SESSION DETAIL
Adult
Session 1
8:00 a.m. - 9:00 a.m.
Systematic Reviews of Treatment Studies in Neurogenic Communication Disorders: Quality Indicators
Anastasia Raymer Ph.D.; Sara McKean M.S., Erin Hill M.S., Old Dominion University
Instructional Level Intermediate
Evidence based clinical practice involves the blending of clinical expertise, patient values, and current best research evidence. Clinicians report that the greatest challenge in implementing evidence based practice is remaining abreast of the current best clinical evidence. Therefore several efforts have been initiated to accumulate clinical evidence in the form of systematic reviews of the treatment literature, as in the ASHA Compendium of Evidence Based Guidelines and Reviews, the Cochrane Database, and the ANCDS Practice Guidelines project. Not all systematic reviews are conducted with the highest quality methods that avoid bias in the conclusions that are ultimately drawn, however. In this seminar, we will describe the characteristics of a high quality systematic review, from selection of the studies to be reviewed, description of those studies, evaluation of the quality of studies reviewed, implementation of statistical analyses of results across studies (meta-analysis), and application of those results for clinical and economic impact. We will then report the results of our evaluation of 15 systematic reviews that have been completed in the neurogenic communication disorders literature (aphasia, dysarthria, apraxia of speech). The three reviews of treatment for apraxia of speech were of higher quality than the six reviews each completed in aphasia treatment and dysarthria treatment. Reviews tended to provide good information pertaining to how studies were identified to be included in the review and describing the clinical trials ultimately included. The weaknesses across reviews involved lack of statistical analyses and lack of attention to an examination of trial quality. We will illustrate our process by contrasting the methodologies of a high quality and a low
quality systematic review. Results of our study suggest ways to improve the quality of future systematic reviews in all areas of speech pathology and audiology.
Learner Outcomes:
List sources of evidence for best practices in treatment of neurogenic communication disorders.
Delineate the characteristics of a high quality systematic review of the treatment literature.
Identify weaknesses in systematic reviews that have been conducted in the neurogenic communication disorders literature.
Session 8
9:30 a.m. - 10:30 a.m.
AAC Research Roundtable: Activities In and Around Virginia
Barbara Braddock Ph.D., CCC-SLP; Filip Loncke, Ph.D., University of Virginia; Linda Meyer Ph.D., CCC-SLP, Woodrow Wilson Rehabilitation Center
Instructional Level Intermediate
Present brief overviews of their current research activities in augmentative and alternative communication and how it fits into the overall AAC research picture in Virginia and the country. The authors and participants will then engage in a question and answer type of discussion about the relevance of the research, future research plans and needs, perspectives about unmet research needs, and resources for research support and guidance. Participants are encouraged to bring their own questions about the perceived needs for evidence in AAC practice and research for inclusion in the discussion.
Learner Outcomes:
Participants will be able to describe key research questions in the area of AAC and how they are being addressed in Virginia.
Participants will demonstrate understanding of research limitations and strategies/designs for the population of individuals who use AAC devices
Participants will be able to identify key resources in Virginia and elsewhere for addressing practice questions for potential research.
Session 17
11:00 a.m. - 12:00 p.m.
Naturally Thick Liquids: The Practitioner's Perspective
Cynthia O'Donoghue, Ph.D., James Madison University; Christina Bratlund, Ph.D., Central Michigan University
Instructional Level Intermediate
This presentation reports the findings of a multi-year project investigating speech-language pathologist's perspectives on thickened liquids for patients' with dietary prescription to altered liquids. The study explored 1) what examples of natural state nectars are recommended by speech-language pathologists when educating patients prescribed to nectars and 2) do the viscosities of reported natural state nectars differ significantly from the viscosity of Varibar® nectar. A sequential mixed methods design (Creswell & Plano Clark, 2007) addressed the qualitative and quantitative components of this investigation. Standardized open-ended interviews coupled with literature review yielded an array of reported natural state nectars. Survey results guided investigation and quantification of the reported naturally thick liquids used as examples, and in clinical practice. All samples underwent rheological measurement to ascertain viscosity (measured in centipose, cP).Of the SLP reported examples of naturally thick liquids tested, few were consistent with the centipose ranges designated from Varibar®. Clinical implications highlighting translation of findings to practice will be addressed.
Learner Outcomes:
Participants will be able to explain how thickness is measured or quantified.
Participants will be able to identify three natural state nectart-thick liquids.
Participants will be able to identify two points for translating findings into education for patients and caregivers.
Short Course 2
1:00 p.m. - 3:00 p.m.
Tracheostomy Tubes: Managing Communication and Swallowing Issues
Carmin Bartow, M.S., Vanderbilt University Medical Center
Instructional Level Intermediate
This presentation is designed for SLPs interested in learning how to best manage patients with tracheostomy tubes. Will examine the impact of tracheotomy on voice, respiration and swallowing. A description of communication options with special focus on the Passy-Muir Speaking Valve will be provided. Dysphagia evaluation and treatment will be discussed. Will address specific challenges with the ventilator-dependent patient. Current research regarding communication and swallowing issues with this patient population will be reviewed. This course will allow time for hands-on time with various tracheostomy tubes and speaking valves.
