Thursday, October 6
Session 1
Child Speech-Language
Pathology Track
8:30
am
- 10:00
am
Improve Speech Intelligibility and Develop
Language/Literacy Skills Simultaneously
w/Orthographic Instruction! ,Part 1
Keli Richmond, MS, CCC-SLP, Literacy Speaks!/ Northern
Speech Services / Texas School Systems
(Instructional Level: Intermediate)
Orthographic instruction (printed cues) is an approach
that simultaneously develops a strong literacy
foundation while improving speech intelligibility,
expanding language skills and enhancing phonological
awareness! Traditional techniques do not effectively
activate the orthographic processor. Early intervention, utilizing
orthographic instruction, activates the orthographic processor and
synchronizes the four processors within the brain by utilizing printed
cues. Orthographic instruction endorses a natural progression of
“letters-to-literacy” learning steps that create a fun and functional
environment for students, clinicians and educators! Students progress
quickly! Workloads of clinicians and educators are lightened!
Learner Outcomes:
At the culmination of the session, the participant will be able to
explain the rationale for introducing orthographic instruction
(printed cues) into therapy and classroom activities. At the
culmination of the session, the participant will be able to outline
the suggested “letters-to-literacy” natural step progression. At the
culmination of the session, the participant will be able to describe
the roles of the four reading/writing.
Session 2
Rehab Audiology Track
8:30
am
- 10:00
am
Neuroplastic and Neurophysiologic Considerations in
Hearing Aid Selection and Fitting, Part 1
David Smriga, MA, Etymonic Design, Inc.
(Instructional Level:
Intermediate)
This course will examine two key fundamental principles
in amplification decision making. First, the principle of cortical
neuroplasticity, which argues that amplification programmed for
“day-one” subjective satisfaction risks compromising long-term hearing
aid utility. Second, the principle that conventional amplification is
only appropriate for patients with peripheral etiology, and that
peripheral etiology should be defined as etiology lateral to the inner
hair cells.
Learner Outcomes:
As a result of this session, participants will re-examine their
hearing aid fitting strategies, looking toward a more long-term goal
of hearing aid fitting success. As a result of this session,
participants will focus on speech audibility as a fundamental
indication of hearing aid fitting success. As a result of this
session, participants will consider including cochlear dead-region
testing in their diagnostic procedures. As a result of this session,
participant will consider including brain exercises as part of their
auditory treatment strategy. As a result of this session, participants
will be able to assess frequency lowering devices, and set their
functions for maximum audibility value.
Session 3
Multi-Interest Track
8:30
am
- 10:00
am
Mild TBI: Serving Wounded Warriors from the Combat Zone
to the Community, Part 1
Carol Roth, PhD, CCC-SLP BC-NCD, Naval Medical Center
(Instructional Level:
Intermediate)
Mild traumatic brain injury (mTBI) due to blasts is the
most frequent type of injury experienced by American
troops serving in Iraq and Afghanistan. The high
incidence of blast-related mTBI and co-morbidities, particularly the
psychological component, complicate recovery from mTBI sustained in
combat. Persistent symptoms include cognitive-communication deficits
that can cause significant functional impairment and disability. This
seminar will address the consequences of blast-related mTBI;
specifically focusing on evidence-based approaches to evaluation and
treatment for cognitive-communication impairments, and intervention
models specific to the challenges faced by clinicians who are honored
to be working with our veterans.
Learner Outcomes:
The participant will be able to list five instruments
for assessing mTBI. The participant will be able to list three domains
of cognitive-communication addressed in the rehabilitation of mTBI.
The participant will be able to describe four co-morbidities of mTBI
and the impact on cognition. The participant will be able to describe
three approaches used for the remediation of metacognition and problem
solving.
Session 4
Multi-Interest Track
8:30
am
- 10:00
am
Evidence-based Practices in Language Intervention with
School-Age Children, Part 1
Ronald Gillam, PhD, Utah State University; Sandi Gillam,
PhD, Utah State University
(Instructional Level: Intermediate)
This presentation will focus on evidence-based
practices for supporting language and literacy development in children
with language impairments, language-based learning disabilities and
reading disorders. We will summarize an EBP decision-making process.
Then, we will summarize the research evidence on approaches to
assessing language in monolingual and bilingual children as well as
approaches to language intervention in the areas of vocabulary,
syntax, text comprehension, phonological awareness and narration.
Learner Outcomes:
Summarize a seven-step process for making
evidence-based practice decisions. Explain the rationale and
utility of a decision making process for intervention
approaches that support literacy development in children. Describe key
evidence-based practices for assessing language in monolingual and
bilingual children. Summarize key evidence-based intervention
practices for vocabulary, syntax, text comprehension, phonological
awareness and narration.
Session 5
Child Speech-Language
Pathology Track
8:30
am
- 10:00
am
Selecting Vocabulary to Facilitate Communication in the
AAC User
Anne Kuhlmeier, MA, CCC-SLP, ATP, St Luke’s Elks
Children's Rehab
(Instructional Level: Intermediate)
Do you work with children who have difficulty
communicating? Looking for ways to build communication opportunities
and reduce negative behaviors? Or ways to balance curriculum
requirements with the needs of your students? Selecting vocabulary,
making communication boards or books can be overwhelming. A discussion
of how to select the best vocabulary and how to create communication
systems that work.
Learner Outcomes:
Identify 10 vocabulary words that could be generalized
in 3 different activities throughout the day. Identify 3
vocabulary needs of an emergent communicator versus a
context dependent communicator. Identify 3 engaging activities to
facilitate use of an AAC light tech communication system.
Session 6
Child Speech-Language
Pathology Track
8:30
am
- 10:00
am
Software Solutions for Auditory and Language Processing
Julie Daymut, MA, 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 and language
processing research and theory and introduce theory-based, direct,
systematic software programs for auditory training. Instructor will
demonstrate software. Note: This presentation includes a description
of educational software products to remediate auditory and language
processing. Direct sale will not occur in conjunction with the
presentation.
Learner Outcomes:
Discuss current theory and research as it relates to
auditory and language processing. Identify the impact
of auditory and language processing on success in the
classroom. Explain systematic software approaches
for remediating auditory and language processing.
Session 7
Multi-Interest Track
10:30
am
- 12:00
pm
Mild TBI: Serving Wounded Warriors from the Combat Zone
to the Community, Part
1
Carole Roth, PhD, CCC-SLP BC-NCD, Naval Medical Center
(Instructional Level:
Intermediate)
Mild traumatic brain injury (mTBI) due to blasts is the
most frequent type of injury experienced by American
troops serving in Iraq and Afghanistan. The high
incidence of blast-related mTBI and co-morbidities, particularly the
psychological component, complicate recovery from mTBI sustained in
combat. Persistent symptoms include cognitive-communication deficits
that can cause significant functional impairment and disability. This
seminar will address the consequences of blast-related mTBI;
specifically focusing on evidence-based approaches to evaluation and
treatment for cognitive-communication impairments, and intervention
models specific to the challenges faced by clinicians who are honored
to be working with our veterans.
Learner Outcomes:
The participant will be able to list five instruments
for assessing mTBI. The participant will be able to list three domains
of cognitive-communication addressed in the rehabilitation of mTBI.
The participant will be able to list five instruments for assessing
mTBI. The participant will be able to describe four co-morbidities of
mTBI and the impact on cognition. The participant will be able to
describe three approaches used for the remediation of metacognition
and problem solving.
Session 8
Multi-Interest Track
10:30
am
- 12:00
pm
Evidence-based Practices in Language Intervention with
School-Age Children,
Part 2
Ronald Gillam, PhD, Utah State University; Sandi Gillam,
PhD, Utah State University
(Instructional Level:
Intermediate)
This presentation will focus on evidence-based
practices for supporting language and literacy development in children
with language impairments, language-based learning disabilities and
reading disorders. We will summarize an EBP decision-making process.
Then, we will summarize the research evidence on approaches to
assessing language in monolingual and bilingual children as well as
approaches to language intervention in the areas of vocabulary,
syntax, text comprehension, phonological awareness and narration.
Learner Outcomes:
Summarize a seven-step process for making
evidence-based practice decisions. Explain the rationale and
utility of a decision making process for intervention
approaches that support literacy development in children. Describe key
evidence-based practices for assessing language in monolingual and
bilingual children. Summarize key evidence-based intervention
practices for vocabulary, syntax, text comprehension, phonological
awareness and narration.
Session 9
Child/Adult
Speech-Language Pathology Track
10:30
am
- 12:00
pm
How SLPs Can Help Teachers Address Mediating Factors
Underlying Phonological Awareness Skills
Katie Squires, MS, CCC-SLP, Utah State University; Abbie Olszewski,
MA, CCC-SLP, Utah State University
(Instructional Level: Introductory)
With the recent adoption of Common Core State Standards by 41 states,
pressure is being put on teachers to ensure that all children have the
foundational skills necessary to succeed academically. Some of the
standards in Language Arts focus specifically on the area of reading.
While most children use their phonological awareness skills to
successfully learn to read, others continue to have difficulty
reading. With the addition of literacy to the SLP's scope of practice,
SLPs can collaborate with general and special education teachers to
identify and address the underlying issues that may undermine
children’s reading skills.
Learner Outcomes: List Common Core State
Standards in Language Arts and Reading. Discuss the role of an SLP in
collaboration with the general education classroom teacher to
facilitate instruction of Common Core Standards. Identify underlying
issues that mediate children’s reading skills that may impact success
in academics.
Session 10
Multi-Interest Track
10:30 am - 12:00
pm
APD, ADD, EF or Alphabet Soup
Donna Massine, AuD, CCC-SLP, CCC-AUD, EdS and DHH
teacher, Douglas County School District
(Instructional Level:
Intermediate)
Students identified with listening concerns frequently
present difficulties with attention, auditory memory and have
challenges listening in noise. The relationship between ADD, and
Executive Function and/or APD is examined using an Information
Processing Model. This model will evaluate how the brain processes
auditory information from "hearing" to long term storage. Obstacles
and factors that impact the processing of auditory information will be
discussed. An ecological assessment will be summarized to
differentiate between ADD, APD and/or EF. Brain based research on
classroom strategies to enhance access, memory and retention will be
outlined.
Learner Outcomes:
The participant will be able to describe an Information
Processing Model to explain how the brain deals with
information (auditory) from the environment. The
participant will be able to use an Information Processing Model to
discuss barriers/factors encountered by students with listening
challenges especially in the large group setting. The participant will
be able to identify three tools to be used in an ecological assessment
of a student's listening skills. The participant will be able to
identify 5 research-based strategies to increase student retention of
auditory information.
Session 11
Child Speech Pathology
Track
10:30 am - 12:00
pm
Improve Speech Intelligibility and Develop
Language/Literacy Skills Simultaneously
w/Orthographic Instruction!, Part 2
Keli Richmond, MS, CCC-SLP, Literacy Speaks!/ Northern
Speech Services / Texas School Systems
(Instructional Level:
Intermediate)
Orthographic instruction (printed cues) is an approach
that simultaneously develops a strong literacy foundation while improving speech intelligibility,
expanding language skills and enhancing phonological awareness! Traditional techniques do not effectively
activate the orthographic processor. Early intervention, utilizing
orthographic instruction, activates the orthographic processor and
synchronizes the four processors within the brain by utilizing printed
cues.Orthographic instruction endorses a natural progression of
“letters-to-literacy” learning steps that create a fun and functional
environment for students, clinicians and educators! Students progress
quickly! Workloads of clinicians and educators are lightened!
Learner Outcomes:
At the culmination of the session, the participant will
be able to describe the roles of the four reading/writing
processors within the brain. At the culmination of the
session, the participant will be able to outline the suggested
“letters-to-literacy” natural step progression. At the culmination of
the session, the participant will be able to explain the rationale for
introducing orthographic instruction (printed cues) into therapy and
classroom activities. At the culmination of the session, the
participant will be able to identify literacy skills such as
phonological awareness, print awareness, phoneme isolation, phoneme
identity, phoneme categorization, phoneme segmentation, phoneme
blending, decoding, encoding and silent letters.
Session 12
Rehab Audiology Track
10:30 am - 12:00
pm
Neuroplastic and Neurophysiologic Considerations in
Hearing Aid Selection and Fitting, Part 2
David Smriga, MA , Etymonic Design, Inc.
(Instructional Level:
Intermediate)
This course will examine two key fundamental principles
in amplification decision making. First, the principle of cortical
neuroplasticity, which argues that amplification programmed for
“day-one” subjective satisfaction risks compromising long-term hearing
aid utility. Second, the principle that conventional amplification is
only appropriate for patients with peripheral etiology, and that
peripheral etiology should be defined as etiology lateral to the inner
hair cells.
Learner Outcomes:
As a result of this session, participants will
re-examine their hearing aid fitting strategies, looking toward a
more long-term goal of hearing aid fitting success. As
a result of this session, participants will focus on speech audibility as a fundamental indication of
hearing aid fitting success. As a result of this session, participants will consider including cochlear
dead-region testing in their diagnostic procedures. As a result of this session, participant will consider including brain
exercises as part of their auditory treatment strategy. As a result of
this session, participants will re-examine their hearing aid fitting
strategies, looking toward a more long-term goal of hearing aid
fitting success. As a result of this session, participants will focus
on speech audibility as a fundamental indication of hearing aid
fitting success. As a result of this session, participants will
consider including cochlear dead-region testing in their diagnostic
procedures. As a result of this session, participant will consider
including brain exercises as part of their auditory treatment
strategy. As a result of this session, participants will be able to
assess frequency lowering devices, and set their functions for maximum
audibility value.
Session 13
Multi-Interest Track
1:30
pm
- 3:00
pm
Mild TBI: Serving Wounded Warriors from the Combat Zone
to the Community, Part 2
Carole Roth, PhD, CCC-SLP BC-NCD, Naval Medical Center
(Instructional Level:
Intermediate)
Mild traumatic brain injury (mTBI) due to blasts is the
most frequent type of injury experienced by American
troops serving in Iraq and Afghanistan. The high
incidence of blast-related mTBI and co-morbidities, particularly the
psychological component, complicate recovery from mTBI sustained in
combat. Persistent symptoms include cognitive-communication deficits
that can cause significant functional impairment and disability. This
seminar will address the consequences of blast-related mTBI;
specifically focusing on evidence-based approaches to evaluation and
treatment for cognitive-communication impairments, and intervention
models specific to the challenges faced by clinicians who are honored
to be working with our veterans.
Learner Outcomes:
The participant will be able to list five instruments
for assessing mTBI. The participant will be able to list three domains
of cognitive-communication addressed in the rehabilitation of mTBI.
The participant will be able to list five instruments for assessing
mTBI. The participant will be able to describe four co-morbidities of
mTBI and the impact on cognition. The participant will be able to
describe three approaches used for the remediation of metacognition
and problem solving.
Session 14
Multi-Interest Track
1:30
pm
- 3:00
pm
Evidence-based Practices in Language Intervention with
School-Age Children,
Part 3
Ronald Gillam, PhD, Utah State University; Sandi Gillam,
PhD, Utah State University
(Instructional Level:
Intermediate)
This presentation will focus on evidence-based
practices for supporting language and literacy development in children
with language impairments, language-based learning disabilities and
reading disorders. We will summarize an EBP decision-making process.
Then, we will summarize the research evidence on approaches to
assessing language in monolingual and bilingual children as well as
approaches to language intervention in the areas of vocabulary,
syntax, text comprehension, phonological awareness and narration.
Learner Outcomes:
Summarize a seven-step process for making
evidence-based practice decisions. Explain the rationale and utility
of a decision making process for intervention approaches that support
literacy development in children. Describe key evidence-based
practices for assessing language in monolingual and bilingual
children. Summarize key evidence-based intervention practices for
vocabulary, syntax, text comprehension, phonological awareness and
narration.
Session 15
Child Speech-Language
Pathology Track
1:30
pm
- 3:00
pm
Expanding Expression: A Multisensory Approach for
Improved Oral and Written Language
Sara Smith, MS, CCC-SLP, Expanding Expression
(Instructional Level:
Introductory)
The session consists of a literature review on the
following topics: the brain and language, what we know about learning,
and a discussion of the norms for how children typically define words
at different ages. Participants will help demonstrate how information
enters into long term memory during a walk through demonstration.
Structures of the brain will be discussed along with how multi-sensory
approaches to treatment can facilitate information being sent on to
long term memory.
Learner Outcomes:
Teach students/clients a multi-sensory approach for
including more details in their definitions and descriptions. Use
demonstrated strategies to target the following areas: categorization,
function, appearance, composition, associated parts, location, and
similarities and differences. Explain how to collect baseline data and
monitor progress using a multi-sensory treatment approach.
Session 16
Diagnostic Audiology
Track
1:30
pm
- 3:00
pm
Head-Shaking Nystagmus
Spencer Cheshire, AuD, CCC-AUD, Southwest Idaho Ear,
Nose & Throat
(Instructional Level:
Introductory)
The head-shake nystagmus (HSN) test can be used to help
detect vestibular abnormalities. In tandem with caloric testing the
HSN test is used to evaluate the vestibular ocular reflex (VOR) and
provides higher frequency information than caloric testing alone. The
presenter will discuss the generally accepted technique and protocol
of the HSN test, its historical perspective, sensitivity and
specificity, and assumed physiologic mechanisms at work during the HSN
test. Additionally, classifications of elicited nystagmus and
anticipated peripheral and central patterns will be described.
Learner Outcomes:
Classify nystagmus elicited by the horizontal
head-shake nystagums (HSN) test. Describe the most likely patterns of
central and peripheral head-shaking nystagmus. Understand how to
properly use and integrate the HSN test information into a battery of
vestibular assessment. Properly perform the HSN test as generally
agreed upon in a review of the literature.
Session 17
Child Speech-Language Pathology Track
1:30
pm
- 3:00
pm
The Impact of Treatment Intensity on a Phonological
Intervention
Melissa Allen, PhD, CCC-SLP, University of Wyoming
(Instructional Level:
Intermediate)
Most speech-language pathologists who work with
preschoolers will provide treatment for phonological disorders.
Approximately 10% of preschoolers (Gierut, n.d.) present with
difficulty with specific sound formulations, knowing how to use sounds
to signal differences in meaning, or a combination of the two.
Fortunately, there is clear evidence that phonological interventions
improve phonological skills. The purpose of this study was to
investigate the role two commonly provided treatment intensities had
upon a phonological intervention outcome.
Learner Outcomes:
The participant will analyze a speech sample using a
functional approach to determine treatment targets. The participant
will describe how he or she would implement the multiple oppositions
approach in his or her setting. The participant will list the benefit
of providing the multiple oppositions approach three times per week in
comparison to one time per week.
Session 18
Multi-Interest Track
1:30 pm - 3:00 pm
Adventures In State Advocacy
Jennifer Shroyer Shroyer, PhD, CCC-SLP, Cherry Creek School
District; Katheryn Boada, MA, CCC-SLP, The Children's Hospital
(Instructional Level: Intermediate)
Colorado has recently embarked on an adventure in advocacy as part of
a concerted effort to pass state licensure for the speech-language
pathology profession. Ever wonder how much a lobbyist costs? Learn how
to select a lobbyist and how it can help your state association. What
about grass-roots activities you can do to raise the profile of
speech-language pathologists and audiologists in your state. Learn
about what Colorado is doing and share your own experiences in state
advocacy.
Learner
Outcomes: Participants will explain effective self-advocacy
strategies. Participants will discuss costs and benefits of
professional representation. Participants will identify
strategies to improve communication and networking.
Session 19
Rehab Audiology Track
3:30
pm
- 5:00
pm
Implantable Technologies for the Ear
Josara Wallber, AuD, Idaho State University
(Instructional Level:
Intermediate)
Implantable hearing devices are available for a variety of hearing
losses and are the subject of intense on-going research and
development. While there are similarities across many of the devices
their application and candidacy are often very different. A client
who qualifies for a cochlear implant, for example, would not be a
candidate for a bone anchored hearing appliance. Clients are often
confused by this when seeking implants as they may want the ‘smaller,
less invasive’ implant not understanding the difference in criteria
and application. As a hearing and speech professional it is helpful
to have a working knowledge of the various implantable devices and
their application. Seven types of implantable devices for the ear
will be reviewed.
Learner Outcomes:
Given a list of seven implantable devices for the ear participants
will identify the three still in clinical trials (not currently
approved by the FDA). Given a picture of an implantable device
participants will identify it as a middle ear, bone anchored or
cochlear implant. Given three audiograms participants will match each
as per FDA candidacy to the appropriate device (bone anchored, middle
ear, or cochlear implant).
Session 20
Multi-Interest Track
3:30
pm
- 5:00
pm
Mild TBI: Serving Wounded Warriors from the Combat Zone
to the Community, Part 4
Carole Roth, PhD, CCC-SLP BC-NCD, Naval Medical Center
(Instructional Level:
Intermediate)
Mild traumatic brain injury (mTBI) due to blasts is the
most frequent type of injury experienced by American troops serving in
Iraq and Afghanistan. The high incidence of blast-related mTBI and
co-morbidities, particularly the psychological component, complicate
recovery from mTBI sustained in combat. Persistent symptoms include
cognitive-communication deficits that can cause significant functional
impairment and disability. This seminar will address the consequences
of blast-related mTBI; specifically focusing on evidence-based
approaches to evaluation and treatment for cognitive-communication
impairments, and intervention models specific to the challenges faced
by clinicians who are honored to be working with our
Learner Outcomes:
The participant will be able to list five instruments
for assessing mTBI. The participant will be able to list three domains
of cognitive-communication addressed in the rehabilitation of mTBI.
The participant will be able to describe four co-morbidities of mTBI
and the impact on cognition. The participant will be able to describe
three approaches used for the remediation of metacognition and problem
solving.
Session 21
Multi-Interest Track
3:30
pm
- 5:00
pm
Evidence-based Practices in Language Intervention with
School-Age Children,
Part 4
Ronald Gillam, PhD, Utah State University; Sandi Gillam,
PhD, Utah State University
(Instructional Level:
Intermediate)
This presentation will focus on evidence-based
practices for supporting language and literacy development in children
with language impairments, language-based learning disabilities and
reading disorders. We will summarize an EBP decision-making process.
Then, we will summarize the research evidence on approaches to
assessing language in monolingual and bilingual children as well as
approaches to language intervention in the areas of vocabulary,
syntax, text comprehension, phonological awareness and narration.
Learner Outcomes:
Summarize a seven-step process for making
evidence-based practice decisions. Explain the rationale and utility
of a decision making process for intervention approaches that support
literacy development in children. Describe key evidence-based
practices for assessing language in monolingual and bilingual
children. Describe key evidence-based practices for assessing language
in monolingual and bilingual children. Summarize key evidence-based
intervention practices for vocabulary, syntax, and text.
Session 22
Child Speech Language
Pathology Track
3:30
pm
- 5:00
pm
Childhood Apraxia of Speech: Back to Basics
Amy Krantz, MS, CCC-SLP, Salt Lake City School District
and Primary Children's Medical Center
(Instructional Level:
Intermediate)
This seminar is designed to go over basic assessment
and treatment techniques that are crucial in treatment of childhood
apraxia of speech. Specifically, we will cover: 1. how to
differentiate CAS from severe phonological disorders 2. How to select
lexical items in a treatment set to maximize progress 3. What role
does language play and, 4. Components necessary for successful
treatment.
Learner Outcomes:
Attendees will list three treatment techniques they can
use with a child with CAS Attendees will identify two
targets they can monitor to help them differentially
diagnose CAS vs. severe phonological disorder Attendees will
collectively select lexical treatment items for a child with CAS based
on syllable shape and consonant vowel inventories. Attendees will cite
two findings from research to support consideration of language
development in children with CAS.
Session 23
Child Speech-Language
Pathology Track
3:30
pm
- 5:00
pm
Conversations with parents and SLPs about Early
Intervention
Kathleen Fahey, PhD, University of Northern Colorado;
Katheryn Boada, MA, The Children’s Hospital
(Instructional Level:
Intermediate)
Studies show the important impact that early
speech-language intervention has on young children. Best practice
documents encourage SLPs to involve parents in early intervention, yet
the literature does not provide much guidance on what parents need as
they support their children in intervention. We will describe the
qualitative study, discuss themes from interviews and focus groups
with parents and SLPs, and engage the audience in discussion about
implications for practice.
