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2012 Conferecne
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Click on the session title to view the presenters, abstract, learner outcomes and level of learning.
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| 8:30 am - 10:30 am | Session 2 School Age Auditory Processing Abilities in Students who are African Americans |
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| Session 3 Adult Intensity of Treatment in Aphasia: A Systematic Review and New Data |
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Session 4 School Age |
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| Session 5 Multi-Interest What Audiological and Language Services Would You Provide Thomas Jefferson With Hans Asperger’s Syndrome at William and Mary? |
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| 8:30 am - 11:30 am | Session 6 Multi-Interest Vocal Cord Dysfunction: Assessment and Management |
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| 9:00 am - 10:00 am | Session 7 Multi-Interest IConnect: Integrating IPad Technology Into Clinical Practice |
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| 9:00 am - 11:00 am | Session 8 Early Intervention Transformation, Tools and Tactics: Supporting Your Professional Development in Early Intervention |
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| 10:00 am - 12:00 pm | Session 9 Professional Issue Improving the Quality of Speech, Language and Hearing Disability Reviews for Children and Adults in the Commonwealth of Virginia - WE NEED YOU! |
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| 11:00 am - 12:00 pm | Session 10 School Age ASHA's Role and Responsibilities for SLPs in Schools: A Tool for Advocacy in Your School |
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| Session 11 School Age Bringing SOLs Into Therapy: Revisited |
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| Session 12 Adult Evaluating the Equivalence of Telemedicine to Traditional Face-to-Face Care for the Remote Cognitive-Communication Treatment for Persons With BI |
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| Session 13 Multi-Interest Perspective Taking and the Established Communicator |
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| Session 14 School Age Stage Door Star's: A Sensory-Based Theater Arts Camp for Children With Special Needs |
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| 1:00 pm - 2:00 pm | Session 15 School Age Sure There's an App for That, but how do I use it in Therapy? |
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| 1:00 pm - 3:00 pm | Session 16 Adult Overview of Ranchos Los Amigos Levels of Cognitive Functioning and Applications for Therapy |
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| Session 17 School Age Speech-to-Print TuneUP! |
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| 1:00 pm - 4:00 pm | Session 18 School Age Music, Music, Music, Use It, Use It, Use It |
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| 1:15 pm - 4:15 pm | Session 19 Early Intervention Communicative Choice Making for the Early Communicator |
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Session 20 AAC |
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| 2:00 pm - 4:00 pm | Session 21 School Age Expanding Expression: A Multisensory Approach for Improved Oral and Written Language |
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| 2:30 pm - 4:30 pm | Session 22 School Age Narrative Assessment 101 |
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| Session 23 Multi-Interest Pediatric Closed Head Injuries |
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| 3:30 pm - 4:30 pm | Session 24 Professional Issue Mentoring Isn’t Just for Students |
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| Session 25 Professional Issue ASHA Update 2012 |
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| 4:45 pm - 5:45 pm | Session 26 Multi-Interest The Creation of the Sword of Darrow |
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Session 2 Track: School Age Professionals working with students who are classified as African American may be concerned about these students’ auditory processing abilities. Students who are African American are often found to fail tests tapping into their auditory processing abilities and are being asked to be classified as having learning disabilities based on APD test findings. The presenter decided to look at the auditory processing test results in children and adolescents who were identified as African American and were referred for routine assessments of their APD. He then compared their findings with those of a matched group of students who were Caucasian and were of the same gender and age also seen for routine APD assessments. This session will discuss the various behavioral measures and categories of auditory processing. This theory will be presented to support a conclusion that the early learning of phonics, phonemic awareness and reading skills should take different approaches for children who are African American vs. those who are Caucasian when such children are found to have reading problems. Learner Outcomes: Participant will be able to describe the different behavioral measures of auditory processing and the various categories for which each of the measures provides assessment, explain the differences in auditory processing abilities between students who are African American vs. those who are Caucasian, describe the different approaches to phonemic awareness training needed for children