Join Hear Indiana for the 47th Annual Listening and Spoken Language Conference. Each year, we bring together parents of children with hearing loss, adults who are deaf or hard of hearing, and professionals in the fields of hearing health and education with a shared mission of enhancing the lives of individuals with hearing loss. With a focus on listening and spoken language, this conference draws attendees seeking to expand their knowledge base and to network with advocates, families, professionals, and community leaders. This is an outstanding opportunity to gain expertise in hearing technologies, spoken language development, and clinical applications.

The 47th annual Hear Indiana Listening and Spoken Language Conference will take place in person on  Friday, October 24th, 2025 at the Ivy Tech Culinary and Conference Center at 2820 N Meridian St, Indianapolis, IN 46205.

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HOTEL INFORMATION

Hear Indiana has partnered with the Hilton Garden Inn Indianapolis – Downtown to offer reduced room rates for the conference. The hotel is located at 10 East Market Street Indianapolis, IN 46204. You can book rooms by clicking below. 

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SCHEDULE OF SESSIONS

 

 

SPEAKER INFORMATION

LISA DAVIDSON, PhD

Lisa Davidosn, PhD, is an associate professor at Washington University School of Medicine in St. Louis, Mo., and the Director of Clinical Outcomes at the CID Oral School for the Deaf. Her research focuses on optimizing hearing devices to facilitate spoken language outcomes for children with hearing loss.

Financial Disclosure: Dr. Davidson is employed by the Washington University School of Medicine.

Non-Financial Disclosure: Dr. Davidson has no relevant non-financial relationships to disclose.

JENNA VOSS, PhD, LSLS Cert. AVEd

Jenna Voss, PhD, LSLS Cert. AVEd, is an educator, mentor, and consultant specializing promoting listening and spoken language for deaf/hard of hearing learners. She supports the professional development of educators of the deaf and speech-language pathologists, promotes family-centered and collaborative practices, and presents internationally. Dr. Voss offers workshops, mentoring, coaching, and teleintervention. Connect at www.jennavoss.com.

Financial Disclosure: Dr. Voss is employed by Butler University and is receiving and honoraria from Hear Indiana.
Non-Financial Disclosure: Dr. Voss serves on the Council on Education of the Deaf Board of Directors.

KIMBERLY BORELAND, MA, MEd

Kimberly Boreland holds dual master’s degrees in Early Childhood Education and Deaf Education from Teachers College, Columbia University. She has been a dedicated educator at Clarke Schools for Hearing and Speech since 2011, serving in various roles, including classroom teacher, teleservices provider, and currently as a Teacher of the Deaf (TOD) in Clarke’s Mainstream Program. In addition, she serves as the team’s Virtual Learning Specialist, supporting teachers and school districts in delivering high-quality virtual services to students with hearing loss.

Financial Disclosure: Ms. Boreland is employed by Clarke Schools.

Non-financial Disclosure: Ms. Boreland has no relevant non-financial relationships to disclose.

MEREDITH CRAVEN, MEd

Meredith Craven, MEd is the Special Programs Director at Ohio Valley Voices. She holds a B.S. in Education for Persons with Hearing Loss from Indiana University of Pennsylvania, and a Master’s in deaf education from Smith College. Meredith has over 20 years of experience in the field of teaching deaf children and has presented at the state and national level.

Financial Disclosure: Ms. Craven is employed by Ohio Valley Voices.
Non-financial Disclosure: Ms. Craven has no relevant non-financial relationships to disclose.

DANA FEINER

Dana Feiner earned her degree in Deaf Education from Michigan State University and has been living in Indianapolis for the past 12 years. She provides services as a Teacher of the Deaf for Early Intervention/First Steps, School Service and Teletherapy. She believes in empowering parents to be their child’s best advocates and loves seeing the progress a child can make over time with the support of their village. Outside of work, Dana enjoys spending time outside, doing sprint triathlons and exploring restaurants with friends downtown.

Financial Disclosure: Ms. Feiner is employed by Hear Indiana. 
Non-financial Disclosure: Ms. Feiner has no relevant non-financial relationships to disclose.

KRISTEN HAUGHT, MA, CCC-SLP

Kristen Haught, M.A. CCC-SLP is an Instructional Specialist at Ohio Valley Voices. She holds a B.S. in Communication Sciences and Disorders from James Madison University, and a Master’s in Communication Sciences and Disorders from the University of Cincinnati. She pursued her graduate Elementary Education licensure with a focus in special education from Campbell University. Kristen holds her Certificate of Clinical Competencies awarded through the American Speech Language Hearing Association (ASHA) and her Ohio elementary education licensure for kindergarten through fifth grade. She has worked for over 8 years in the field of teaching deaf children.

