SESSION DETAIL
Session 33
8:30 a.m. - 9:30 a.m.
Evaluation and Eligibility Decision Making - Considerations for Speech-Language Pathologists
Marie Ireland, M.Ed., CCC-SLP, Virginia Department of Education
Instructional Level
The Individuals with Disabilities Education Act (IDEA) and Virginia Regulations Governing Special Education Programs for Students with Disabilities provide specific requirements in the area of speech-language impairment. This session will explore the state and federal regulations, comprehensive evaluation techniques, and the role of observation in the evaluation process. The use of private evaluation components and the differences between medical and educational identification will also be discussed.
Learner Outcomes:
Participants will review eligibility criteria from state and federal regulations.
Participants will review data to be considered for eligibility decision making including formal and informal measures.
Participants will review scenarios and discuss use of criteria for decision making.
Adult
Session 34
8:30 a.m. - 9:30 a.m.
Perspectives on Aphasia Assessment: From WHO to A-FROM
Michelle Bauserman, M.S.; Bernadette Macdonald, M.S.; Kristi Johnson, M.S.; Vania Ciric, M.S.;
Anastasia Raymer, PhD., Old Dominion University
Instructional Level Intermediate
Outcomes assessment in aphasia has been influenced by the World Health Organization Model of Functioning Disability and Health (WHO, 2001), which is intended to guide assessment and treatment for all health conditions. The WHO model has been implemented within ASHA as a guiding framework for clinical management within our professions. Recently, individuals in the aphasia community have developed a similar model of outcomes assessment, called the A-FROM, or aphasia framework for outcomes assessment (Kagan & Simmons-Mackie, 2007). Both models expand outcomes assessment to include not only evaluation of basic language abilities, but also other types of communication activities and participation in life. In this seminar, we will describe the WHO and A-FROM models. We will then review two recent research projects we have completed pertaining to aphasia outcomes assessment. In one project, we compared two forms of assessment for word retrieval in patients with aphasia, naming to pictures and naming to spoken definitions. Different cognitive processes are engaged in the two tasks. Patients with aphasia as well as healthy controls had more difficulty with naming to spoken definitions than naming to pictures, and different error patterns emerged in the two tasks. Overall levels of performance in the normal controls were at fairly high levels, suggesting that the name to definition task may be useful when testing patients with visual impairments. In the second study, we completed a survey of practicing clinicians on their knowledge and implementation of the WHO model in clinical practice. A link to an online questionnaire was sent to practicing clinicians. The respondents reported that they were somewhat familiar with the WHO model, but do not use the framework to guide their aphasia assessment. Reported patterns of clinical practice in aphasia assessment suggest, however, that clinicians indeed implement a general framework consistent with the WHO model.
Learner Outcomes:
Contrast the WHO (2001) and A-FROM (Kagan & Simmons-Mackie, 2007) models of outcomes assessment in aphasia.
Describe the differences when testing word retrieval in picture naming and naming to spoken definitions.
Delineate a protocol of assessment procedures for language functions, communication activities/participation, and quality of life.
Session 40
10:00 a.m. - 12:00 p.m.
Aging with Traumatic Brain Injury: Is this Double Trouble?
Megan Kennedy, B.S., Cynthia O'Donoghue, Ph.D., James Madison University; Victoria Harding, M.S., Lakeview Healthcare
Instructional Level Intermediate
The aging process produces functional changes across many domains of life. For an individual who has sustained a traumatic brain injury in younger years, these aging changes are potentially magnified. This seminar presents the effects of aging and TBI on communication, discusses methods of evaluation and treatemnt, and explores functional outcome measures that impact quality of life. Case Studies are presented to simulate case management challenges in healthcare delivery for people aging with TBI.
Learner Outcomes:
Participants will provide 5 facts based in the literature on the unique challenges and language issues for individuals aging with TBI.
Participants will evaluate the merit of current testing instruments or protocols as appropriate for this population
Participants will determine three appropriate treatment approaches for simulated case studies
Session 45
1:00 p.m. - 2:00 p.m.
Implementing FEES into your Dysphagia Program
Wendy Bunting, M.S.
Instructional Level Intermediate
Flexible Endoscopic Evaluation of Swallowing (FEES) provides critical knowledge in the assessment and treatment of swallowing dysfunction. Implementing FEES requires consideration of educational, procedural and financial factors that will be discussed.
Learner Outcomes:
Describe the information that FEES can provide for diagnosis and management of dysphagia.
Discuss what procedural and financial factors need to be considered when proprosing a FEES program.
Describe the necessary education and competency components to implementing a FEES program.
Session 53
2:15 p.m. - 3:15 p.m.
Functional Cognitive Therapy for Persons with Acquired Brain Injury
Wendy Bunting, M.S.; Julie F. Scott M.S.
Instructional Level Introductory
This presentation will discuss assessing and rehabilitating moderate-to-high level cognitive deficits. The presenters will draw from current research as well as clinical experience working in a variety of healthcare settings. Activites designed to result in functional outcomes and successful community re-integration will be reviewed.
Learner Outcomes:
Learner will be able to describe assessment strategies (formal & informal) for persons with ABI.
Learners will be able to describe subtle cognitive issues and their functional impact in the person with ABI.
Learners will state functional treatment activities for persons with mod-high level cognitive deficits.
Audiology
Session 37
9:00 a.m. - 10:00 a.m.
Audiology in 2010: Challenges and Opportunities
Kris English, Ph.D., American Academy of Audiology
Instructional Level Intermediate
Recently, an article on CNNMoney.com asked, "Do audiologists have great jobs, or what?" Practitioners would agree with the article's high grades in personal satisfaction, future growth, and benefit to society. But we also know audiology is more than a job: we are a profession, and we face challenging times and unique opportunities. What is on the horizon in government relations, reimbursement, strategic planning? And what does professionalism mean, anyway? This presentation will share information on these questions, and more.
Learner Outcomes:
Describe the current status of a governmental activity affecting audiology.
Identify the premise being used for a "think tank" approach to strategic planning.
Describe the recommendations of a task force addressing hearing aid delivery systems.
Session 44
1:00 PM - 2:00 PM
The Use of FM Sytems with Cochlear Implants
Anne De Michele, Ph.D.; Amber Gardner, Ph.D., University of Virginia Health System; Ginger Grant, Au.D.,
Cochlear Corporation
Instructional Level Introductory
Keeping up with ever-changing cochlear implant technology when attempting to pair it with an FM system can be challenging. The recommendation for the use of a personal FM system versus a sound field system is dependent on many patient specific factors, such as age of the child, length of cochlear implant use, and class size and setting. The FM equipment recommended varies with the different cochlear implant companies and is dependent upon which processor a child uses. A review of current and past cochlear implant processors, available FM connectivity, and troubleshooting tips will be discussed. Factors influencing the decision regarding the type of FM system (personal vs. sound field) recommended for various patients will also be reviewed.
Learner Outcomes:
Attendees will be able to identify what type of FM system (personal vs. sound field) would be appropriate for a given patient.
Attendees will be able to determine appropriate FM connectivity based on type of implant used.
Attendees will be able to conduct basic FM/implant troubleshooting
Session 52
2:15 p.m. - 3:15 p.m.
Moving Audiology Forward in the Commonwealth
Donna Mallory, Au.D.,Culpeper Hearing Center; Kenneth Cox, Au.D. M.P.H.,Waldron College of Health and Human Services at Radford University
Instructional Level Introductory
The profession of audiology has evolved over the past several years. Over the past year, SHAV has collaborated with AAV to represent the profession in Virginia. SHAV will continue to represent audiologists in Virginia. Clear goals should be established, needs articulated, and professional issued identified. The future of AAV and SHAV collaborations will be discussed. Issues to be explored include a single license for audiologist in VA to fit and dispense hearing aids and the use of audiology assistants.
Learner Outcomes:
Clearly articulate the mission of SHAV as it pertains to audiologists.
Define issues related to audiologists in the Commonwealth.
Determine how AAV and SHAV will continue to work together.
Session 56
3:30 p.m. - 5:30 p.m.
Osseointegrated implants: A Treatment Alternative for Patients with Conductive Hearing Loss, Mixed Hearing Loss, or Single-Sided Deafness
Sigfrid D. Soli, Ph.D., House Ear Institute
Instructional Level Intermediate
Osseointegrated implants such as the Baha device provide bone-conducted signals to either the ipsalateral cochlea, in the case of patients with conductive or mixed hearing loss, or to the contralateral cochlea, in the case of single-sided deafness (SSD). This presentation will describe the audiological indications for use of osseointegrated implants with each of these patient groups. Fitting procedures and fitting targets for each patient group will also be discussed. Outcome measures in the form of aided sound field thresholds, aided HINT thresholds measured in several listening conditions, and self-reports of satisfaction and device benefit will be presented. In addition, results from each patient group comparing outcome measures obtained with several generations of speech processors will also be reported.
Learner Outcomes:
Participants will learn the audiological indications for use of osseointegrated implants.
Participants will learn device fitting procedures for osseointegrated implants and methods for verification of fittings.
Participants will learn the expected outcomes and benefits from osseointegrated implants for use in counseling patients and establishing
Multi-Interest
Session 35
8:30 AM - 9:30 AM
Heart Beats Summer Camp for Adolescent Mothers and Children
Eva Nwokah, Ph.D.; CCC-SLP; Katrinna Anthony,B.A.; Jasmine Stevens, B.A.; Brandi Carter Sacrinty, B.S.;
Jessica Brooks, B.S.; Louise Raleigh, M.Ed., CCC-SLP, UNCG
Instructional Level Introductory
Heart Beats Summer Camp was a university and community collaboration between the two universities and the local YWCA Teen Parent Mentor Program. It served children, age 3 months to four years, who were at high risk for later language delay or identified as language delayed. The camp was designed to provide strategies and information for teen mothers to support positive social interaction and improve communication between themselves and their children. The curriculum focused on language, music and dance. The camp included intervention with identified goals and outcomes for these children and the opportunity for referral and follow-up as needed. Speech-language pathology students were paired with the teen mothers and children to form a mentor-mentee relationship. This camp was organized to include two weeks pre-camp staff training and child speech, language, and hearing evaluations. The classes were divided into infant and toddler groups with some joint activities. This presentation focuses on the design and content of the camp and the impact of working with teen families on speech-language pathology student learning and perception. Findings from the implementation of music classes and infant and toddler dance classes will be discussed. Favorite songs, dances, and language materials will be shared with the audience. The impact of the camp experience on students was measured by daily journaling, pre and post camp surveys, questionnaires, and group debriefing sessions.. Students concerns centered on
teen-parenting skills, development of the mentor relationship, and child language development. Guidelines for working with teen families will be presented for audience participation and discussion.
Learner Outcomes:
Will identify three challenges in working with teen families.
Will give examples of two songs and two dances to support language and interaction in young children.
Will list three changes in the perception and knowledge of speech-language pathology students following participation in a summer camp.
Short Course 6
8:30 a.m. - 11:30 a.m.
Update on Autism Spectrum Disorders
Gail Richard, Ph.D. CCC-SLP, Eastern Illinois University
Instructional Level Intermediate
The incidence of autism spectrum disorders (ASD) continues to escalate, leading to increased responsibility to meet the diagnostic and treatment needs of this diverse population. ASHA has several approved documents that that assist the speech-language pathologist in confidently addressing this disorder. Research evidence to support and/or refute various intervention techniques should be carefully considered when approaching diagnosis and generating treatment plans. This session will incorporate the ASHA documents, current research, and practical clinical suggestions for implementing effective diagnosis and treatment of ASD across a range of ages and severity.
Learner Outcomes:
Participants will be able to define and explain differential criteria within autism spectrum disorders using both medical and educational criteria.
Participants will be able to identify strengths and limitations of current treatment methodologies to make informed intervention decisions.
Participants will be able to utilize ASHA documents and evidence-based research to substantiate diagnostic and treatment decisions.
Session 38
10:00 a.m. - 11:00 a.m.
Collaboration in Swallowing Management: NICUs and SNFs
Leisha LoPresti, M.S.; Sarah Franklin, M.S.; Dawn Holder, M.S., CHKD; Amanda Hinsch, M.S.;
Anastasia Raymer, Ph.D., Old Dominion University
Instructional Level Intermediate
Management of patients with dysphagia requires the interaction of many members of the rehabilitation team, including families. Issues regarding collaboration with team members can impact the quality of care provided to patients with dysphagia. For example, many skilled nursing residents require feeding assistance, usually provided by certified nursing assistants (CNAs). Knowledge about dysphagia that CNAs have may be limited, however. In the NICU, infants with swallowing disorders need the assistance of several team members, including parents for whom knowledge about dysphagia is likely to be limited, leading to increased stress in feeding babies. In this seminar, we will describe results of two surveys we recently completed about issues pertaining to collaboration with CNAs in SNFs and with families in the NICU. In one survey, we invited CNAs in several facilities to complete a questionnaire about job duties, familiarity with swallowing terms and strategies, and perceptions regarding interactions with SLPs. The survey revealed that CNAs have limited knowledge and training about dysphagia and compensatory eating strategies. Lack of interaction with SLPs appeared to be a contributing factor. In a second survey, we surveyed parents who recently had experiences with babies in the NICU who had swallowing issues. Parents answered an online questionnaire about their experiences with SLPs and stress levels in dealing with their child's swallowing issues. Their babies experienced a range of feeding problems upon discharge from the hospital and parents experienced some level of stress as a result. Few parents reported direct contact with an SLP, however. Both surveys suggest a need for improved collaboration between SLPs and other members of the rehabilitation team, whether other clinical members like CNAs or family members. With better communication among rehabilitation team members, patients may receive proper feeding provided by the caregiver and an overall improvement in their quality of life.
Learner Outcomes:
Describe the role of SLPs in interactions with CNAs in nursing facilities.
Describe the types of collaborative interactions that occur between SLPs and parents dealing with babies in the NICU.
List ways to improve collaboration among members of the dysphagia rehabilitation team.
Session 42
10:30 a.m. - 12:00 p.m.
An Investigation of Auditory and Visual Temporal Processing in Children with Reading Disorders
Lauren Smith, Ph.D., Au.D., CCC-A, Radford University
Instructional Level Introductory
Several lines of research have revealed a relationship between reading disorders (RD) and auditory temporal processing deficits. That is, subtle, yet rapid changes within an acoustic message are more difficult for individuals with RD to perceive than for those individuals with normal reading abilities, which negatively impacts accurate speech perception and, in turn, phonological processing and decoding abilities (Cestnick & Jerger, 2000; De Jong et al, 2000; Fink et al., 2006; Walker et al., 2006). However, researchers investigating a pansensory temporal processing deficit theory of RD have found conflicting evidence supporting the relationship between visual temporal processing and reading, specifically in regards to the magnocellular deficit theory of dyslexia (Chase & Jenner, 1993; Farmer & Klein, 1993; Lehmkuhle et
al., 1993; Lovegrove, 1993). The purpose of the current study was to further investigate the relationship between pansensory processing deficits and subtypes of reading disorders. Participants included 27 children (ages 10-13) divided into three reading ability groups (i.e., normal reading, dysphonetic, and dysphoneidetic) based on performance on the WRMT-R and Word/Nonword Test. Experimental tasks included gap detection, duration discrimination, and duration temporal order judgment tasks presented in both the auditory and visual modalities. When controlling for verbal ability (PPVT-IV), due to significant group differences, both RD groups (dysphonetic and dysphoneidetic deficits) demonstrated a poorer performance when compared to the control group on both the within- and between-channel gap paradigms of the auditory gap detection task. No significant differences were found between normal, dysphonetic, and dysphoneidetic
readers on any of the visual temporal processing tasks. The current study failed to support the pansensory deficit of RD when reading groups were dichotomized across experimental tasks. However, when considering reading abilities as a continuum several significant correlations between performance on auditory and visual experimental tasks and reading decoding standardized measures were found suggesting that pansensory temporal processing is strongly associated with reading abilities. Results suggest that auditory temporal processing abilities are closely linked to phonological decoding skills in addition to sight-word recognition abilities for the young adolescents having reading disorders.
Learner Outcomes:
Describe auditory and visual temporal processing abilities.
Understand the pansensory deficit theory of reading disorders and how it has been hypothesized to relate to phonological decoding and sight-
Describe the relationship between auditory temporal processing abilities and phonological decoding and sight-word reading skills.
Professional Issues
Session 36
8:30 AM - 9:30 AM
Why We Must Get Ourselves So Over Levels of Evidence: Time to Move On
Randall Robey, Ph.D., University of Virginia
Instructional Level Introductory
Making a practice evidence based, and making evidence-based practice (EBP) practical in a work-a-day world, requires a shrewd and motivated clinician. She requires useful tools that move her forward and she can't waste precious time with tools that don't help much. A central aspect of EBP from the beginning has been level-of-evidence (LOE) hierarchies. They were a good first start. However, work with them for a while and you soon discover that LOE tables are built around (what are presumed to be) the inherent rigor and validity of various research designs. In the real world though, even the most elite research design can be implemented very badly, and a more modest research design might be exactly what the field needs to move forward. So, if not an LOE table, how do evidence-based practitioners assess the scientific validity of external evidence? How do we decide if the result of a study should compel us to change our clinical practice? The ASHA Advisory Committee on Evidence-Based Practice is working on "what comes next." This presentation will provide an update from the Advisory Committee.
Learner Outcomes:
Participants will express reasons why level-of-evidence tables are not helpful in assessing the validity for how clinical research should inform
Participants will recount the broad outline of an improved means for assessing the impact that research should have for impacting clinical
Participants will demonstrate how to use a more effective tool for determining the quality of clinical research for compelling changes in clinical
Session 41
10:00 a.m. - 12:00 p.m.
How to Read Research Articles: Strategies for Clinicians Practicing EBP
Randall Robey, Ph.D., Carolyn Gosse, M.Ed., University of Virginia
Instructional Level Introductory
Clinicians integrating research evidence with clinical expertise and patient values must quickly and expertly read research articles. ASHA's evidence-based practice recommendations task clinicians with reading and interpreting current evidence written by and for the research community. Finding, interpreting, and translating results of scientific studies into clinical practice depends, in part, upon critical reading of scientific research articles. The frequency with which clinicians read scientific literature may be increased by improving their fluency in the structure and content of research articles. However, not all clinicians have received training in strategies that could improve the speed and accuracy with which they read such articles. Using hands-on sorting activities and examples of research from the field of speech-language pathology, this session will help clinicians identify the main sections of research articles and use strategies to successfully navigate scientific studies. Participants will identify reasons why clinicians read research articles and compare those to the motivations of researchers who write such articles. This comparison will lead participants to identify the structure of research articles and to generate strategies for focusing on sections of articles depending on the purpose of the reader. Finally, participants will discuss ten tips for reading research articles that will guide them in their own critical reading
of current evidence as it applies to their workloads.
Learner Outcomes:
At the culmination of the session, participants will be able to state three reasons why clinicians read research articles and compare those to why researchers read research articles.
At the culmination of the session, participants will be able to locate and describe the elements of the main sections (e.g. introduction, method, results) of a research article.
At the culmination of the session, participants will be able to implement strategies for reading and understanding a research article.
Session 47
1:00 p.m. - 3:00 p.m.
A Model for Supervision and Mentoring in Speech-Language Pathology
Melanie W. Hudson, M.A., EBS Healthcare
Instructional Level Intermediate
Senior level Speech-Language Pathologists are often required to supervise or mentor SLPs but have had little or no formal training in this area of their profession. It is not unusual for highly-skilled clinicians to be asked to supervise or mentor based solely on their exceptional clinical skills, with no knowledge of the principles of facilitating professional development in others. This presentation addresses the critical skill areas required for effective supervision and mentoring using a collaborative/consultative model. Participants will learn the basic principles of mentoring and supervision using a model of supervision along a continuum. They will learn to appreciate the influence of their power as supervisors on the compliance and satisfaction of their supervisees. They will also learn about the relationship between their interpersonal skills and the clinical effectiveness of their supervisees. Effective clinical teaching and coaching of the supervisor/mentor fosters reflective practice, self-analysis and self-evaluation on the part of the supervisee. Techniques to address each of these areas will be discussed. Participants will learn how to create a partnership with their supervisees that result in positive attitudes, feelings of independence relative to learning and create an atmosphere of openness and trust to promote better clinical performance.
Learner Outcomes:
Identify key skills needed to become effective supervisors and mentors.
Discuss principles of reflective practice.
Identify components of self-directed learning and self-supervision.
Session 54
3:30 p.m. - 4:30 p.m.
Check Out What is New on TTAC Online
Mary Wilds, M.A., TTAC at Old Dominion University; Clare Talbert, M.A., TTAC at George Mason University
Instructional Level Introductory
T/TAC Online is a web-based community linking people and resources to help children and youth with disabilities. Many new features have been added this year and participants will have the opportunity to explore all these new features using laptop computers. Through a scavenger hunt format, participants will be able to navigate the 6 tabs on the TTAC Online website: My TTAC Online, VA Assessments, SOL Enhanced, Resources, Events and Online Training. All of these information services and online training opportunities are free and available 24/7 via the internet.
Learner Outcomes:
The participants will explore all six sections of the TTAC Online website that contains resources for parents and professionals who are working with students who have disabilities.
The participants will learn how to store their personal favorite resources, webshops and workshops on the My TTAC Online tab.
The participants will discover how to complete webshops for recertification points.
Session 55
3:30 p.m. - 4:30 p.m.
Telepractice in Virginia - Updates and Happenings
Carol Dudding, Ph.D., CCC-SLP, James Madison University; Linda A. Meyer, Ph.D., CCC-SLP,
Woodrow Wilson Rehabilitation Center
Instructional Level Introductory
In 2001, the American Speech Language Hearing Association (ASHA) adopted the term "telepractice" to "encompass a range of services provided through telecommunications technology that are not exclusively health related, including clinical services for communication enhancement, and education and supervision."(ASHA, 2005). At that time, a Telepractice Working Group was formed to create guiding documents and position statements for the provision of telepractice in speech language pathology and audiology. These documents were established to assure that the provision of services through telepractice meet the same standards as those provided face to face service delivery. A common benefit of telepractice, as identified by the ASHA Telepractice Working Group, is the improved access to services that may not otherwise be available due to issues related to geographraphy, mobility and/or availability of a qualified professional (ASHA, 2005). This presentation will provide an overview of telepractice in speech pathology and audiology nationwide in both medical and public school settings. The presentation will include information about ASHA's position, resources and initiatives regarding telepractice; as well as current state initiatives. The presentation will provide a demonstration of the technologies employed. Additionally, the presenters will offer updates on the current public school initiative at James Madison University and the AAC initiative at Woodrow Wilson Rehabilitation Center.
Learner Outcomes:
Participants will define telepractice and telespeech service.
Participants will identify potential benefits and challenges of telepractice.
Participants will describe the possible technologies employed in telepractice.
School Age
Short Course 3
8:30 a.m. - 11:30 a.m.
Does Napoleon Dynamite Have Asperger Syndrome? (Part I)
Timothy Kowalski, M.A., CCC-SLP
Instructional Level Intermediate
This session will help you understand Asperger Syndrome and acquire practical skills for effective assessment and intervention. From Hans Asperger's first description of the syndrome to current views, participants will gain knowledge and insight into the strengths and weaknesses associated with this diagnosis. Attendees will be able to identify and obtain skills-based techniques designed to address the social-interaction, social-communication and social-emotional concerns present in this population. Extensive recommendations designed for specialists and classroom teachers to help these individuals succeed in the academic and social environments will be provided. Case studies and an appropriate amount of time for questions and answers will also be provided. Participants will take home useful tools and creative ideas to use the very next day.
Learner Outcomes:
Recognize and identify behavioral symptoms of Asperger Syndrome in children and adults.
Demonstrate techniques used in pragmatic language assessment.
List social and emotional issues associated with Asperger Syndrome and techniques to improve such.
Short Course 4
8:30 a.m. - 11:30 a.m.
Enhancing Phonological and Metaphonological Skills of Children with Highly Unintelligible Speech: An Update (Part I)
Barbara W. Hodson, Ph.D., CCC-SLP, Wichita State University
Instructional Level
This session focuses on children with severely impaired phonological systems, including those with the label, Childhood Apraxia of Speech. Information about methods for expediting intelligibility gains is presented in the first part, including identification of patterns of phonological deviations, selection of optimal target patterns, and specific information regarding treatment. Because children with highly unintelligible speech frequently experience difficulties in the domain of early literacy, information about assessing and enhancing metaphonological skills is explained in the second part. Assessment results and outcome data for a preschool client and video clips of sessions are provided in the third part to exemplify evidence-based practices.
Learner Outcomes:
Identify major phonological and metaphonological deficiencies of children with highly unintelligible speech
Determine optimal treatment targets to facilitate the development of phonological and metaphonological skills
Select appropriate tasks for enhancing children’s phonological and metaphonological skills
Short Course 5
8:30 a.m. - 11:30 a.m.
Let's Leap into Literacy and Make Language Fun!
Jane Kitson
Instructional Level
A multiple intelligences approach to learning will be demonstrated to enable participants to reach out to children who learn through visual, auditory and kinesthetic modalities. SPINNING, HOPPING, CLAPPING, STOMPING, SHAKING AND LOTS OF MOVEMENT MAKE THIS WORK SHOP FAST PACED AND FUN AS IT INCLUDES LOADS OF NEW ACTIVITIES THAT APPEAL TO YOUNG CHILDREN! Emphasis will be placed on the importance that rhythm, rhyme and repetition have on enhancing language skills in young children ages 2-7. Activities that are age appropriate for stimulating auditory awareness, listening skills, language use and oral motor skills will be presented in this lively fast paced session that is hand-on, user friendly and FUN. Participants will be actively involved in dozens of new activities that include props, costumes, puppets and visuals designed to enhance oral language skills in young children. Wear comfortable clothing as we will be MOVING! The workshop includes a make and take session where each participant will complete 7 projects that can be used to enhance the language development activities learned during the session. Educational professionals across the United States have consistently described this workshop as being one of the most practical and user friendly sessions they have EVER attended.
Learner Outcomes:
Participants will recognize the value of a multiple intelligences learning style in young children.
Participants will select and implement NEW activities for auditory awareness, listening skills, language use and oromotor skills that will be introduced as fingerplays, songs and transitional techniques.
Participants will engage in spatial and prepositional awareness activities that are easy to replicate.
Session 39
10:00 a.m. - 11:00 a.m.
Data Collection - When is Enough Enough?