Learner Outcomes:
Recall general trends in research about parent
involvement in early intervention. Describe the characteristics of a
qualitative case study. Examine and relate themes from parents and
SLPs regarding early intervention. Propose and discuss implications of
the themes to working with parents and their children.
Session 24
Child Speech-Language
Pathology Track
3:30 pm - 5:00
pm
Teaching Inferencing Skills to Promote Students'
Academic and Social Success
Gwynne McElhinney, MS, CCC-SLP, Gwynne McElhinney's Lab for
Social Intelligence
(Instructional Level:
Intermediate)
A student’s ability to infer is directly linked to both
academic and social success. Preschoolers with language impairment and
concomitant social learning weaknesses struggle to recognize, and
accurately interpret, the non-verbal communication of others. Limited
understanding of interpersonal interactions has a direct adverse
impact on the ability to read and write well later on. Fortunately,
with appropriate intervention, these children can learn to inference
effectively. This workshop offers specific strategies to enhance
listening comprehension and verbal expression, as well as reading
comprehension and written expression for PK-12.
Learner Outcomes:
Contrast the evolution of social cognition in
neurotypical children with that of children who have social cognitive
learning disabilities, including those on the autism spectrum. List
reasons why language-impaired students with social learning weaknesses
often struggle with reading comprehension. Identify specific
strategies to facilitate the development of these students'
inferencing skills, to promote their social and academic success.
Friday, October 7
Session 25
Child Speech Language
Pathology Track
8:30
am
- 10:00
am
Assessment and Treatment of Narratives: The Rest of
the Story, Part 1
Sandi Gillam, PhD, Utah State University; Ronald Gillam,
PhD, Utah State University
(Instructional Level:
Introductory)
The first half of this presentation will focus on the
assessment of children’s narrative development. We will review a
standardized test called The Test of Narrative Language and a progress
monitoring tool called Tracking Narrative Language Progress.
Participants will practice some basic narrative analyses. During the
second half of the presentation, we will discuss evidence-based
practices in narrative intervention. Dr. Gillam will demonstrate
recent developments in a literature-based approach to improving
narrative ability. This approach to intervention with school-age
children begins and ends with children’s books (hence, the name
literature-based), but it also includes activities that focus on
specific language targets that are designed to affect narration. We
will show video clips of the therapy.
Learner Outcomes:
Summarize measures of narrative form and content.
Describe a standardized assessment procedure. Explain
how to track children’s progress in narration. List the steps in a
framework for teaching narrative language.
Session 26
Diagnostic Audiology
Track
8:30
am
- 10:00
am
Efficiency and Effectiveness of Electroacoustic
Measures in Identification and Diagnosis of Hearing
Problems in Pre-School and School-Age Children, Part
1
James Hall, PhD, University of Florida
(Instructional Level:
Intermediate)
Early identification and diagnosis of pediatric hearing
loss is essential for prompt and optimal intervention. The roles of older and newer electro-acoustic
techniques in pediatric audiology are reviewed. The session reviews the application of acoustic immittance measures
and otoacoustic emissions in screening and diagnosis of auditory
dysfunction in the newborn, pre-school and school age population. The
effectiveness and efficiency of these procedures in objective
assessment of hearing is emphasized, and supported by evidence
published in the peer-reviewed literature.
Learner Outcomes:
List electroacoustic measures used clinically with
children List advantages and disadvantages of electroacoustic measures
in diagnosis of infant hearing loss. List advantages and disadvantages
of electroacoustic measures in the pre-school population List
advantages and disadvantages of electroacoustic measures in the school
age population.
Session 27
Child Speech-Language
Pathology Track
8:30
am
- 10:00
am
Evidence-Based Social Communication Interventions for
Children with ASD, Part 1
Patricia Prelock, PhD, University of Vermont
(Instructional Level:
Intermediate)
This workshop will highlight evidence-based
interventions for supporting communication and social interaction in
children with ASD. Selected interventions with established or emerging
evidence for children with both limited and verbal communication
skills will be reviewed including Joint Attention Training, Picture
Exchange Communication, Communication Milieu Teaching, More Than
Words, Pivotal Response Training, Video Modeling, Social Stories and
Comic Strip Conversations.
Learner Outcomes:
Describe two interventions that support the
communication and social interaction of children with ASD and limited
verbal skills. Describe two interventions that support the social
communication and perspective taking of verbal children with ASD.
Identify two parent-based interventions that have evidence for
facilitating joint attention and early communication in children with
ASD in the home setting.
Session 28
Adult Speech Language
Pathology Track
8:30
am
- 10:00
am
Aphasia
Beth Guryan, MS, CCC-SLP, LPC, Idaho State University;
Cally Stone, MS, CCC-SLP, Idaho State University
(Instructional Level:
Intermediate)
There is a critical need for research in the area of
communication treatment for persons who have experienced a stroke
resulting in aphasia. We are conducting a research study which
examines whether or not treatment outcomes differ if a person with
moderate aphasia participates in a communication skills group along
with individual treatment, as compared to individual treatment only.
Specifically, we want to know if the addition of group therapy makes a
difference in linguistic recovery and overall well-being for persons
with moderate aphasia. Our purpose for the presentation is to
describe the study as well as give specific information about the
Communication Skills Group that we started 6 years ago in our
university based clinic. The benefits of group therapy will be
discussed in the form of recorded personal testimonies from group
participants and their significant others. Information about the
current structure of our groups will be presented. In addition,
information will be given about how we have altered our training
program to meet the needs of persons with aphasia, their family
members and the educational needs of our graduate students.
Presenters will discuss the fact that group therapy takes several
forms and can either be used for social interaction only or a
combination of social interaction and communication skills building.
Specific group activities that we use in our groups will be discussed,
including book clubs, games, current events, expressive art and guest
speakers. Our caregiver support groups will also be discussed and the
benefits highlighted. Participants will have the opportunity to ask
questions about the reported benefits of group therapy and the changes
we have seen in our clients.
Learner Outcomes:
Participants will name three group intervention
strategies used in a communication skills group for persons
with moderate aphasia. Participants will identify 4
psychosocial benefits of group therapy for persons with moderate aphasia. Participants will name 3 strategies
to engage family members in promoting functional communication for persons with aphasia. Participants
will name 3 group activities that promote turn-taking and topic maintenance for persons with moderate
aphasia.
Session 29
Multi-Interest Track
8:30 AM - 10:00 AM
Ethics
Paul Rau, PhD, CCC-SLP, CPHQ, FACHE, National
Rehabilitation Hospital
Session 30
Child Speech-Language
Pathology Track
8:30
am
- 10:00
am
How to Remediate /S,L,R/ Within 15-20 Sessions
Andrew May, BS, Complete Speech CEO, President; Ann
Dorais, MA, Brigham Young University
(Instructional Level:
Introductory)
The Palatometer is an innovative teaching/training tool
that can be used to achieve articulation success across many types of
unique speech problems and populations. This session will describe
what the Palatometer is, how it works, and how it has been used by
many clients to achieved accurate production of /s, l, r/ words in 2
to 20 sessions.
Learner Outcomes:
Learners will be able to appreciate and list 2 benefits
of the Palatometer technology Learners will be able to
provide rationale for using the Palatometer Learners
will be able to demonstrate basic steps on how use the Palatometer.
Session 31
Child Speech-Language
Pathology Track
10:30 am - 12:00
pm
Assessment and Treatment of Narratives: The Rest of the
Story, Part 2
Sandi Gillam, PhD, Utah State University; Ronald Gillam,
PhD, Utah State University
(Instructional Level: Introductory)
The first half of this presentation will focus on the
assessment of children’s narrative development. We will review a
standardized test called The Test of Narrative Language and a progress
monitoring tool called Tracking Narrative Language Progress.
Participants will practice some basic narrative analyses. During the
second half of the presentation, we will discuss evidence-based
practices in narrative intervention. Dr. Gillam will demonstrate
recent developments in a literature-based approach to improving
narrative ability. This approach to intervention with school-age
children begins and ends with children’s books (hence, the name
literature-based), but it also includes activities that focus on
specific language targets that are designed to affect narration. We
will show video clips of the therapy.
Learner Outcomes:
Summarize measures of narrative form and content.
Describe a standardized assessment procedure.
Explain how to track children’s progress in narration.
List the steps in a framework for teaching narrative
Session 32
Child Speech-Language
Pathology Track
10:30 am - 12:00
pm
Evidence-Based Social Communication Interventions for
Children with ASD, Part 2
Patricia Prelock, PhD, University of Vermont
(Instructional Level:
Intermediate)
This workshop will highlight evidence-based
interventions for supporting communication and social interaction in
children with ASD. Selected interventions with established or emerging
evidence for children with both limited and verbal communication
skills will be reviewed including Joint Attention Training, Picture
Exchange Communication, Communication Milieu Teaching, More Than
Words, Pivotal Response Training, Video Modeling, Social Stories and
Comic Strip Conversations. Interventions will be described and
videotaped examples will be shared. Describe two interventions that
support the communication and social interaction of children with ASD
and limited verbal skills.
Learner Outcomes:
Describe two interventions that support the
communication and social interaction of children with ASD and limited
verbal skills. Describe two interventions that support the social
communication and perspective taking of verbal children with ASD.
Identify two parent-based interventions that have evidence for
facilitating joint attention and early communication in children with
ASD in the home setting.
Session 33
Child/Adult Speech
Language Pathology Track
10:30 am - 12:00
pm
Clinical Education and SLP Treatment: A Parallel
Universe
Lynda Coyle, MS, CCC-SLP, University of Wyoming
(Instructional Level:
Intermediate)
In 2005 at the first IMASH, I gave a presentation
entitled Creating Competent Clinicians: Applying ASHA’s new standards
through supervision. This presentation is a reflective look at what
has been learned since that time with a specific focus on how the
clinical education of graduate students parallels the treatment
methods applied to clients treated by speech-language pathologists.
The presentation will also reveal the resources clinical educators
have today in developing their supervisory knowledge and skills.
Learner Outcomes:
Locate resources available about clinical supervision.
Generate procedures and tools for documenting clinical education
interactions with supervisees. Apply supervision tools into current
supervisory job responsibilities. Compare and contrast various
supervisory styles and methods.
Session 34
Adult Speech-Language
Pathology Track
10:30 am - 12:00
pm
Eat, Talk, Live: Defining Our Advanced Role in
Dysphagia Care
Shauna L. H. Smith, MS, CCC-SLP, Idaho State
University, Department of Communication Sciences and Disorders:
Heather L. Robinson, CCC-SLP, St. Alphonsus Rehabilitation Services
(STARS)
(Instructional Level:
Intermediate)
Where historical perspectives of dysphagia care have
been impairment driven, a contemporary model is proposed encompassing
the relationship between swallowing, communication, and quality of
life. A primary treatment focus on maximizing participation includes
addressing the components of intimacy of eating, communicating, and
socially interacting. Modalities such as motivational interviewing,
information counseling and education, and critical problem solving of
individual plans of care will be discussed with the end goal of
balancing patient safety while maximizing quality of life.
Learner Outcomes:
Identify the components of the SLP scope of practice in
the management of dysphagia and the relationship:
between communication, swallowing, and quality of life.
Define the expanded perspective of the SLP’s role in the advanced management of dysphagia, including
practical applications of motivational interviewing, informational
counseling and education, and problem solving individual plans of care
to facilitate increased compliance and successful outcomes. Identify the
critical barriers that are precursors to transitioning to oral feeding and how to overcome these. Identify the
appropriate methods for advancing a patient from ANH (Alternative Nutrition and Hydration) to oral feeding.
Session 35
Diagnostic Audiology
Track
10:30 am - 12:00
pm
Efficiency and Effectiveness of Electroacoustic
Measures in Identification and Diagnosis of Hearing
Problems in Pre-School and School-Age Children, Part
2
James Hall, PhD
(Instructional Level:
Intermediate)
Early identification and diagnosis of pediatric hearing
loss is essential for prompt and optimal intervention. The roles of older and newer electro-acoustic
techniques in pediatric audiology are reviewed. The session reviews the application of acoustic immittance measures
and otoacoustic emissions in screening and diagnosis of auditory
dysfunction in the newborn, pre-school and school age population. The
effectiveness and efficiency of these procedures in objective
assessment of hearing is emphasized, and supported by evidence
published in the peer-reviewed literature.
Learner Outcomes:
List electroacoustic measures used clinically with
children List advantages and disadvantages of electroacoustic measures
in diagnosis of infant hearing loss. List advantages and disadvantages
of electroacoustic measures in the pre-school population List
advantages and disadvantages of electroacoustic measures in the school
age population.
Session 36
Child Speech Language
Pathology Track
10:30 am - 12:00
pm
Infant, Toddler, Preschool Speech/Language Intervention
Related to Cleft Palate
Theresa M. Snelling, MA, CCC-CLP, Rose Cleft Palate and
Craniofacial Center at Rose Medical Center
(Instructional Level:
Intermediate)
"Early intervention services for Children in Birth to 3
Programs are mandated to be provided in a natural environment, most
often in the child's home. Community-based SLP's are often uncertain
as to how to adapt the play-based home intervention setting to
specific goals and objectives related to an unrepaired, as well as
repaired cleft palate. Understanding the structural limitations for
the infant or toddler with cleft palate or related resonance disorder
is critical to understanding the specific therapy approaches that can
be incorporated into a play-based early intervention program. The
structural limitations associated with cleft palate and related
conditions and syndromes will be briefly reviewed.
Learner Outcomes:
Participants will be able to identify the compensatory
placement errors related to cleft palate and describe strategies to
avoid encouraging those cleft palate substitutions. Participants will
be able to identify a child's mastery of imitation skills and how to
use that skill level to promote speech sound development and
expressive language in infants, toddlers and preschoolers.
Participants will be able to specify what sound goals are appropriate
to target in the presence of an unrepaired cleft palate or
velopharyngeal insufficiency.
Session 37
Multi-Interest Track
2:00
pm
- 3:30
pm
Auditory Processing Disorders (APD) in Adults with
Traumatic Brain Injury (TBI): Identification,
Diagnosis and Management, Part 1
James Hall, PhD, University of Florida
(Instructional Level: Intermediate)
Auditory processing disorders can affect in persons
with TBI, including military personnel and veterans
recovering from neurological insults. This session
address the diagnostic and rehabilitative challenges involved with the
adult TBI population with central, and often peripheral, auditory
dysfunction. Assessment procedures and protocols extend far beyond the
audiogram, and treatment strategies are highly varied and must be
closely coordinated with other professionals. A practical test battery
is presenting combining behavioral and electrophysiology measures to
differentiate APD from among a variety of co-existing disorders, such
as peripheral hearing loss, cognitive deficits, and language
impairment. This session provides the clinical audiologist or speech
pathologist with a practical and logical multidisciplinary approach
for assessment and management of the TBI population that is based on a
foundation of basic and applied science. The session provides the
clinician with practical take-home messages.
Learner Outcomes:
Describe risk factors for auditory processing disorders
(APD) in adult TBI Identify nationally accepted sources of information
on APD Describe disorders co-existing with APD in adult persons with
TBI Describe treatment options for adult patients with APD offered by
audiologists.
Session 38
Child Speech-Language
Pathology Track
2:00
pm
- 3:30
pm
Evidence-Based Social Communication Interventions for
Children with ASD, Part 3
Patricia Prelock, PhD, University of Vermont
(Instructional Level:
Intermediate)
This workshop will highlight evidence-based
interventions for supporting communication and social interaction in
children with ASD. Selected interventions with established or emerging
evidence for children with both limited and verbal communication
skills will be reviewed including Joint Attention Training, Picture
Exchange Communication, Communication Milieu Teaching, More Than
Words, Pivotal Response Training, Video Modeling, Social Stories and
Comic Strip Conversations. Interventions will be described and
videotaped examples will be shared. Describe two interventions that
support the communication and social interaction of children with ASD
and limited verbal skills.
Learner Outcomes:
Describe two interventions that support the
communication and social interaction of children with ASD and limited
verbal skills. Describe two interventions that support the social
communication and perspective taking of verbal children with ASD.
Identify two parent-based interventions that have evidence for
facilitating joint attention and early communication in children with
ASD in the home setting.
Session 39
Child Speech-Language
Pathology Track
2:00
pm
- 3:30
pm
Dynamic Assessment of Reading: The Pursuit of Accuracy
and Inclusivity
Douglas Petersen, PhD, University of Wyoming; Melissa
Allen, PhD, University of Wyoming; Trina Spencer, PhD, The Ohio State
University
(Instructional Level:
Introductory)
High prevalence of reading difficulty is one of the
greatest challenges facing our public school system today. Over 20% of
Eruopean-American, English-speaking children read below grade level at
fourth grade, and for children who are culturally and linguistically
diverse, the rate of reading difficulty at fourth grade ranges from
50% to 70% (NAEP, 2007). Reading is a fundamental skill necessary for
academic success, and difficulty with reading entails life-long
repercussions, including limited success within higher education and
reduced career pportunities. There is a strong body of evidence
suggesting that if reading problems are identified early and if
children receive intense, evidence-based instruction, they can become
proficient readers. Dynamic assessment, an alternative procedure for
identifying at risk readers, has been gaining research support. The
purpose of this symposium is to report and discuss the findings of a
large-scale study that investigated the extent that dynamic assessment
procedures were predictive of future reading difficulty for a diverse
sample of students.
Learner Outcomes:
Participants will accurately describe foundational
principles of dynamic assessment. Participants will define sensitivity
and specificity and relate its importance to universal, early literacy
screening. Participants will explain how dynamic assessment may serve
as a viable alternative for the prediction of reading difficulty for
all children, including those who are culturally and linguistically
diverse.
Session 40
Multi-Interest Track
2:00
pm
- 3:30
pmM
Telepractice: The Future Is Now!
Melissa Jakubowitz, MA, Presence TeleCare
(Instructional Level:
Intermediate)
The shortage of Speech-Language Pathologists has become
critical, making it difficult for school districts to recruit and
retain qualified SLPs. This seminar addresses the use of telepractice
to provide school-based speech and language services. A synopsis of
current research on effectiveness of telepractice services will be
provided along with an examination of key issues that ensure
telepractice services are consistent with face-to-face services. The
benefits and limitations of telepractice services will be discussed
along with the skills and technology needed to provide quality
services.
Learner Outcomes:
Identify at least 3 available types of video
conferencing options needed to provide quality telepractice.
Identify 3 benefits and limitations of SLP telepractice.
Identify 5 areas of clinical practice and the knowledge necessary to
assist clinicians in providing quality services. Identify the roles
and responsibilities of the SLP in relation to telepractice.
Session 41
Adult
Speech-Language Pathology Track
2:00
pm
- 3:30
pm
Voice Aerobics @ Home: Exercise Programs for Patients
With Parkinson's
Mary Spremulli, MA, Voice Aerobics, LLC
(Instructional Level:Introductory)
It is estimated that Parkinson’s affects more than one
million Americans, with a three to fourfold increase in disease rate
within the United States expected over the next ten years. Presently
there is no cure, but emerging research supports the benefit of
exercise as a means of improving and preserving motor, speech and
swallowing function. Following completion of formal speech and
swallowing therapy, individuals are typically on their own to
independently perform exercises learned and self-monitor changes and
improvements they may have achieved. Unfortunately, it has been
reported, that improvements made with a regular physical
rehabilitation program are not sustained when normal activity is
resumed. Voice Aerobics™ is a fun, therapist guided program, designed
for patients to perform independently at home before or after formal
therapy, and which incorporates training of the substrates of the
speech, voice and swallowing mechanism, including diaphragmatic
breathing. Regular use may serve to heighten an individual’s awareness
about bodily changes caused by Parkinson’s such as: loss of range of
motion and flexibility, reduced breath support due to changes in
pulmonary function, and reduced vocal quality and intensity.
Learner Outcomes:
Describe speech and voice symptoms associated with
Parkinson's Disease Discuss reasons for non-adherence to treatment
recommendations following formal therapy Examine the effect of
self-vocalization on motor performance. Integrate movement and voice
exercise for practice and skill repetition
Session 42
Child Speech-Language
Pathology Track
2:00
pm
- 3:30
pm
Writing Meaningful Goals and Monitoring Progress in
School-Age Language Intervention, Part 1
Julie Wolter, PhD, Utah State University; Teresa
Ukrainetz, PhD, University of Wyoming; Catherine Ross, MS, University
of Wyoming; Jill Andrus, MS, Utah State University
(Instructional Level: Intermediate)
In order for children with language impairment to
develop functional language skills it is important to integrate
language learning and practice into the activities in which children
will need to use this language (Ehren, 2002; Johnston, 1998; Ukrainetz,
1998; 2006; Wallach & Ehren, 2004). Contextualized skill intervention,
while commonly practiced with toddler and preschool populations in a
social communicative context, is challenging when dealing with
school-age children with academic language needs. Moreover, as the
language of school-age children becomes more metalinguistic in nature,
less obligatory in conversational discourse, and thus more nuanced, it
becomes increasingly difficult for SLPs to develop specific yet
functional language goals within activities which are measurable for
progress monitoring. The purpose of this three-hour workshop is to
help practicing SLPs to develop functional contextualized language
goals/objectives and meaningful ways to manage language data and
monitor progress. Two university professors and two clinical
supervisors who provide services in schools will present on this
workshop panel. Through hands-on activities, attendees will explore
new techniques, develop goals, and create progress monitoring
protocols for their own school-age clients.
Learner Outcomes:
Identify the integral components of a functional
contextualized language intervention goal. Develop a functional
contextualized language intervention goal. Create a
progress-monitoring data keeping system specific to a contextualized
intervention goal.
Session 43
Multi-Interest Track
3:45
pm
- 5:15
pm
Auditory Processing Disorders (APD) in Adults with
Traumatic Brain Injury (TBI): Identification,
Diagnosis and Management Part 2
James Hall, PhD, University of Florida
(Instructional Level: Intermediate)
Auditory processing disorders can affect in persons
with TBI, including military personnel and veterans
recovering from neurological insults. This session
address the diagnostic and rehabilitative challenges involved with the
adult TBI population with central, and often peripheral, auditory
dysfunction. Assessment procedures and protocols extend far beyond the
audiogram, and treatment strategies are highly varied and must be
closely coordinated with other professionals. A practical test battery
is presenting combining behavioral and electrophysiology measures to
differentiate APD from among a variety of co-existing disorders, such
as peripheral hearing loss, cognitive deficits, and language
impairment. This session provides the clinical audiologist or speech
pathologist with a practical and logical multidisciplinary approach
for assessment and management of the TBI population that is based on a
foundation of basic and applied science. The session provides the
clinician with practical take-home messages.
Learner Outcomes:
Describe risk factors for auditory processing disorders
(APD) in adult TBI Identify nationally accepted sources of information
on APD Describe disorders co-existing with APD in adult persons with
TBI Describe treatment options for adult patients with APD offered by
audiologists.
Session 44
Child Speech-Language
Pathology Track
3:45:00
pm
- 5:15:00
pm
Evidence-Based Social Communication Interventions for
Children with ASD - Part 4
Patricia Prelock, PhD, University of Vermont
(Instructional Level:
Intermediate)
This workshop will highlight evidence-based
interventions for supporting communication and social interaction in
children with ASD. Selected interventions with established or emerging
evidence for children with both limited and verbal communication
skills will be reviewed including Joint Attention Training, Picture
Exchange Communication, Communication Milieu Teaching, More Than
Words, Pivotal Response Training, Video Modeling, Social Stories and
Comic Strip Conversations. Interventions will be described and
Learner Outcomes:
Describe two interventions that support the
communication and social interaction of children with ASD and
limited verbal skills. Describe two interventions that
support the social communication and perspective taking of verbal
children with ASD. Identify two parent-based interventions that have
evidence for facilitating joint attention and early communication in
children with ASD in the home setting.
Session 45
Child Speech-Language
Pathology Track
3:45
pm
- 5:15
pm
Writing Meaningful Goals and Monitoring Progress in
School-Age Language Intervention, Part 2
Julie Wolter, PhD, Utah State University; Teresa
Ukrainetz, PhD, University of Wyoming; Catherine Ross, MS, University
of Wyoming; Jill Andrus, MS, Utah State University
(Instructional Level:
Intermediate)
In order for children with language impairment to
develop functional language skills it is important to integrate
language learning and practice into the activities in which children
will need to use this language (Ehren, 2002; Johnston, 1998; Ukrainetz,
1998; 2006; Wallach & Ehren, 2004). Contextualized skill intervention,
while commonly practiced with toddler and preschool populations in a
social communicative context, is challenging when dealing with
school-age children with academic language needs. Moreover, as the
language of school-age children becomes more metalinguistic in nature,
less obligatory in conversational discourse, and thus more nuanced, it
becomes increasingly difficult for SLPs to develop specific yet
functional language goals within activities which are measurable for
progress monitoring. The purpose of this three-hour workshop is to
help practicing SLPs to develop functional contextualized language
goals/objectives and meaningful ways to manage language data and
monitor progress. Two university professors and two clinical
supervisors who provide services in schools will present on this
workshop panel. Through hands-on activities, attendees will explore
new techniques, develop goals, and create progress monitoring
protocols for their own school-age clients.
Learner Outcomes:
Identify the integral components of a functional
contextualized language intervention goal. Develop a functional
contextualized language intervention goal. Create a
progress-monitoring data keeping system
specific to a contextualized intervention goal.
Session 46
Child Speech Language
Pathology Track
3:45 pm - 5:15
pm
Common Core Standards Made Easy: Unpacking the
Standards for Language Therapy!
Jocelyn Taylor, EdD, CCC-SLP, Utah State Office of
Education
(Instructional Level:
Introductory)
This session will introduce the structure of the
English Language Arts Common Core as a framework for designing
relevant language therapy sessions. Over 40 states including Colorado,
Idaho, Utah and Wyoming have adopted The Common Core State Standards
as the curriculum that will be used to prepare high school graduates
to succeed in college and careers. Learning to unpack the Standards
will help the school based Speech-Language Pathologist to design and
provide language therapy services that align IEP goals with Common
Core Standards. This session will be packed with information and
ideas!
Learner Outcomes:
Identify the structure of the Common Core State
Standards. Design school-based language therapy that aligns with the
six strands of the student’s grade-level ELA Common Core Curriculum.
Unpack the K-12 Speaking and Listening Standards. Infuse rigor in
language therapy goals for students advancing from grade to grade.
Saturday, October 8
Session 47
Multi-Interest Track
8:00
am
- 9:30
am
Law and dis-Orders: This isn't what I signed up for!
John Ribera, PhD, Utah State University
(Instructional Level:
Introductory)
We live in a litigious society. At some time in their
career, audiologists and speech-language pathologists will likely
become involved with the legal system, as a plaintiff, defendant or
subject matter expert/expert witness. This course is designed to
provide an overview of the role of the audiologist/SLP in the legal
process. There are general principles that are common to expert
witnesses, no matter their career field. The presenter will discuss
several of these principles and provide personal experiences from
actual cases.
Learner Outcomes:
At the culmination of the session the participant will
be able to define the role of an expert witness. At the culmination of
the session the participant will be able to list and discuss
considerations when being deposed. At the culmination of the session
the participant will be able to discuss appropriate courtroom
etiquette.
Session 48
Child Speech-Language
Pathology Track
8:00
am
- 9:30
am
Pediatric Autism Evaluation Approach for Developing an
Individualized Treatment Plan
Jonel Condra, MS, CCC-SLP, Primary Children's Medical
Center Outpatient Rehab
(Instructional Level:
Intermediate)
A review of evidence based practice literature for
autism suggests that intensive, early and individualized intervention
has the broadest and most positive impact on a child’s functional
abilities. Intensive intervention is defined as a minimum of 25 hours
per week in which the child is engaged actively and productively in
meaningful activities. This intervention cannot begin without a
thorough initial speech and language evaluation. It is the role of
the speech language pathologist to take part in providing accurate
information to aide in the help of diagnosing autism if it is
suspected. At Intermountain Pediatric Rehab we have developed an
evaluation approach that will allow us to build an individualized
treatment plan for each patient and also provide specific information
to others involved in the care of this child about their current
specific communication skills. A variety of intervention approaches
are effective but no single approach is effective with every child.
Treatment designed to meet the individual needs of the child is
essential to success. This evaluation approach allows for
individualized treatment planning. At Intermountain Pediatric Rehab
our approach is based on a developmental model, which guides our
evaluation and intervention. This approach builds on parents’
knowledge and skills and enables them to support their child’s
communication, social skills, self-care and play skills in everyday
activities and settings. We are using a combination of standardized
assessment instruments and questionnaires along
with a developmental framework to help us assess and
establish functional and meaningful goals for children on the autism
spectrum. This presentation will focus on how you can develop such an
approach in your setting by working with co-workers and families.
Learner Outcomes:
The participant will be able to identify evaluation
options for children on the autism spectrum ranging from
birth through later school age years. The participant
will be identify and select potential goals to address
during treatment. The participant will be able identify
and select appropriate home programming goals. The
participant will be able to identify 3 to 4 new
specific treatment strategies.
Session 49
Multi-Interest Track
8:00
am
- 9:30
am
Student Forum
Paul Rao, PhD, CCC-SLP, CPHQ FACHE, National
Rehabilitation Hospital
(Instructional Level: Introductory)
Session 50
Adult Speech-Language
Pathology Track
8:00
am
- 9:30
am
The SLP Role in Working with Patients with Delirium
Terry Eberly, Kindred Hospital Denver
(Instructional Level:
Intermediate)
The incidence of delirium in the medically complex
patient is significant and compromises their medical care
and recovery. The serious impact on communication,
language processing, memory, safety awareness and functional recovery
is affected the ways delirium is managed and treated. It is critical
to identify and differentiate the symptoms of delirium from dementia
and depression. The use of assessments that are sensitive to this
differential diagnosis will help the clinician focus on functional
therapy goals, activities and strategies. Knowledge of the effects of
acute and chronic medical issues, polypharmacology, and lab tests and
values is needed to implement a team approach to working with these
patients. The Speech-Language Pathologist's role is to focus on the
following: improve the patient's ability to communicate their needs in
a timely and appropriate manner; improve their orientation, memory,
information processing and awareness of the environment; train
caregivers and families on strategies and techniques that deal with
the patient's behaviors; and, to improve functional outcomes.
Learner Outcomes:
Define the differences of delirium; dementia and
depression, identify symptoms and behaviors of patients with delirium
list 3 assessment tools used for diagnosis and measurement of progress
identify the SLP's role in therapy and treatment strategies.
Session 51
Multi-Interest Track
10:00
am
- 11:00
am
Advocacy
Paul Rao, Ph.D. CCC-SLP, CPHQ, FACHE, National
Rehabilitation Hospital
This session will focus on skill development in
advocacy related to speech/language/hearing regulatory issues. Members
of the ASHA Board of Directors will discuss issues targeted by ASHA
Public Policy Agenda (PPA) and how speech-language pathologists and
audiologists can get involved in legislative and regulatory advocacy
efforts related to: Promoting financial aid and research funding
opportunities to support recruitment and retention of master’s and
doctoral level students and clinicians in education and health care
settings; Promotion of the autonomy of audiologists through direct
patient access and comprehensive coverage of audiology services;
Support of increased funding of IDEA to establish effective service
delivery and manageable caseloads; increase participation in early
intervening and access to early intervention services and monitoring
of effective utilization of federal stimulus funds for education.
Learner Outcomes:
Identify and describe three the legislative and/or
regulatory issues associated with the practice of speech-language
pathology and audiology. Describe strategies for advocating at the
federal, state, and local level.
