2027 Early Hearing Detection & Intervention Conference
March 22-24, 2027 • Bellevue, WA
3/17/2026 | 3:00 PM - 3:30 PM | Teachable Moments: Helping Support Self-Advocacy in Early Intervention | Orlando
Teachable Moments: Helping Support Self-Advocacy in Early Intervention
Early intervention is critical in shaping the communication, academic, and social outcomes of children with hearing loss. While traditional goals often emphasize auditory and language development, equally important is fostering self-advocacy—the ability for children to recognize their hearing needs, communicate effectively, and take an active role in managing their listening environments. Integrating principles from Self-Determination Theory (SDT) provides a meaningful framework for promoting these skills. SDT identifies three key psychological needs—autonomy, competence, and relatedness—as essential for intrinsic motivation and self-directed growth.
In the context of hearing loss, autonomy develops when children are given opportunities to make age-appropriate choices regarding their hearing devices or communication strategies. Competence emerges when they are taught and encouraged to practice specific self-advocacy behaviors, such as asking for clarification or identifying when listening is difficult. Relatedness is fostered through supportive relationships with family members, educators, and peers who validate and respond to the child’s communication experiences.
A powerful method for reinforcing self-advocacy in early intervention involves recognizing and utilizing teachable moments—spontaneous, real-life situations that naturally lend themselves to learning. For example, when a child expresses frustration about not hearing, the adult can model appropriate strategies such as repositioning, troubleshooting devices, or requesting repetition. By embedding these moments within daily routines—mealtime, play, or group activities—professionals and caregivers help children connect advocacy skills to meaningful, functional contexts.
Collaboration among audiologists, speech-language pathologists, and teachers of the deaf ensures that self-advocacy development is intentionally integrated into individualized family service plans (IFSPs) and early education settings. Through this combined approach, early intervention programs can nurture the foundations of self-determination, empowering children with hearing loss to become confident communicators and active participants in their learning environments. Ultimately, promoting self-advocacy from an early age supports lifelong independence, resilience, and success.
- Participants will discuss the importance of self-advocacy as it relates to hearing loss in early intervention.
- Participants will understand the role self-determination theory plays in building self-advocacy.
- Participants will understand strategies for identifying the "teachable moments" to support self-advocacy in early intervention.
Presentation:
View Presentation File
Handouts:
View Handout File
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Alexandria Mestres
(Primary Presenter), University of Miami Children's Hearing Program, asm120@med.miami.edu;
Alexandria Mestres holds degrees in Education of the Hearing Impaired and Elementary Education as well as a Masters in Applied Learing Sciences. Alex has worked as an administrator, professional development trainer, and consultant in the fields of Deaf and Hard of Hearing Education and Early Childhood. She is currently working for the University of Miami Children's Hearing Program as the educational specialist.She also works across multiple counties in the state of Florida as a Deaf and Hard of Hearing Specialist for Charter Schools. She also works with AGBell's LEAP program, and serves ACIA's scientific committee.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with University of Miami Children's Hearing Program
Academica Charter Schools
Charter Schools USA
AGBell Florida
ACIA.
Nature: employment, consulting, board member, scientific commitee.
Nonfinancial -
No relevant nonfinancial relationship exists.
Ivette Cejas
(Co-Author), University of Miami Department of Otolaryngology, icejas@med.miami.edu;
Dr. Ivette Cejas is an Associate Professor and Director of Family Support Services at the University of Miami Ear Institute. She is a Licensed Psychologist in the state of Florida. Dr. Cejas is a well-known researcher in pediatric hearing loss, publishing extensively in this area and at numerous conferences. As part of the UM Children’s Hearing program she provides therapeutic services to children and families coping with a hearing loss diagnosis or comorbid disorders. She is an advocate for all children with hearing loss and organizes a comprehensive family program at UHealth to assist families through their journey with hearing loss. She is on the Board of Directors at AG Bell and is a member of the American Cochlear Implant Alliance.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -