Child Abuse

1
Child Abuse Neglect Three Questions, One Answer

• Harold A. Johnson
• Michigan State University
• 3/2/2010 - EHDI National Convention
• Chicago, IL

2
Presentation Outline

• Three Question
• What are we talking about?
• Why do WE have to deal with this?
• What is stopping us?
• One Answer
• Observe, Understand, Respond to OUR Children

3
What are we talking about?
http//www.dcmp.org/
http//www.childhelp.org/
Web site for video http//www.dcmp.org/FlashLandi
ng/SecureFlash.aspx?G31653p//
4
Why do WE have to deal with this?

• Every State legally mandates that a wide range of
  professionals report suspected child abuse and
  neglect (Crosson-Tower, 2003).
• State-by-state presentation of the law can be
  found at...

http//www.childwelfare.gov/systemwide/laws_polici
es/state/
5
Example Illinois
6
What is stopping us?

• Barriers to reporting Child Abuse/Neglect (CA/N)
• Belief that CA/N is not a common, or sufficiently
  important problem to warrant our attention.
  info
• 2. Insufficient knowledge re....
• ...the signs and symptoms of CA/N and
• ...uncertainties re. CA/N reporting procedures
  info
• 3. Perceived negative consequences of reporting
  CA/N, i.e., ...
• ...make things worse for the child and
• ...fear of disapproval from parents, parental
  denial, lack of administrative support and legal
  ramifications for false allegations. info

7

• Barriers (cont.)
• 4. Lessons learned from past reporting, e.g.,
  nothing happened.
• 5. Negative attitude towards Child Protective
  Services. Info 4 5
• 6. The lack of training, and ongoing support,
  concerning recognizing, reporting and responding
  to possible incidences of CA/N.
• 7. The belief that someone else is dealing with
  this problem. info 6 7
• Alvarex, Kenny, Donohue, Carpin, 2004 Bonner,
  Hensley, 1997 Kenny, 2001, 2004

8
Barriers (cont.)

• In summary, we do not deal with CA/N because
  we...
• ...think that it is not a significant problem
• ...are uncertain how to recognize and report
• ...are afraid of possible consequences
• ...do not think anything positive will occur
• ...think someone else is dealing with it
• I would also suggest that we have not dealt with
  CA/N because it is such a controversial, and
  unpleasant topic to consider.

9

• In reality, ...
• ...EHDI gives us a unique opportunity to identify
  children who are d/hh and provide critical
  support to their families.
• ...inherent within this opportunity is the need
  to effectively observe, understand and respond to
  the concerns and needs of families and their
  children.
• ...I think, but do not yet know, that our most
  effective EHDI colleagues are those that not only
  know a LOT and communicate well, but they also
  have excellent observational skills.

10

• In reality, ... (cont.)
• ...given the increased risk for maltreatment
  experienced by children who are d/hh,
• ...the legal requirements to be mandatory
  reporters, and
• ...the impact of maltreatment upon health,
  learning, language and academic performance,
• ...EHDI colleagues must be prepared to observe,
  understand, and respond to suspected cases of
  maltreatment.
• This keynote address represents an initial
  challenge to meet this need.

11
One Answer

• Observe, Understand, Respond to OUR Children
• ...we can protect our children from the horrific
  realities of child abuse and neglect, or at the
  very least reduce the duration of such
  maltreatment, by
• acknowledging our childrens increased risks for
  maltreatment
• collaborating with colleagues to learn and share
  more information (deafed-childabuse-neglect-col.wi
  ki.educ.msu.edu/) and
• urging EHDI to provided CA/N training and support

• Observe, Understand, Respond to OUR Children
• ...we can protect our children from the horrific
  realities of child abuse and neglect, or at the
  very least reduce the duration of such
  maltreatment, by

12
Where can you go for more information and help
when you need it?

1. A Community of Learners has been established to
   address the issue of CA/N as experienced by
   children who are d/hh.

Hands Voices has been a partner in this effort
since 2007
http//deafed-childabuse-neglect-col.wiki.educ.msu
.edu/
13
2. Call and discuss your concerns with an
expert...
http//www.childhelp.org/hotline
14
3. Report your concerns...
http//www.childwelfare.gov/responding/reporting.c
fm
15
Thank You

• I hope you will join the effort to Observe,
  Understand, and Respond to possible instances of
  CA/N experienced by our children

16
Contact Information

• Harold A. Johnson/Professor
• Deaf Education Teacher Preparation
• 343A Erickson Hall
• Michigan State University
• East Lansing, MI 48824
• 517 432-3926 office
• 517 353-6393 fax
• 35.8.171.220 video ph
• Harold.a.johnson3 Skype
• MSUE_H_Johnson iVisit
• www.educ.msu.edu/deafed Web

17
What do we Know about Child Abuse and Neglect
(CA/N)?
18
Barrier 1 CA/N is not a big problem...

• 2010 EHDI National Convention
• 127 formal presentations
• 1 concerning child abuse neglect (CA/N)
• Child Maltreatment Report, 2007
• In 2007, 1,760 children died of abuse, 73.5 of
  those children died by age 3 years.
• Children in the age group of birth to one year
  have the highest rate of victimization
• CA/N is experienced by 09 of children without
  disabilities vs. 31 of children with
  disabilities (Sullivan Knutson, 2000).

19

• Consequences of Child Abuse Neglect (CA/N)
• Melmed, 2004
• Impact of CA/N greatest among the very young,
  i.e.,
• Lower social competence
• Show less empathy
• Have difficulty recognizing the emotions of
  others
• More likely to be insecurely attached to their
  parents
• Demonstrate deficits in IQ scores, language
  abilities and school performance

20

• Consequences of CA/N (cont.)
• Child Welfare Information Gateway (2008)
• Shaken baby syndrome...consequences may include
  bleeding in the eyes or brain, injury of the
  spinal cord and neck, rib/bone fracture, and
  death.
• Depression and withdrawal symptoms were common
  among children as young as 3 who experienced
  emotional, physical, or environmental neglect.
  (Dubowitz, Papas, Black, Starr, 2002).

21

• Consequences of CA/N (cont.)
• Wang, Holton, 2007 (school aged children)
• Poor physical health
• chronic fatigue, altered immune function,
  hypertension, sexually transmitted diseases,
  obesity
• Social difficulties
• insecure attachments with caregivers, which may
  lead to difficulties in developing trusting
  relationships with peers and adults later in life
• Cognitive dysfunctions
• deficits in attention, abstract reasoning,
  language development, and problem-solving skills,
  which ultimately affect academic achievement and
  school performance
• Behavioral problems
• aggression, juvenile delinquency, adult
  criminality, abusive or violent behavior
  Back

22
Barrier 2...Insufficient knowledge...the signs
symptoms of CA/N.

• Child Welfare Information Gateway, 2007b
• Observe the child...
• Shows sudden changes in behavior, or school
  performance
• Has not received help for physical, or medical
  problems brought to the parents' attention
• Is always watchful, as though preparing for
  something bad to happen
• Is overly compliant, passive, or withdrawn
• Comes to school or other activities early, stays
  late, and does not want to go home
• See Appendix A for more information

23
Barrier 2... (cont.)

• Observe the parent...
• Shows little concern for the child
• Denies the existence ofor blames the child
  forthe child's problems in school or at home
• Asks teachers or other caregivers to use harsh
  physical discipline if the child misbehaves
• Sees the child as entirely bad, worthless, or
  burdensome
• Demands a level of physical or academic
  performance the child cannot achieve
• Looks primarily to the child for care, attention,
  and satisfaction of emotional needs

24
Barrier 2... (cont.)

• Observe Parent/Child Interactions
• Rarely touch or look at each other
• Consider their relationship entirely negative
• State that they do not like each other
• There is insufficient data concerning the
  patterns of parent/child interactions with a
  child who is d/hh to further inform our
  observations of possible maltreatment.
• Back

25
Barrier 2... (cont.)

• ...Insufficient knowledge re...the reporting
  procedures.
• Most (58) instances of CA/N are reported by
  professionals, with teachers representing the
  single largest (17) category of professionals.
• While protocols have been established to guide
  educators reporting of CA/N (Crosson-Tower,
  2003), most (87) educators submit reports to
  school officials vs. Child Protective Services
  (CPS), with less than 30 of suspected cases
  subsequently shared with CPS.

