stress among deaf and hard of hearing college students, and examine the coping strategies used in response to acculturative stress. Finally, we will discuss the need for a new measure developed specifically to capture the broad range of deaf acculturative stress experiences.

Objectives: • Clarify to the audience the distinctions between acculturation and acculturative stress.

• Define acculturative stress and identify factors that may contribute to acculturative stress in the Deaf/HH population as well as factors that are unique to the Deaf/HH population relative to other ethnic minority groups.

• Discuss the mental health implications of acculturative stress for the deaf and hard of hearing populations.

• Discuss the unique challenges faced by researchers in measuring acculturative stress within the deaf community as well as how it is evolving.

Residential Treatment Program for Deaf/Hard of Hearing Men who are Homeless with Substance Use Disorder Makoto Ikegami & Kevin Henderson

Salon G

Abstract: This presentation will provide information about the Residential Treatment Program that CaringWorks, Inc. offers Deaf and Hard of Hearing men at Hope House. Information will be provided about the program mission, the bed capacity (12) of individuals that can be served, the curriculum, programming, and evidence-based practices provided, along with requirements for eligibility. There are a number of unique features of the program including; case management, psychotherapy, medication management, peer support groups and employment readiness. The presentation will also include a discussion of the clinical approaches adapted by Deaf staff members working with Deaf and Hard of Hearing members. Moreover, this presentation will present the challenges of working with this population and discuss strategies to navigate them on three levels: micro, mezzo, and macro.

Objectives: • Participants will learn about services offered by CaringWorks, Inc. for Deaf and Hard of Hearing individuals.

• Participants will be exposed to the clinical approaches adapted by Deaf staff members used to assist deaf and hard of hearing people in their recovery journey.

• Participants will identify the challenges of Deaf staff members experience when working with Deaf and hard of hearing people with substance use issues.

• Participants will discuss strategies to navigate the challenges and assist in the preservation, development and sustainability of the program.

• Participants will learn how to establish a program type that can be replicated in their state and/or partnering agencies.

Teaming Together to Care for Our Deaf Patients- Insight from the Deaf Health Clinic Michael McKee & Leslie Pertz

Salon H

Abstract: Deaf and hard of hearing (DHH) patients struggle with significant healthcare barriers & inaccessible communication resulting in poorer patient satisfaction and care. Due to the existing gaps in healthcare/ behavioral healthcare, the presenters collaborated together to increase direct access for DHH patients to primary and mental healthcare at a family medicine clinic in SE Michigan. The Deaf Health Clinic was established with the goal of providing accessible care for our DHH patients through the use of language concordant providers as well as the use of accessible appointments and surveys. The staff also underwent ASL & cultural training to improve our patient engagement and management. Results of our efforts, including challenges, recommendations, & case studies will also be presented.

Objectives: • Define considerations for use of TMH with Deaf clients • Describe clinical recommendations on how to effectively care for DHH patients • Describe clinical challenges and sustainability issues and how to overcome them

Research on Stethoscopes and Facemasks: Implications for Hearing Loss and Healthcare Samuel Atcherson & Evan Finley

Salon ABC

Abstract: The use of stethoscopes for auscultation and face masks as personal protective equipment continue to present some obstacles for students and health workers with hearing loss. In this presentation, we will review the literature on both acoustic and electronic stethoscopes and the use of face masks as they relate to hearing loss and healthcare. We will also share related research findings from studies conducted in our laboratory at the University of Arkansas at Little Rock / University of Arkansas for Medical Sciences.

Objectives: • Identify barriers to auscultation and communication by deaf/hard of hearing individuals in the healthcare arena • Describe limitations in both acoustic and electronic stethoscope and some solutions to overcome them • List three benefits for using a see-through face mask

Sunday, June 2, 2019

Concurrent Sessions: 2:00 pm – 3:15 pm Personal and Professional Experiences Using a Hearing Dog in Various Medical Office Settings Danielle Rose

Salon E

Abstract: Legal changes (in the past 24 years) with ADA have made service dogs, assistance dogs, therapy dogs, and professional assistance dogs much more visible but only limited studies are available about how professionals with service dogs utilize their dogs with their clients or patients in a professional setting. I will review twenty-four years of personal experience with my hearing dog working in various medical office settings. Peter Levine’s work from NASA on stress and Somatic Experiencing Practitioner Training utilized in psychology and counseling therapy for post traumatic syndrome formed the scientific basis for utilizing my dog in pediatric care. AMPHL participants embracing crossdisciplinary partnerships may be uniquely qualified to benefit from utilizing this approach.

Objectives: • Understand Service Dog Terms and Distinctions • Learn 5 Ways to Use Service Dog (professionally as well as personally) • Learn Stress research and Post Traumatic Stress Disorder physiologic changes • Learn clinical techniques for using service dog in primary care practice.

• Demonstration of hearing dog

Deaf Mental Health Professionals: Working with Hearing Clients Mel Whalen

Salon F

Abstract: This interactive workshop focuses on how Deaf mental health professionals can best work with hearing patients, both during training and as fully licensed clinicians. Dr. Whalen has a decade of experience seeing Deaf and hearing clients in a wide variety of mental health settings, both while using ASL interpreters and without them.

Participants will discuss specific ways to make all different types of accommodations maximally effective, including using interpreters, CART providers and personal amplification systems. The best physical office layout will be discussed in depth. There will also be opportunities to share personal struggles and success stories. Interpreters and other allied professionals welcome, but the focus of the discussion will revolve around the experiences of Deaf mental health professionals.

Objectives: • Discuss the best ways to incorporate an ASL interpreter into a therapeutic encounter with hearing patients • Understand other types of accommodations that also facilitate communication between a Deaf mental health provider and a hearing patient, including CART, remote video interpreting, remote CART provision or the use of hearing assistive devices like hearing aids and cochlear implants.

•

• •

Understand how to best arrange a counseling office to create a maximally accessible environment for a Deaf mental health provider who sees hearing patients, depending upon the provider’s chosen form of communication.

Discuss in depth some of the most common challenges of this type of work from the Deaf mental health professional’s perspective.

Understand why Deaf mental health professionals bring a unique perspective to their work that benefits hearing patients in ways most are not likely to anticipate.

Perspectives on Ethics for Healthcare Interpreters Christa Moran

Salon G

Abstract: Healthcare Interpreters have a responsibility to know and uphold their ethical standards of practice in the performance of their duties. They work with other healthcare providers that also strive to uphold the ethical standards of practice for their profession as well. When faced with ethical dilemmas healthcare interpreters must make choices that while supported by their chosen professional standard, might in fact come in to direct conflict with those of the medical professionals they work with. Additionally, while adhering to ethical standards of practice, choices made could come in to conflict with the patient or families expectation of the role of the interpreter. Healthcare interpreters have a responsibility to uphold standards of practice in order to preserve the integrity of the interpreted encounter while still considering the perspectives of those involved Objectives: • Learn to identify ethically problematic situations for which the NCIHC Standards of Practice and Code of Ethics provide specific guidelines, and to apply such guidelines; • Understand that every choice carries consequences. Participants will name at least one positive and one negative consequence of the given course of action • Consider and discuss the possible perspective of at least one other stakeholder in a given interpreted encounter (patient, family, provider, other interpreter)

Individualized Planning and Successful Employment Outcomes: Helen Keller National Center’s Comprehensive Vocational Training Services and Programs Christopher Woodfill & Cynthia Ingraham

Salon H

Abstract: Recent changes to vocational rehabilitation services have intersected with legislation to enhance the lives of deafblind consumers of all ages and educational backgrounds; however, employment outcomes for this group remain woefully below that of other disability categories. The Helen Keller National Center’s (HKNC) focus on individualized programming, structured support and specialized training has resulted in deafblind consumers experiencing successful employment outcomes through a unique collection of training programs. The nation’s solitary and foremost employment agency exclusively for individuals who are deafblind, HKNC is the nation’s largest employer and trainer of individuals with combined vision and hearing loss. This unique distinction is the result of more than 50 years of dedicated research, instruction and training in the field of vocational rehabilitation.

Objectives: • Participants of this session will acquire skills in how to design and implement interdisciplinary teams regarding employment programs and services for consumers who are deafblind of transition-age and older.

Writing an Effective Manuscript for JADARA: Editors’ and Reviewers’ Perspective Denise Thew Hackett

Salon ABC

Abstract: All of us are connected to journals, whether it is through reading, writing, reviewing or suggesting topics to be addressed. The purpose of the seminar is to encourage potential new or experienced writers to smooth the sometimes a

bumpy path between having an idea for a paper and reaching the finish line of publication. This workshop will involve a panel of JADARA editorial board members, and be moderated by Dr. Denise Thew Hackett, current JADARA Editor-inChief. The editorial board members will answer questions presented by the moderator and audience members. The workshop will also give allow participants an opportunity to meet with the editorial board members individually to review their current manuscript draft. The editorial board member will provide feedback on the next steps of the writing process.

Objectives: • Individuals will be able to outline the procedure involved in submitting quality manuscript to JADARA • Individuals will have a better understanding of JADARA peer-reviewer’s (editorial board) expectation of the manuscript • Individuals will have the opportunity to have their manuscript reviewed by one of the editorial board members

Sunday, June 2, 2019 Special Event: 3:30 PM – 4:30 PM State of AMPHL Address: Tearing Down the Wall Jaime Wilson, AMPHL President

Salon E

Special Event: 4:30 PM – 5:30 PM ADARA General Membership Meeting John Gournaris, ADARA President

Salon F

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Monday, June 3, 2019

Concurrent Sessions: 8:00 am – 9:15 am Considering Telemental Health Using VP to Provide Psychotherapy to Deaf People in Rural Locations Dylan Secord & Leslie Pertz

Salon E

Abstract: Given known gaps to access of language concordance mental healthcare, as part of a Medicaid Match grant in Michigan, the presenters (with Dr. Michael McKee as co-PI) conducted a year-long study to determine the usefulness of VP technology to increase access to psychotherapy conducted in ASL to Deaf clients living in rural areas without easy access to culturally competent clinicians. Results of the project, successes, challenges, recommendations, and case studies will be presented.

Objectives: • Define considerations for use of TMH with Deaf clients • Describe recommendations regarding how TMH can be effectively used with Deaf clients • Describe at least three patient exclusions recommended for TMH • Understand successes and challenges on providing TMH in rural locations

Removing Barriers and Building Bridges for Future Mental Health Professionals from Diverse Backgrounds Deborah Schooler & Lori Day

Salon F

Abstract: Based on a collaboration between faculty in the undergraduate and graduate clinical programs in psychology, we are attempting to address bridges and barriers our students experience on their way to becoming professional mental health professionals. We have created a participatory research community of students and faculty working towards understanding the current dynamics in the department, including the creation of a survey of alumni to assess experiences of bias and affirmation related to racial, deaf, and other historically and culturally meaningful identities.

These efforts are leading to revisions in curriculum and co-curricular programs to address identified barriers. A panel of students and faculty will discuss their experiences.

Objectives: • Review previous literature on discrimination an educational attainment • Provide quantitative data from a survey of psychology alumni describing experiences of bias and affirmation.

• Share qualitative experiences of students’ lived experiences in psychology training.

• Discuss curricular and pedagogical approaches to reducing bias and barriers in psychology training.

Addressing ACES with the ASL Deaf Community: Findings from a Deaf Health Survey Lori DeWindt & Kelly Matthews

Salon G

Abstract: National Center for Deaf Health Research (NCDHR) uses community based participatory research (CBPR) methods to conduct linguistically and culturally appropriate research with deaf population in Rochester, NY. NCDHR adapted Adverse Childhood Experience Survey (ACES) for the 2013 Deaf Health Survey (DHS). The survey results examined the prevalence of ACES experiences among Deaf ASL users. It was shown that 73% of the survey participants who took the survey experienced at least 1 (one) ACE. We will also include related results such as demographics characteristics of people experiencing ACES. The results were shared with the ASL Deaf community. NCDHR will explain the current trend with ACES research and show how the national data compares with our results.

Objectives: • Describe community engaged research to adapt ACES for use with deaf sign language users to address health disparities.

• •

List some facilitators and barriers to the ACES Discuss ways community-clinical-research collaborations could be adapted and applied for use with language, education and health conditions.

Health Equity for the Deaf: Best Practices James Huang , Jeremy Mann & Johnathon Stephens

Salon H

Abstract: Deaf health equity challenges the healthcare system to examine how medical care is delivered. In this session, we explore multiple systems that can be enhanced to address the health disparities in the Deaf community. On a local and national level, it is important to quantify the number of Deaf ASL-users which then can lead to appropriate health services, such as a clinic for the Deaf. Best practices at the CODA Clinic are shared in this session. Also, we introduce a novel medical interpretation certification program to improve communication in the clinical visit. Lastly, we discuss how to improve medical education and training not only on how to work with Deaf individuals, but also focus on increasing the number of Deaf in the healthcare workforce.

Objectives: • Understand the importance of an accurate census of Deaf ASL individuals • Identify 3 ways to enhance clinic services for the Deaf • Outline the value of a medical interpretation certification program • Summarize methods to educate healthcare students on working with Deaf populations • Recognize the importance of a healthcare pipeline for Deaf students

Enhancing Access to Clinical Training Opportunities for D/HH trainees – What Can I do as a Trainee or Site Supervisor?

Danielle Previ & Jennifer Reesman

Salon ABC

Abstract: Clinical training opportunities are an essential component to graduate degrees that are clinically oriented and can serve as experiences that help to launch careers in healthcare. This workshop was developed to educate and empower current clinical trainees, their supervisors, and organizations that provide clinical training experiences with information and strategies to increase the number of D/HH health and mental health care providers. Approximately 3% of practicing psychologist identify as having a disability and 2.7% of medical students (Lund & Andrews, 2015; Meeks & Herzer, 2016) whereas approximately 19 % of the population reporting a disability (2010 Census). Healthcare providers with disabilities are underrepresented across fields. Ensuring accessibility and a diverse pipeline of well-trained healthcare providers with disabilities is essential to development of a health care workforce ready to meet the needs of a diverse population. This workshop focuses on development of practices to increase the population and number of skilled D/HH health care providers and reduce existing barriers to clinical training opportunities. For providers and trainees, this workshop will provide information and strategies to increase the number of D/HH health and mental health care providers.

Objectives: • List barriers and methods for improving availability of training opportunities for D/HH people in psychological and medical clinical training.