Financial Disclosure: Ms. Haught has no relevant financial relationships to disclose.
Non-financial Disclosure: Ms. Haught has no relevant non-financial relationships to disclose.

GABRIELLA SKORUPSKI, AUD, CCC-A, F-AAA, PASC

Gabriella E. Skorupski, Au.D., CCC-A, F-AAA, PASC Dr. Gabriella Skorupski is a licensed audiologist specializing in pediatric hearing care and cochlear implants. She earned her Doctor of Audiology from Ohio University she holds her Certificate of Clinical Competency (CCC-A), is a Fellow of the American Academy of Audiology, and holds a Pediatric Audiology Specialty Certification. Currently serving at Hear Indiana, she provides comprehensive diagnostic and rehabilitative services while mentoring audiology students. Dr. Skorupski is active in professional advocacy, research, and community outreach, with a passion for advancing pediatric hearing health.

Financial Disclosure:  Dr. Skorupski is employed by Hear Indiana.

Non-financial Disclosure: Dr. Skorupski has no relevant non-financial relationships to disclose.

ELLEN THOMAS, MA, CCC-A, LSLS Cert AVT

Ellen Thomas is a senior speech-language pathologist and LSLS Certified Auditory-Verbal therapist at the University of Michigan. As a member of the Department of Otolaryngology and the University of Michigan’s Cochlear Implant Program, she provides direct intervention to children with hearing loss using and Auditory-Verbal approach.

Financial Disclosure: Ms. Thomas is employed by Michigan Medicine.
Non-financial Disclosure: Ms. Thomas has no relevant non-financial relationships to disclose.

RACHEL WADE, AuD

Rachel Wade graduated from Ohio State University in 2016 with a B.A. in Speech and Hearing Science. She graduated from University of Cincinnati in 2020 with her Doctor of Audiology (Au.D.). She is licensed by the State of Ohio and the Ohio Department of Education, and is a member of the American Academy of Audiology and the American Speech-Language and Hearing Association. She has been at Ohio Valley Voices as a pediatric audiologist since July 2020.

Financial Disclosure: Dr. Wade is employed by Ohio Valley Voices.
Non-financial Disclosure: Dr. Wade has no relevant non-financial relationships to disclose.

BRENDA WELLEN, MS

Brenda Wellen is a Teacher of the Deaf and Hard of Hearing with over 30 years of experience in Deaf Education. She holds a Master’s in Deaf Education from Texas Woman’s University and has coordinated the West Texas Deaf Olympics for over 20 years. She specializes in individualized programming for Deaf and Hard of hearing students.

Financial Disclosure: Ms. Wellen is employed by Supporting Success for Children with Hearing Loss.
Non-Financial Disclosure: Ms. Wellen has no relevant non-financial relationships to disclose.

SESSION DESCRIPTIONS

FEATURED SESSION

Beyond Barriers: How High Expectations Create Extraordinary Outcomes for DHH Learners – Jenna Voss

For too long, misconceptions have limited the possibilities for children who are deaf and hard of hearing (DHH). But today, we stand at the intersection of innovation and belief—where technology, early intervention, and family engagement create unprecedented opportunities for spoken language success. Through real-life success stories and advancements in hearing technology, attendees will be inspired to envision enviable lives for DHH children and move beyond barriers—both real and perceived.

BLOCK 1

From Screen to Success: Leveraging Teleservices and AI for Modern Intervention – Kimberly Boreland

As virtual service delivery becomes increasingly integrated into educational and therapeutic settings, professionals are seeking effective ways to engage learners of all ages through teleservices. From Screen to Success explores the intersection of technology, developmentally appropriate practice, and innovation—highlighting practical strategies that work in real-world contexts. This session will provide attendees with tools and resources for tailoring virtual interventions to different age groups, from early childhood to adolescence. In addition, we will examine how artificial intelligence (AI) is emerging as a powerful ally in planning, customizing, and delivering teleservices. Participants will leave with a curated list of adaptable resources, AI tools, and best practices to support accessible, high-quality virtual services across disciplines.