who are African American vs. those who are Caucasian Session 3 Track: Adult A fundamental principle of neuroplasticity asserts that more intensive treatment leads to better outcomes (Kleim & Jones, 2008). We will summarize an updated systematic review of the literature that reported mixed results of intensive treatment for measures of language impairment and communication activities/participation in patients with stroke-induced aphasia, suggesting that a less intensive treatment schedule can be advantageous to relearning in some conditions (Cherney et al., 2011). We will describe three studies that employed intensive treatment protocols. In one study we used a computerized treatment program to examine effects of intensive treatment for word retrieval in four individuals with aphasia. In a second study, we used an assistive reading technology applied on an intensive schedule to facilitate reading performance in two individuals with acquired dyslexia. In a third study we evaluated the effects of a modified version of CILT, constraint induced speech therapy (CIST), in two individuals with apraxia of speech. All studies employed variations of single participant experimental treatment designs. The results of our studies indicate that intensive treatment has strong effects for language, reading and speech outcomes. Learner Outcomes: Participants will be able to state two principles that are subsumed in constraint induced language therapy, to describe three components of an unbiased systematic review, to describe three methods to implement intensive treatment in neurogenic communication disorders. Session 4 Track: School Age Memory impacts a person’s ability to perform almost any function. This session reviews current memory models, the development of auditory memory and the relationship between working memory and learning. The speaker reviews several learning strategies for successful memory training. A direct, systematic software program for auditory memory training is demonstrated. This session includes a description of educational software for memory training. Direct sale will not occur in conjunction with the session. Learner Outcomes: Participant will be able to discuss current memory models, the development of auditory memory and the relationship between working memory and learning, identify learning strategies that ensure successful memory training, explain a direct, systematic approach using software for auditory memory training. Session 5 A strong rationale can be made that our third president had Hans Asperger’s Syndrome. That argument is not likely to be persuasive to all, but using Thomas Jefferson as a case study to examine the pre-electronic social/peer support services that could be provided at the College of William and Mary is helpful in assessing what now can be delivered in our digital age. College students with Hans Asperger’s Syndrome require focused communicative services that address their specific social, linguistic and academic needs. University students with Hans Aspergers share with other autistic individuals a not fully functional Theory of Mind which leads to the inability to accurately read the mental states of others and results in emotional difficulties both in and outside of class including making friends. Accommodations for Theory of Mind deficits must be part of the services provided as well as addressing hyperacusis-the intolerance of loud sound. Linguistic therapy should include “higher” activities as oral narrativization of experience and rhetoric, that is, using oral language with a persuasive effect-a clear Jeffersonian deficit. Learner Outcomes: Participant will be able to identify the critical components in a university student with Asperger’s Syndrome, list the common accommodations that can be made in the university classroom, characterize a deficit in the Theory of Mind and list the appropriate accommodations for social discourse. Session 6 Track: Multi-Interest Vocal Cord Dysfunction (VCD), commonly misdiagnosed as asthma, is a breathing problem affecting all ages including adolescents, young athletes and adults. This session will define VCD and related disorders, provide education on differential diagnosis and train speech-language pathologists in treatment strategies for patients affected by VCD. Learner Outcomes: The participants will be able to identify and differentiate between at least 4 diagnostic features of vocal cord dysfunction (VCD) vs. asthma, identify and interpret results of commonly used tests for the evaluation of VCD in adolescents, demonstrate treatment approaches for VCD including laryngeal control and diaphragmic breathing exercises for patients with VCD.
Session 7 Track: Multi-Interest Apple IPads have become increasingly popular across all generations for quick access to information and easier communication with the world around us. At Sheltering Arms Rehabilitation Hospital, the use of IPads across disciplines and rehab settings is transforming the delivery of clinical services. This session will discuss the use of IPad technology and applications in the delivery of speech therapy services across the continuum and provide case studies of how the IPad has enriched the rehabilitation process for several patients at Sheltering Arms. Learner Outcomes: Participants will be able to identify 3 applications of technology in the clinical setting at Sheltering Arms Rehabilitation Hospital, discuss IPad specific applications for speech-language and dysphagia therapy, discuss potential increases in clinical outcomes given the application of technology in therapy services.