• Identify advocacy skills necessary for supervisors in clinical supervision and training with D/HH trainees.

• Develop plan for taking action (for supervisors and trainees) to support trainees better prepare for clinical experiences.

• Identify aspects of the ADA that relate to clinical training and common misunderstandings of responsibility for providing accommodations or implementation of accommodations.

• Be able to identify aspects of disclosure decision-making hierarchy during application process and individual factors that influence decisions around disclosure, from the perspective of trainee and clinical site.

Monday, June 3, 2019

Concurrent Sessions: 9:30 am – 10:45 am Providing Optimal Psychiatric Care for Deaf and Hard of Hearing Individuals: A Multidisciplinary Collaborative Approach Annabelle Blanchet, Wendy Heines & Melissa Watson

Salon E

Abstract: This workshop will describe our comprehensive approach to serving Deaf and hard of hearing individuals with complex psychiatric, cognitive, and behavioral challenges. We address all aspects of the individual being served – including their cultural and linguistic needs. Implementing a holistic plan of care utilizing a diverse multidisciplinary team can break the acute hospitalization cycle frequently seen in this population, decrease the intensity of services needed over time, and increase the stability, functionality, and independence of the individuals served. Collaborating with a large team requires planning and communication strategies, which we will discuss. Key to this collaboration, and “serving the whole person,” are psychiatrists and their ability to understand the impact of hearing loss on a person’s development as well as the nuances of signed communication.

Objectives: • To share our expertise in what has worked for us when treating a group of individuals with complex psychiatric, behavioral, intellectual and communication needs.

• To educate the group on how approaching treatment for a D/HH person can vary from treatment approaches for a hearing individual.

• How creating a multidisciplinary treatment team to manage a client's care benefits clients, even those who have been "treatment resistant" in the past.

• The logistics behind how the multidisciplinary team operates, communicates, and is managed.

• To display how a psychiatrist that understands Deaf culture and ASL can close treatment gaps and create beneficial outcomes - even if that psychiatrist does not initially posses that cultural and linguistic knowledge.

Creating Partnerships in the Substance Use Field Sarah Coyle & Kristen Pranzi

Salon F

Abstract: The workshop will review current literature and polices developing in response to BC’s overdose epidemic, and the current overhaul of the public health treatment programs. This review will look at spaces for Deaf community members to be involved in working groups, the way other minority groups are consulted. It will also look at legislation within Canada and the public health care system to more clearly define Duty to Accommodate legislation and discuss ways to develop Memorandums of Understanding with organizations such as non-profits to access funding for adaptations.

Objectives: • To review current polices, practices, and literature around Substance Use treatment, and analysis of how adaptations can be made to ensure Deaf participants are receiving evidence based care.

• To discuss how upcoming research and shifts regarding responses to substance use, and policies and programs derived from that are built with Deaf community members in mind, instead of as an afterthought.

Pre-Employment Transition Services for Students who are Deaf and Hard of Hearing Mary Nunnally & Traci Branch

Salon G

Abstract: Each state Vocational Rehabilitation (VR) agency is mandated by WIOA to provide Pre-Employment Transition Services (Pre-ETS) to students with a disability. Virginia VR-General established District Pre-Employment Transition (PreETS) Counselors to work within the schools to provide the core services. Through a roundtable discussion, RCDs made a

monumental decision to stop taking referrals on students who are deaf and hard of hearing in public schools. This new service model would increase the workload for Rehabilitation Counselors for the Deaf, who served both adults and students in large geographic regions. A statewide Pre-ETS Counselor/Consultant for Deaf Services was created. This session will provide an overview of Virginia’s service model, how it is being developed and implemented.

Objectives: • Discuss one state model providing Pre-Employment Transition Services (Pre-ETS) “in-house” versus “vending out” services to agency partners.

• Describe how decisions with data were made and how an intra-agency team discussion influenced management into designing a new position.

• Review the implementation and “growing pains” of the new specialized “Deaf Services” position and how a new form of collaboration is being developed with new partners in the agency and within the educational system.

Hearing and Related Technologies for Deaf/Hard of Hearing Health Professionals Samuel Atcherson & Evan Finley

Salon H

Abstract: Assistive technology for individuals who are deaf/hard of hearing have been around for a long time and have also been subject to innovative developments. Some assistive technologies are designed to augment residual hearing while other assistive technologies provide supplemental information (e.g., visual or tactile). Many of us who work in healthcare are likely to use a combination of the two. We use this technology in our everyday lives as well as in our work lives. In addition to (hearing) assistive technology changing, hearing aids and other implantable devices are also available. This presentation is suited to all audiences – from those new to hearing and related technologies to those who want a refresher and updates.

Objectives: • List three examples of (Hearing) Assistive Technology that can help you with everyday communication • Describe two examples of (Hearing) Assistive Technology can help you in your school or work environment • Identify three examples of resources to find out more information and support

Deaf Experiences: An Exploration of Psychological and Emotional Well-Being Among Deaf American Adults Angela Scruggs

Salon ABC

Abstract: This workshop introduces participants to a research study that focused on “depathologizing deafness.” Most mental health research rarely includes assessment psychologically and emotionally well individuals. This qualitative study utilized a positive psychology theoretical framework to collect and analyze data from “psychologically healthy and well-adjusted deaf people in the community, who live productive, eventful, and generally satisfied lives and are adaptively and effectively dealing and coping with everyday problems of living.” Through this research, contributing factors were identified as indicators of psychological and emotional well-being of deaf adults in America.

Objectives: • To provide an overview of qualitative and quantitative research methodology among DHH population • To promote awareness of the importance for positive psychology research frameworks among DHH population • To orient attendees to the psychological and emotional well-being research study • To examine the emerging characteristics contributing to psychological wellness of DHH participants of this study

Monday, June 3, 2019

Concurrent Sessions: 11:00 am – 12:15 pm The Ethical Impact of Communication Technology & Social Media on Social Work Practice in the Deaf Community Elizabeth Moore & Concetta Pucci

Salon E

Abstract: Technology in the 21st century revolutionizes the methods of social work practice interventions, which has ethical implications for social work practice with deaf and hard of hearing populations. In particular, the dearth of research on the ethical impact of communication technology and social media on social work practice with deaf and hard of hearing populations necessitates an extensive description of the experiences and perspectives of social workers using technology and social media at their work. To accomplish this goal, 175 participants—BSW interns, MSW interns, social work practitioners, agency administrators, field instructors, field liaisons, and field education program directors in the field of social work—are invited to participate in the research study. Preliminary findings and ethical implications for social work practice will be discussed.

Objectives: • Acquire a new knowledge of the ethical impact of communication technology and social media on social work practice with deaf and hard of hearing populations.

• Adhere to ethical standards of communication technology and social media.

• Create communication technology and social media policies to ensure confidentiality within the social work practice with deaf and hard of hearing populations.

Identifying the Evidence Behind Effective Discipline Strategies; Lessons Learned from Parent-Child Interaction Therapy Lori Day, Sheila Bruce, & Kelsey Cappetta

Salon F

Abstract: While advice about effective discipline strategies is widely available, determining the evidence base for this advice is not always easy. It can be challenging for clinicians and parents alike to have access to and knowledge of the latest research. This workshop will review the evidence-base for a number of popular parental discipline strategies. It will then focus on discussing specific discipline strategies utilized in one evidence-based intervention, parent-child interaction therapy (PCIT). This discussion will include a summary of the data available on PCIT with deaf families.

Objectives: • Identify three strategies for recognizing discipline advice that is not supported by evidence • Identify three discipline strategies that are evidence-based • Discuss the role that discipline plays in parent-child interaction therapy (PCIT) • Discuss discipline strategies that have evidence for efficacy with deaf families

Transitioning into a Supervisory Position: Helping New Managers Succeed in a Human Services Organization Melissa Watson & Lauren Clarke

Salon G

Abstract: At PAHrtners Deaf Services we strive to employ members of the Deaf and Hard of Hearing community and to elevate them into managerial and supervisory positions. When leadership positions become available qualified D/HH leaders are not always at hand. Therefore, we have established a system of identifying, fostering, and promoting leaders who serve as role models for the members we serve, other employees, and the community at large. Deaf supervisors are a key component in serving our D/HH members in a culturally and linguistically competent manner. In this presentation we will review our system, the positive outcomes, as well as challenges that come with transitioning D/HH people into managerial positions - especially within a small/tight-knit community.

Objectives: • To show that D/HH people are the most equipped people to serve the D/HH community.

• How talented D/HH individuals with leadership skills can be identified, mentored, and trained.

• Ways to set-up new leaders for success.

• Tips for navigating the transition of peers becoming supervisors.

• For others to use our experience to help their staff members.

Connecting the Dots: How to Use Psychological Testing to Identify Life Skills and Supports Rebecca Plesko-DuBois & Shilpa Hanumantha

Salon H

Abstract: Psychological assessment results can help identify strengths, learning strategies, and accommodations for college and work – but only when explained clearly. Too often test results are presented in a confusing way or never shared at all. This presentation demonstrates how visual formats can enrich feedback sessions about test results and empower people to apply their strengths, access resources, and self-advocate. With visual graphs, it is easy to spot strengths and areas where more support is needed. Positive feedback sessions also help people know what tools are available for support - such as extra training, accommodations, mental health counseling, or community resources. Case examples will show how accessible test results can connect the dots for deaf people, offering insight into past struggles and guiding personal success.

Objectives: • Define standardized test scores and what standardized scores ranges mean in the real world.

• Demonstrate a visual way to explain psychological test scores.

• Show connections from test scores to real life examples of skills and supports.

Basic Principles of Diabetes Care Jim Webster

Salon ABC

Abstract: With the dramatic increase in the incidence of diabetes, every healthcare provider interacts with patients with diabetes. One in 4 adults in America has diabetes. However, diabetes is a treatable disease. Though diabetes may be frustrating, frightening, and life-changing, people with the condition can go on to live happy and fulfilling lives.

Objectives: • Cover basics of what diabetes is and why it is important to treat.

• Discuss treatment options for diabetes.

• Discuss how to know when a referral is necessary and to whom.

Monday, June 3, 2019

Concurrent Sessions: 1:30 pm – 2:45 pm EMDR (Eye Movement Desensitization and Reprocessing): Overview of an Empirically-Validated Trauma Treatment & Adaptations for use with Deaf Clients Leslie Pertz & Kristie Cornell

Salon E

Abstract: EMDR (eye movement desensitization and reprocessing) has been in clinical use over 30 years, and has been shown to be an evidence-based psychotherapy by the APA, the U.S. DoD-VA, the WHO, and SAMHSA. Although recommended as a first-line treatment for PTSD, there is no known research about the adaptation of this psychotherapy used with Deaf clients. This presentation will introduce the basis of the EMDR approach, Adaptive Information Processing (AIP). Further, this presentation will review the 8 phases and three-prongs of EMDR, and will discuss EMDR as an elegant approach for Deaf clients, in that it incorporates all five senses in processing memory, not limited to

language. The presenters will discuss case studies of innovative adaptations, efforts to introduce research on the effectiveness of EMDR with Deaf clients, and survey participant interest in the possibility of becoming trained EMDR clinicians.

Objectives: • Participants will be able to list the eight phases and three prongs of the EMDR treatment approach.

• List two adaptations to utilizing EMDR with Deaf clients.

• List three examples of memories for reprocessing.

• Define the term state change and list two examples.

Collaboration in the Provision of Vocational Evaluation Services for Deaf People Steve Sligar

Salon F

Abstract: Rehabilitation professionals that conduct vocational evaluation or career assessment (VE/CA) can be more effective and efficient if the service is provided in collaboration with other professionals. This interactive presentation will include a review of the VE/CA process and different ways that other professionals such as rehabilitation engineers, case managers, physician assistants, audiologists, job development/placement specialists can be collaborators.

Description of best practices of collaborative efforts will be discussed as to their application for use with Deaf people. A template for the process of collaboration will be reviewed and an action plan for use after the conference will be developed.

Objectives: • Describe the process of vocational evaluation for Deaf people from marketing to referral to service delivery to exit and follow up.

• Analyze the process for intersection points with other professionals (e.g., rehabilitation engineers, case managers, physician assistants, audiologists, job development/placement specialists) and how to collaborate to improve services.

• Describe current best collaborative practices in vocational evaluation and implications for including these practices for Deaf people.

• Develop strategies to identify and implement collaborations at the participant’s home office with a template.

DHH Individuals and the Criminal Justice System Deb Guthmann, Gabe Lomas & Damara Paris

Salon G

Abstract: Currently, limited material exists for undergraduates and graduates in Deaf Education, focused on issues of Language, Cognition, Mental Health, Substance Abuse, Forensics, Civil Rights, and the Deaf Suspect/Criminal Offender.

Increasingly more DHH youth and adults are caught up in the criminal justice system and are in need of advocates. The presenters are co-editors of a book that will provide a resource to teachers-in-training and be useful for interpreters, social workers, psychologists and other service providers who may interact with DHH suspects and offenders. This presentation will include an overview of the material being written to address the numerous barriers and injustices that frequently happen with this population. Additionally, the presenters will provide recommendations of what is needed in order to make improvements in our criminal justice system when working with DHH suspects and offenders.

Objectives: • To describe demographic information related to DHH suspect and offenders who may also have additional substance abuse and mental health issues.

• To describe the numerous barriers that exist for this population in juvenile facilities, courtrooms, jails and prisons.

• To describe how professionals-in-training, interpreters, social workers and psychologists can be informed advocates for their deaf students and other deaf adults who are caught up in the criminal justice system.

Pursuing Medical Education with Unilateral Hearing Loss: Obstacles and Learning Strategies Jacob Lowy

Salon H

Abstract: This session will highlight the different tools used for pursuing medical education with a unilateral hearing loss. Much has been written about the importance of training physicians who are deaf and hard of hearing (DHoH).

Increasing the number of DHoH individuals in medicine can result in more physicians who are empathetic to individuals with hearing and other disabilities and contribute to increased disability awareness amongst healthcare providers. This session will present a first-hand account of the variety of strategies utilized to mitigate the impacts of hearing loss by an individual with 70% hearing loss in the right ear, include use of Computer Aided Real Time Transcription and of an amplified stethoscope. Reflections on the obstacles present in classroom and clinical settings will also be presented.