Learner Outcomes:
Describe changes in physiology after tracheotomy regarding speech, swallowing and respiration.
Determine the most appropriate communication option and swallowing intervention for tracheostomized and ventilator dependent patients.
Describe how the Passy-Muir Speaking Valve works and explain the physiologic benefits of the valve.
Audiology
Session 13
10:30 a.m. - 11:30 a.m.
Cortical Auditory Event-Related Spectral Responses
Dana Boatman Ph.D., Johns Hopkins School of Medicine
Instructional Level Introductory
Cortical auditory event-related responses contain both phase-locked (evoked) and non-phase locked activity. In most clinical studies, trial averaging in the time-domain is performed to extract evoked responses by enhancing their amplitude and removing non-phase locked activity traditionally considered 'noise.' However, there is growing evidence that non-phase locked neural oscillations are involved in perceptual and cognitive processing. Recent studies have implicated modulation of high-frequency EEG activity (≥ 30 Hz; gamma band) in local and distributed cortical networks involved in sound processing. We will present findings from a series of recent auditory intracranial recording studies in neurosurgical patients showing task- and stimulus-specific changes in gamma band activity. We will present preliminary finding suggesting that normal and impaired listeners differ in their temporal-spatial spectral responses patterns. Two novel methods for measuring single channel spectral responses and multi-channel cortical connectivity will be described. We will discuss the potential clinical applications of this novel brain mapping approach, recent implementations in high-density scalp recordings, and future directions.
Learner Outcomes:
Define cortical auditory spectral responses, including how they are elicited and analyzed.
Identify the main features that diffentiate cortical spectral responses from evoked potentials.
Discuss the emerging role of cortical spectral responses in audiology clinic and research.
Session 19
1:00 p.m. - 3:00 p.m.
Circa 2009: Advancements in Hearing Protection Technologies for Enhanced Situational Awareness, Adjustable Attenuation, and other Usability Enhancements
John Casali, Ph.D., Virginia Tech - Auditory Systems Laboratory
Instructional Level Introductory
Hearing protection devices (HPDs) are designed to protect the user's hearing against the hazardous effects of noise. However, operational side effects which sometimes accompany their use include: reduced communications abilities; compromised signal detection, recognition, and localization; impaired pitch perception; and discomfort. In the past two decades, significant advancements or augmentations have been made in HPDs, and these advancements distinguish them from the vast majority of "conventional" HPDs which attenuate noise through static passive means. Such technology advancements are continually being developed, and new patents are filed on a near-monthly basis. Advancements include: inclusion of electronic means for active noise cancellation or restoration of desirable sounds, nonlinear electronic
networks or passive elements for adjusting attenuation as a function of ambient noise level, uniform attenuation devices with a flat attenuation curve, frequency filtering and/or amplitude-sensitive networks which pass specific signals through and/or adjust earphone output level, adjustable devices which can be varied in their attenuation, "fit-test" systems to verify the quality of a user's HPD fit or their protection as achieved in-field, and pressure-adjustable devices that seal the canal with expanded membranes and can be adjusted for fit and comfort. The intended benefits of these augmented HPDs, some of which are realized in practice and others not, include more natural hearing for the user, improved speech communications and signal detection, enhanced situational awareness, reduced noise-induced annoyance, enhanced
comfort and ease-of-fit, and provision of protection which is tailored for the user's needs, noise exposure, and/or job requirements. As of the date of publication of this abstract, the U.S. Environmental Protection Agency (EPA) had recently announced a proposed new federal regulation which will greatly impact HPD testing and labeling, and this regulation will enable new technologies to be labeled and sold as HPDs, which heretofore could not (EPA-HQ-OAR-2003-0024; FRL-8934-9). This paper provides an overview of new technologies in HPDs that are currently available, empirical data on their performance wherever available, and recommendations for applications. Furthermore, a brief overview of the EPA's new proposed federal regulation for testing and labeling of HPDs will be provided.
Learner Outcomes:
Knowledge of conventional, passive hearing protectors and their correct application.
Knowledge of advancements in hearing protection technology, how it performs and where it should be applied.
Knowledge of the U.S. EPA's governance of hearing protection testing/labeling.
Early Intervention
Session 11
10:15 a.m. - 12:15 a.m.
Early Intervention in Virginia: Oh, The Changes to Know!
Corinne "Cori" Hill B.A., M.Ed, VCU; Lissa Power-DeFur, Ph.D., CCC-SLP, Longwood University; Beverly Crouse, M.Ed, CCC-SLP, Infant & Toddler Connection of Virginia; Corey Herd, Ph.D., CCC-SLP, Radford University
Instructional Level Intermediate
Have you ever considered working with young children, birth to three years, with developmental delays or disabilities? Are you currently providing early intervention services for infants and toddlers? Come learn more about Virginia's early intervention system including recent changes to the Part C system, how supports and services are provided, and how you can become involved. This session will provide participants with an opportunity to increase their knowledge regarding the provision of supports and services to families within natural environments as they relate to the new initiatives and changes in early intervention in the state of Virginia. Topics will include statewide EI certification requirements, including the training process, enrollment procedures, and scope of practice for both EI Professionals and EI Specialists. An on-line demonstration of the EI certification modules and provider enrollment process will also be provided. The service pathway of early intervention, from initial referral to the point of transition into Part B services or community settings, will be presented. Additionally, details regarding requirements and new paperwork expectations for reimbursement, EI reimbursement rates, and Medicaid billing will be explored. Finally, this interactive session will include a panel discussion during which practicing speech-language pathologists, an EI training specialist, and an EI technical assistance consultant will field questions and discuss the above topics.
Learner Outcomes:
Demonstrate an understanding of the provision of supports and services in natural environments utilizing the service pathway.
Discuss the new initiatives and changes, including requirements to become a Part C provider in Virginia's early intervention system.
Explain the provision of supports and services as they relate to the recent changes in Virginia's early intervention system to colleagues and
Session 15
11:00 AM - 12:00 PM
Get Comfortable with Newborn Hearing Screening and Follow-Up
Christine Evans, M.S., CCC-SLP; Ada Determan, MPH;
Instructional Level Introductory
With the advent of newborn hearing screening, Virginia’s speech pathologists, audiologists, and early interventionists have seen several large changes over the past 10 years. Early identification of hearing loss has drastically changed the outcomes and expectations for children with hearing loss, as well as the caseloads of their providers. This presentation will familiarize participants with the process, goals, and research surrounding newborn hearing screening and follow-up. Emphasis will be placed on newborn hearing screening data specific to Virginia, and what is being done to build upon the successes of the current program.
Learner Outcomes:
Participants will be able to describe the Joint Commission on Infant Hearing (JCIH) guidelines for newborn screening and follow up, and their role
Participants will be able to identify Virginia Early Hearing Detection and Intervention (EHDI) resources and describe the current state of newborn
Participants will generate three working ideas to improve the loss to follow-up rate in their practice.
Multi-Interest
Session 5
8:00 a.m. - 10:00 a.m.
Selected Topics in CAPD: A View from Neuroaudiology
Frank Musiek, Ph.D., University of Connecticut
Instructional Level Intermediate
This session will include two presentations. The first will be a discussion of the "underpinnings" of CAPD as well as its potential range of
clinical populations. This presentation will involve discussion of key physiological as well as pathophysiological information important to the clinician. Background in regard to diagnostic efficiency and the basis for some of the current tests will be reviewed from a rather unique perspective. The second presentation will include background and new information on interhemispheric processing. The focus will be on how this well defined neurological mechanism serves as the basis for current diagnostic and intervention techniques. Interhemispheric processing will be discussed in regard to its development, anatomy, physiology, and clinical disorders. Relationships between clinical diagnosis and rehabilitation and basic interhemispheric functions will be emphasized. Formulated clinical questions will highlight the presentation to draw the clinician into advantageous ways of thinking about CAPD.
Learner Outcomes:
Participants will be able to outline key factors contributing to the basis of CAPD.
Participants will be able to discuss the anatomical correlates of interhemispheric transfer.
Participants will be able to formulated clinical correlates to interhemispheric processing.
Session 7
8:30 AM - 10:30 AM
Playing Outside of the Box: The Importance of Play with the ASD Population
Dodi Allen, M.S., JoLynn Roush, M.A., SECEP
Instructional Level Introductory
The participants of this course will learn how to 'think outside the box' when teaching play skills to children with ASD. The participants will receive an overview of the importance of play skills for children with ASD. The course will breakdown the ASD student based on their communication level (Early Communicator, Emerging Communicator, Established Communicator). Therapy goals and materials will be recommended for each level. Finally the course will conclude with therapy techniques to elicit play with children with ASD. Examples of play materials will be displayed for participants to view.
Learner Outcomes:
Participants will be able to recognize the importance of play with the ASD population.
Participants will be able to identify the three levels of communication in the ASD population and provide play goals for each communication level.
Participants will be able to implement therapy techniques to elicit play skills in children with ASD.
Session 21
1:00 p.m. - 3:00 p.m.
Speech and Language Disorders Associated with Genetic Syndromes
Beth P. Diamonstein, CCC, SLP
Instructional Level Introductory
The purpose of this presentation is to review some of the genetics syndromes and the various speech and language disorders that are associated with the syndromes. The discussion will review the physical charecteristics, behaviorial profile, physical features, speech and language issues as well as intervention strategies.
Learner Outcomes:
Recognize the physical features in a syndrome.
Understand the associated speech and language disorders associated with the syndromes.
Therapy Strategies for intervention.
Session 25
2:00 p.m. - 4:00 p.m.
Engaging the Early Communicator
Georgia Brown, CCC-SLP, SECEP
Instructional Level Intermediate
Communication and language needs of special needs children occur regardless of diagnosis or profile. This presentation views the spectrum of special education as having basically three ability levels, the first being Early Communication. A discussion of the characteristics and challenges of this beginning level will be provided with emphasis on areas such as pre-symbolic communication, assessing communication skills and engaging early learners in three critical skill areas: imitation, protesting and choice making. The basic principles of creating and utilizing an "Engagement Kit" will be discussed and demonstrated as well. These materials will stress consideration of a student's cognitive skills, sensory needs and personal preferences. Therapeutic use of this type of kit will be discussed and demonstrated.
Learner Outcomes:
The participants will be able to discuss the concept of a 3-part Continuum of Special Education in regards to communication skills and
The participants will be able to describe typical communication strengths and needs of early communicators
with special needs.
The participants will be able to describe the creation and use of an engagement kit used to build key skills in
early communicators.
Session 30
3:30 p.m. - 4:30 p.m.
CAPD or Auditory Intelligence (AI) In Children
Martin Lenhardt, Ph.D., Au.D., Virginia Commonwealth University
Instructional Level Intermediate
There are numerous auditory cognitive functions as echoic memory, auditory stream formation/segregation, sound categorization etc. that are suggestive of a basis for sensory intelligence. Would this perspective have value in our thinking about the development and treatment of weak central auditory process skills? One working hypothesis is that the genesis of such weak processing skills may be neuroplasticity. That is to say, a child may learn to misperceive and come to persist with that misperception over time. If this is so, than the same child can reverse the misperception through therapeutic learning. Therapeutic learning can have an effect on many aspects of hearing such as increasing neural synchrony, habituation, attention, alternating neural maps and unmasking secondary neural pathways and strengthening
them with use. Additionally, therapy can change (or reverse) the fine structure of the brain (neuroplasticity) through learning (or re-learning). Auditory training not only modifies the auditory cortex but in so doing it modifies the frontal lobes yielding auditory cognitive learning; that is linking brain areas in a new way. Thus a different, and perhaps more effective construct, is auditory intelligence as opposed to disorder in the treatment of children with auditory misperception.
Learner Outcomes:
As a result of this activity the learner can identify aspects of auditory cognitive behavior.
The learner will be able to recognize characteristics of children who misperceive in listening.
The learner will be able to describe therapeutic therapy activities designed to strengthen auditory skills.
Professional Issues
Session 9
9:30 a.m. - 10:30 a.m.
Examining Your Role in Student Supervision
Carol Dudding, Ph.D., CCC-SLP, James Madison University
Instructional Level Intermediate
The supervisory relationship, also referred to as the supervisory alliance, has been identified as a key factor in the successful development and growth of the student clinician. Indeed, the supervisory relationship has been linked to positive clinical outcomes, self-efficacy and satisfaction. ASHA's 2008 Position Statement on Clinical Supervision in Speech Language Pathology acknowledges this relationship as one based on "a foundation of mutual respect and effective interpersonal communication." (ASHA, 2008). The nature of this relationship is dynamic and changing over time. In the case of supervision of graduate students, the relationship typically includes the off-campus supervisor, university supervisor and graduate clinician. Each member has a unique role and expectations within this important relationship. This presentation will provide a brief overview of the importance of the supervisory relationship, explore the components of the relationship, describe the importance of expectations within the relationship and offer some suggestions to avoid common pitfalls. Participants will be encouraged to consider how they view their role in the relationship, consider their expectations and apply this knowledge to a case scenario.
Learner Outcomes:
Participants will identify the importance of the supervisory relationship.
Participants will describe their expectations within the supervisory relationship.
Participants will identify strategies to strengthen the supervisory relationship.
Session 14
11:00 a.m. - 12:00 p.m.
Clinical Significance: What Our Future Could Look Like
Randall Robey, Ph.D., University of Virginia
Instructional Level Introductory
Clinicians, researchers, and statisticians all agree that a probability attached to some statistic isn't at all helpful in determining if an experimental finding is important. However, just what makes a result sufficiently important that it moves a clinician to say, "I need to be doing that for my patients/clients."? Audiologists and speech-language pathologists have been searching for clinical significance for a very long time. The problem, of course, is that whatever way we might decide to define clinical significance, it must be both (a) tied directly to the decisions of an expert practitioner and the clinical outcomes brought about by those decisions, and (b) expressed in an objective, valid, and rigorous statement-of-fact that is understood and valued by all members of the greater clinical-outcome community. This presentation
will describe first a means for assessing the clinical significance of individual patient/client outcomes and then move on to a vision for integrating research outcomes in a form useable by clinicians. The vision will require us to make some changes, but certainly nothing that is beyond our capacity or means. The presentation will outline the prospective benefits in terms of conducting an evidence-based practice.
Learner Outcomes:
Participants will demonstrate a contemporary definition of clinical significance.
Participants will express a means for assessing clinical significance on a case-by-case basis.
Participants will express a means for interpreting research findings for (not) changing clinical practices.
Session 24
1:30 PM - 2:30 PM
Tired....But Can't Retire?
Rita Purcell-Robertson, Ph.D., CCC-SLP, Loudoun County Public Schools
Instructional Level Introductory
Our professional field seems to be ever expanding and increasingly demanding, while our personal energy reserves seem to be shrinking. After several decades it can be difficult just to get up and get through the day. Unfortunately in today's economy many of us cannot retire. In this session, we will explore how to use our professional skills to renew our energy and find balance in our lives.
Learner Outcomes:
Participants will list their strengths in the professional field.
Participants will describe strategies for using professional skills to help achieve a life balance.
Participants will make a plan to meet future professional challenges.
Session 27
3:00 p.m. - 4:00 p.m.
From the Roots Up: Professional Success Through Advocacy
Katie Bromley, M.A., ASHA
Instructional Level Intermediate
There are a number of critical legislative issues being debated in Congress that have a direct impact on the practice of speech-language pathology and audiology. Issues such as (but not limited to) Health Care Reform, Medicare Therapy Caps, Full Scope Audiology, Direct Access Audiology, Telehealth and Hearing Aid Access all have the potential to make a huge impact on the professions. Now, more than ever, audiologists and speech-language pathologists must engage in effective grassroots advocacy on behalf of themselves and the individuals they serve if legislation such as the Early Hearing Detection & Intervention (EHDI) Act reauthorization and Higher Education Act (HEA) loan forgiveness provisions are to become reality.
Learner Outcomes:
Discuss key legislative issues facing the professions in context of why specific legislation needs to be passed and how it impacts congressional
Apply knowledge and skills of the specific issues learned and are able to share with colleagues.
Increased awareness of the efficacy of grassroots advocacy and its crucial role in day-to-day success in the profession.
Session 32
4:45 PM - 5:45 PM
Key Note: Memorial for Roger Ruth
Randall Robey, Ph.D., University of Virginia.
Instructional Level Introductory
This is an invited keynote address as a memorial to Roger Ruth
School Age
Session 3
8:00 a.m. - 9:00 a.m.
An Overview of Video Modeling and Video Self
Kelly Koons, M.S. Ed, BCBA
Instructional Level Advance
The identification of effective teaching procedures that address deficits commonly seen in children with autism can be a challenge. The use of video modeling for instruction has recently shown positive results with children who have autism. This 2 hour presentation will present an overview of Video Modeling and Video Self-Modeling and how it can be used to serve students with autism spectrum disorders. The research defining this methodology will be discussed as well as basic instruction of the tools necessary. Sample videos of successfully used video self-modeling instruction will be shared during the session. Educators and therapists who work with students who have autism will receive the instruction needed to design an appropriate program.
Learner Outcomes:
Participants will learn the research associated with Video Modeling.
Participants will learn skills successfully instructed through the use of Video Modeling and Video-Self Modeling.
Participants will learn the technology needed to produce a Video Modeling product.
Session 2
Tiered Support in Early Childhood: A Role for SLPs in Supporting High Quality Literacy and Language Efforts in the Classroom
Anita McGinty, Ph.D., CCC-SLP, University of Virginia
Instructional Level Intermediate
The importance of preventing reading difficulties in young, at-risk children is well established (Snow, Burns, & Griffin, 1998). As such, policy and research have focused efforts on creating high quality early childhood classrooms supportive of children's language and literacy development. Although the skills and knowledge of speech-language pathologists (SLPs) are a potentially important scaffold to these efforts, systematic models of collaborative practice in early childhood settings are lacking. This presentation discusses the importance of early support for language and literacy for children at-risk for later reading difficulties, the value of SLPs taking a preventative lens into their practice, and use of tools to foster collaborative practice in the early childhood environment.
Learner Outcomes:
To gain knowledge of the links between language and literacy development in young children.
To examine underlying principles in models of collaborative and inclusive preventative practice for young children.
To become aware of evidence-based practices for supporting young chilren's language and literacy development.
Short Course 1
8:00 a.m. - 12:15 p.m.
Practical Treatment Strategies for Preschool Children Who Stutter
J. Scott Yaruss, Ph.D., University of Pittsburg
Instructional Level Intermediate
Many speech-language pathologists have expressed uncertainty about the best way to help preschool children who stutter overcome their speaking difficulties. Common questions include: which children need treatment and which are likely to "outgrow" stuttering, what treatment methods are most appropriate for young children who stutter, how to incorporate parents in treatment and what to do if parents are not involved, and what to do if treatment is not "working." The purpose of this workshop is to help clinicians find real-world, practical answers to these and many other questions. Specific diagnostic and treatment strategies will be discussed in detail, and participants will have the opportunity to explore a variety of different ways to help children who stutter overcome the challenges associated with their stuttering.
Participants will come away from the workshop feeling more confident in their own abilities for helping preschool children who stutter and their families.
Learner Outcomes:
Explain the factors that are involved in the development of childhood stuttering.
Select appropriate treatment strategies for helping preschool children who stutter speak more easily and communicate more effectively.
Help preschool children overcome their emotional and cognitive reactions to stuttering.
Session 6
8:30 a.m. - 10:30 a.m.
Collaboration for Curriculum Relevant Therapy in the Secondary Setting
Barbara Scott, M.Ed, CCC-SLP; Susan Trumbo, M.S.; Kimberly McCallister, M.S., CCC-SLP;
Karin Caskey, M.Ed, CCC-SLP,
Instructional Level Intermediate
As the SLP explores alternative service delivery options in the secondary setting, providing curriculum relevant intervention becomes essential. This session will first explore the need for continued interventions post-elementary school for students who exhibit language impairments; participants will be asked to consider eligibility criteria as it relates to the academic needs of middle and high school. The panel of presenters will demonstrate how to re-think traditional language therapy goals that focus on specific skill deficits into curriculum relevant goals. Further, participants will be shown examples of how those goals can be delivered in the classroom to maximize the educational impact. The examples and strategies that are modeled will reach across the curriculum of secondary content areas. The presenters will provide information on how to initiate, conduct and follow-up on collaboration sessions with teachers. Participants will be assisted in developing their own curriculum relevant "lesson plan" that can be carried out in collaboration with a secondary level classroom teacher. Each learner will use classroom texts, worksheets, and the Virginia Standards of Learning for plan development.
Learner Outcomes:
Demonstrate an understanding of traditional therapy goals (isolated skills) vs. curriculum relevant goals (educational impact).
Develop one language based IEP goal that demonstrates educational impact as it relates to a specific grade level curriculum.
Produce a "lesson plan" by creating a language activity that corresponds to the IEP goals while simultaneously addressing classroom content.
Session 4
9:00 a.m. - 11:00 a.m.
Looking for A Few Good Books?
Ynez Peterson, M.A. OTR,
Instructional Level Introductory
All students should have a book, but how do we give them one at their ability level? Students of all ability levels should have the opportunity to experience literacy activities designed to help them learn new skills or review current abilities. Adapting literacy activities is one method used to make books accessible for all students. Computer-assisted reading, as one of the tools of literacy, allows students who have difficulty accessing traditional literacy activities to benefit from the experience of reading. This session will explore free and/or low cost websites, software programs, and resources for literacy development appropriate for students of all abilities. Designed as emergent literacy activities for students with severe physical and cognitive challenges, these educational strategies can get students of all ability levels more engaged in literacy activities.
Learner Outcomes:
After viewing session demonstrations, participants will be able to identify at least three websites, software programs, and/or strategies for literacy
Describe assistive technology as an approach for intervention to help people with disabilities.
Participants will be able to discuss how and when emergent literacy activities can fit into the daily schedule for the Multiple Disabilities
Session 10
9:30 a.m. - 11:30 a.m.
Facilitating the Language of Math Using Cooperative Learning Strategies
Merita Valoris, M.S., Fairfax County Public Schools
Rita Purcell-Robertson Ph.D., CCC-SLP, Loudoun County Public Schools
Instructional Level Intermediate
Many classrooms are using cooperative learning strategies which require effective communication skills. Speech-Language Pathologists can support communication in the classroom using such strategies. The language of math will be emphasized, but cross-curricular applications will be explored.
Learner Outcomes:
Describe cooperative learning strategies.
Describe strategies to facilitate communication in cooperative learning.
Discuss cross-curricular applications.
Session 12
10:30 a.m. - 11:30 a.m.
Taking Advantage of the Technology in Your School
Amber Handon, M.Ed., CCC-SLP, Charlottesville City Schools.
Instructional Level Introductory
Technology has become such a large part of students' lives, both in and out of school. This session will help guide you through the different technology resources that may be available at your location and how your students can benefit from them. Not only does technology increase engagement and incentive amongst the students we serve, but it can also increase their achievement and progress! You will learn what the research says about technology in intervention as well as obtain and share ideas on the incorporation of technology for your students.
Learner Outcomes:
Learn how technology can be included in evidence-based practices for school SLP.
Review resources and ideas that implement technology in speech-language therapy sessions.
Observe the technology being used to address fluency, language, articulation, and pragmatics.
Session 16
11:00 a.m. - 12:00 p.m.
Language, Evolution & Neuroplasticity; Offering a Different Look at Practice
Martin Lenhardt, Ph.D., Au.D., Virginia Commonwealth University
Instructional Level Intermediate
Was it that language shaped our brains or could it be our brains shaped language? If the brain shapes the structure of language, what does that mean for the design and delivery of modern language therapy? It is conventional wisdom that there are language areas in the brain and the human brain has a specific language module (Chomsky) and the brain exhibits a species specific language instinct (Pinker) for oral communication. It is almost dogma that children are born with this innate understanding of language, hence they learn rapidly and can create sentences they never heard. This concept is rarely challenged, since is seems so obvious. Could it be that there is no language instinct and languages did the evolving to be easy to learn and use (Christiansen and Charter (2009)? If there is no specialized grammar module, then it follows that syntactic relationships come from pre-existing general intelligence and sequential motor skills. Can that be? This means that language is shaped to fit the brain and a language persists only if it is learnable. The old story that a rapid language learner would have an evolutionary advantage is probably still true, but only in the context of others who may find the language learning (or use) difficult. Language is thus shaped by generations of previous language learners and language is passed on culturally (Lamarckian) and not genetically (Darwinian) as once assumed. That is not to demy Mendelian inheritance in the neural substrate for language intelligence and motor systems). Our species transmits language by teaching, reading and writing. Exposure to language does indeed alter the fine wiring in our brains due to its neuroplastic response in learning. Thus our brains have not evolved (Darwinian) since the time of Cro-Magnon (Cro-
Magnons are us), but the fine structure of our brains is much different due to cultural learning (neuroplasticity). We have the same genetic disposition as Cro-Magnons, but linguistic learning (or therapy) has altered our brains. One could argue that there might be a much higher caseload for therapists in the cave than in the present day classroom since language becomes easier with successive generations of learners. Therapy focused on the motor and intellectual substrates of language should be as effective as language stimulation itself (which it is). Our therapy focus has expanded under this view of language, evolution and neuroplasticity.
Learner Outcomes:
As a result of this activity the learner can describe and contrast genetic and cultural language evolution.
The learner will be able to recognize how language is transmitted from generation to generation.
The learner will be able to identify the process that alters the brain as a result of language learning (neuroplasticity).
Session 18
1:00 p.m. - 2:00 p.m.
What's New in Aug. Comm: Dynamic Display and Text-Based Devices
Kenneth Whitley, M.A., Appalcahian State University
Instructional Level Introductory
Augmentative communication technology is changing! This presentation will examine communication device offerings covering new picture-based dynamic display devices for nonliterate (or semi-literate) picture users through text-only devices for functionally literate users. Ultra-lightweight devices for ambulatory users as well as larger systems for nonambulatory users will be demonstrated. These devices offer multiple input options, variety of speech synthesizers, a growing ease in programming and support, and one device (PersonaMobile) functions both as a communication device and smart phone! Devices to be demonstrated will include the ChatPC-Silk+, Alt-Chat Plus, Optimist 3HD w/Speaking Dynamically Pro & Boardmaker, Polyana-JT, SpeakOut, PersonaMobile and more.
Learner Outcomes:
Name five new augmentative communication devices including two ultra-portable devices.
Discuss employing dynamic display devices for users demonstrating emerging literacy.
Explain the advantages text-only devices provide functionally literate non speaking persons.
Session 48
1:00 p.m. - 3:00 p.m.
Age Appropriate Activities and Outings within the High School Population
Amy Curling, M.S.; Brian Davis, M.A., SECEP - Progressus Therapy
Instructional Level Introductory
Utilizing age appropriate activities has long been a difficult requirement for high school teachers of students with special needs. It is just as difficult to identify appropriate therapy materials. When the student in question has a cognitive level that is significantly behind the chronological age, finding adequate materials can be very difficult. Likewise, it is too easy to take that same student on a field trip that would be more geared to their younger counterparts. The goal is to organize an outing that would be challenging enough for their level of functioning, suitable for their disability, and be age appropriate. It is our job and responsibility to provide these students with an education that will not only increase their academic awareness, but provide them with a skill set that will translate into employment in the future. We have the unique responsibility to help these students find their niche. It is up to the educators to find those areas of ability that will provide students with a sense of pride and accomplishment which will lead to full and happy adulthood. The driving force behind our planning needs to focus on giving these students the ability to grow into the highest level they are capable. Therefore, it is our goal to supply therapy ideas, academic units, and community trips ideas which would fall under the umbrella of "age appropriate".
Learner Outcomes:
Identify activities that are currently employed that are not age appropriate.
Identify age and disability appropriate activities for high school students.
Discover community outings that can prepare these students for employment in the future.
Session 22
Teaching to the Test? Using the SOLs and SOL Tests to Identify Needed Language Skills
Amanda Chandler, B.S.; Andrea Brewer, B.A.; Martha Battles, B.A.; Paige Borton, B.S.; Lissa Power-deFur, Ph.D., CCC-SLP, Longwood University
Instructional Level Intermediate
School programs for students with disabilities, including speech-language impairment, must be designed to enable the child to progress in the general curriculum. In Virginia, the Virginia Standards of Learning (SOLs) define the general curriculum. Students must pass the SOL assessments for the schools to achieve accreditation and Adequate Yearly Progress. As a result, the SOLs heavily influence the classrooms and resource programs of Virginia public schools. Although students with disabilities may receive accommodations or be assessed with alternate or substitute assessments (VAAP, VGLA, VSEP), ultimately their mastery of the general curriculum and graduation with a standard of advanced studies diploma, relies on their success in passing at least six SOL end-of-course assessments. Therefore, it is critical for speech-language pathologists to address the relationship between the child's speech-language impairment and his/her ability to master the SOLs. Students must be proficient in the phonological, syntactic, morphological, semantic, and even pragmatic skills to be successful in mastering the SOL and passing the SOL assessments. To maximize the success of students with speech-language impairment, speech-language pathologists can turn to the SOLs to identify the language skills that are needed in the academic environment. These skills are not limited to those found in the standard, but also in the assessment, as students need to understand the linguistic constructions of the assessments. This session will review SOLs from various grade levels and academic content areas to demonstrate the language skills required for mastery. In addition, SOL released test items from multiple grade levels will be reviewed to focus on syntactic construction, morphology, and semantics that are common in test items. The session will conclude with examples of intervention activities that can support both the SOLs and the SOL assessments.