It’s Not Just What You Say, It’s How You Say It: The Role of Prosody in Language and Literacy for Children with Cochlear Implants – Lisa Davidson

This presentation will discuss the role of prosody on spoken language and literacy for pediatric cochlear implant recipients who utilize bilateral cochlear implants or bimodal devices. Research highlighting the independent contribution of prosody perception to several types of outcomes from a group of pediatric CI recipients that we have been following since 2013 will be presented. Results highlight the need for clinicians to consider the role of prosody in spoken language development for children with cochlear implants or hearing aids.

Being a Listening and Spoken Language Specialist/AVT in the Real World – Ellen Thomas

In today’s healthcare climate, the struggle is real.  Professionals are held accountable for how they spend their time, the revenue they generate, how many children they serve, the satisfaction of families they work with ….  Additionally, service delivery may be remote, in-person, or both. To retain sanity and job satisfaction, we must have a plan.  This speaker will share her ideas for managing the chaos.  Weekly themes can provide a foundation across patients and make material gathering easier.  Google Drive can serve as a launch pad for virtual sessions and organize home programs.  The digital age has made idea gathering easier, but documentation is still a drain. Ideas for maximizing the benefits of using electronic medical records will be discussed. Many of these can be applied to saving information on a computer.

Literacy Across the Curriculum with Children who are DHH – Meredith Craven and Kristen Haught

The average reading level in the United State for typical developing individuals is between the 7th and 8th grade, which is equivalent to a reading grade level of 12 to 14 years old. Children with hearing loss are one of the most venerable groups of individuals most at risk for reading difficulties. This session will share strategies for ensuring that a child’s development of literacy is maximized throughout their educational day while coupled with listening and spoken language development.

BLOCK 2

From Sidelines to Star Players: Building Caregiver Competence and Confidence through Coaching – Jenna Voss

When providers fully center families in the intervention and educational process, children can reach their fullest potential. Through the use of coaching practices, providers can support the development of caregiver capacity to enhance child growth and development. Support the parents of children you serve moving them from the sidelines into the limelight.  Are you equipped to support the parents in a way that assesses their needs, honors their expertise, and builds their confidence and competence? Join this session and examine ways to better support a diverse range of families as they transform into the star players they’re destined to become.

Communication Mode and Speech and Language Outcomes for Young Cochlear Implant Recipients – Ellen Thomas

Pediatric cochlear implantation is an effective medical intervention that provides access to speech information to individuals with severe-to-profound hearing loss.  Outcomes of children receiving cochlear implants vary in listening, spoken language, and literacy. This presentation will discuss a study of 201 subjects that evaluates the effect that Auditory-Verbal (AV) intervention had on speech and language outcomes compared to outcomes for those who used spoken language, but had no AV intervention, or used a Total Communication approach (spoken and signed language).

Creating and Maintaining Good Relationships with Team Members Through Effective Communication – Brenda Wellen

Communicating ideas to others in a way that is respectful, understanding, and builds lasting relationships with others can be challenging. Everyone comes to the table with unique perspectives and ideas. This presentation will help participants understand the role good professional relationships have on the overall success of our Deaf and Hard of Hearing students. Participants will have the opportunity to practice effective communication through scenarios and role play.

Supporting Independence: Setting Up Kids for Success on Their Journey to the Mainstream – Meredith Craven and Rachel Wade

At the beginning of a listening and spoken language (LSL) journey for a child with hearing loss, the primary focus is on device use, consistent services, parent education, and access to sound, all with an emphasis on collaboration among team members. As the child grows, it becomes essential to reassess and adapt our focus areas for each child. As education and research advance, we, as service providers, must also evolve to ensure we are setting the child up for success.

FEATURED SESSION

Familiar Sounds Audiogram: Examination and Recommendations – Lisa Davidson

The familiar sounds audiogram (FSA) is a counseling tool routinely used by pediatric audiologists and early intervention specialists to visually depict a child’s audibility of speech and environmental sounds. Importantly, the FSA may be the first thing that parents see when their child’s hearing loss is explained. In this session we will present data from a study examining the accuracy, consistency and justification of speech and sounds displayed on commercially available FSAs. Recommendations for a new FSA will be presented.

BLOCK 3

Everyday Talk, Extraordinary Outcomes: Using Play and Routines to Foster LSL Development –     Jenna Voss

Join this engaging session to explore how auditory verbal practitioners, speech-language pathologists, special educators, and early intervention practitioners can apply research on the importance of parent talk to meet the needs of the families of children who are deaf/hard of hearing (DHH) they serve. The session will begin with a brief review of the importance of audition and use of assistive listening devices to promote the development of spoken language; then, participants will explore developmentally appropriate activities that foster speech, language, listening and cognitive development. Participants will practice using techniques to encourage talking – including language required for daily routines and play – while creating personal and professional development plans to enhance the use of LSL strategies in their own interactions with children and caregivers.