26
Barrier 3. Perceived negative consequences of
reporting

• ...perception that reporting make things worse
  for the child
• In the majority of cases, maltreatment does not
  increase as a result of reporting and in less
  than 3 of reported cases result in children
  being removed from the home (Alvarex, et al, 2004)

27
Barrier 3. (cont.)

• ...fear of disapproval from parents, parental
  denial, lack of administrative support and legal
  ramifications for false allegations.
• Most (76) educators do not think that their
  administrators will support them if they made a
  CA/N report (Kenny, 2004).
• All states provide immunity to those
  professionals who report CA/N in good faith
  (Alvarex, et al, 2004)
• What support and directions have you been
  provided in relation to reporting CA/N?
• Back

28
Barriers 4 5

• Barriers 4 5. Lessons learned from past
  reporting, e.g., nothing happened, and Negative
  attitude towards Child Protective Services (CPS).
• Interactions between mandatory reporters and CPS
  are often difficult (Alvarex, et al, 2004)
• CPS services are underfunded and overwhelmed,
  with most of the available funds being used to
  respond to, vs. prevent CA/N (Freundlich, 2007)

29
Barriers 4 5 (cont.)

• Insufficient CPS data collection and training
  concerning the documentation, recognition and
  response to CA/N as experienced by children with
  disabilities (Alvarex et al, 2004
  Horner-Johnson, Drum, 2006 Kendall-Tackett,
  Lyon, Tallaferro, Little, 2005).
• In relation to instances of sexual abuse,
  educational systems frequently disbelieve
  victims, and fail to effectively deal with
  perpetrators (Shakeshaft, 2004)
• Back

30
Barriers 6 7

• Barriers 6 7. The lack of training, and
  ongoing support, concerning recognizing,
  reporting and responding to possible incidences
  of CA/N The belief that someone else is dealing
  with this problem.
• Who in Deaf Education is providing leadership,
  training, support and services re. CA/N?
• Recent proposal to the Council on the Education
  of the Deaf (Appendix C)

31
Barriers 6 7 (cont.)

• EHDI programs are characterized by three main
  components
• Screening (the initial test of infants for
  hearing loss) 
• Audiologic evaluation (to confirm hearing loss)
• Early intervention (including medical treatment,
  early intervention services and family support)
  to enhance communication, thinking, and
  behavioral skills needed to achieve academic and
  social success.

http//www.cdc.gov/ncbddd/ehdi/default.htm
No mention of CA/N...why?
32
Barriers 6 7 (cont.)

• Survey Results the literature base
• Kenny (2001 2004) indicates...
• ...that less than 30 of suspected CA/N cases
  known to school personnel are formally reported.
• ...teachers need more training re. legal mandates
  of reporting, how to recognize and how to report
  suspected instances of CA/N.
• ...training should be ongoing and include
  experientially exercises and hypothetical
  situations.
• ...the better the CA/N training, the more
  cognizant teachers became of the difficulty in
  recognizing the signs and systems of CA/N

33
Barriers 6 7 (cont.)

• Implications
• Children who are d/hh are three times more likely
  to experience CA/N than their hearing peers
• Professionals who work with children who are d/hh
  are not well prepared to recognize, report, or
  respond to possible instances of CA/N
• With a few notable exceptions, CA/N has largely
  been ignored by the major organizations within
  the field of Deaf Education.
• Ignoring CA/N increase the length and impact of
  the abuse.

Back
34
Reference List
35

• Alvarex, K.M., Kenny, M.C., Donohue, B.,
  Carpin, K. M. (2004). Why are professionals
  failing to initiate mandated reports of child
  maltreatment, and are there any empirically based
  training programs to assist professionals in the
  reporting process? Aggression and Violent
  Behavior, 9, 563-578.
• Bonner, B.L. Hensley, L.D. (1997). State
  efforts to identify maltreated children with
  disabilities A follow-up study. Child
  Maltreatment, 2(1), 52-60.
• CEASD (2002). Safe schools for all deaf hard
  of hearing children. Retrieved on 2/15/2010
  from http//www.ceasd.org/acrobat/CEASD_safe_scho
  ols.pdf
• Child Welfare Information Gateway (2008).
  Long-term consequences of child abuse and
  neglect. Retrieved on February 23, 2010 from
  http//www.childwelfare.gov/pubs/factsheets/long_t
  erm_consequences.cfm
• Child Maltreatment Report (2007). Retrieved on
  6/7/09 from http//www.acf.hhs.gov/programs/cb/pu
  bs/cm07/index.htm
• Child Welfare Information Gateway (2007a).
  Definitions of child abuse and neglect.
  Retrieved on 1/25/2010 from http//www.childwelfa
  re.gov/systemwide/laws_policies/statutes/define.cf
  m
• Child Welfare Information Gateway (2007b).
  Recognizing child abuse and neglect Signs and
  Symptoms. Retrieved on 1/25/2010 from
  http//www.childwelfare.gov/pubs/factsheets/signs.
  cfm

36

• Child Welfare Information Gateway (2006).
  Long-term consequences of child abuse and
  neglect fact sheet. Retrieved on 2/3/2008 from
  http//www.childwelfare.gov/pubs/factsheets/long_
  term_consequences.cfm
• Crosson-Tower, Cynthia (2003). The Role of
  Educators in Preventing and Responding to Child
  Abuse and Neglect. Office on Child Abuse and
  Neglect., Caliber Associates, Retrieved on
  5/13/2009 from http//www.childwelfare.gov/pubs/us
  ermanuals/educator/index.cfm
• DePanfilis, D. (2006). Child neglect A guide
  for prevention, assessment, and intervention.
  Retrieved on February 8, 2008 from
  http//www.childwelfare.gov/pubs/usermanuals/negle
  ct/index.cfm
• Freundlich, M. (2007). Time for reform
  Investing in prevention Keeping children save at
  home. Retrieved from http//www.preventchildabus
  e.org/about_us/media_releases/pew_kaw_prevention_r
  eport_final.pdf
• Horner-Johnson, W., Drum, C.E. (2006).
  Prevalence of maltreatment of people with
  intellectual disabilities A review of the
  recently published research. Mental Retardation
  and Developmental Disabilities Research Reviews,
  12(1), 57-69.
• Kendall-Tackett, K., Lyon, T., Tallaferro, G.,
  Little, L. (2005). Why child maltreatment
  researchers should include childrens disability
  status in their maltreatment studies. Child
  Abuse Neglect, 29(2), 147-151.

37

• Kenny, M. C. (2001). Child abuse reporting
  Teachers perceived deterrents. Child Abuse
  Neglect, 25, 81-92.
• Kenny, M. (2004). Teachers attitudes toward and
  knowledge of child maltreatment. Child Abuse
  Neglect, 28, 1311-1319.
• Melmed, M.E. (2004). Statement of Matthew E.
  Melmed executive director zero to three National
  center for infants, toddlers and families Before
  the house committee on ways and means
  subcommittee on human resources. Retriieved
  February 23, 2010 from http//www.zerotothree.org/
  site/DocServer/cw_testimony_04_final.pdf?docID128
  4
• NAD (2008). Position statement on mental health
  services for deaf children. Retrieved February
  15, 2008 from http//www.nad.org/issues/health-car
  e/mental-health-services/for-deaf-children