Objectives • Describe effective strategies for navigating medical education with unilateral hearing loss • Highlight key challenges to pursuing medical education and applying to medical school with a hearing impairment • Discuss the obstacles present in clinical and academic settings, and the various strategies used for overcoming these barriers.

Leadership Development via Accommodation Development: Opportunities for Deaf and Hard of Hearing Healthcare Professionals Christopher Moreland

Salon ABC

Abstract: As DHH clinicians and students grow in numbers and become leaders in their disciplines, so does the need for effective accommodations in education and employment settings. However, DHH students and professionals often rely on their own creativity and experience, as well as that of colleagues and mentors, to effectively develop appropriate accommodations. At the same time, educational institutions or employers are often unfamiliar with how to identify resources to provide and optimize accommodations for a wide variety of situations. This presentation will reframe DHH healthcare students’ and clinicians’ accommodation experiences as rich opportunities for professional development as leaders. A number of leadership models provide frameworks for powerful tools, such as self-insight, team management, and emotional intelligence. We will explore how leadership models can apply to optimizing communication and relationships to benefit both the DHH healthcare professional and those providing accommodations.

Objectives: • List ways in which self-awareness (leading ourselves) can contribute to streamlining accommodation development and optimization.

• Explore how leadership models can provide a framework for one’s own professional development as well as a means for developing an effective accommodation team.

• Anticipate opportunities to form productive relationships with accommodation providers and allies.

Monday, June 3, 2019

Concurrent Sessions: 3:00 pm – 4:30 pm Serving DeafBlind VR Consumers: Emerging Trends, Research, and Practices in Interpreting Jelica Nuccio & Heather Holmes

Salon E

Abstract: As the community of DeafBlind consumers who use Protactile American Sign Language continues to grow, there is increased need for interpreters who are qualified to provide PTASL interpretation. Building on the results of a national needs assessment, DBI partnered with seven nationally recognized DeafBlind leaders/trainers/mentors to provide intensive PTASL training to interpreters. This training spanned the course of 7 weeks, and included a 6-week

online Community of Practice, and a one week, immersion-based, face to face experience. Join us as we share recent data from this first cohort, emerging practices in the field of DeafBlind interpreting, and lessons learned in how to conavigate interpreter training that is led by DeafBlind professionals.

Objectives: • Participants will be able to define Protactile American Sign Language (PTASL).

• Participants will be able to articulate at least two key differences between PTASL and Tactile American Sign Language (TASL).

• Participants will be able to describe qualifications of a PTASL interpreter.

• Participants will be able to recommend 2 professional organizations that provide more information about PTASL and DeafBlind interpreting.

The Protactile Movement: Changing Practices in the DeafBlind Community Jelica Nuccio & Heather Holmes Abstract: Through community engagement, research, and education, the Protactile Movement has gained traction in DeafBlind communities across the United States. With limited training opportunities, historically DeafBlind people have not had access to training in Protactile ASL, so concentrated efforts to promote increased training opportunities are needed. The DeafBlind Interpreting: National Training and Resource Center contracts with DeafBlind mentors who received intensive training from DeafBlind instructors, and according to evaluations from program participants, mentors were rated highly qualified and skilled in their provision of mentor services. This workshop will explore the reasons differentiated instruction in Protactile American Sign Language (PTASL) is essential for DeafBlind consumers working on developing their sense of autonomy. Autonomy is key for DeafBlind consumers as they work with VR and seek employment opportunities.

Objectives: • Participants will be able to define the four main components of the Protactile Movement.

• Participants will be able to identify 3 reasons DeafBlind consumers benefit from specialized instruction by DeafBlind mentors and trainers.

• Participants will be able to describe the unique program design Tactile Communications offers to DeafBlind consumers.

• Participants will be able to articulate how DeafBlind consumers develop their autonomy and job-readiness skills through access to education and training in PTASL.

The Impact of Unconscious Bias on Service Delivery Corey Axelrod

Salon F

Abstract: Unconscious biases are created and often reinforced by our environments and experiences. During this workshop, Corey Axelrod explores how potential individual and systematic biases can impact Deaf and Hard of Hearing consumers. Through a Deaf lens, Corey will discuss common situations when powers and privileges are not acknowledged and the respective impacts they have on marginalized populations. Corey will also highlight how micro-aggressions and tensions of power and privilege negatively impact the delivery of services. Attendees will leave with action items to provide proactive and strategic support that will effectively champion Deaf-centric priorities and agendas in service delivery.

Objectives: • • • •

Participants will recognize what power and privilege looks and feels like from the perspective of Deaf individuals; Participants will understand and apply best practices to determine which privileges to leverage, minimize or divest; Participants will apply tips and strategies discussed to hold colleagues accountable for their actions; and Participants will utilize promising approaches for more open and authentic dialogue with Deaf and Hard of Hearing individuals.

Hospital Based, Guideline for ASL Interpreters and Medical Interpreting for Deaf Children (ages 2 – 21) Louise Montoya, Bridget Morina-Meyer& Marge McHenry

Salon G

Abstract: Becoming health literate for anyone starts at a young age and is tied to positive health outcomes over a lifetime. Rationale for, development process of, and 2 years implementation experience with a guideline for the use of ASL interpreters and speech to text support for pediatric Deaf patients, ages 2 - 21, at one large urban, hospital-based, audiology and speech language department will be reviewed. Experience with guideline application by a large, urban, pediatric hospital and outpatient system will also be shared. Medically focused strategies to provide developmentally appropriate access to healthcare encounters for Deaf children by ASL interpreters and medical providers who may or may not be fluent in ASL and knowledgeable and experienced in Deaf culture and health care access will be shared.

Objectives: • Examine potential negative impact of chronic lack of effective communication access during healthcare encounters over childhood on Deaf children’s lifelong health literacy, and outcomes.

• Review one hospital-based, guideline for ASL interpreters and speech-to-text support for Deaf Children (ages 2 – 21) for all medical encounters.

• Identify necessary interpreter model differences and additional knowledge and skills needed for effective medical interpreting for Deaf children.

• Learn suggestions for introducing needed model changes to ASL interpreters, and interpreter referral agencies.

• Identify Interpreter and provider resources and strategies to provide developmentally appropriate communication access to medical encounters with Deaf children.

Acceptance and Commitment Therapy: Practicing from the Inside Out Susan Chapel

Salon H

Abstract: Acceptance and Commitment Therapy (ACT) is an evidence-based, cognitive-behavioral approach to therapy, grounded in mindfulness and acceptance. But how is ACT really different from other kinds of CBT? The radical perspective of ACT is that our problems are not caused by painful thoughts, sensations, and emotions. Difficult “private experiences” are normal- they only become problems when we avoid them or get stuck in them. This workshop will be very “hands-on.” Through exercises, role-play, and discussion, we’ll practice the core processes of ACT ourselves: present moment awareness, openness to thoughts and emotions, and commitment to valued actions. Then we’ll apply them to clinical work, while exploring how ASL can bring life to these concepts and help our clients integrate them to create more satisfying, meaningful lives.

Objectives: • Describe the ACT therapist’s attitude towards clients and therapy • Describe how avoiding difficult thoughts and feelings causes human problems • Describe what “de-fusion” means and one way we can do it • Describe how self-compassion helps people move towards their values.

• Describe difference between values and goals, and why the difference is important

Learning from Students: What Do You Do When You See Students Struggling and Nothing Else Has Worked? Try Something New! Julie Bradley & Don Potter

Salon ABC

Abstract: What do you do when you see students struggling and nothing else has worked? Try something new. Mt. SAC is using a cohort/learning communities model with the DHH students. Student panelists will share their experiences.

Objectives: • Enhance understanding of DHH college student's experience.

• Apply new information to create new opportunities for learning at other institutions

Monday, June 3, 2019

Special Event: 4:45 PM – 6:00 PM AMPHL Board Meeting Jaime Wilson & AMPHL Board

Executive Board Room

Special Event: 6:30 PM – 10:00 PM Banquet and Awards Ceremony

Salon E, F, G, H

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Tuesday, June 4, 2019

Concurrent Sessions: 8:00 am – 9:15 am Running into the Wind: A Personal Journey Carolyn Stern

Salon E

Abstract: Health care careers are filled with demanding courses and technical standards. Becoming a health care provider is no easy feat. This presenter faced the common questions many of us do: what technology can be used (and there are many!), should this individual's hearing loss be revealed or not in the application, and will there be discrimination while in school or when finished? Having a hearing loss can make a given task more challenging.

Objectives: • Discuss the presenter's journey through medical school; • Share experiences during residency; • Share experiences in the use of DIs; • Discuss the benefits of networking and finding an appropriate mentor.

America’s Next Role Model: How Deaf College Students Perceive Television Representations of Deaf Individuals Caroline Kobek Pezzarossi & Deborah Schooler

Salon F

Abstract: In recent years, representations of deaf characters on television have increased, providing opportunities for deaf people to connect and identify with deaf role models in new ways. Drawing from constructivist approaches to media effects, we examine how deaf college students are interpreting and making meaning out of television representations of deaf characters. We further consider how these interpretations may differ among students. In focus groups, deaf participants watched clips from selected television programs featuring deaf characters.

Objectives: • Discuss how deaf people are represented in the clips, considering whether the clips portray deaf people realistically what positive and negative representations were included, and how well the clips showcase diverse deaf experiences.

• Participants will also be able to discuss their experiences watching and discussing these representations with peers.

Disaster Relief and Mobilization in the Deaf Communities - Lesson from the Past Kota Takayama & Steve Hamerdinger

Salon G

Abstract: In recent years, the deaf and hard of hearing communities faced significant natural disasters which highlighted problems related to receiving appropriate crisis interventions. During natural disasters and crises, the deaf and hard of hearing communities generally do not have full accessibility to all of the information and relief services shared with the larger hearing communities. This could be due to the lack of awareness among disaster response professionals about these cultural and linguistic needs during natural disasters. Thus, this workshop introduces participants to the disaster relief and mobilization concepts for the deaf communities.

Objectives: • Learn about disaster relief and mobilization to the deaf and hard of hearing communities.

• Learn the lesson from a variety of disaster relief experiences among Global Deaf communities.

• Learn about the cultural and linguistic disaster relief and mobilization.

Effective Delivery of Alcohol & Other Drug Prevention Information to Deaf & Hard of Hearing Youth Keven Poore

Salon H

Abstract: In today’s highly visual world of social media and the innovative ways information is transmitted, our Deaf & Hard of Hearing youth are constantly exposed to Alcohol, Tobacco and Other Drug (ATOD) information. With the current Opioid epidemic in the country taking the lives of our loved ones, friends, and unsuspecting drug users, clear and accurate prevention information becomes even more important. Prevention aims to arm youth with a wealth of useful and effective pieces of information about ATOD. Deaf & Hard of Hearing youth, in particular, benefit greatly from information taught or presented in ways that match their preferred method of communication. This workshop discusses various ways ATOD prevention information can be shared effectively with a range of youth’s preferred communication and learning styles.

Objectives: • Participants will demonstrate at least one alternative way to present an ATOD concept • Participants will learn at least 3 elicitation strategies to ensure comprehension

Teeth, Hooves, and Claws - Oh My! Danielle Rastetter

Salon ABC

Abstract: Working with animals creates safety consideration for animal care providers. All animals can cause trauma to their caretakers, some which can be life-threatening. As D/d/HoH individuals, we may miss the sounds animals communicate with and may need to rely on others animal communication modalities. This session will review visual and behavioral communication of stress and aggression from various animal species. Such knowledge may allow modification of animal handling to increase caretaker safety and reduce animal stress.

Objectives: • Educate session attendees regarding common visual and behavioral cues utilized by various common animal species indicating stress.

• Promote safety of those working in the veterinary field • Facilitate veterinary professionals recognizing and responding appropriately to animal stress, thus decreasing said stress for the patient.

Tuesday, June 4, 2019

Lightning Round: 9:45 am – 11:15 am A Community & Academic Partnership (Engaging Students and Educators) Salon E to Revise an Evidence-Based Tobacco Prevention Curriculum for Deaf and Hard of Hearing Youth Debra Guthmann Abstract: To address recent shifts in tobacco use, we seek to revise Hands Off Tobacco!, our evidence-based antitobacco program for Deaf and Hard of Hearing (DHH) youth. To guide this work, we utilized qualitative methodologies to learn more about DHH youths’ knowledge and use of tobacco products, as well as relevant school policies/programs.

The presentation will share the qualitative results and lessons that have been revised for the curriculum. Additionally, input will be sought from the audience related to specific prevention lesson components.

Objectives: • Describe tobacco knowledge and use patterns among Deaf and Hard of Hearing youth in Schools for the Deaf and mainstream settings.

•

Identify topic areas critical for inclusion in tobacco prevention education programs for Deaf and Hard of Hearing youth and methods for communicating this curriculum content.

An Online Suite of Assessments Related to Career, Substance Abuse and Mental Health Assessments in American Sign Language Debra Guthmann Abstract: The Substance Abuse Resources and Disability Issues (SARDI) Program at Wright State University (WSU) received a five year Disability and Rehabilitation Research Project (DRRP), funded through NIDILRR. The grant is focusing on the translation and validation from English to ASL of a number of substance abuse and mental health screening tools.

In addition, various psychometrics are being completed and training materials how to use the on line materials are being developed. This presentation will include an update of the grant project and findings along with a description of a portal and training materials being developed for accessing and use with the online instruments.

Objectives: • Describe the translation and validation process for the online suite of instruments being translated and validated in ASL. • Explain psychometric results obtained for the instruments to date.

• Demonstrate and describe the training materials that detail how the online portal application works, as well as the importance of culturally and linguistically appropriate accommodations as it relates to creating accessible assessment instruments for this population.

Not Your Old Auditory Trainer: 21st Century Hearing Assistive Technology Brad Ingrao

Salon F

Abstract: Hearing aids and cochlear implants have inherent limitations in nearly all academic and professional settings. Recent advances in Hearing Assistive Technology (HAT) provide expanded opportunity and improvements in communication function in theses challenging settings.

Objectives: • Identify the primary "hearing hazards" in vocational and educational settings relevant to the participants.

• Identify the classes of HAT technologies currently available • Describe how each HAT class addresses a different vocational or educational challenge.

• Collaboratively create a HAT plan for at least one client in break-out sessions.

Do You Hear What I Hear?