Engagement Through Play: Practical Strategies for Pediatric Audiology Appointments – Gabriella Skorupki

This session explores creative strategies to engage young children during audiologic testing and cochlear implant appointments. Learn how to incorporate toys, movement, and play—like bubbles, blocks, and interactive targets—to successfully complete tympanometry, OAEs, booth testing, RECD, and CI mappings. Discover how keeping sessions fun and dynamic promotes cooperation and leads to more efficient, accurate outcomes.

The Role of Functional Assessment in Meaningful Instruction for DHH Students – Brenda Wellen
This presentation details the role functional assessment plays in the educational planning for students who are Deaf or Hard of Hearing. Using formal and informal functional assessment tools in three key areas: 1) communication; 2) social-emotional; and 3) curriculum, parents and educators are able to form a more complete picture of a student’s strengths and needs. This information

Digital Data Tracking for the Traveling Provider – Dana Feiner
LSLS providers can work in a variety of settings including homes, schools, clinic settings, and more. Tracking data can be difficult when traveling from one location to the next. This presentation will offer attendees the experience of creating their own Google Forms, troubleshooting ways to set up form questions to ensure quality data sets, and creating QR codes for easy access to forms while traveling.

 

LEARNER OUTCOMES

During this conference:

  • Attendees will be able to adopt a mindset that embraces the highest potential for children who are DHH, moving beyond outdated limitations.
  • Attendees will be able to describe how advances in hearing technology and early intervention strategies enable strong listening and spoken language outcomes.
  • Attendees will be able to explain the critical role of professionals in equipping parents to be the primary language models and advocates for their children.
  • Attendees will be able to Identify at least three age-appropriate teleservice strategies tailored to different developmental stages.
  • Attendees will be able to demonstrate understanding of how AI tools can be integrated into teleservice delivery to enhance personalization and efficiency.
  • Attendees will be able to identify 3 resources to support the implementation of high-quality, accessible teleservices.
  • Attendees will be able to characterize differences in segmental and prosodic speech perception.
  • Attendees will be able to describe the roles of both segmental and prosodic speech perception in spoken language and reading.
  • Attendees will be able to describe the relative benefits of segmental and prosodic speech perception for children with cochlear implants.
  • Attendees will be able to list 3 themes that could be used to develop a therapy session for a young child.
  • Attendees will be able to describe why a therapist might use Google Drive.
  • Attendees will state a reason why talking about cases with another professional can be helpful.
  • Participants will be able to identify the five pillars to reading.
  • Participants will be able to identify strategies to use to teach literacy across the curriculum with children utilizing a LSL approach.
  • The participants will identify literate behaviors.
  • Attendees will be able to describe the expertise and major impact of families on children’s growth and development.
  • Attendees will be able to outline coaching practices which promote family involvement in all aspects of intervention.
  • Attendees will be able to identify tools that will help practitioners adapt their practice to be responsive, authentic, and relevant for a diverse range of family structures and cultures
  • Attendees will be able to list the order, highest to lowest performance, of the 3 study groups across standardized speech-language test measures.
  • Attendees will be able to identify if this study assessed proficiency in American Sign Language.
  • Attendees will be able to recognize if this statement is true or false: Articulation (speech-sound production) did not improve for the Total Communication group.
  • Attendees will be able to understand the three key elements of effective communication and how they are intertwined with creating and maintaining good relationships with colleagues and parents.
  • Attendees will be able to practice three key elements of effective communication through role-play.
  • Attendees will be able to apply three key elements of effective communication in collaborative settings.
  • Attendees will be able to describe components of the Supporting Independence Curriculum and the reasoning behind these components.
  • Attendees will be able to identify the importance of collaboration of team members to support the whole child
  • Attendees will be able to name clinical services that could help identify other needs for a student.
  • Attendees will identify the necessary components for consistent presentation of frequency and intensity of the speech region on FSAs.
  • Attendees will identify how variations and inconsistencies in graphic presentations of level and frequency of speech can lead to different interpretations of the impact of hearing loss on a child’s access to spoken language.
  • Attendees will explain new features of the updated Familiar Sounds Audiogram.
  • Attendees will be able to examine the evidence supporting play as an effective intervention for holistic child development, including advancement of communication and cognitive skills
  • Attendees will be able to explain, to colleagues and caregivers, the importance of listening and use of assistive listening devices in the development of listening and spoken language development for children who are deaf/hh (DHH).
  • Attendees will be able to identify a personal action plan to put into practice one (or more!) aspects of this workshop
  • Attendees will be able to identify at least two strategies for obtaining tympanometry or OAEs in pediatric patients using age-appropriate engagement techniques.
  • Attendees will be able to describe at least two ways to modify traditional sound booth response methods to accommodate a child’s preferred play or interaction style.
  • Attendees will be able to list at least two tools or activities that can be used to facilitate cooperation during cochlear implant mapping sessions.
  • Attendees will describe the three key areas used in assessment and individualized planning for students who are Deaf or Hard of Hearing.
  • Attendees will identify at least 20 functional assessment tools that can be used with students who are Deaf or Hard of Hearing.
  • Attendees will use three key areas of communication, social-emotional growth, and access to curriculum to select appropriate assessment tools for deaf or hard of hearing students.Attendees will name 3 different styles of questions on Google Forms.
  • Attendees will state how compiled data is found in the Response tab in Google Forms.
  • Attendees will describe what modes are available for Google Forms.  