Learner Outcomes:
The participant will be able to identify the language competencies required for SOL mastery.
The participant will be able to identify the language competencies required on SOL assessments.
The participant will be able to identify intervention tasks that support the language concepts of the
SOLs and SOL assessments.
Session 23
1:30 p.m. - 3:30 p.m.
Office Hours -- Treating Children Who Stutter
J. Scott Yaruss, Ph.D., University of Pittsburgh
Instructional Level Intermediate
This 2-hour session will provide an open forum for participants to ask questions about the evaluation and treatment of preschool and school-age children who stutter. The session will open with a discussion of the true nature of the stuttering disorder and continue with a review of both diagnostic and treatment strategies that clinicians can apply in their everyday clinical practice. The majority of the time will be reserved for a question/answer session in which clinicians can ask about the children on their caseloads.
Learner Outcomes:
Describe the true nature of the stuttering disorder.
Explain the components of a comprehensive evaluation of children who stutter.
Highlight several aspects of treatment that should be addressed with children who stutter.
Session 26
2:30 p.m. - 4:30 p.m.
Creating Your Own Special Needs Software Activities
Kenneth Whitley M.A.., Appalcahian State University
Instructional Level Introductory
Need custom-made diagnostic/training activities designed to meet the individual needs and interests of your clients, but tired of complicated authoring programs? This workshop examines easy-to-use (and some a bit more involved) activity creation software used to create custom cause & effect, choice making, language development, auditory discrimination, augmentative communication, and early literacy activities as well as custom talking on-screen books! Each software program is either REALLY SIMPLE (2 programs), FAIRLY SIMPLE (3 programs), or MORE INVOLVED & VERY POWERFUL (1 program) to learn to use and in creating your own activities.
Learner Outcomes:
Explain the need for, history, advantages and disadvantages of authoring programs particularly in regard to students with special needs.
Discuss several effective and simple-to-use special needs authoring programs and what they offer for both the student and SLP.
Be familiar with simple procedures used in creating custom special needs activities employing personalized graphics, sounds, and videos.
Session 29
3:30 p.m. - 4:30 p.m.
A Systematic Approach to Remediating Auditory Processing Disorders
Julie Daymut, M.A. CCC-SLP, Super Duper® Publications
Instructional Level Intermediate
Experts believe that providing sensory stimulation to the auditory centers of the brain helps students improve auditory attention, auditory memory, and auditory processing of verbal information. This session will discuss current auditory processing research and theory and introduce a theory-based, direct, systematic approach to auditory training.
Learner Outcomes:
The participant will be able to discuss current theory and research as it relates to auditory processing and APD.
The participant will be able to identify the impact of APD on success in the classroom.
The participant will be able to explain two systematic approaches to remediation of APD.
Session 31
What Does Brain Research Reveal about Learning Disabilities?
Silvana Watson, Ph.D., Anne Michalek, M.S., CCC-SLP, Old Dominion University
Instructional Level Intermediate
Common elements in the definitions of learning disabilities (LD) include (a) central nervous system dysfunction, (b) uneven growth pattern and psychological processing differences, and (c) difficulty in academic and learning tasks. Brain research conducted in the last 20 years confirms the hypothesis that LDs (and dyslexia in particular) have a locus in neurobiological factors. Various types of functional neuroimaging methods have been used to acquire data on brain activity as a person performs a task. These data provide us information on changes in the brain that occur during cognitive processing. For example, recent functional magnetic resonance imagining (FMRI) studies have found lack of activation in the angular gyrus in individuals with dyslexia. Likewise, magnetic source imaging (MSI) used in intervention studies showed that students with dyslexia exhibited an unusual pattern of activation in the right hemisphere; however, after intervention, reading improved and there was significant activation in the left hemisphere and a reduction of activity in the right hemisphere. This suggests that effective interventions change brain activation along with improvement of reading skills. In this presentation we will focus on reading learning disabilities and the importance of research-based interventions. We will discuss the findings of the Reading Panel (NRP, 2000), the importance of using research-based strategies, and the need to teach content, instead of training only in visual, motor and other cognitive processes in isolation, to better achieve academic outcomes.
Learner Outcomes:
Define learning disabilities and dyslexia.
Describe how knowing about brain functions help SLPs design interventions.
Choose research-based strategies to teach students with learning disabilities. |