Session 8 Track: Early Intervention 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? Are you interested in learning more about how to build your professional skills to work with these children and their families? Come learn more about the early intervention system including recent changes to the Part C system, with a particular focus on Virginia’s system for professional development. This interactive session will include discussion with a speech-language pathologist and faculty member as well as early intervention professional development providers. Participants will have an opportunity to increase their knowledge related to new initiatives and system transformations in early intervention in Virginia. Topics will include statewide early intervention certification requirements and an on-line demonstration of the new Early Intervention Professional Development Center. Faculty members will also find useful information to support pre-service students. Additionally, speech language pathologists will learn how these resources can be used for licensure renewal. Learner Outcomes: Participant will gain an understanding of changes and new initiatives within the Part C, early intervention system, explain and understand how to utilize available resources to support speech language providers’ personal professional development, understand how utilization of evidence-based research and resources affects the implementation of effective speech language supports and services. Session 9 Track: Professional Issue Since October 1999 the Department of Rehabilitation Services, Disability Determination Services office in Roanoke, VA has contracted a speech-language pathologist as a reviewer/adjudicator of speech and language claims for the Commonwealth of VA joining another colleague in the Tidewater, VA area. In 2010, the Roanoke DDS office became one of four regional offices in the country to begin reviewing disability claims for additional states, which were months/years behind in their determinations. Although SLPs and audiologists are skilled at assessing communication/hearing disorders and providing appropriate treatment, the regulations and criteria for meeting, medically equaling or functionally equaling a communication/hearing disability is much different. This session will review the components required prior to a decision and the quality and integrity of the evidence needed from our professionals in order to make accurate decisions. The discussion and on-going questions and answers will review the guidelines of allowance, the reconsideration process, as well as continuing disability reviews. Sample cases and decisions demonstrating the adjudication process will follow the formal session to facilitate understanding. Learner Outcomes: Participant will be able to be able to identify the basic components involved in the adjudicatory process regarding speech, language and hearing disability, identify the evidence necessary to accurately adjudicate a speech, language and hearing claim, to identify the differences in criterion between eligibility for speech, language, hearing therapy/services and meeting, medically equaling or functionally equaling the severity for a communication/hearing listing. Session 10 Track: School Age ASHA has created two policy documents to support school speech-language pathologists define their responsibilities in schools. The position statement identify's ASHA's position that SLPs in schools are essential members of school faculties and instrumental in helping students meet performance standards. The Professional Issues Statement identifies the roles and responsibilities regarding (a) contribution to the curriculum; (b) collaboration across professionals; (c) managing the range of responsibilities; and (d) SLP leadership. This session will review the two policy documents and discuss how these are being used to promote the work and workload of speech-language pathologists around the country. The session will conclude with a discussion about how the documents can be used for advocacy within Virginia school districts. Learner Outcomes: Participants will be able to explain the ASHA position statement regarding roles and responsibilities of SLPs in schools, identify the range of responsibilities and roles for school SLPs, and identify two strategies for use of the ASHA documents for advocacy within their own district. Session 11 Track: School Age According to the VDOE Speech Language Pathology Services in Schools Guidelines for Best Practices, SLPs should be providing services that are ‘curriculum-based, outcome-oriented, integrated with educational activities and designed to ensure access to the general curriculum so the child can be successful in mastering the Standards of Learning. This session is geared towards exploring resources that can help school-based SLPs create and implement SOL based lesson plans for speech-language goals and objectives (primarily grades K-4). Learner Outcomes: Participants will be able to access and incorporate SOL guidelines into therapy lesson plans, obtain outlines, materials/resources and ideas that have been designed to align therapy lesson plans with the SOL guidelines, observe how technology can be incorporated to address fluency, language and articulation with SOL based therapy lesson plans. Session 12 Track: Adult The demand for rehabilitation services is growing as our society sees a larger number of patients aging with a as well as aging into disability. Because of this increasing demand, as well as clinician shortages and decreased reimbursement, rehabilitation practitioners are turning to telemedicine in an effort to improve access, enhance the quality of care and reduce costs. Results indicated that treatment via telespeech is viable and effective for several different populations such as Parkinson’s disease, motor speech disorders, articulation and stuttering, with telespeech offering clear advantages in terms of improved access to care. This session will describe a pilot study that will be used to plan a large-scale non-inferiority trial of telespeech. The objective is to evaluate the equivalence of traditional face-to-face cognitive-communicative treatment for adult survivors of brain injury with treatment delivered remotely via telespeech. The two methods will be compared relative to clinical outcomes, cost of care, access to care and satisfaction. Aspects of the technical components of the telespeech setting including computer interface and developed library of treatment materials will also be discussed. Learner Outcomes: Participants will be able to describe the current status of telemedicine practice as it applies to SLP service delivery, demonstrate an understanding of the equivalence of telemedicine sessions with traditional face-to-face sessions for SLP, service delivery, identify components of a telemedicine session including modification of traditional materials for remote use. Session 13 Track: Multi-Interest Perspective taking skills are developed in the framework of social interactions. There is a spectrum of perspective taking abilities. This session will define perspective taking skills in terms of a spectrum of abilities and review the current trends for intervention. Practical activities for intervention will be demonstrated. Learner Outcomes: Participants will be able to define perspective taking, define the perspective taking skills spectrum, to describe intervention techniques for increasing perspective taking skills. Session 14 Track: School Age This case study describes the creation and development of “StageDoor Stars”, a sensory-based theater arts camp for children with special needs. This program benefits special needs children, student and adult coaches through goal oriented camp interactions. Session details include an outline of the program development, individual goal data from two years of camp operation, camper and coach training sessions, post-camp family survey results and a DVD capturing parent, coach and camper experiences. Learner Outcomes: Participants will be able to describe the benefits of a sensory-based theater arts model on pragmatic and expressive language, help others understand the specific time line details of camp development, plan future program implementations.
Session 15 Track: School Age Are you new to the “i” world or are you a veteran iTechnology user looking for different apps to add to your growing collection? Does the high cost of “speech” apps allow you to only purchase an app every now and then? This session will look beyond iPad/iPod Touch/iPhone apps marketed specifically for speech therapy and show you ways you can incorporate free or inexpensive apps from the iTunes Education and Entertainment categories into your therapy sessions. We will explore apps that would be appropriate for a wide range of disabilities from children with single articulation errors to those working on cause and effect. Session resources will be shared. Learner Outcomes: The participant will be able to identify apps not marketed for speech therapy and analyze their descriptions to determine what goals could be met with the app, outline techniques to use non-speech apps in small group therapy verses individual therapy, differentiate between apps designed for speech therapy and those designed for general education, entertainment, or special education. Session 16 Track: Adult The Rancho Levels of Cognitive Functioning is a widely used tool to identify patterns of recovery for people with acquired brain injury. The scale describes behavioral and cognitive deficits associated with brain injury. Healthcare professionals use this scale to identify baseline and evolving characteristics of these deficits as patients move along the recovery continuum. This session will provide an overview of the eight levels of cognitive functioning and descriptive patient profiles at each level. Three brief case studies will be presentenced and used to discuss treatment planning. Sample goals will be provided as well as considerations for families. Learner Outcomes: The participant will be able to define the eight levels of the Rancho Levels of Cognitive Functioning, list 3 or more patient behaviors associated with each of the eight levels formulate treatment goals appropriate for patients at various levels of TBI recovery based on the Rancho Levels. Session 17 Track: School Age The role of speech-language pathologists with written language has increasingly become a topic of discussion in the profession. In order to support the work of the classroom teacher in literacy instruction and also to provide sensitive facilitation of the written language development of children and adolescents with spoken and written language impairments, SLPs need to refine and upgrade their own metalinguistic skills. Such skills are necessary for explaining the forms and features of written language. This session will be an interactive review of all the speech-to-print concepts you may have discussed in graduate school, but have since forgotten. During this session, participants will have an opportunity to revisit terminology and written language rules which are important in assisting students to make the speech-to-print connections essential to both decoding and spelling. Learner Outcomes: Participants will be able to use appropriate terminology to identify the elements of a syllable, will gain useful information about inflectional vs. derivational morphemes to facilitate the development of both spoken and written vocabularies for children and adolescents, to explain the six syllable types (in written English) and their utility for supporting the development of spelling for written language expression. Session 18 Track: School Age This session will describe the benefits of using music to enhance speech and language skills in young children. Attend this practical and entertaining session presented by speech-language pathologist Rachel Arntson as she shares how she uses music to transform children from silent observers to active verbal partners. Children with diagnoses including childhood apraxia of speech, autism and articulation and language delays can all benefit from songs that are packed with speech/language techniques. The focus of this session is multi-faceted – covering treatment approaches, case studies, songs and research to illustrate the power of music for improving language skills, interaction and speech imitation/articulation. You'll also learn song-writing techniques so that you can create your own! The philosophy of this presenter is that people learn best when sessions are presented with active participation and fun. Learner Outcomes: Participant will be able to list 1-3 research studies emphasizing using music to facilitate language, interaction, motor speech imitation and/or attention/relaxation, list 3-5 components of a verbally enticing song for young children, list and sing 5-10 songs used to facilitate language, interaction, motor speech imitation and attention/relaxation. Session 19 Track: Early Intervention Choice making is a communication skill that needs to be explicitly taught to individuals with speech and language disorders. The presenters will discuss 3 levels of communication skills with an emphasis on the early communicator. Foundations of communicative choice making such as joint attention and communicative intent, barriers to choice making, assessment of choice making skills, teaching strategies, selection methods and providing communication opportunities for choice making will be discussed. Learner Outcomes: The participant will be able to understand why we teach choice making as a communication skill, to understand and apply the basic concepts of communicative choice making, participant will apply strategies to identify opportunities for communicative choice making throughout the day. Session 20 Track: AAC As a direct result of many decades of advocacy, federal and state legislation has developed to the point that numerous funding streams currently exist for the purposes of providing funding for augmentative and Alternative (AAC) services and devices. In fact, CPT (Current Procedural Terminology) codes have been developed for all speech-generating devices (SGD) and services. The team working with an individual should always seek collaboration between funding sources, when appropriate. Such an approach will increase the likelihood that adequate and appropriate services and devices are available for all individuals. The