Marie Ireland, M.Ed. CCC-SLP, Virginia Department of Education
Instructional Level
School staff working with individuals with disabilities should be familiar with data collection and analysis techniques. Data collected when working with a student can be used to report progress, adjust instruction, and develop future IEP goals and objectives. Participants will review various types of data, collection techniques and forms. Data analysis, including aim and trend line graphing, will be discussed.
Learner Outcomes:
Participants will review various data collection types.
Participants will identify appropriate data collection type for measurement of progress on specific skill.
Participants will review data documentation including charting and graphing.
Session 28
1:00 p.m - 2:00 p.m.
2010: A New Decade for Speech-Language Assessment in Schools
LaVae Hoffman, Ph.D., CCC-SLP, University of Virginia
Instructional Level Introductory
As regulations governing assessment and eligibility change, evaluation strategies for school speech-language pathologists evolve as well. This session explains a framework for gathering assessment information in school systems that SLP's will be able to implement on Monday. By strategically collecting evaluation data, school SLP's can ensure that their assessments not only meet regulatory requirements but also meaningfully inform the development of intervention plans. Work smarter, not harder, by systematically conducting and reporting your evaluation activities
Learner Outcomes:
The learner will identify four sources of evaluation data that inform eligibility decisions.
The learner will contrast strategic assessment data that differentially inform eligibility and intervention decisions.
The learner will apply the assessment framework to answer questions regarding eligibility criteria.
Session 43
1:00 p.m - 2:00 p.m.
Add a Slice of Music Add a Slice of Fun
Jane Kitson
Instructional Level
Sing your way through a day that is packed with language activities guaranteed to light the fire of learning in young children. Research shows that children with strong language skills will be better readers, writers and speakers. Join Jane Kitson as she shares dozens of new action songs that are ready to be taken back to strengthen language skills in your classroom right away...new tunes and songs set to familiar melodies.... perfect for those who think they cannot sing! Wear comfortable clothing that will enable you to move as you wiggle and jump your way to an exciting, fun filled day with your children.
Learner Outcomes:
Participants will recognize the value of a multiple intelligences learning style in young children.
Participants will select and implement NEW activities for auditory awareness, listening skills, language use and
oromotor skills that will be introduced as fingerplays, songs and transitional techniques.
Participants will engage in spatial and prepositional awareness activities that are easy to replicate.
Session 46
1:00 p.m. - 3:00 p.m.
A Few Good Words Using Core Vocabulary to Support Nonverbal Students
Barbara Cannon, M.A., Spotsylvania Schools
Instructional Level Intermediate
Supplying high quality, effective, easy to use augmentative communication materials can be a challenge. Spotsylvania Co. SLPs have found that inclusion of core vocabulary in the making of low tech to high tech materials can increase communication possibilities and enrich language learning. Presentation will include information on vocabulary selection, use of position and motor planning to aid in communication, and rationale for vocabulary selection. Videos of students using various AAC technologies will be shown. Templates for making low tech books and boards available for download from the internet.
Learner Outcomes:
Understand what core and context vocabulary words are and how to be used to support communication.
Participants will have materials available to make low tech boards, books and support materials that feature a
core vocabulary for communication.
Participants will have a way to support students across ability levels and types of technology used from low tech to high tech.
Session 49
1:00 p.m. - 3:00 p.m.
Does Napoleon Dynamite Have Asperger Syndrome? (Part II)
Timothy Kowalski, M.A., CCC-SLP
Instructional Level Intermediate
This session will help you understand Asperger Syndrome and acquire practical skills for effective assessment and intervention. From Hans Asperger's first description of the syndrome to current views, participants will gain knowledge and insight into the strengths and weaknesses associated with this diagnosis. Attendees will be able to identify and obtain skills-based techniques designed to address the social-interaction, social-communication and social-emotional concerns present in this population. Extensive recommendations designed for specialists and classroom teachers to help these individuals succeed in the academic and social environments will be provided. Case studies and an appropriate amount of time for questions and answers will also be provided. Participants will take home useful tools and creative ideas to use the very next day.
Learner Outcomes:
Recognize and identify behavioral symptoms of Asperger Syndrome in children and adults.
Demonstrate techniques used in pragmatic language assessment.
List social and emotional issues associated with Asperger Syndrome and techniques to improve such.
Session 50
1:00 p.m. - 3:00 p.m.