Tina Childress Abstract: How well do you understand your own hearing loss? What is the latest and greatest in terms of new technologies? What resources are available to help you, your family, your friends and your co-workers understand what your hearing loss is like and how to best use effective communication strategies? These questions and more will be answered in this interactive workshop!

Objectives: • Be able to describe your own hearing loss and its impact on communication • Describe the make and model of your hearing device (if applicable) and what is on each program • Name two products that can help you in difficult listening situations or when you need an alternative to an auditory alert • List two online resources to access for further information

Building a Cultural Bridge between America and Japan to Provide Supervisory Training for Japanese Professionals Makoto Ikegami, Koto Takayama & Ai Minakawa

Salon G

Abstract: This presentation will provide information about a unique organization, the Japan Research Society on Psychotherapy with Deaf, which focuses on scholarly research around clinical issues of deaf and hard of hearing people in Japan. The organization has launched a three-year project to address the lack of opportunities to learn the importance of evidence-based practice for the deaf and hard of hearing people in Japan. This presentation will address the effectiveness and the results of the project. There are important cultural and professional considerations when training Japanese mental health professionals working with deaf and hard of hearing people.

This presentation will embrace those challenges encountered when serving this population and discuss strategies that can be employed by building a cultural bridge between America and Japan.

Objectives: • Participants will learn about a unique and dynamic organization in Japan, the Japan Research Society on Psychotherapy with Deaf (JRSPD).

• Participants will learn about clinical issues in the Japanese deaf community.

• Participants will identify the challenges JRSPD has faced and its project to address those challenges.

• Participants will identify the results and effectiveness of the project based on program evaluation theory.

• Participants will discuss strategies to expand cultural bridges to promote the free exchange of education and ideas between America and Japan.

Deaf Nurse VidAsor in CNSE Ana Isabel Sanz Lledó Abstract: This presentation will be provided by a profoundly deaf, nurse and Spanish Sign Language user (LSE), with knowledge of International Signs and Italian Sign Language (LIS) who works at VidAsor, a totally accessible service of video assistance and accompaniment for elderly deaf people coordinated by the Spanish Confederation of Deaf People (CNSE). In a world where the expectation of life is extended thanks to scientific research and technology in the medical and pharmaceutical field, it is important to mention how deaf senior people are influenced with those incredible changes. Several case studies will be utilized to discussion key issues related to communication with deaf elderly people, prevention and awareness of their health condition,a residence of deaf elderly people and how technology influences elderly people.

Objectives: • Solutions of the accessibility for deaf elderly people.

• Possibility to build a deaf residence in your country.

• Relation between deaf health professionals with patients.

• Strategy to lobby the Government and other Institutions about activities for deaf elderly people.

• Influence of Technology in health environment.

Key Work Practices for Beginners in Deaf Mental Health - A Treatment Team Kerry Ingram & Tracy Kaufman

Salon H

Abstract: Regardless of whatever clinical training one may receive in traditional counseling programs throughout the country, entering the complex world of Deaf mental health care is an overwhelming experience. Competent professionals are expected to become experts much too quickly. This is simply a task that is not realistic nor achievable due to the highly complex nature of this field. Therefore, developing a treatment team that consists of multiple professionals from various backgrounds is critical in order to provide the most effective and appropriate treatment for the Deaf population, whether new to the field or a seasoned expert.

Objectives: • Discuss what knowledge is needed to develop a solid foundation to work in Deaf Mental Health • Provide evidence that a treatment team using professionals from multiple disciplines is best practice • Present a highly detailed map of research for new professionals in Deaf mental health • Offer suggestions on how to help newcomers to this highly complex field of practice.

The Roller Coaster Experience of Pre-Employment Transition Services: Junior Achievement World - Deaf2Deaf Experience Michelle McConaghy & Ashley Schweiger

Salon ABC

Abstract: Transition is an ongoing nationwide topic for our students who are Deaf, Hard of Hearing and DeafBlind, especially when identifying best practices that are effective. Collaboration can be your vital strategic tool to reinforce the outcome, which was implemented by The Workforce Innovation & Opportunity Act. Washington State’s Division of Vocational Rehabilitation partnered with Childhood Deafness and Hearing Loss and Junior Achievement World to provide pre-employment opportunities for students to experience and learn work readiness, entrepreneurship and financial literacy. We will share our setbacks and triumphs while exchanging knowledge and experiences with other states and agencies in the audience, embarking in their journey through Pre-Employment Transition Services for our youth.

Objectives: • Engaging and collaboration with partners and communities while empowering transition students.

• Identify fundamental components to succeed the expectations and guidelines of WIOA for Preemployment Transition's services and funding • How to navigate through “Nuts & Bolts” (logistics) • Exchange knowledge on your state’s approach with providing Pre-Employment transition services for students who are Deaf, Hard of Hearing and DeafBlind.

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T heL ear ni ngCent erf ort heDeaf pr oudl ys uppor t s 2019ADARAConf er ence

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Tuesday, June 4, 2019

Concurrent Sessions: 12:30 pm – 1:45 pm Nothing about Us Without Us: Collaborative Therapeutic Interventions with Youth and Families Ashley O'Niell & Kelley Kirschke

Salon E

Abstract: Walden Community Services offers a variety of community/home based therapeutic services to youth with emotional/behavioral problems and their families. Someone in the family unit must be d/Deaf. The greatest partnerships WCS forges are with youth and families; they drive the treatment. We help them identify strengths and needs and then partner with them, using a multi-disciplinary team approach where already existing strengths of the family are used to meet their needs. Needs might include: communications supports, ongoing psychiatric support, counseling, psycho-education, parenting skills, independent living skills, increasing natural supports, support with housing and the like. Our motto: “nothing about us without us” is the cornerstone of our mission. By “us” we mean the family. Family “voice and choice” informs all the work we do.

Objectives: • Participants will understand how working in an honest and genuinely collaboratively way, with clients, leads to successful outcomes.

• Participants will learn how provide clinical work within a strengths based foundation and how this leads to positive outcomes.

• Participants will learn how collaborating in multi-disciplinary teams can increase positive outcome.

• Participants will learn strategies in working with multi-stressed families.

• Participants will learn strategies in working with language-deprived youth.

Promoting Health Equity for Deaf and Hard of Hearing Persons through a Collaborative Care Approach Mary Sterritt & Ric Durity

Salon F

Abstract: Equitable access to physical and behavioral healthcare for deaf, hard of hearing, and deafblind (DHH) people must be enhanced to address health disparities experienced by these communities. There remain too few healthcare providers who are meeting the linguistic, cultural, and communications accommodations needs of DHH persons. A collaborative model of care is being implemented by the Colorado Daylight Partnership informed by extensive stakeholder input. The research, design and implementation phases of the initiative will be shared. Participants will be invited to share their perspectives on best practices for advancing equitable access and opportunities for replication.

Objectives: • Gain further understanding of the evidence for disparities that deaf and hard of hearing persons experience in accessing health care • Understand how the needs of deaf and hard of hearing persons informed the design of a model for integrating physical and behavioral healthcare.

• Understand how a collaborative model emerged that addressed community needs, health provider perspectives and financing/sustainability • Understand the progress being made in implementing a collaborative model prototype • Share their own experiences in developing opportunities to integrate healthcare for people who are deaf and hard of hearing.

Journey to Doctorhood: Vicissitudes of Accomplishing Doctorhood as a Deaf Individual Zachary Featherstone

Salon G

Abstract: The path to becoming a physician or a health professional is fraught with obstacles and challenges, but as Deaf/Hard-of-Hearing (DHH) individuals, it can be seemingly insurmountable. Here, Dr. Zachary Featherstone, identified as Deaf, share his story of his path to doctorhood, including his experiences regarding interpreters, preceptors, lawsuits, medical school, residency, and more. More importantly, the determining factors that helped him defy odds, including having excellent mentors, the support of co-colleagues, the faith of loved ones, grit, and ultimately, gratitude.

Objectives: • Greater appreciation for those that came before us and paved the way for us.

• Greater awareness of what it may take to embark in the medical field.

• Knowledge and appreciation of the value of mentors and other resources available to us

How Can Deaf and Hard Of Hearing Professionals Be Key Players in Health Professions?

Michael McKee

Salon H

Abstract: Deaf and hard of hearing students and professionals are underrepresented in health professions. There are several potential explanations, many of them challenging but certainly not impossible to address. It is important that we, as DHH students and professionals, be considered as a vital part of the diversity equation. A diverse team always outperforms a less diverse one, whether it includes providing care for a complex patient population or researching novel ideas. The proposed workshop will review existing hurdles in health and biomedical fields and strategies to overcome them. The focus of the workshop is to highlight our strengths and our unique skills, rather than on our deficits. Examples from both personal and others successes will be discussed as it relates to clinical care, research and teaching.

Objectives • Discuss the importance of diversity and why we are part of this equation • Review strategies to overcome potential hearing loss stigma and discrimination • Learn how to promote yourself successfully • Educate on best practices in healthcare, biomedical research and teaching

Case Examples of a Multidisciplinary Approach in a University Counseling Center Elizabeth Romero & Mary Hufnell

Salon ABC

Abstract: An overview of historical and current trends of student mental health concerns in the United States indicates an increasing number of students seeking counseling services and severity in the nature of their concerns (Prince, 2015).

Psychological and counseling services at universities have had to respond to these challenges and Gallaudet University has seen similar challenges. The services provided at Gallaudet University’s Counseling and Psychological Services include clinicians trained as counselors, social workers, psychologists and psychiatrists. Case examples will be provided to demonstrate how the clinicians from these various disciplines collaborate to offer a multidisciplinary approach to address the identified trends and needs.

Objectives: • Participants will learn about the historical and current trends of university mental health concerns in the U.S. • Participants will learn about the range of services provided at a University counseling center and what additional services Gallaudet has.

• Participants will learn about the nature of the services provided at Gallaudet University’s Counseling and Psychological Services (CAPS).

• Participants will learn about how clinicians from different disciplines engage and collaborate to offer the multidisciplinary approach used at CAPS as part of treatment through some case material.

• Participants will learn about some practices and interventions used at CAPS through case examples.

Tuesday, June 4, 2019

Closing Plenary Session: 2:00 pm – 3:00 pm

Salon E,F,G,H

Parting Words Kelby Brick, Maryland Governor's Office of the Deaf and Hard of Hearing A Beautiful Mind: Unique Considerations of the Brain with Hearing Loss Sanjay Gulati Abstract: The single greatest risk faced by individuals with hearing loss is inadequate exposure to a usable first language. Dr. Gulati will review recent research which validates the anatomical basis and time course of the critical period for first language acquisition, and which shows the risks to the development of executive functions, including empathic abilities among individuals who are language-deprived.

Objectives: • Discuss the ideal developmental period for language for a child and why this period is considered “critical.”

• Discuss anatomical details of changes to the cerebral cortex that impact language acquisition over time.

• Learn how language deprivation not only results in communication dysfluency but has significant ramifications for executive functioning, including the ability to empathize with other.

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Presenter Biographies Aileen Aldalur Aileen Aldalur, MA, is a doctoral candidate in the Clinical Psychology Program at Gallaudet University. Ms. Aldalur developed the SAFE-D as part of her undergraduate honors thesis and examined the reliability and validity of the scale for use with deaf and hard of hearing undergraduates as part of her master’s thesis. Her current dissertation project focuses on the development and validation of a structured, bidirectional, acculturative stress measure specific to the deaf acculturation process.

Jared Allebest Jared Allebest is an attorney who also has a hearing loss and communicates using ASL as well as oral English.

He founded Allebest Law Group in 2011 and began representing both hearing and d/Deaf clients. Jared specializes in the following areas of law: advocacy, estate planning, business law, discrimination law and Deaf Rights.

Samuel Atcherson Samuel R. Atcherson, Ph.D. is Professor and Director of Audiology, and is Clinical Associate Professor of Otolaryngology—Head and Neck Surgery at the University of Arkansas at Little Rock/University of Arkansas for Medical Sciences. Sam is author of over 100 publications, including 50 peer-reviewed articles and three books.

He has given over 200 presentations from local to international levels. He has been involved with AMPHL since 2001 including the role of President, and received an AMPHL Recognition Award in 2011. Sam is a bilateral CI user, fluent in ASL, and brews his own beer in his spare time.

Corey Axelrod As founder and CEO of 2axend, Corey Axelrod, MBA, is sought after as a consultant, thought leader, and trainer to organizations in educational, health care, language services, manufacturing and telecommunication sectors on issues of communication accessibility, inclusive organizational design, unconscious bias, risk management, and Deaf awareness and cultural competency. Since 2015, Corey has served as the president of the Illinois Association of the Deaf (IAD). He also currently sits on several advisory groups, including Sinai Health System’s Deaf Health Advisory Board and Northwest Community Hospital’s Patient and Family Advisory Council. Corey is a recent past-chair of the National Association of the Deaf (NAD) Outreach Committee and the 2016 recipient of the Knights of Flying Fingers Award from the NAD. Kathryn Baker Kathryn Baker, LPC is the coordinator of mental health services in Virginia for people who are Deaf, Hard of Hearing, Late-Deafened, or DeafBlind. She works for the Rappahannock Area Community Services Board.

Annabelle Blanchet Annabelle Blanchet, M.D. obtained her medical degree in Canada prior to moving to the United States where she has resided since 2000. She completed her Psychiatry residency and Child and Adolescent Psychiatry fellowship at the University of Washington in Seattle, WA. Dr. Blanchet is Board Certified in adult psychiatry, as well as in Child and Adolescent Psychiatry. Dr. Blanchet has always had an interest in different cultures and languages, and has strived to increase her cultural competency throughout her training. She had worked briefly with Deaf and Hard of Hearing individuals during her residency, and when the opportunity to join PAHrtners Deaf Services as a consulting psychiatrist fortuitously presented itself in 2013, she immediately seized it. Dr. Blanchet is currently the medical director for the Residential Treatment Facility at PAHrtners Deaf Services and also sees individuals from the Partial Hospitalization Program and the Outpatient Department.

Julie Bradley Julie Bradley started as a sign language interpreter and quickly moved into management of services. Later, she became an academic counselor in the ACCESS office at Mt. SAC. She teaches DHH classes as well as Interpreting classes.