linchpin in this process will always be the accurate and timely provision of documentation and justification particular to one or more funding programs (i.e., private and/or public). This session will discuss this process and responsibilities for all stakeholders. Learner Outcomes: Participant will understand the language of funding sources and the need to adapt clinical findings data to funding acquisition terminology identify and describe various public and private sources of funding and the general criteria established by theses providers, recognize features and aspects of writing successful reports for various funding sources." Session 21 Track: School Age Obtaining detailed oral or written descriptions from our students or clients can be challenging. This session will highlight the norms for describing and will walk participants through the current understanding of the brain while examining why multisensory instruction is vital for classroom success. Explore how to improve expression, as well as comprehension, with a fun, easy to implement multisensory approach. This strategy is now being used in over 6,000 classrooms across 38 states. Participants will learn how to motivate students to clearly define vocabulary, write informational reports and improve understanding of curriculum material. Activities for therapy and classroom lessons will be shared to build the following skills: categorization, similarities and differences, functions of objects, associations and more. The session is rich with student samples ranging from preschool through high school in both general and special education settings. Hands-on activities and ways to optimize your therapy time are part of the session. You will leave with a new approach and the knowledge of how to move students toward academic and language success. Learner Outcomes: 1:00 pm - 3:00 pm Session 22 Track: School Age Analysis of oral discourse abilities reveals insights into functional language limitations that may impact educational achievement in school-age children. By assessing language skills across multiple utterances, rather than limiting evaluation to utterance level responses or productions, SLPs can document students’ abilities to comprehend information and to organize ideas in formats that are relevant to school success. This VDOE sponsored session will present an overview of the elements of narrative macrostructure and microstructure, as well as the sequence of episodic development from preschool through elementary school. Narratives of school-age children with and without language impairment will be analyzed for episodic structure and various formats for eliciting and analyzing narrative performance will be described. Factors related to typical and atypical narrative performance will be reviewed and a standardized, norm-referenced assessment instrument for evaluating narrative abilities in school-age children will be discussed. Learner Outcomes: The participant will be able to list elements of narrative macrostructure including episodic structure, define “literate language” as related to narrative analysis, describe a standardized, norm-referenced assessment instrument that assesses receptive and expressive oral narration with school age children. Session 23 Track: Multi-Interest Pediatric head injuries are increasing despite technological advances and prevention strategies. Several historic generalizations with regard to recovery have also hindered clinical research. For the initial portion of the session, the presenter will review the mechanisms of childhood head injuries, basic types of brain trauma, resultant speech-language pathologies, major medical sequelae, recovery patterns, assessment protocols and general treatment plans. During the latter portion of the session, participants will form groups assigned to develop and share their rehabilitative strategies for a given case study. Learner Outcomes: The participants will be able to identify the factors contributing to childhood head injuries, describe the problems that have limited research, identify diagnostic and treatment techniques for pediatric head injuries. Session 24 Track: Professional Issue A mentor’s role is to guide the development of another person. Thus, a professional with expertise in one area can help mentor another professional who wishes to develop his or her skills in that area. The presenter has been mentoring professionals for years helping them gain knowledge and experiences in the area of his expertise, auditory processing disorders (APD). This session will discuss the role taken by a mentor based on the presenter’s numerous mentoring experiences. This session will also discuss the process the presenter has developed in mentoring seasoned professionals to be better able work with children and adolescents who have APD. This process includes: electronic contacts between mentor and mentee via email, texting and phone contacts; in-person training and consultations between mentor and mentee; electronic training and consultation using Skype; follow-up, staying in contact using multiple media modes. Learner Outcomes: The participant will be able to explain the role of a seasoned professional mentoring another seasoned professional, describe the benefits to the mentor and mentee in having been helped by another seasoned professional with expertise in a certain area, identify various methods for mentor-mentee contact, training and consultation before, during and after the mentoring is completed. Session 25 Track: Professional Issue
Session 26 Track: Multi-Interest The Sword of Darrow is a young adult fantasy novel written by Hal Malchow and his then eight year old son, Alex. At the time they began the project, Alex had undiagnosed learning disabilities and could not read at all. Hal will describe the two years they spent writing the book, the six years they spent finding a publisher and the subsequent critical and commercial success the book has enjoyed. Learner Outcomes: The participant will learn that dsylexia is not be a barrier to great writing skills, will learn about an innovative way to engage and inspire a child with learning differences. |
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