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Resources and References for May 2023 Webinar

Resources and References

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tVisit® Teleservices for Children of All Ages

May 16, 2023

Accessing high-quality Listening and Spoken Language (LSL) supports for children who are deaf or hard of hearing and their families can be challenging due to the nationwide shortage of teachers of the deaf (TOD) and speech-language pathologists (SLPs) who specialize in working with children with hearing loss. tVisit Teleservices can be a solution for your family or school district. Virtual services are proven to support families, children and schools.

May 16, 2023: tVisit® Teleservices for Children of All Ages

A recording of the webinar will be posted by May 23, 2023

Learn more about Clarke's tVisit Teleservices

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Contact the Presenters

Nell Rosenberg, MEd, MS, CCC-SLP, LSLS Cert. AVT
National Director of Teleservices, speech-language pathologist, Clarke Schools for Hearing and Speech

Katie Jennings, MED, LSLS Cert. AVEd.
Mainstream coordinator, teacher of the deaf, Clarke Schools for Hearing and Speech

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  • Ambrose, S. E., Walker, E. A., Unflat-Berry, L. M., Oleson, J. J., & Moeller, M. P. (2015). Quantity and quality of caregivers’ linguistic input to 18-month and 3-year-old children who are hard of hearing. Ear & Hearing, 36(Supplement 1).
  • Behl, D. D., Blaiser, K., Cook, G., Barrett, T., Callow-Heusser, C., Brooks, B. M., Dawson, P., Quigley, S., & White, K. R. (2017). A multisite study evaluating the benefits of early intervention via telepractice. Infants & Young Children, 30(2), 147–161.
  • De Leon IC, Philipps JL, Yoegel M, Byrnes J, Kase JS. Comparison of goal achievement when transitioning from in-person therapy to teletherapy in the Westchester County early intervention program due to the COVID-19 pandemic. International Journal of Telerehabilitation. 2022;14(1). doi:10.5195/ijt.2022.6450 
  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H. Brookes. 
  • Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K., & Suma, K. (2015). The contribution of early communication quality to low-income children’s language success. Psychological Science, 26(7), 1071–1083.
  • McCarthy M, Leigh G, Arthur-Kelly M. Comparison of participants’ behaviors during Telepractice and in-person family-centered early intervention. Infants & Young Children. 2022;35(3):222-247. doi:10.1097/iyc.0000000000000218 
  • Moeller, M. P. (2000). Early intervention and language development in children who are deaf and hard of hearing. Pediatrics, 106(3).
  • Nelson, L. H. Rudge, A. M. Dawson, P. Culianos, D. Broekelmann, C. & Stredler-Brown, A. (2022). Parents’ Perspectives about Tele-Intervention Services for their Children who are Deaf or Hard of Hearing. Journal of Early Hearing Detection and Intervention, 7(2), 9-21. DOI:
  • Quittner, A. L., Cruz, I., Barker, D. H., Tobey, E., Eisenberg, L. S., & Niparko, J. K. (2013). Effects of maternal sensitivity and cognitive and linguistic stimulation on cochlear implant users’ language development over four years. The Journal of Pediatrics, 162(2).
  • Stredler-Brown, A.  (2012) Current Knowledge and Best Practices for Telepractice. The Volta Review Monograph Winter 2012, Vol. 112, No. 3. 
  • Rush, D.& Shelden, M. (2006) Coaching Practices Rating Scale for Assessing Adherence to Evidence-Based Early Childhood Intervention Practices.  CASEtools Vol. 2, No. 2. 
  • Rush, D. & Shelden, M. (2005) Evidence-Based Definition of Coaching Practices.  CASEinPoint Vol.1, No. 6. 

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