Traci Branch Traci Branch has been with the Virginia Department for Aging and Rehabilitation Services for 18 years. She currently serves as the Statewide Pre-Employment Transition Counselor/Consultant, Deaf Services. Prior to this position she was a Regional Rehabilitation Counselor for the Deaf and Hard of Hearing, Case Manager/Vocational Coordinator, and Social Worker. Traci received her B. A. in Social Work from Gallaudet University, M.S. in Rehabilitation Counseling from the Virginia Commonwealth University and a Graduate Certificate in Traumatic Brain Injury/Special Education from George Washington University. She is a Certified Rehabilitation Counselor and has received numerous service and team awards in her career, such as the Virginia Rehabilitation Counselors & Educators Association Spirit Award.

Sheila Bruce Sheila Bruce, B.S. is a doctoral student in the Clinical Psychology Program at Gallaudet University. She has experience in providing child and family therapy services, including Parent-Child Interaction Therapy for deaf children, adolescents, and families.

Kelsey Cappetta Kelsey Cappetta, M.A. is a licensed social worker and she is currently a doctoral student in the Clinical Psychology Program at Gallaudet University. She has experience in providing child and family therapy services, including Parent-Child Interaction Therapy for deaf families.

Susan Chapel Susan is a licensed mental health counselor working in private practice and at NTID Psychological Services.

Before counseling, she worked as a sign language interpreter and interpreter trainer for over 20 years. She then returned to school, graduating in 2005 with an MS.Ed. degree in Counseling Education. She first worked at the Deaf Wellness Center at University of Rochester, providing individual and group therapy and helping to adapt Dialectical Behavioral Therapy for Deaf clients. Since joining NTID, she has been dedicated to learning and practicing Acceptance and Commitment Therapy. Susan has found through personal experience that the ACT principles of acceptance and compassion can alleviate human suffering. She is inspired by her clients’ willingness to shift perspectives and their courage in moving towards their values.

Tina Childress Tina Childress, Au.D., CCC-A is an educational audiologist in the mainstream and residential school settings, technology and social media aficionado, late-deafened adult fluent in ASL and a bilateral cochlear implant recipient. With her unique perspective and passion for sharing information through social media, she is a sought out international presenter and adjunct lecturer to families, adults and professionals on a variety of topics but especially Hearing Assistive Technology, apps, cochlear implants, advocacy and effective strategies for coping with hearing loss. Dr. Childress is active on many local and national Boards and Committees where she is a strong advocate for accessibility and disseminating resources.

Eunkyung Chung Eunkyung Chung received her B.A. in social welfare and sociology and M.A. in social welfare from Seoul National University in South Korea. She is currently a PhD student in social welfare at the University of

California, Berkeley. Her main areas of interest include disability and life course, microaggressions/ discrimination, identity development, and health disparities.

Lauren Clarke Born and raised in rural upstate New York, Lauren Clarke pursued studies at State University of New York at Cortland, Gallaudet University, and Thomas Edison State University, resulting in a Bachelor of Science in Communication Studies. She worked as the Director of Residential Services at Marie Katzenbach School for the Deaf for nearly 20 years. Seeking a new career and professional growth as a deaf professional, Lauren joined the PAHrtners family as Assistant Operations Director of Residential Services in 2016. She continues to serve clients in the human services field and strives to improve the quality of lives of clients in need of services.

Kristie Cornell Kristie Cornell is a Licensed Master Social Worker, Certified EMDR Therapist and Certified EMDR Consultant.

She has an undergraduate degree in American Sign Language Interpreting and a Masters in Social Work from Valdosta State University. She is currently a board member for Deaf and Hard of Hearing Services in Grand Rapids, MI and has also been a member of EMDRIA for the past 5 years. Kristie has worked with the Deaf and Hard of Hearing population for over seven years and has worked in various settings, including psychiatric, home-based therapy and outpatient settings, with a focus on the treatment of trauma. Currently, she is working in both community mental health and private practice, facilitating EMDR consultation groups weekly and assisting with EMDR trainings across the country. She believes in empowering others to honor their stories while creating a self-affirming, strength-enhancing narrative that allows negative and traumatic life events to transform into resilience, strength, courage and peace.

Sarah Coyle Sarah “Charlie” Coyle is a hearing Ally with 3 children, one of whom is Deaf. She is a powerful voice for change among marginalised communities and is not afraid to ask the tough questions. She has worked in domestic violence and substance use for 10 + years. She is currently finishing his Masters in Social Work with a Health Systems focus from the University of Waterloo, in Ontario Canada. When she’s not working or doing school she likes to bake, read, and hike with her family.

Charlene Crump Charlene Crump is the State Coordinator for Interpreting Services with the Alabama Department of Mental Health. In this capacity, she has developed and runs the Mental Health Interpreter Training Project and a supervised mental health practicum program. She established certification standards codified into state law. Alabama is the only state in the nation to certify interpreters as qualified to work in mental health. Her work earned her recognition as employee of the year for the state of Alabama. Additionally, she has been recognized as Interpreter of the year from COSDA 2002 and SERID 2004, Lifetime Achievement Award 2012 from ALRID, Outstanding Alabama Citizen from Alabama Association of the Deaf, and Lifetime Achievement Award form COSDA 2015. In addition to her efforts in mental health, she serves as an executive board member of ADARA, an advisory member of the state’s ITP, RID CMP Administrator and SLPI coordinator. She has served on several national expert focus groups on mental health interpreting.

Lori Day Lori Day, PhD, is an associate professor in the Department of Psychology at Gallaudet University and licensed psychologist. She completed her doctoral work in clinical psychology at Gallaudet University and completed a post-doctoral fellowship in pediatric neuropsychology at the Kennedy Krieger Institute/Johns Hopkins Medical School. Her research involves adapting evidence-based interventions for deaf families.

Lori DeWindt Lori DeWindt, M.A. is a graduate of Gallaudet University’s Mental Health Counseling and has over 20 years of experience as a psychotherapist. Lori has been on the staff of the University of Rochester Deaf Wellness Center (DWC) and as a Research Coordinator with the National Center for Deaf Health Research (NCDHR). Her interests center on a number of important Deaf health and mental health issues including Adverse Childhood Experience (ACE). She conducts research on these and other topics for both the DWC and NCDHR. Tristen Downey Tristen Downey will graduate in May of 2019 from the University of Southern Maine with a bachelor’s degree in Linguistics with a concentration in ASL/English interpreting. Tristen holds Maine State licensure for ASL interpreting and has been a working interpreter since June of 2018. As for future goals, Tristen is working toward medical certification in Healthcare interpreting (CCHI) and RID CI/CT certification.

Richard Durity Richard (Ric) Durity, BA is the Vice President of Development at Mental Health Center of Denver the largest outpatient mental health provider in the Rocky Mountain Region. Ric oversees grant development, public relations and fundraising efforts to expand access to care. He is also the Co-Director of the Deaf and Hard of Hearing Integrated Care Initiative. Ric directed the Colorado Daylight Partnership from 2009-2011. Ric coedited the National Child Traumatic Stress Network’s white paper: Addressing the Trauma Treatment Needs of Deaf and Hard of Hearing Children. Ric founded outpatient services for Deaf and Hard of Hearing at the Mental Health Center of Denver and also served on the faculty at the National Technical Institute for the Deaf in Rochester, NY (1978-1986). Ric studied under Dr. McCay Vernon at McDaniel College where he earned a BA degree.

David Ebert As part of his efforts with the Deaf Access Program, David Ebert, MD, has worked at healthcare organizations in Chicago, Illinois, including Access Community Health Network, Sinai Health System, and the University of Illinois at Chicago College of Medicine. He established the Deaf Access Program in Chicago in 1991, and served as medical director and a main clinician at multiple locations. Dr. Ebert has had an outpatient rotation for students and trainees interested in the Deaf Access Program. He has participated in efforts promoting accessibility locally and nationally. He has advocated for employment opportunities for Deaf staff. He has had some publications, and also presented abstracts regionally and nationally, primarily around Deaf medical services and accessibility for people with disabilities.

Matthew Fasano-McCarron Matthew Fasano-McCarron, Psy.D., is a clinical psychologist with a special passion for understanding and meeting the developmental, psychosocial, and learning needs of Deaf or Hard of Hearing children and teens. Dr. Fasano-McCarron has studied ASL and Deaf Culture formally and informally for ten years. His work with Deaf or Hard of Hearing children and families began in Pittsburgh and continued in Philadelphia, Baltimore, and now Boston. He earned his doctorate from La Salle University in Philadelphia, PA. He completed his predoctoral internship in pediatric psychology and neuropsychology at the Kennedy Krieger Institute/Johns Hopkins University School of Medicine, including a 6-month rotation in the Deafness-Related Evaluations and More (DREAM) Clinic. He is completing a postdoctoral fellowship in pediatric neuropsychology at Boston Children's Hospital, including a 12-month rotation in the Deaf and Hard of Hearing Program.

Zachary Featherstone Dr. Featherstone is a postdoctoral research fellow at Deaf Health Communication and Quality of Life Research Lab at Gallaudet University, under Dr. Poorna Kushalnagar. Dr. Featherstone recently graduated from medical

school at Pacific Northwest University-College of Osteopathic Medicine and will continue his residency in primary care this summer.

Evan Finley Evan T. Finley received his B.A. from The Ohio State University and is currently an Au.D. student at the University of Arkansas for Medical Sciences and a Ph.D. student with the Arkansas Consortium for the Ph.D. in Communication Sciences and Disorders with an emphasis on audiological rehabiltation. He is a graduate research assistant in the Auditory Electrophysiology and (Re)habilitation Laboratory directed by Samuel R. Atcherson, Ph.D. He wears a hearing aid and a cochlear implant bimodally, and uses a variety of assistive technologies in the classroom and clinic.

Neil S Glickman Neil S. Glickman, Ph.D., is a licensed psychologist in Massachusetts. He was co-founder of the Mental Health Unit for Deaf Persons, a Deaf psychiatric inpatient unit at Westborough State Hospital in Massachusetts, where he worked for 17 years, 14 as unit psychologist and director. He is the author of Cognitive Behavioral Therapy for Deaf and Hearing persons with Language and Learning Challenges (Routledge, 2009), and Preparing Deaf and Hearing Persons with Language and Learning Challenges for CBT: A Pre-Therapy Workbook (Routledge, 2017). He is also editor of Deaf Mental Health Care (Routledge, 2013), and co-editor (with Michael Harvey) of Culturally Affirmative Psychotherapy with Deaf Persons (Lawrence Erlbaum, 1996), and (with Sanjay Gulati) of Mental Health Care of Deaf Persons: A Culturally Affirmative Approach (Lawrence Erlbaum, 2003) and most recently, (with Wyatte Hall), Language deprivation and Deaf mental health (Routledge, 2019). Neil is on the editorial board for the Journal of Deaf Studies and Deaf Education. He is also on the faculty of the University of Massachusetts Medical School, and has a private psychotherapy practice.

He teaches and consults on the subjects of Deaf mental health care and cognitive behavioral psychotherapy.

Rebecca Goffman Rebecca Goffman, M.Ed., PsyD, LP is a professional testing psychologist working within the Vona Center for Mental Health by Volunteers Of America of MN. Rebecca has extensive experience working with Deaf, Hardof-Hearing, DeafBlind and hearing people as a teacher, interpreter, counselor, and mental health therapist.

These experiences have allowed her to develop fluency in sign language, knowledge about Deaf culture, and an understanding of the needs of DHH children within the contexts of school and family life. Rebecca is the manager of the psychological testing program at Volunteers of America of MN and is a supervisor of doctoral students.

John Gournaris John Gournaris, Ph.D., LP earned his M.A. degree in Mental Health Counseling and a Ph.D. in Clinical Psychology from Gallaudet University. Dr. Gournaris works as the Mental Health Program Director with the Minnesota Department of Human Services, Deaf & Hard of Hearing Services Division. He is responsible for overseeing the statewide behavioral health delivery system for D/DB/HH Minnesotans. He also served as committee chair on the Mental Health Committee within the National Association of the Deaf (NAD) for four terms. Dr. Gournaris is a recipient of the 2013 Larry Stewart Award through the American Psychological Association, Division 22, 2015 Gordon Allen Community Award through the Minnesota Association of Deaf Citizens, and the 2016 Knights of Flying Fingers through the NAD. He is the President for ADARA for the 20172019 biennium.

Donna L. Guardino Donna L. Guardino, Ph.D. is a recent Clinical Psychology graduate from Gallaudet University (’18) and is currently a Senior Instructor of Clinical Psychiatry at University of Rochester Medical Center (URMC). She

works at Deaf Wellness Center, a community mental health clinic within URMC, serving the diverse Deaf community in Rochester, NY. Dr. Guardino’s research and research interests focuses on addressing health disparities within Deaf language deprived patients and their quality of life, as well as Certified Deaf Interpreters’ experiences when working with this population in medical settings and their well-being. Dr. Guardino also co-chairs a cultural training sub-committee under National Alliance on Mental Illness, focusing on training the staff and facilitators on providing equal access for Deaf peers in NAMI’s support groups.

Sanjay Gulati Dr. Sanjay Gulati, MD, graduated from Eastern Virginia Medical School and completed his residency in psychiatry at Albany Medical College, and then held a child psychiatry fellowship at Cambridge Hospital. Ever since, he has been on staff at the Deaf & Hard of Hearing Services at Cambridge Hospital and the Deaf & Hard of Hearing Program at Children’s Hospital, Boston. Dr. Gulati is also a professor at Harvard Medical School, researches in the area of language deprivation, and consults widely to schools and agencies.

Deb Guthmann Debra Guthmann, Ed.D., has worked within the Deaf community for over 39 years in educational (secondary and post-secondary), medical and social service settings. Dr. Guthmann was the founding director of the Minnesota Chemical Dependency Program for Deaf and Hard of Hearing Individuals and for 17 years worked as the Director of Pupil Personnel Services at the California School for the Deaf, Fremont where she oversaw all clinical services. Dr. Guthmann has developed a number of written and visual materials focusing on substance abuse within the Deaf community. She has published numerous articles and book chapters related to substance abuse and dual relationships within the Deaf community. Dr. Guthmann has developed and taught college courses (in person and on line) in the area of substance abuse and ethical considerations. Dr. Guthmann has also been involved with the validation of several screening tools in American Sign Language focusing on the area of substance abuse and mental health. Dr. Guthmann has worked as a consultant on a number of projects including the development of curriculum materials including those focused on HIV and tobacco/e-cigarette prevention.