38

• Shakeshaft, Charol (2004). Educator Sexual
  Misconduct A synthesis of existing literature.
  U.S. Dept of Education (purchase order
  ED-02-PO-3281) Policy and Program Studies
  Service. Retrieved January 11, 2009 from
  http//www.ed.gov/rschstat/research/pubs/misconduc
  treview/report.pdf
• Sullivan, P.M., Knutson, J.F. (2000).
  Maltreatment and disabilities A population-based
  epidemiological study. Child Abuse Neglect,
  24(10), 1257-1273.
• Wang, C-T., Holton, J. (2007). Total estimated
  cost of child abuse and neglect in the United
  States. Retrieved on 2/3/2008 from
  http//www.preventchildabuse.org/about_us/media_re
  leases/pcaa_pew_economic_impact_study_final.pdf
• Willis, Richard G., Vernon, McCay (2002).
  Residential psychiatric treatment of emotionally
  disturbed deaf youth. American Annals of the
  Deaf, 147(1), pp 31-37.

39
Bibliography
40

• Do? Tell! Kids Against Child Abuse DVD (n.d.).
  Information presented in ASL, English, Spanish.
  Retrieved on February 8, 2008 from
  http//www.kidsagainstchildabuse.org/
• Durity, Richard Oxman, Amy (2006). Addressing
  the Trauma Treatment Needs of Children Who Are
  Deaf or Hard of Hearing and the Hearing Children
  of Deaf Parents. Retrieved January 11, 2009,
  from http//www.nctsnet.org/nctsn_assets/pdfs/edu_
  materials/Trauma_Deaf_Hard-of-Hearing_Children.pdf
  
• Horner-Johnson, W., Drum, C.E. (2006).
  Prevalence of maltreatment of people with
  intellectual disabilities A review of the
  recently published research. Mental Retardation
  and Developmental Disabilities Research Reviews,
  12(1), 57-69.
• Obinna, Jennifer, Krueger, Sarah, Osterbaan,
  Constance, Sadusky, Jane M, DeVore, Wendy
  (2005). Understanding the Needs of the Victims
  of Sexual Assault in the Deaf Community A Needs
  Assessment and Audit. Retrieved January 11, 2009
  from http//www.ncjrs.gov/pdffiles1/nij/grants/212
  867.pdf

41

• Sullivan, Patricia M., Vernon, McCay, Scanlan,
  John, M. (1987). Sexual abuse of deaf youth.
  American Annals of the Deaf, 32(4), 256-262

42
Appendixes

• Appendix A Definitions of CA/H
• Appendix B Recognizing Child Abuse and
  Neglect Signs and Symptoms
• Appendix C Collaboration Proposal

43
Appendix A Definitions of CA/N

• Child Welfare Information Gateway (2007a).
  Definitions of child abuse and neglect.
  Retrieved on 1/25/2010 from http//www.childwelfa
  re.gov/systemwide/laws_policies/statutes/define.cf
  m

44
Definitions

• Definitions (Child Welfare Information Gateway,
  2007)
• Broad Definitions
• Child abuse and neglect are defined by Federal
  and State laws. The Child Abuse Prevention and
  Treatment Act (CAPTA) is the Federal legislation
  that provides minimum standards that States must
  incorporate in their statutory definitions of
  child abuse and neglect. The CAPTA definition of
  "child abuse and neglect" refers to
• "Any recent act or failure to act on the part of
  a parent or caretaker, which results in death,
  serious physical or emotional harm, sexual abuse,
  or exploitation, or an act or failure to act
  which presents an imminent risk of serious harm"
• Note for state specific definitions, go to
  http//www.childwelfare.gov/systemwide/laws_polici
  es/state/

