SESSION DETAIL
Adult
Short Course 8
9:30 a.m. - 12:45 p.m.
An Introduction To Tracheostomy and Ventilator Dependency Issues: Breathing, Swallowing, and Speaking
CindyLee Gordish, M.S. Ed., CCC-SLP; Heather Pisarcik, M.S.Ed., CCC-SLP, Sentara Norfolk General Hospital
Instructional Level Introductory
This introductory lecture is intended for Speech-Language Pathologists with limited experience managing swallowing and communication issues involving patients with respiratory compromise. The following topics will be addressed: overview of the respiratory system (including anatomy and physiology), diseases and conditions which commonly affect the respiratory system, airway management techniques, the impact of tracheostomy tubes on swallowing ability, assessment and management of dysphagia, and communication options (including but not limited to speaking valves). Participants will be provided with hands-on opportunity to examine various types of tracheostomy tubes as well as speaking valves.
Learner Outcomes:
Describe how tracheostomy tubes impact/alter swallowing physiology.
Identify candidates/contraindications for utilization of speaking valves.
Identify key components of tracheostomy tubes.
Short Course 9
9:30 a.m. - 12:45 p.m.
Esophageal Disorders: The Role of the SLP: What Are Our Options?
Charissa Moore, M.A., CCC-SLP, Appalachian State University
Instructional Level Intermediate
SLPs can have a key role in early detection of potential esophageal disorders. This is especially important since all phases of swallowing are interrelated from the lips to the stomach. This course will identify the role of the SLP and our options when treating patients with esophgeal disorders. Esophageal anatomy and physiology, assessment tools for the esophagus and common disorders will be reviewed. Hands-on case study application will conclude this course so that each in attendance doesn't have to ask: "What did I do with this on Monday?"
Learner Outcomes:
Participant will be able to describe the esophageal anatomy and physiology.
Participant will be able to name 3 diagnostic modalities for evaluation of the esophagus.
Participant will identify, name and/or describe motility, structural and age related esophageal disorders.
Audiology
Session 57
9:30 a.m. - 10:30 a.m.
Hair Cell Regeneration: How it Works and What it Means for Audiologists
Brenda M. Ryals, Ph.D.
Instructional Level Introductory
This presentation is designed for non-biologists who want to learn more about the cellular and molecular mechanisms which underlie future directions for therapeutic intervention and/or prevention of hearing loss. The presentation reviews basic cell biology and mechanisms of the cell cycle as well as genetic mechanisms in cell fate determination. Molecular factors which regulate the cell cycle, such as cyclin dependent kinases, growth factors and tumor suppressing proteins, are described in terms of their function in regulating the cell through each stage of the cycle. Recent advances in the use of stem cells and gene therapy in the mammalian cochlea are reviewed.
Learner Outcomes:
Describe the cell cycle and genetic and molecular factors that regulate mitosis and cell differentiation.
Define stem cells and state one way in which they might be used to regenerate hair cells.
List at least two genes with critical roles in hair cell regeneration.
Session 62
11:00 a.m. - 12:00 p.m.
Digital Hearing Aids and Wind Noise - What is Avaialable for Our Patients Today?
Ayasakanta Rout, Ph.D., James Madison University
Instructional Level Intermediate
Wind noise continues to be an issue for hearing aid wearers who are engaged in outdoor activities. In the last five years several innovative approaches have been developed by hearing aid manufacturers to tackle the issue of wind noise. A gentle breeze can generate up to 100 dB SPL of noise in the hearing aid and reduce speech intelligibility to great extent. This presentation will summarize how wind affects hearing aid sound processing, demonstrate examples of wind noise, describe different approaches to wind noise reduction, and finally list the hearing aids that offer wind noise reduction features. The level of presentation targeted at practicing audiologists as well as students.
Learner Outcomes:
Understand how wind noise affects speech intelligibility in hearing aids.
Describe approaches used in hearing aids to suppress wind noise.
List currently available hearing aids that offer wind noise reduction.
Multi-Interest
Session 58
9:30 a.m. - 10:30 a.m.
The "Ripple Effect": Educating the Community Through a Unique Parent/Caregiver Training Program
Corey Herd, Ph.D., CCC-SLP; Kelly Runion, B.S., Rebecca Epperly, M.S., Radford University
Instructional Level Introductory
Graduate students, parents, and caregivers benefited from a unique program that was implemented during the summer session at Radford University's Speech-Language-Hearing Clinic. Graduate clinicians, along with faculty, offered free workshops to community members, including parents/caregivers, and childcare providers, who interact with young children. The purpose of the program was to empower the participants with knowledge regarding speech/language/play development, strategies to facilitate language/play skills of young children, and information regarding referral to speech-language pathologists. The details of the training program, including the rationale, implementation process, content, and evidenced-based outcomes will be presented. Ideas will also be shared regarding utilization of this format with other topics and populations. Strategies regarding ways to create and implement similar community models will be provided and discussed. The first of two sessions, Speech and Language Development: Milestones and Strategies, provided information about speech /language development in young children. Strategies to increase and improve communication opportunities were presented and discussed. The second session, The Power of Play! provided participants with information about how young children learn from and interact with peers. Strategies to encourage meaningful peer interactions and play-based opportunities were presented. These programs were held to expand the community's knowledge regarding speech/language developmental milestones and play by young children, to facilitate the implementation of these strategies into natural settings and situations. The presenters also hoped that these sessions would act as a screening tool and referral resource for parents and/or childcare providers who may have concerns regarding their children's speech/language development. Surveys were presented to the participants both prior to and after the sessions. The results of the surveys provided the presenters with qualitative data regarding the participants' perceived levels of knowledge (pre and post-session), the efficacy and efficiency of the sessions, and suggestions for future topics as well as the structure of the presented sessions.
Learner Outcomes:
Discuss the rationale and evidence-base for offering training programs to parents, caregivers, and childcare providers regarding.
Create and implement community-based training programs targeting various communication disorders in their own settings.
Consider novel ways to share their knowledge within communities to encourage prevention of, and/or referral for services for those with, communication disorders.
Session 65
11:15 a.m. -12:15 p.m.
Essential Aspects of Language Development: Suprasegmental Abilities of Children with Cochlear Implants
Lori Bobsin, M.S., CCC-SLP, LSLS Cert. AVT, Speech-Language Pathologist, Educational Consultant, Certified
Auditory-Verbal Therapist
Instructional Level Intermediate
In Speech Science Primer: Physiology, Acoustics, and Perception of Speech - Third Edition (1994), the authors state that children "are natural language learners, and they develop language by hearing the speech of others. Speech is audible. It can be described in terms of its loudness, its pitch, and its duration. It is meaningful sound strung out in time." It is our goal to further investigate the performance of children with hearing loss who use cochlear implants on various tasks that elicit different aspects of suprasegmental perception, including word pattern, word stress, intonation, and syllable stress. In this presentation, we hope to provide an overview of our study protocol, discuss the preliminary results, and provide therapeutic implications of the findings.The advancement in the technologies of cochlear implants provided children with severe to profound hearing loss access to the spoken language around them. As such, many children, with early diagnosis, aggressive audiologic management, and appropriate aural rehabilitation have the opportunity to develop language commensurate with their age-matched peers with normal hearing thresholds. An important part of language development is the ability to interpret suprasegmental changes in the speech signal. As an infant, we use prosodic cues to begin to segment the running stream of spoken language into meaningful units. In later language development, these cues can signal important unspoken information, such as emotion, key word emphasis, differentiation between questions and statements, and change of meaning. Past studies have had conflicting findings regarding these abilities in children with cochlear implants. If true linguistic competence is to be expected from these children, it is imperative that they develop nonverbal as well as verbal age-appropriate language skills. If they are not developing these abilities, then it is concluded that strategies and techniques for suprasegmental development need to be developed and implemented in their rehabilitation programs.
Learner Outcomes:
To identify which acoustic properties are associated with suprasegmental aspects of the speech signal.
To understand how changes in prosody can affect significant change of the intent of an utterance.
To identify strategies and techniques for developing suprasegmental abilities in children with significant hearing loss.
School Age
Session 60
9:30 a.m. - 10:30 a.m.
SLP Best Practices for Secondary Students
Rita Purcell-Robertson, Ph.D., CCC-SLP; Bernadette Holland, M.Ed., CCC-SLP, Loudoun County Public Schools
Instructional Level Introductory
My high school student has been in Speech-Language therapy since pre-school, what more can I do? In this session, the presenters will discuss Best Practices for secondary SLPs within the special challenges of working with teenagers. Participants will gain some practical strategies for improving services to middle and high school students.
Learner Outcomes:
Discuss best practices for secondary SLPs.
Discuss challenges for treatment at the secondary school level.
List strategies to improve speech-language therapy with secondary students.
Session 59
9:30 a.m. - 10:30 a.m.
Understanding ADHD and the Role of the SLP in the Intervention
Silvana Watson, Ph.D., Anne Michalek, CCC-SLP, Old Dominion University
Instructional Level Intermediate
ADHD has been defined as a disorder of inhibition, a deficit of executive functions with a language-based connection. The relationship between language and ADHD can be observed in the difficulties the individuals have in using communication patterns appropriate to persons and situations (pragmatic), internalization of speech, verbal mediation and use of verbal rules that specify contingencies (If . then). Successful intervention and management of ADHD requires collaboration among many professionals because the needs of those individuals with ADHD are multifaceted. This may include the speech-language pathologist (SLP). The role of the SLP can be crucial in interventions for ADHD because those individuals with ADHD need adequate language to regulate their impulses and behaviors, to problem-solve, and to talk oneself through situations. It is very difficult to develop self-regulation when the individual does not have the language to direct his own behaviors. This suggests that when programming intervention for individuals with ADHD, language development goals should be considered as part of the treatment.
Learner Outcomes:
Define ADHD as a disorder of inhibition closely related to language.
Describe the role of the SLP in interventions of ADHD.
List ways to support the language deficits of individuals with ADHD.
Session 61
10:45 a.m. - 12:45 p.m.
What Do I do With Those Middle School Students Who Have Asperger's? The KISS Solution
Kimberly McCalllister, M.S., Hanover County Public Schools
Instructional Level Intermediate
Integrating social skill goals into the middle school setting is often very frustrating for the SLP. Students may not be demonstrating generalization of skills; IEP time spent in either 1:1 instruction or small groups instruction with other students who have social skill impairments does not allow students to gain real-world experiences with peers. The KISS (Kids Improving Social Skills) program was developed to provide peers with appropriate education about Asperger's and allow opportunities for supervised activities between these two groups of students. This session will provide details on how to develop the KISS program as well as examine the tools used in program development and implementation.
Learner Outcomes:
Identify the limitations of social skill generalization in the middle school setting using traditional service delivery.
Provide alternative service delivery models for social skill therapeutic interventions.
List 3 positive outcomes when using a peer intervention model as a part of social skill instruction.
Session 63
11:00 AM - 12:00 PM
Discovering Resources and Making Connections: The Measurable Impact SLP's Have on Student Performance Through District
Mandates and Given Budget Challenges
Elizabeth Campbell, M.A., CCC-SLP , Loudoun County Public Schools
Instructional Level Introductory
Speech-Language Pathologists have the training to follow through and lead the implementation of district mandates such as Universal Design and Response to Intervention while positively impacting student performance in session, in the classroom, for post-secondary placements and transitions. SLP's create targeted goals and objectives, strategies and materials to teach students whose needs cross areas such as: social skills, pragmatics, language, articulation and fluency in addition to primary areas of need. Working within the school based model, accessing resources in the school and community, SLP's make a difference in the lives of our students using what we know about environmental impact, use of strategies (visuals and others) and learning styles by creating goals that incorporate standards based skill sets for the content areas and transition skill sets for the work place. By aligning with standards and mandates, SLP's keep goals and therapy materials relevant to student academic and transition needs, individual school initiatives, district policies and budget constraints. Our professional exchanges with staff and community members, flexible scheduling, room organization, choice of therapy materials, writing and implementation of goals and objectives that go beyond the session and our personal creativity (observation, creation and design of materials, use of content materials we borrow, etc.) are key to launching students into successful futures. All of what we do is designed to enable post-secondary transition as soon as the child qualifies for services between ages 0-22. School staff and administrators are looking for our ability to cross the curriculum collaboratively, follow through on classroom issues and be accountable.
Learner Outcomes:
Understand how our role in a school is directly related to promoting principles of UDL and RTI.
Understand how we have the power to cross the curriculum with our students and address speech needs -applying district standards.
Create a collaborative presence in the school, use our creativity to meet student needs and establish accountable practices.
Session 64
Elementary Classroom Teachers' Self Efficacy of Knowledge and Skills Regarding Communication Disorders: A Survey-Based Study
Monica Havens, B.S.; Corey Herd, Ph.D., CCC-SLP, Ashley Campbell B.S., Radford University
Instructional Level Introductory
The general purpose of this investigation was to determine teachers' self perceptions of their knowledge and skills regarding effective observation, referral, and daily classroom intervention of children with speech and language disorders. The information obtained from this study supports the hypothesis that general education public school teachers are not adequately prepared for addressing issues involving children with communication disorders; the results identify specific skill/knowledge bases that the teachers feel they are lacking. This study identifies those disorders that teachers perceive to be the most challenging to address within the classroom setting. This descriptive study examined classroom teachers' self-perceptions of their knowledge and skills regarding communication disorders. A 17-question survey (including 5 demographic questions) was sent to approximately 1,000 speech-language pathologists in the Commonwealth of Virginia, who were asked to forward the survey link to the general education teachers in the elementary schools that they serve. The participants in the study were all general education teachers in public elementary (K-5) schools in Virginia. The participants were asked to rate their knowledge and skills regarding six specific communication disorders (language disorders, hearing impairment, autism spectrum disorders, fluency, articulation/phonological, AAC users) on a Likert scale of 1-5. The results of the surveys indicate low-average ratings regarding perceptions of knowledge and skill across all six communication disorders. The implications of this study are that there is a need for improved resources and training (e.g. workshops) for public school teachers in the area of communication disorders. As professionals with specialized training in these areas, speech-language pathologists should begin to consider how we might support this need.
Learner Outcomes:
Discuss the evidence supporting 1) the need for better resources and training for general education teachers regarding communication disorders
Discuss the speech-language pathologist's role regarding education and support of general education teachers whose classrooms include children with various communication disorders.
Discuss the particular areas of need regarding general education teachers' knowledge, skills and adaptation of curriculum to include children with specific communication disorders. |