Steve Hamerdinger Steve Hamerdinger is the Director of the Office of Deaf Services in the Alabama Department of Mental Health. Previous to moving to Alabama, he was the Director of the Office of Deaf and Linguistic Services at the Missouri Department of Mental Health and also held several clinical positions. Steve is past president of the American Deafness and Rehabilitation Association and the New Mexico Association of the Deaf, and currently serves on the Board of the National Association of the Deaf. He has been adjunct faculty and visiting lecturer at several colleges and universities. Gallaudet Alumni Association awarded him its Alice Cogswell award for his more than 30 years of service to deaf people. Steve has played a leadership role in many national initiatives pertaining to the development of culturally affirmative mental health services for deaf people. He has received numerous awards, including recognition from the Alabama House of Representatives, the Governor of Alabama, ADARA and NAD. Shilpa Hanumantha Shilpa Hanumantha is a resident in clinical psychology at Aligned Clinical & Educational Services, PLC in Charlottesville, VA who provides comprehensive assessment and therapy for deaf persons. Currently as an associate professor, Shilpa joined the American Sign Language Program and the Department of Psychology at the University of Virginia in the fall of 2012. Before teaching full-time, Shilpa worked at Gallaudet University for four years as a post-doctoral research fellow at the Visual Language and Visual Learning (VL2) center, one of the six selected Science and Learning Centers funded by the National Science Foundation (NSF). Prior to this fellowship, Shilpa received her Ph.D. and M.A. in Clinical Psychology as well as M.A. in Administration and

Supervision from Gallaudet University, and her B.S. in Biology from George Mason University. Shilpa has been involved in several non-profit organizations within the Deaf community over the years with a main focus to improve diversity as well as the myriad of national and international issues that affect deaf people. A practice she continues to this day, even serving as a consultant or an officer on the boards of a few organizations.

Wendy Heines Wendy Heines is the Chief Executive Officer for Salisbury Behavioral Health, which she joined in 2003 as the Director of the newly formed Deaf Services Center, now known as PAHrtners Deaf Services. Under her leadership, the staff has grown from 12 to more than 200 employees, and programs include: interpreting, outpatient, case management, community living arrangements for individuals who are Deaf with co-occurring developmental disabilities and a residential treatment facility for adolescents who are Deaf. The program offers services in the greater Philadelphia area and now the greater Pittsburgh area as well. Ms. Heines is a 1991 graduate of Rutgers University with a Masters in Social Work. She has over 25 years of experience establishing and operating behavioral healthcare programs for Deaf individuals in New Jersey and Pennsylvania.

Kevin Henderson Kevin Henderson is a Senior Case Manager with certification in addiction counseling at CaringWorks, Inc's Hope House Deaf/Hard of hearing Recovery & Treatment program. A deaf person himself, Kevin attained a BA in Psychology from the University of California at Davis in 1996 and studied Deaf culture and education at Gallaudet University and California State University in Northridge before joining the Peace Corps in Kenya in 1999. After living in Kenya for 10 years and working with Handicap International for 5 years of that stretch, Kevin also brings extensive international disability and development experience in HIV & AIDS and disability, health, inclusive education, and advocacy.

Heather Holmes Heather Holmes is Co-Director of the DeafBlind Interpreting National Training and Resource Center (DBI). Her responsibilities include development of online materials and courses, management of a national online resource repository, and provision of technical assistance to stakeholders across the country. Her areas of interest include online accessibility, adult learning, content and course development, and curriculum design.

Heather has a Master of Science degree in Education: Information Technology from Western Oregon University, and a Bachelor of Arts degree in Psychology from Arizona State University. She is a nationally certified (NIC – Advanced) American Sign Language interpreter and a member of the Registry of Interpreters for the Deaf (RID).

James Huang James Huang, MD, FAAFP, is a board-certified family physician and works at Unity Health Care. He is fluent in Spanish and American Sign Language (ASL) and is the medical director of the Comprehensive Medical Care for Deaf Adults and Children (CODA) Clinic. He also leads the Family Wellness Group Visit program. He is a faculty member at the National Family Medicine Residency. In addition, he holds academic appointments at the G.W. University and A.T. Still University Schools of Medicine. He received his M.D. from the University of Vermont and graduated from the Family Medicine Residency Program in Social Medicine at Montefiore Medical Center in the Bronx, NY. He is on the board of directors for Community Foodworks and a 2018 Atlantic fellow for Health Equity.

Mary C Hufnell Dr. Mary C. Hufnell, Psy.D., is the Coordinator of Training at Counseling and Psychological Services (CAPS) at Gallaudet University and a clinical psychologist. She returned to CAPS (previously the Mental Health Center) in

fall of 2016. Dr. Hufnell was in a full-time faculty role with the Department of Counseling at Gallaudet from 2011 to 2016 and also served as a program director and fieldwork coordinator. From 2000 to 2011, she had been the Coordinator of Training and Clinical Services at Gallaudet’s Mental Health Center. Prior to that, Dr. Hufnell was in private practice for close to 10 years in Virginia and Maryland. Additionally, she was a consultant for the Virginia School for the Deaf and Blind in Hampton and worked for the Hampton-Newport News Community Services Board.

Makoto Ikegami Makoto Ikegami is a licensed clinical social worker for the states of Pennsylvania, Florida, and Georgia.

Currently, Makoto is working as an ASL Therapist for one of CaringWorks’s residential programs, Hope House, which is for men who are seeking recovery from addiction. Prior to joining CaringWorks, Mr. Ikegami worked for 8 years at PAHrtners Deaf Services providing case management and outpatient therapy to deaf and hard of hearing people with mental health concerns. Makoto received his MSW from Gallaudet University in 2009.

Cynthia Ingraham Cynthia L. Ingraham, East Central Representative for the Helen Keller National Center completed her doctoral degree in Deaf Studies and Deaf Education at Lamar University in Beaumont, Texas. She has authored numerous monograph chapters and on transition issues for youth with sensory disabilities and more than two dozen articles on the education and rehabilitation needs of consumers with physical and sensory disabilities.

Dr. Ingraham volunteers with New Life, Inc., a wheelchair sports program for youth with physical disabilities in the Metro Washington, D.C. area, Habitat for Humanity, Rebuilding Together and aging-in-place programs in the Mid-Atlantic Region. Dr. Ingraham is also a freelance writer for About Time Magazine, Inc., based in Rochester, New York writing on social and educational issues within the African American Community.

Kerry Ingram Kerry D. Ingram, LPC-S Kerry graduated from Williams Baptist College with a Bachelor’s in Psychology in 2005. He then graduated from Arkansas State University with an Ed.S in Psychology of Counseling. He is a License Professional Counselor with the Arkansas Board of Examiners in Counseling and holds a specialization in Counselor Supervision. Kerry has developed and currently supervises the only Deaf mental health program in Arkansas at the Arkansas School for the Deaf. He works for Youth Home, Inc. as the School-Based Program Supervisor and contracts with ASD to provide clinical therapy at the school full-time. Kerry recently finished writing legislation designed to establish specific standards of care for the Deaf population based on current research in Deaf Mental Health Care.

Brad Ingrao Brad Ingrao, Au.D. is an Assistant Professor at Nova Southeastern University (NSU). He currently serves as a clinical preceptor and diagnostic laboratory instructor for the first and second year doctor of audiology students. Dr. Ingrao’s professional efforts include general diagnostic audiology, adult cochlear implants, hearing aids, and Aural Rehabilitation. He is a Fellow of the Florida Academy of Audiology, a columnist and presenter for the Hearing Loss Association of America and also serves on the State Board of the Hearing Loss Association of Florida. Prior to NSU, Dr. Ingrao worked for two other universities, the Hearing Instrument Manufacturers Association and the Veterans Health Administration.

Tyler James Tyler G. James, M.S., CHES® is a doctoral student in the Department of Health Education and Behavior at the University of Florida. His research focuses on the application of community engaged research methods to questions of healthcare utilization and service delivery for D/deaf and hard-of-hearing patients. Tyler’s research is informed by 5 years of practice as a health education specialist working in college and community

settings, with 3 of those years providing HIV testing and prevention counseling through community-based organizations in Florida.

Tracy Kaufman Tracy Kaufman, M.D., QAST interpreter certification, Level 5/5. Dr. Kaufman previously worked as an interpreter in Arkansas until returning to school to earn her M.D. Seeing the poor quality of health care that was being provided to the Deaf population, she became motivated to do something about it and is now the only signing Psychiatrist in Arkansas. She recently began her residency in psychiatry with Unity Health in Searcy, AR. Dr. Kaufman and Kerry have been diligently working together to offer culturally affirmative and linguistically appropriate services to the Deaf community in Arkansas.

Kelley Kirschke Kelley Kirschke is a Deaf mother, Deaf artist and Deaf activist. She currently works as a Family Partner at the Learning Center for the Deaf, Walden Community Services Program. She has worked in human service for 22 years in two different states, New York and Massachusetts. Kelley has a variety of experiences working in a Deaf mental health group home and as an advocate for Independent Living Centers. She is a mother and stepmother of four children and grandmother of two grandchildren. Kelley is a real advocate for all Deaf people and loves supporting her Deaf community with whatever needs they have. When she is not busy with her family, she loves to hike. Self-care is very important to Kelley!

Poorna Kushalnagar Dr. Poorna Kushalnagar is an associate professor in psychology at Gallaudet University. She is the principal investigator of grants funded by the National Institute of Health (NIH) that supports studies aligned with her research interests: patient centered outcomes, cancer health communication, and applied interventions to improve deaf people’s health and quality of life outcomes.

Jacob Lipps Jacob Lipps is currently an undergraduate student at the University of North Carolina at Greensboro. He is studying in the Professions in Deafness program and his focus is on advocacy for Deaf children and adults. As a Deaf student, he has worked with interpreters throughout his education and brings that experience to his research. He also has experience as a Deaf interpreter, working with Deaf Blind individuals in numerous settings. This has given him much insight into how interpreters work and how they learn ASL as a second language. He is involved in the Deaf community in Greensboro, regularly hosting Bingo and his newest passion is learning International Sign and traveling abroad to explore the global Deaf community.

Ana Isabel Sanz Lledó Ana Isabel Sanz Lledó (Anabel) is a Deaf woman who graduated with Nursing degree from University Complutense of Madrid and went onto to specialize in family and community nursing in Bordeta-Magraners of Lleida (Catalunya) in Spain. She currently works in VidAsor and Reina Sofia in geriatrics, especially working with elderly Deaf people. Her passions include promoting health access for Deaf people in Europe and encouraging other Deaf peers to enter health care fields. She is fluent in Spanish, English, Catalan, Spanish Sign Language, Catalan Sign Language, and Italian Sign Language.

Gabriel Lomas Gabriel Lomas, Ph.D. is an associate professor of counseling in the Department of Education and Educational Psychology at Western Connecticut State University. Lomas has significant experience in psychological testing and counseling with DHH people. In particular, he worked closely with victims and offenders on hundreds of child welfare cases in Texas. He has worked with victims and offenders in other states as well, including

serving on the Independent Mental Health Examiner team for abused students in Hawaii. Lomas has published and presented widely in the area of counseling, school counseling, and testing with DHH children and adults.

Jacob Lowy Jacob Lowy is a first-year medical student at the University of Michigan Medical School. He graduated from Haverford College in 2014 with a degree in Political Science and a focus in Latin American Politics and U.S. Public Policy. Upon graduating from Haverford, he worked as an assistant to the Medical Director of the New York State Department of Health AIDS Institute, where he helped to design and implement New York State’s “Ending the Epidemic” HIV treatment and prevention initiative. He attended the Goucher College Pre-medical Post-Baccalaureate Program in 2016-2017 and worked as a research assistant in the Johns Hopkins Department of Pediatrics and Centro Sol, Johns Hopkins’ Latino Health Center. When Jacob is not studying, he enjoys long distance running, cooking, and reading presidential biographies.

Jeremy Mann Growing up in the Deaf community, Jeremy learned Sign Language as a child and has used it his entire life. His father was a professor at Gallaudet University and Jeremy regularly visited the Deaf university as a child.

Jeremy received his Bachelor of Science degree from San Diego State University in Deaf Education. During his time in college Jeremy did several trips volunteering at a Deaf orphanage in Mexico. He worked as a professional American Sign Language Interpreter for 10 years in California and the Washington, D.C. metropolitan area before establishing Hands in Motion in 2006 in Washington D.C. His background makes him knowledgeable in both ASL and Deaf culture.

Kelly Matthews Kelly Matthews BSW has worked with Deaf communities for nearly 15 years, in the fields of HIV/AIDS, mental health, supported employment, obesity, and other public health initiatives. She is the Outreach Coordinator of the Rochester Prevention Research Center: National Center for Deaf Health Research at the University of Rochester.

Deborah Maxwell-McCaw Deborah Maxwell-McCaw, PhD is a professor in the Department of Psychology at Gallaudet University. Dr. Maxwell-McCaw completed her doctoral work in Clinical Psychology at The George Washington University and her predoctoral internship at The University of Rochester School of Medicine and the Deaf Wellness Center.

Her areas of research include: psychological well-being within the deaf/hh population, deaf acculturation, acculturative stress, psychosocial aspects of cochlear implantation, and music development in deaf musicians.

Michelle McConaghy Michelle McConaghy is the lead vocational rehabilitation counselor for Washington State's Division of Vocational Rehabilitation (DVR) for almost 20 years. Prior to DVR, she co-founded a social service agency with the primary focus in working with Deaf and Hard of Hearing clients in their pursuit to achieve and maintain employment while educating their employers in providing accommodations and accessibility awareness. She grew up in Northeast, a graduate from Temple University with a BA degree in social works and currently pursuing a Master's from University of Kentucky. Michelle thoroughly enjoys camping with her family and getting out in the great outdoors of the Pacific Northwest.

Campbell McDermid Campbell McDermid, PhD is an Assistant Professor at the University of North Carolina at Greensboro. He holds a doctorate and master’s degrees in education (York University) and a master’s degree in psychology (Gallaudet University). His research and publications encompass translation theory, discourse, identity,

pragmatics, cohesion, accuracy and assessment. His work led to the development of a model of interpretation that conceptualizes “sense” at different levels and has cumulated in the publication of Learning to Interpret: Working from English into American Sign Language (RIT Press, 2018). Another recent publication, The dialectic of second-language learning: On becoming an ASL-English interpreter, charts the path interpreters go through from a blank slate or audist to ally. He has had the opportunity to present his research both nationally and internationally.