45
Definitions...(cont.)

• Specific Definitions
• Physical Abuse
• Physical abuse is generally defined as "any
  non-accidental physical injury to the child" and
  can include striking, kicking, burning, or biting
  the child, or any action that results in a
  physical impairment of the child.
• Neglect
• Neglect is frequently defined in terms of
  deprivation of adequate food, clothing, shelter,
  medical care, or supervision.
• Sexual Abuse/Exploitation
• "The employment, use, persuasion, inducement,
  enticement, or coercion of any child to engage
  in, or assist any other person to engage in, any
  sexually explicit conduct or simulation of such
  conduct for the purpose of producing a visual
  depiction of such conduct or
• The rape, and in cases of caretaker or
  interfamilial relationships, statutory rape,
  molestation, prostitution, or other form of
  sexual exploitation of children, or incest with
  children"

46
Definitions...(cont.)

• Emotional Abuse
• All States and territories except Georgia and
  Washington include emotional maltreatment as part
  of their definitions of abuse or neglect.
• Parental Substance Abuse
• Parental substance abuse is an element of the
  definition of child abuse or neglect in some
  States. Circumstances that are considered abuse
  or neglect in some States include
• Prenatal exposure of a child to harm due to the
  mother's use of an illegal drug or other
  substance
• Manufacture of a controlled substance in the
  presence of a child or on the premises occupied
  by a child
• Allowing a child to be present where the
  chemicals or equipment for the manufacture of
  controlled substances are used or stored
• Selling, distributing, or giving drugs or alcohol
  to a child
• Use of a controlled substance by a caregiver that
  impairs the caregiver's ability to adequately
  care for the child
• Abandonment
• ... it is considered abandonment of the child
  when the parent's identity or whereabouts are
  unknown, the child has been left by the parent in
  circumstances in which the child suffers serious
  harm, or the parent has failed to maintain
  contact with the child or to provide reasonable
  support for a specified period of time.

47
Appendix B Recognizing Child Abuse and Neglect
Signs and Symptoms

• Child Welfare Information Gateway (2007b).
  Recognizing child abuse and neglect Signs and
  Symptoms. Retrieved on 1/25/2010 from
  http//www.childwelfare.gov/pubs/factsheets/signs.
  cfm

48
Signs Symptoms

• Signs of Physical Abuse
• Consider the possibility of physical abuse when
  the child
• Has unexplained burns, bites, bruises, broken
  bones, or black eyes
• Has fading bruises or other marks noticeable
  after an absence from school
• Seems frightened of the parents and protests or
  cries when it is time to go home
• Shrinks at the approach of adults
• Reports injury by a parent or another adult
  caregiver
• Consider the possibility of physical abuse when
  the parent or other adult caregiver
• Offers conflicting, unconvincing, or no
  explanation for the child's injury
• Describes the child as "evil," or in some other
  very negative way
• Uses harsh physical discipline with the child
• Has a history of abuse as a child

49
Signs...(cont.)

• Signs of Neglect
• Consider the possibility of neglect when the
  child
• Is frequently absent from school
• Begs or steals food or money
• Lacks needed medical or dental care,
  immunizations, or glasses
• Is consistently dirty and has severe body odor
• Lacks sufficient clothing for the weather
• Abuses alcohol or other drugs
• States that there is no one at home to provide
  care
• Consider the possibility of neglect when the
  parent or other adult caregiver
• Appears to be indifferent to the child
• Seems apathetic or depressed
• Behaves irrationally or in a bizarre manner
• Is abusing alcohol or other drugs

50
Signs...(cont.)

• Signs of Sexual Abuse
• Consider the possibility of sexual abuse when the
  child
• Has difficulty walking or sitting
• Suddenly refuses to change for gym or to
  participate in physical activities
• Reports nightmares or bedwetting
• Experiences a sudden change in appetite
• Demonstrates bizarre, sophisticated, or unusual
  sexual knowledge or behavior
• Becomes pregnant or contracts a venereal disease,
  particularly if under age 14
• Runs away
• Reports sexual abuse by a parent or another adult
  caregiver
• Consider the possibility of sexual abuse when the
  parent or other adult caregiver
• Is unduly protective of the child or severely
  limits the child's contact with other children,
  especially of the opposite sex
• Is secretive and isolated
• Is jealous or controlling with family members