Enhancing Phonological and Metaphonological Skills of Children with Highly Unintelligible Speech: An Update (Part II)
Barbara W. Hodson, Ph.D., CCC-SLP, Wichita State University
Instructional Level
This session focuses on children with severely impaired phonological systems, including those with the label, Childhood Apraxia of Speech. Information about methods for expediting intelligibility gains is presented in the first part, including identification of patterns of phonological deviations, selection of optimal target patterns, and specific information regarding treatment. Because children with highly unintelligible speech frequently experience difficulties in the domain of early literacy, information about assessing and enhancing metaphonological skills is explained in the second part. Assessment results and outcome data for a preschool client and video clips of sessions are provided in the third part to exemplify evidence-based practices.
Learner Outcomes:
Identify major phonological and metaphonological deficiencies of children with highly unintelligible speech.
Determine optimal treatment targets to facilitate the development of phonological and metaphonological skills.
Select appropriate tasks for enhancing children’s phonological and metaphonological skills.
Short Course 7
1:00 p.m. - 4:00 p.m.
Sorting out Processing Disorders - Auditory, Language, or Both?
Gail Richard, Ph.D., CCC-SLP, Eastern Illinois University
Instructional Level Introductory
Processing is the ability to attach meaning to stimuli presented or received, to then formulate a response. Processing auditory information occurs on a continuum, beginning with auditory processing and progressing to language processing. Numerous children have difficulty efficiently and effectively processing auditory information. The disorder is subtle and usually occurs in the absence of other major disorders or specific language problems. Language processing can be identified through an identifiable pattern of symptomatic behaviors which can be observed by teachers and other school personnel in an educational setting. Once diagnosed, intervention to compensate for the deficits can alleviate frustration and confusion on the part of parents, students, and teachers. This workshop will differentiate between auditory and language processing disorders and present techniques for assessment and intervention across the processing continuum.
Learner Outcomes:
Participants will be able to explain a hierarchy of processing, beginning with auditory perception and progressing through phonological processing
Participants will be able to identify behavioral characteristics associated with processing deficits.
Participants will be able to evaluate assessment instruments for differentiating and diagnosing auditory and language processing deficits.
Session 51
2:15 p.m. - 3:15 p.m.
It's a Brand New Day to Sing and Play
Jane Kitson
Instructional Level
Participants across the country have cast their votes: Jane Kitson has information and ideas that really work! Now, you can enjoy more of the same wonderful activities that are drawing children into the learning circle. This workshop is filled with all new activities that are perfect for those children who need to get the wiggles out and strengthen their language to literacy skills. PLAY + FUN CAN =LEARNING. Simple tools to foster a love of language and strengthen pre-reading and math skills are the backbone of this session. Easy and affordable activities are packed into a user friendly format.
Learner Outcomes:
Participants will recognize the value of a multiple intelligences learning style in young children.
Participants will select and implement NEW activities for auditory awareness, listening skills, language use and
oromotor skills that will be introduced as fingerplays, songs and transitional techniques.
Participants will engage in spatial and prepositional awareness activities that are easy to replicate.
Session 20
2:30 PM - 4:30 PM
Dynamic Assessment of Narratives: The How-To of Learning Process Assessment
LaVae Hoffman Ph.D., CCC-SLP, University of Virginia
Instructional Level Introductory
Differentiating limited experience or language differences from bona fide language-learning disorders can perplex even the most experienced and talented SLP's. These important and complex distinctions are not well informed by the administration of standardized, norm-referenced tests. Fortunately, evaluating children's language-learning processes yields important insights that support this determination. This form of assessment can also reveal critical factors that will guide the design of any child's intervention program, and identify instructional supports that can be implemented in regular education classrooms to support improved academic performance with or without language intervention services.
This session describes the value of learning process assessment by examining "Dynamic Assessment of Narratives: Assessment and Intervention" (200X, Miller, Gillam, and Peña). Using a Test-Teach-Retest assessment paradigm to evaluate narrative discourse skills, this published set of materials guides clinicians through a learning process assessment that can differentiate language-learning disorders from language difficulties due to dual language acquisition. By systematically comparing narrative skills before and after abbreviated teaching sessions, clinicians gather invaluable information about children's ability to benefit from instruction. In addition to describing the dynamic assessment process, this session will discuss the components of Mediated Learning Experiences (MLE), and tracking student responsiveness and clinician effort to inform clinical decisions and make instructional recommendations. Because these published materials provide a guided introduction to the dynamic assessment of critical narrative skills, this system is user friendly for clinicians who are new to narrative assessment, new to dynamic assessment, or both.
Learner Outcomes:
The learner will list elements of a Mediated Learning Experience.
The learner will contrast student modifiability and clinician effort to inform recommendations for instructional support.
The learner will describe how Test-Teach-Retest performance differs for children with language difficulties due to dual language acquisition and
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