Marge McHenry Marge McHenry RN, CI/CT is a Registered Nurse licensed in Pa, and an RID certified Sign Language Interpreter for the Deaf. She worked as an OB Nurse in a Philadelphia Hospital for 10 years. After the birth of her third child who was suspected of being deaf she learned sign language and went on to earn a degree in ASL/English Interpreting from Community College of Philadelphia. She has been a freelance interpreter in the greater Philadelphia area for over 30 years, specializing in medical interpreting.

Michael McKee Michael McKee is a Deaf family medicine physician and an assistant professor at the University of Michigan Department of Family Medicine. He has experience in a variety of medical settings, including private practice and academia.

Rachelle Mendola Rachelle Mendola graduated in May 2018 with a bachelor’s degree in Human Biology and is currently finishing a second bachelor’s degree in Linguistics: American Sign Language/English Interpreting with the anticipation of graduating May 2019. Awarded a fellowship for the 2018-19 school year from the Undergraduate Research Opportunities Program at the University of Southern Maine to research ground and figure constructions in French Sign Language with Dr. Judy Shepard-Kegl. Holds certifications in Healthcare Interpreting (CCHI) and Ophthalmic Assisting (COA). Future goal is to attend medical school with the intent of working as a retinal surgeon specializing in working with the Deaf and DeafBlind Communities.

Cara Miller Dr. Cara Miller is an assistant professor of psychology at Gallaudet University. Previously she served as the University’s first full-time Coordinator of the LGBTQA Resource Center. Her seminal work included implementation of programs and services supporting transgender, non-binary, and genderqueer students, staff, and faculty, including support groups in collaboration with campus mental health services, spearheading the establishment of a university wide transgender task force, and supporting the redesign of campus athletic facilities to optimize inclusion for all.

Ai Minakawa Ai Minakawa is a deaf nurse practitioner in Japan. She had worked in a nursing home for Deaf seniors to provide gerontology nursing care in Japan. She has funded the advocacy and study group with nurses who are working with Japanese deaf communities in 2015. The group has provided workshops for nurses and nursing students to improve their cultural competency toward Deaf patients. Currently, she is studying Deaf studies as a graduate student at Gallaudet University to develop this training program.

Jaime Monson Jaime Monson, MSW, LICSW, is a mental health therapist with a Master’s degree in clinical social work from Gallaudet University. She has over 20 years of experience learning and working within the Deaf, Hard of Hearing and DeafBlind communities. Jaime is the Area Director of Clinical Services providing both supervision and program management to Vona Center for Mental Health by Volunteers of America of MN programs.

Louise Montoya Louise A. Montoya, M.A., LPC, ACS, CSC, is a licensed professional counselor, researcher and nationally certified sign language interpreter with over 35 years professional experience and lifelong personal experience since several of her family members are deaf or hard of hearing. She is a past Executive Director of two community non-profit organizations in El Paso, Texas and Salisbury, Maryland that provided sign language interpreting services. Currently, she provides individual and family counseling to deaf and hard of hearing children and their families through Center for Childhood Communication and Division of Child and Adolescent Psychiatry and Behavioral Sciences at the Children’s Hospital of Philadelphia.

Elizabeth Moore Dr. Elizabeth Moore is Chair and Associate Professor at Gallaudet University Department of Social Work. She has been involved in numerous advocacy and professional social work organizations since 1981 in different capacities including but not limited to DC Area Black Deaf Advocates, Deaf Women United, Council on Social Work Education, and Metropolitan Washington Schools of Social Work Policy Practice. She is a founder of Philadelphia Black Deaf Advocates, is the director of the NBDA Senior Citizens Program for the second term, and is a trustee of Pennsylvania School for the Deaf Board of Trustees. She has published several articles and has lectured on issues concerning Black Deaf Persons and their Families and Social Work Practice with Culturally Diverse Deaf and Hard of Hearing Populations.

Christa Moran Christa Moran is a full time, nationally certified Sign language interpreter, a supervising staff interpreter and coordinator of the Medical Interpreter Training Academy at the University of Michigan Health Systems. She has a BA from the University of Michigan, a post baccalaureate degree in education from Eastern Michigan University and a Masters Degree in Special Education/Deaf Education from the University of Minnesota. She completed her interpreter training at Lansing Community College. Christa trains both sign & spoken language interpreters and has presented workshops on the local, state, and national levels. She is a certified trainer of the Bridging the Gap Medical Interpreter Training Program through the Cross Cultural Communication Program. She also has developed workshops and trains physicians, nurses, and students in strategies for teaming with Interpreters. Christa combines her interpreting and teaching experiences through the workshops and curricula she develops.

Christopher Moreland Christopher Moreland, MD MPH, is an internist and associate professor at UT Health San Antonio (UTHSA).

Along with hospital responsibilities, he serves the internal medicine residency program as associate program director. He has received teaching and mentorship awards at multiple program and institutional. Interests in diversity among patients and health professionals have led to service on UTHSA’s diversity committee and national research, education, and publications on health disparities affecting the deaf and limited English proficient populations, accommodations for DHH medical students and physicians, medical schools’ technical standards, and the education of interpreters as medical specialists.

Bridget Morina-Meyer Bridget Morina-Meyer is an RID certified ASL Interpreter for the Deaf. Bridget has been interpreting professionally since 2005. She started her career working in a Catholic elementary school for Deaf and Hardof-Hearing children. She then was a freelance interpreter in and around the Philadelphia area for eight years.

Currently, she is the ASL Interpreter specialist at the Children’s Hospital of Philadelphia. Bridget holds a B.S. degree in Communications from Northeastern University, as well as an Associate’s degree in ASL/English Interpreting from the Community College of Philadelphia.

Judy Mounty Dr. Judy Mounty, psychotherapist in private practice, has many years of interdisciplinary experience in education and human services. She recently retired from Gallaudet University where she held administrative and research positions, taught courses in several departments, and was an intergroup dialogue facilitator. In recent years she had focused on diversity, equity and inclusion initiatives, including collaborating on the establishment of a transgender task force.

Jelica Nuccio Jelica Nuccio was the first DeafBlind Director of the Seattle Deaf-Blind Service Center (DBSC) and also a coauthor of a curriculum for DeafBlind people getting the most out of their Support Service Providers (SSP). She is currently the founder of Tactile Communications which is the training center based on protactile philosophy and DeafBlind Education. Prior to this work, Jelica worked as a research coordinator, advocate and jobdeveloper. Jelica has a B.A. in Biology from RIT in Rochester, and an M.A. in Public Health from Emory University in Atlanta, Georgia. For the past 25 years, she has been active in the local and national DeafBlind communities. Jelica is the lead mentor trainer and lead DeafBlind consultant for DBI. Mary Nunnally Mary Nunnally has been in the field of deafness for 39 years, which 32 years of those years have been in vocational rehabilitation. She currently serves as the State Coordinator of the Deaf & Hard of Hearing with the Virginia Department for Aging and Rehabilitative Services. Prior to her current position, Mary was a Regional Rehabilitation Counselor for the Deaf, Adjunct Professor, ASL Interpreter and Director/Communication Specialist. Mary received her B.S.W. in Social Work and M.S. in Rehabilitation Counseling from the Virginia Commonwealth University. She completed the Virginia Collaborative Leaders Program through The Institute for Educational Leadership. She is a Certified Rehabilitation Counselor and has received numerous service and team awards in her career, such as the Commissioner’s Award of Excellence.

Ashley O’Niell Ashley O’Niell has both a Bachelor’s degree and Master’s degree in Social Work from Gallaudet University (2005, 2010) and is a Licensed Independent Clinical Social Worker in Massachusetts. Ashley is currently Program Director of Walden Community Services (WCS) at The Learning Center for the Deaf. Ashley previously worked as an Intensive Care Coordinator with WCS prior to becoming Director.

Damara Paris Damara Goff Paris, Ed.D. is an Associate Professor and RSA Grant Director at Emporia State University’s Counselor Education program. She was the doctoral program director of Lamar University’s Deaf Studies/Deaf Education program for several years, and taught in higher education courses part-time for over 15 years. She has worked in professional capacities for private, non-profit, corporate, and government agencies, including counseling and managing the Connection Program (a non-profit mental health facility for Deaf individuals), program management of the Telecommunication Access Programs at the Oregon Public Utility Commission, and National Marketing Director for Sprint Relay. During her tenure at the Connection program, she served as an advocate for individuals who were in incarcerated or went through the criminal justice system as defendants, and served as an expert witness on some cases. A lifelong advocate for Deaf individuals, particularly Deaf women and Deaf Native Americans, she has provided support to these populations and was awarded the NAD Randall McClleland Memorial Award , OAD Woman of the Year, and Deaf Women of Achievement Award. She currently serves as the President-Elect of ADARA.

Junghyun Park Junghyun Park is a Ph.D. student at the NYU Silver School of Social Work. His research interests include 1) impact of hearing loss on health disparities among older adults, and 2) mental health service for the Deaf and hard of hearing. His research experience includes analyzing a disability policy agenda, sign language law enactment, and communication support service for the Deaf. He has lots of practice experiences contains social workers for the Deaf, organizing self-advocacy groups, group peer counseling, development of mentoring service, and international advocacy activities.

Leslie Pertz Leslie Pertz, LMSW, NIC has worked since 2002 as an ASL/English interpreter, and since 2011 as a clinical social worker, currently working in three fast-paced, out-patient clinics, including the Deaf Health Family Medicine Clinic at Michigan Medicine. She splits her time seeing patients with typical hearing, and works specifically with ASL-using patients doing clinical work and research to determine their unique needs. She has continued her love of mentoring other professionals through preceptorships and presentations at the institutional, local, state, regional, and national levels. A dynamic and entertaining educator, Leslie now works to bring her knowledge as a trauma-focused psychotherapist, and an interpreter to foster relationships between the professions in an effort to improve access to mental healthcare for the Deaf Community. After her work with Michigan Medicine is done, Leslie also maintains a small private practice psychotherapy clinic in Ann Arbor.

Kobek Pezzarossi After earning her Bachelor of Arts degree in Psychology from Lenoir-Rhyne University, Dr. Kobek Pezzarossi worked as an employment consultant for people with developmental disabilities. After earning her Master of Science degree in Rehabilitation Counseling for People who are Deaf and Hard of Hearing, she worked as a Vocational Rehabilitation Counselor for the State of Indiana. In realizing she still had a dream of a degree in psychology, Dr. Kobek Pezzarossi then enrolled at Gallaudet University's Clinical Psychology doctoral program where she earned a Master of Arts degree as well as a Doctor of Philosophy degree. Dr. Kobek Pezzarossi is now a Professor of Psychology with the Undergraduate Program at the Gallaudet University Department of Psychology. Her areas of interest and research is in human sexuality, gender, touch in therapy and intimate partner violence in the Deaf, DeafBlind, Deaf Disabled, and Hard of Hearing (DDBDDHH) community.

Rebecca Plesko-DuBois Rebecca Plesko-DuBois is a licensed clinical psychologist at Aligned Clinical & Educational Services, PLC in Charlottesville, VA who provides comprehensive assessment services and consultation for toddlers, children, adolescents, and adults. She works as a part-time school psychologist at the Virginia School for the Deaf and the Blind (VSDB) and as a member of the Virginia Network of Consultants (VNOC) supporting local school divisions with assessment services for students who are deaf or hard of hearing. Rebecca previously worked as a School Psychologist, Director of Clinical and Educational Supports and Child Assault Prevention Project grant coordinator at VSDB. She taught as an adjunct professor at the University of Virginia and completed a postdoctoral fellowship at the Virginia Treatment Center for Children working with deaf children and families.

Don Potter Don Potter has been interpreting professionally for 35 years. He has worked in both the USA and Canada in almost every type of interpreting situation, including education, theater, medical, mental health, and government. He has been an instructor for ASL and Interpreting at several colleges/universities, taught interpreting workshops, served on advisory boards for several training programs, has mentored many interpreters, and has been involved in the development of three interpreter assessment tools. Don was involved in the development of one of the past Tests of Knowledge for RID and has served twice as an

interpreter at RID national conferences. He has served as the DHH Services Director at Mt. San Antonio College since January 2009.

Danielle Previ Danielle Previ, PhD is a deaf individual and staff member in the neuropsychology department at Kennedy Krieger Institute (KKI). She graduated from Gallaudet University’s Clinical Psychology program and she completed her pre doctoral internship at Kennedy Krieger Institute/ Johns Hopkins University School of Medicine’s neuropsychology and behavior psychology departments. Dr. Previ is certified in Parent-Child Interaction Therapy and studied the application of PCIT for use with families who use American Sign Language (ASL). Dr. Previ’s clinical interest is in the area of neuropsychological assessments with children who are deaf and hard of hearing or affected by some type of hearing loss.

Keven Poore Keven Poore, MA, CDI, CASAC II is the Director of Substance and Alcohol Intervention Services for the Deaf (SAISD) at NTID. He started there in June of 2017 after 7 years as a full time freelance Certified Deaf Interpreter in the Philadelphia area. He received his Masters in Mental Health Counseling from Gallaudet University and has provided mental health and chemical dependency services for 20 plus years. He has provided workshops on interpreting – primarily on Behavioral Health interpreting, Deaf Interpreting and Deaf/Hearing Interpreting Teams. He was the content expert in two online modules, one with CATIE Center’s Introduction to Addiction and Recovery Interpreting and the other with Northeastern University’s Center on Atypical Language Interpreting. He is also one of the CDI and NIC test developers with CASLI. Kristen Pranzi Kristen Pranzl is currently in her fifth year of working at the Deaf Well Being Program, which is a centralized Deaf and Hard of Hearing specific mental health and wellbeing agency that provides various supports to the community in British Columbia. Kristen's background focuses on children and youth and this is where her passion lies.

Concetta Pucci Dr. Concetta Pucci has taught courses in the Department of Social Work at Gallaudet since 2008. She worked as a social worker at Lexington School for the Deaf for several years and then went to Gallaudet University Department of Administration and Supervision where she graduated with a Ph.D. in Special Education Administration in 2012. She is currently Chair of the D.A.W.N. Board of Directors. D.A.W.N. is a non-profit organization that supports and safeguards survivors of domestic violence in the Washington, D.C. Metropolitan area. Dr. Pucci presently conducts research, along with Dr. Elizabeth Moore, on the ethical impact of communication technology and social media on social work practice with deaf and hard of hearing populations. She is a licensed social worker in D.C. Eric Raff Eric Raff is Director of the Virginia Department for the Deaf and Hard of Hearing. He also had 12 years of previous directing experience from the Washington State Office for the Deaf and Hard of Hearing.