51
Signs...(cont.)

• Signs of Emotional Maltreatment
• Consider the possibility of emotional
  maltreatment when the child
• Shows extremes in behavior, such as overly
  compliant or demanding behavior, extreme
  passivity, or aggression
• Is either inappropriately adult (parenting other
  children, for example) or inappropriately
  infantile (frequently rocking or head-banging,
  for example)
• Is delayed in physical or emotional development
• Has attempted suicide
• Reports a lack of attachment to the parent
• Consider the possibility of emotional
  maltreatment when the parent or other adult
  caregiver
• Constantly blames, belittles, or berates the
  child
• Is unconcerned about the child and refuses to
  consider offers of help for the child's problems
• Overtly rejects the child

52
Appendix C Collaboration Proposal
53

• CED Board Member Organizations
• Proposal O.U.R. Children
• 2/17/2001
• Harold Johnson/Michigan State University
• Problem
• Children with disabilities are more than three
  times more likely to experience child abuse and
  neglect (CA/N) than their nondisabled peers,
  i.e., 31 vs. 11. While all educators are
  legally mandated to report suspected instances of
  CA/N, they are not prepared to meet this
  obligation.

54

• Background
• During the course of the past three years, Harold
  Johnson, in collaboration with key individuals
  from the Hands Voices organization, have
  researched the topic of CA/N as experienced by
  children who are deaf/hard of hearing (d/hh). A
  summary of the resulting knowledge base can be
  found at http//deafed-childabuse-neglect-col.w
  iki.educ.msu.edu/
• Note the first time that you go to this web
  site, you will need to establish a logon and
  password.

55

• Proposal
• CED Board agree to include the topic of CA/N, as
  experienced by children who are d/hh, as an
  agenda item, for one Board meeting a year, for
  the next three years.
• Each CED member organizations task one individual
  to work with Harold Johnson for the next three
  years concerning the topic of CA/N, as
  experienced by children who are d/hh.

56

• Proposal (cont.)
• Harold Johnson, in collaboration Hands Voices
  and designated individuals from CED member
  organization will
• Year 1 document how each CED member organization
  has/is/plans to address CA/N in relation to
  informing parents and preparing professionals,
  plus, resulting lessons learned, questions,
  concerns and suggestions. Synthesis of the
  resulting information to be presented at a CED
  Board meeting.
• Year 2 design, implement, and evaluate a pilot
  study to inform parents of children who are d/hh
  and prepare the professionals who work with them
  how to Observe, Understand, and Respond to
  possible incidences of CA/N as experienced by
  children who are d/hh. Synthesis of the
  resulting information to be presented at a CED
  Board meeting.

57

• Proposal (cont.)
• Harold Johnson, ...will
• Year 3 offer CED member organizations a program
  to effectively and efficiently inform parents of
  children who are d/hh, and prepare the
  professionals who work with them, how to Observe,
  Understand, and Respond to possible incidences of
  CA/N as experienced by children who are d/hh.
  Synthesis of the resulting information to be
  presented at a CED Board meeting.

58

• Outcomes
• The following outcomes are projected to occur if
  CED and its member organization accept this
  proposal
• CED visibility will be increased as it works to
  proactively address a horrific problem that has
  been largely ignored by the field of Deaf
  Education.
• CED member organizations will be
• recognized for the CA/N related work they have
  already carried out
• assisted in the design, piloting, and possible
  implementation of programs to inform, and when
  appropriate, prepare their members to Observe,
  Understand, and Respond to possible incidences of
  CA/N as experienced by children who are d/hh and
  
• CED, its member organizations and Hands Voices
  will be both prepared and positioned to seek
  additional Federal/foundation funds to support
  collaboratively efforts to reduce the incidence,
  duration, and impact of CA/N as experienced by
  children who are d/hh.