CONTINUING EDUCATION

Continuing Education Units are included in all professional conference registrations. They are not included in non-professional registrations, such as for parents or students.

Hear Indiana is approved by the American Academy of Audiology to offer Academy CEUs for this activity. The program is worth a maximum of  0.6 AAA CEUs. Academy approval of this continuing education activity is based on course content only and does not imply endorsement of course content, specific products, or clinical procedure, or adherence of the event to the Academy’s Code of Ethics. Any views that are presented are those of the presenter/CE Provider and not necessarily of the American Academy of Audiology.

 

Satisfactory Completion Requirements :

Certificates of completion will be awarded after active attendance at the convention, submission of a completed evaluation and submission of a completed assessment of learning. Partial credit is awarded for this continuing education event. A link to the online assessment and evaluation will be provided.

POLICIES

Accessibility & Accommodation Policy

Hear Indiana is committed to ensuring that the Listening and Spoken Language Conference is accessible to all participants. We strive to provide an inclusive environment for individuals with disabilities and other accommodation needs.

To request accommodations, such as ASL interpreting or captioning, please contact us at conference@hearindiana.org at least three weeks prior to the event.

We will make every effort to fulfill reasonable requests to ensure full participation.

Complaint Policy

We value feedback and are committed to addressing concerns respectfully and promptly.

If you have a concern or complaint, please report it as soon as possible to a Hear Indiana staff member or email info@hearindiana.org. Complaints can be submitted anonymously.

All concerns will be reviewed by Hear Indiana leadership and addressed in a timely and appropriate manner. Our goal is to ensure a safe, respectful, and productive environment for all attendees.

Professional Conduct and Discrimination Policy

All attendees, speakers, exhibitors, and staff are expected to maintain a professional, respectful, and inclusive environment. Discrimination or harassment based on race, color, religion, gender, sexual orientation, disability, age, or any other protected characteristic will not be tolerated.

Any violations may result in immediate removal from the event and potential exclusion from future Hear Indiana programming.

To report misconduct, contact any Hear Indiana staff member or email info@hearindiana.org.

Refund/Cancellation Policy

We understand that plans may change. Our refund and cancellation policy is as follows:

  • Full refunds will be issued for cancellations received in writing at conference@hearindiana.org at least 30 days prior to the event.
  • Cancellations received within 7–29 days of the event will receive a 50% refund.
  • No refunds will be issued for cancellations within 6 days of the event or for no-shows.

In the event that Hear Indiana must cancel the conference, registrants will receive a full refund.

Data Security Policy

Hear Indiana is committed to safeguarding all data collected from conference participants. Personal information collected during registration is stored securely and used only for purposes related to the event (e.g., communication, continuing education, payment processing).

Access to participant data is limited to authorized staff, and appropriate security measures are in place to protect this information from unauthorized access or disclosure.

Privacy Policy

We respect your privacy and are committed to protecting your personal information.

When you register for the Listening and Spoken Language Conference, we collect necessary information (e.g., name, contact information, payment details) for event logistics and communication.

We do not share your information with third parties, except as required for payment processing or continuing education documentation.

By registering, you consent to receive occasional emails related to Hear Indiana’s programming. You may unsubscribe at any time.