Danielle Rastetter Dr. Danielle Rastetter earned her Doctor of Veterinary Medicine from The Ohio State University in 1998. After working as an associate and relief veterinarian at several veterinary clinics, she opened a surgery and dental veterinary clinic, Pets In Stitches, in 2011 to bring affordable and experienced care to her community. For the past five years, she has also taught veterinary technology students clinical skills and animal handling as clinical

evaluator for Sinclair Community College. Promoting worker safety and respecting animal emotional health is one of her passions.

Jennifer Reesman Jennifer Reesman, PhD is Board Certified in Clinical and Pediatric Neuropsychology at the Kennedy Krieger Institute and an Assistant Professor of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine. Dr. Reesman received her PhD in clinical psychology from Gallaudet University and completed post-doctoral fellowship at Children’s National Medical Center. Dr. Reesman founded and directs the Deafness-Related Evaluations and More (DREAM) Clinic at the Kennedy Krieger Institute. Dr. Reesman is active in training of students at the undergraduate, graduate, and post-doctoral level. Dr. Reesman currently serves as Chair of the Early Hearing Detection and Intervention advisory council for the state of Maryland and previously served as Chair of the Committee on Disability Issues in Psychology for the American Psychological Association.

Christine Reid Christine Reid, Ph.D. CRC, is a Professor of Rehabilitation Counseling at Virginia Commonwealth University (VCU), where she directed a Rehabilitation Services Administration project to train fluent ASL users to become qualified Rehabilitation Counselors. She also served as VCU's representative for an affiliation with Helen Keller National Center.

Elizabeth Romero Dr. Elizabeth Romero, Ph.D., is the Coordinator of Assessment in the Counseling and Psychological Services (CAPS) at Gallaudet University and a clinical psychologist. Currently, she is providing direct services as well as supervision to practicum students. Direct services include individual and group psychotherapy as well as psychological assessment. Dr. Romero came to CAPS in fall of 2017 having been at Johns Hopkins School of Medicine/Kennedy Krueger Institute: The Center for Child and Family Traumatic Stress as a postdoctoral fellow. Her research interests are in the areas of trauma assessment and co-morbid mental health conditions in the Deaf and hard-of hearing population.

Danielle Rose After graduating from the Medical College of Georgia in 1990 and completing pediatric residency in 1994, Dr. Rose worked for small private pediatric practices for 12 years. She then began studying alternative/complementary or integrative medicine including homeopathy, herbs, hyperbaric medicine, somatic experiencing, and craniosacral therapy for six years and returned to general pediatrics in 2012. At Salisbury Pediatrics she is one of fourteen providers of general pediatric care and one of two there maintaining a special interest practice in integrative pediatrics. She is an Ambassador for Dogs for Better Lives, is a board member for SafeNClear mask, and sponsors two Uganda children through Compassion International. She and her husband live with hearing dog Delight and a cat named Earl Gray.

Elizabeth Schniedewind Elizabeth has been an interpreter in private practice for over twenty years. She is the program director and clinical associate professor in the Sign Language Interpreter program at Idaho State University, Meridian, and interprets in the community. She received MA and BA degrees from Gallaudet University, owned/operated an interpreter referral service and served on the NAD/RID Code of Ethics Committee, RID NIC Task force and the RID Philosophy, Mission, Goal, Diversity Statements Review Committee. She received a grant to investigate “Access and Barriers to Primary Care Among Deaf Users of ASL”. She owes her career and happiness to Deaf people who taught her ASL and allowed her to be part of their lives and culture.

Deborah Schooler Deborah Schooler, PhD, is an associate professor in the Department of Psychology at Gallaudet University.

Schooler completed her doctoral work in developmental psychology at the University of Michigan. Her research examines adolescent and adult development in social and cultural contexts, focusing on body image and sexual health.

Ashley Schweiger Ashley Schweiger is a Pacific Northwest native, graduated from the University of Oregon in Family & Human Services with Special Education as a minor and obtained Master’s in Rehabilitation Counseling through Western Oregon University. Her career has took her all the way to East Coast to work for Philadelphia’s Office of Vocational Rehabilitation for a couple years until relocated back to Pacific Northwest and end up in Seattle’s DVR for past three years. While being an outdoor enthusiast and exploring with her family, her passion is working among youth with disabilities to ensure that they are receiving appropriate supports to succeed in life after high school.

Angela Scruggs Angela Scruggs, PhD, LPC/MHSP, NIC, QMHI, has a doctorate in psychology and counseling and is a licensed professional counselor. Over the past 20 years, Dr. Scruggs has been involved in the DHH community in the US and abroad working in various capacities assisting families and individuals of varying ages, ethnicities and backgrounds. Angela has also worked as a clinical counselor and human service specialist with the South Carolina State Department of Mental Health, Deaf Services. In 2014, she launched a nonprofit, The Link 4 Deaf, a residential and transitional program for Deaf teens and young adults. Currently, Dr. Scruggs works as a mental health therapist at Agape seeing both deaf and hearing individuals, families and couples with a wide range of clinical problems.

Dylan Secord Dylan Secord, MSW, LLMSW, has been with Deaf Community Advocacy Network (DEAF C.A.N.!.) since 2012 and has served in different capacities as a clinical social worker and case manager. He has been running the Behavioral Health Services at DEAF C.A.N.!. Mr. Secord received an associate degree in Liberal Arts from Oakland Community College and his Bachelor of Social Work (BSW) from Madonna University. Mr. Secord received his Master of Social Work (MSW) at the University of Michigan - Ann Arbor. He has received various formal trainings, including, Certificate in Clinical Concerns & Gender Identity, National Institute on Alcohol Abuse and Alcoholism and Medical University of South Carolina.

Judy Shepard-Kegl Judy Shepard-Kegl, Ph.D., CSC, CI/CT, NIC-M, NAD IV, SC:L, ED:K-12, OTC, CoreCHI has her doctorate in linguistics from MIT and is currently Professor of Linguistics at the University of Southern Maine where she teaches both linguistics and interpreting. She has worked as a medical interpreter for 40 years and has also served as an expert witness in many ADA cases involving medical settings. Her dissertation is on ASL linguistic and she is best known for her study of the emergence of a signed language in Nicaragua. She has held research grants from NSF and NIH and has published over 100 articles, many in peer-reviewed journals.

Shazia Siddiqi Shazia Siddiqi is a postdoctoral fellow in the Department of Obstetrics and Gynecology at University of Rochester Medical Center. She earned Bachelor’s in Molecular and Cell Biology from UC Berkeley, Master’s in Public Health from Dartmouth College, and Doctor of Medicine degree from St. George’s University School of Medicine. Dr. Siddiqi was the Executive Director of DAWN (formerly known as Deaf Abused Women's Network) which provided advocacy services for survivors of domestic violence, sexual violence, and stalking in

the greater metropolitan area of Washington, DC for a few years before coming to Rochester. Her professional interests include global Deaf health, health disparities, preventive medicine, gender-based violence, traumainformed care, and maternal and child health.

Steven Sligar Steven R. Sligar, EdD, CVE, PVE is professor and coordinator of the Graduate Certificate Program in Vocational Evaluation at East Carolina University. He has 46 year’s experience in vocational rehabilitation and this includes work with special populations of persons who were deaf and/or blind. He has over 50 publications and has conducted over 300 national presentations in the areas of vocational evaluation, deafness, ethics, and administration. He is a past president of ADARA. Currently, he serves as a co-editor of the Vocational Evaluation and Career Assessment Journal and on the editorial review boards of JADARA, Journal of Rehabilitation, and New Horizons in Adult Education.

Elizabeth Spiers Elizabeth Spiers is the Program Director for DeafBlind Services, with the Virginia Department for the Blind and Vision Impaired.

Johnathon Stephens Nearly three decades after chemotherapy treatments left him with a 50% bilateral hearing loss at age four, Johnathon is one of a handful of thriving Deaf/Hard of Hearing physicians in the United States. After working as an RN and completing medical school with high honors, he has now obtained a competitive radiology residency position in central Illinois. His work with Hands in Motion has inspired him to help provide equal access to the Deaf community by educating interpreters in medical terminology, the basic language of medicine.

Carolyn Stern Carolyn Stern, MD is a Board Certified Family Physician. Dr. Stern works at the University of Rochester Medical Center and holds a faculty appointment as Instructor of Clinical Emergency Medicine. Dr. Stern obtained her medical degree at Northwestern University in Chicago and completed her residency at Lutheran General Hospital in Park Ridge, Illinois. Born with a severe-to-profound loss in her left ear and a profound loss in her right, she was fitted with hearing aids at 14 months of age and received speech therapy five days a week. Dr. Stern is fluent in ASL and verbal English.

Mary Sterritt Mary Sterritt, MSW, ACSW, LCSW, is the Director of the Colorado Daylight Project, Co-Director of the Deaf and Hard of Hearing Integrated Care Initiative and Program Manager of Deaf and Hard of Hearing Services at the Mental Health Center of Denver. Mary has a BS in Deaf Education & Psychology from Mac Murray College and a MSW from the University of Illinois. She has years of experience in systems work and direct services with the Deaf and Hard of Hearing population in outpatient, inpatient, community and school based mental health settings. She was selected through a nationwide competitive process to participate in the 2017 cohort of the Addressing Health Disparities Leadership Program of the National Council for Behavioral Health.

Kota Takayama Kota Takayama is the Baccalaureate Social Work program director in the Department of Social Work at Gallaudet University. Takayama has spent clinical working with deaf communities and deaf schools in Japan for 10 years. His clinical experience focuses on psychological assessment and therapy for Deaf and Hard of Hearing populations. Also, he has been conducting his research practices and program evaluation. Takayama published 28 scholars and presented 20 conference presentations since 2005. As a deaf community educator,

he provided over 200 presentation and workshops for Deaf community in Japan. Takayama was former executive director of Japanese Association of Social Workers for Deaf and Hard of Hearing (JASWDHH) from 2005 to 2012.

Gary Talley Gary Talley is the Community Services Manager for the Virginia Department for the Deaf and Hard of Hearing.

Denise Thew Hackett Dr. Denise Thew Hackett is the current JADARA Editor-in-Chief. She is also an Associate Professor in the Rehabilitation and Mental Health Counseling Program at Western Oregon University.

Meryl Troop Meryl C. S. Troop is a nationally certified American Sign Language interpreter practicing in Maine and NH, holding the CI, CT and SC:L as well as state licenses. Ms. Troop is also adjunct faculty teaching medical interpreting at the ASL/English interpreting program at the University of Southern Maine and to spoken language interpreters at Southern Maine Community College, Maine Medical Center and Catholic Charities Maine.

Mary Vargas Mary Vargas is a partner with the litigation firm Stein & Vargas, LLP based in Washington, DC where she engages in nationwide impact litigation on behalf of individuals with disabilities including individuals who are deaf and hard of hearing. Vargas has won key victories in federal courts throughout the United States. She was awarded the 2017 FARE Vision Award for food allergy activism, the 2016 Eagle Award for groundbreaking disability rights litigation related to representation of a deaf medical student, and the 2010 Advocacy for Persons with Pain Award. Vargas is a 1998 Skadden Fellow and a 1994 Truman Scholar.

Melissa Watson Melissa Watson obtained her social work degree from Bloomsburg University. She holds two master’s degrees, mental health counseling from Gallaudet University, and applied behavior analysis from Florida Institute of Technology. Melissa has worked with children, adolescents and adults with behavioral challenges for over 20 years. After spending many of her professional years in Florida, she returned to her home state of Pennsylvania, to work at PAHrtners running the Residential Treatment Facility and Outpatient Programs.

Melissa is the Vice President of the Residential Programs at PAHrtners Deaf Services. Melissa graduated with her doctorate degree in Public Services Leadership specializing in Multidisciplinary Human Services from Capella University in January 2016.

Jim Webster Jim Webster comes to us from Olympia, WA. He has owned and operated two independent pharmacies which included a Clinical Diabetes Education Center serving as a referral center for the PCP community in central Utah. Although Jim is retired at present, he continues to provide diabetes education on an as-needed basis as well as provide consultation for MedTronic pumps.

Mel Whalen Dr. Mel Whalen is a Deaf, fully-licensed clinical psychologist in private practice in Ann Arbor, Michigan, offering both talk therapy and psychological testing services. She earned her B.A. from Smith College, a master’s degree in Sign Linguistics from Australia, on a Fulbright scholarship, and her doctorate degree from Eastern Michigan University. Upon graduation, Dr. Whalen launched Ann Arbor Deaf Psychological Services, LLC and also co-founded a non-profit agency called Room To Talk with local colleagues. She is fluent in spoken

English and ASL and works with both Deaf and hearing clients, specializing in LGBTQ issues, gender transitions, ADHD and autism spectrum disorders. She also supervises graduate students and limited license psychologists and provides expert testimony in court cases involved Deaf/hard-of-hearing children and adults.

Jaime A.B. Wilson Jaime A.B. Wilson, Ph.D., LP is a neuropsychologist in private practice. Wilson Clinical Services, PLLC provides an array of psychological health care services and comprehensive neuropsychological evaluations to deaf, hard of hearing, deaf-blind, and blind individuals across the State of Washington and elsewhere. Dr. Wilson has worked extensively with physicians and other healthcare providers in the provision of neuropsychological evaluations. The field of neuropsychology is dedicated to learning about and diagnosing conditions related to the brain and nervous system.

Chris Woodfill Chris is DeafBlind with Usher Syndrome. He has worked at Helen Keller National Center for seven years and has been its Associate Executive Director for five. He is currently serving a second term as the North American region representative for the World Federation of the DeafBlind. He served on the board of American Association of the DeafBlind for almost a decade until last year. He is one of the administrators of the DeafBlind Thoughts, a facebook group open to only the DeafBlind. He holds a Master degree in Latin American Studies from the George Washington University and a Master degree in Bilingual-Bicultural Deaf Education from McDaniel College. He also holds a Bachelor degree in history and Spanish from Gallaudet University.

Philip Zazove Philip Zazove is Professor and the George Dean, M.D. chair of Family Medicine at Michigan. He has published ~65 articles about health care for DHH patients and has received numerous grants for this research, including from NIH.