Session 52
Child/Adult
Speech-Language Pathologist Track
10:00
am
- 11:30
am
Adult and Pediatric Tracheostomy: Application of the
Passy-Muir Valve
Mary Spremulli, MA, Voice Aerobics, LLC - Clinical
Consultant Passy-Muir Inc.
(Instructional Level:
Intermediate)
Tracheostomy is one of the most commonly performed
surgical procedures in the critically ill patient who requires
prolonged mechanical ventilation. (1) Early tracheostomy may shorten
the ICU days on mechanical ventilation, and the tracheostomized
patient may require less sedation and be better able to participate in
multidisciplinary treatment. (2)Although the role of the tracheostomy
and its causal effect on swallowing function is unclear, many patients
with tracheostomy do aspirate (4), requiring team members to
understand the role of cuff deflation, tracheostomy tube occlusion,
and the use of one way valves. Impairment in communication due to
mechanical ventilation has been described as a terrifying experience
for critically ill patients, and is a significant factor in the
assessment of pain and other symptoms. (3) In the pediatric patient,
even without an associated neurological disorder, tracheostomy is
reported to affect speech and language development.(5)Therefore,
knowing the criteria for use of speaking valves and other
communication options may enable all members of the team to reduce the
detrimental effects of voicelessness in the adult and pediatric
patient.
Learner Outcomes:
Examine the physiological effects of tracheostomy on
the aero-digestive tract of respiration, speech and swallowing.
Describe the indications for artificial airways, including
tracheostomy in adult and pediatric patients. Implement a clinical
evaluation of the tracheostomized patient, including criteria for use
of a closed position speaking valve.
Session 53
Multi-Interest Track
10:00
am
- 11:30
am
Counseling Dreams and Realities
Gayle Chaney, AuD, CCC-AUD, Idaho School for the Deaf
and the Blind
(Instructional Level:
Intermediate)
Counseling in audiology has traditionally used a
medical model. This has worked well to impart facts and information.
However, it leaves out the emotional component of counseling. Many
audiologists don't feel that they have the background, or the time to
provide better counseling to families. This presentation will discuss
theories of counseling, child development, and tips on counseling
successfully with families.
Learner Outcomes:
The participants will demonstrate knowledge of family
systems theory. The participants will describe the grieving process
and the role it plays in effective counseling. The participant will
demonstrate and understanding of child development and how this
impacts counseling.
Session 54
Child Speech-Language
Pathology Track
10:00
am
- 11:30
am
Reading Comprehension: Clarifying the Role of the SLP
Melissa Allen, PhD, University of Wyoming; Douglas
Petersen, PhD, University of Wyoming
(Instructional Level:
Intermediate)
The roles and responsibilities of school-based
speech-language pathologists (SLPs) include providing reading
intervention (ASHA, 2001). However, many SLPs may feel that they have
not received the foundational knowledge about how reading develops or
how to provide intervention. In addition, they may have no clinical experience to support this knowledge. If SLPs feel that
they have not received this training, then it is logical to assume
that they may feel unqualified to provide reading intervention. We
contend that conventional definitions of reading have led SLPs to
underestimate the degree to which they are prepared to help children
become successful readers. Strategy and content approaches are
promising reading comprehension interventions that promote students to
be active learners. This seminar will discuss ways in which SLPs can
provide support for linguistic comprehension within a reading context
using strategy and content approaches before, during, and after a
child decodes a text.
Learner Outcomes:
The participant will define the narrow view of reading
and describe the extent that reading comprehension and linguistic
comprehension are similar constructs. The participant will describe
the differences between a strategy approach and a content approach to
reading comprehension instruction. The participant will provide
specific examples of reading comprehension intervention approaches
that can be used before, during, and after text reading.
Poster Sessions
2:30 - 4:30
Normative Data for Toneburst ABR in Infants
Jennifer Holst CCC-AUD, Idaho State University; Hillary Trapp, BA,
Idaho State University
If hearing loss is not identified early, it is
difficult, if not impossible, for children to acquire the fundamental
language, social, and cognitive skills that provide the foundation for
later schooling and success in society (U.S. Department of Health and
Human Services (HHS), 1990). The proposed research seeks to determine
threshold and latency normative data for the 500 Hz, 2000 Hz, and 4000
Hz toneburst ABR in infants with normal hearing. This normative data
will provide a comparison for infants with a hearing impairment and
will reveal how much gain is necessary at specific frequencies for the
best hearing aid fitting possible, which may prevent a language delay
as well as other developmental delays.
Learner Outcomes:
The participant will be able to identify if toneburst
ABR results are consistent with normal hearing in infants. The
participant will be able to list the normal range for toneburst ABR
thresholds and latencies in infants. The participant will be able to
identify how much gain is necessary at specific frequencies for an
accurate hearing aid fitting for infants.
Assessment of Middle-Ear Disorders Using Wideband Aural
Acoustic Tests
Chris Sanford, PhD, CCC-AUD, Department of Communication Sciences and
Disorders, Idaho State University; Jeff Brockett, CCC-AUD, EdD,
Department of Communication Sciences and Disorders, Idaho State
University
Emerging research suggests that relatively new wideband
(WB) aural acoustic middle-ear tests (e.g., wideband energy
reflectance, absorbance, etc.) are potentially more sensitive to
middle-ear dysfunction than conventional tympanometric tests (Feeney
et al., 2003; Allen et al., 2005; Hunter et al., 2008a) and are
accurate predictors of conductive hearing loss (Piskorski et al.,
1999; Keefe & Simmons, 2003; Sanford et al., 2010). However, to date,
limited WB data for a wide range of middle-ear pathologies are
available. If these promising new tests are to be utilized clinically,
additional research examining a broad range of middle-ear pathologies
is needed. The specific aim of the proposed study is to investigate
the hypothesis that different middle-ear pathologies are characterized
by unique and significantly different wideband aural acoustic
responses. To evaluate this hypothesis, experimental wideband
acoustic measurements from infants, children and adults with a variety
of middle-ear pathologies will be obtained and analyzed. Results from
the proposed study will provide 1) improved understanding of the
effects of different pathologies on the acoustic functioning of the
middle ear and 2) data that will help guide decisions regarding
selection of populations and types of middle-ear disorders to include
in future research, with an overarching goal of improving methods of
diagnosing middle-ear disorders and conductive hearing loss.
Learner Outcomes:
Demonstrate knowledge of emerging research
investigating the clinical usefulness of wideband aural acoustic
explain the potential usefulness of wideband test measurements for
assessing middle-ear function in clinical settings. Identify specific
wideband test profiles for different middle-ear disorders that are
consistent with other audiological test findings.
Audiotory Brainstem Response: A Comparison of Two
Recording Systems
Chris Sanford PhD, CCC-AUD, Idaho State University; Jenn Holst AuD,
CCC-AUD, Idaho State University; Cory Workman, BS, Idaho State
University
Electrical fields generated by stimulation of human
sensory systems can be used to monitor neural activity. For audiology
the area of greatest concern is the auditory system. Auditory evoked
responses (AERs), particularly the auditory brainstem response (ABR),
are a powerful and objective responses used for evaluating the
auditory system and estimating hearing thresholds. Given the
difficulty in measuring these electrical potentials directly at the
site of generation, (i.e., directly at the auditory nerve) stimulus
and recording systems have been developed and used to measure the
electrical activity from the skin through electrodes placed on the
head. The electrical signals are fed through an amplifier to a
computer, which utilizes filtering, averaging, and processing to
convert the information
into
waveforms
displayed on a screen. The ABR is a powerful diagnostic and screening
tool, which can be used to estimate hearing thresholds, perform
hospital hearing screenings for infants, neurodiagnostics, and adult
hearing testing. A relaxed, quiet or sleep state is best for obtaining
an ABR to reduce electrical artifacts such as electromyographic (EMG)
noise. For infants who are able to sleep for extended periods of time
and adults who are able to stay in a relaxed state, ABR recordings can
be completed successfully and consistently. With older children and
impaired adults an extended relaxed state may not be obtainable
without sedation. Obtaining an ABR with sedation presents not only
cost issues for the patient and their family but complications for the
audiologist. Sedation must be monitored by medical personnel and
performed in a facility that has appropriate emergency recovery
systems in place. A traditional ABR system used on older children or
adults, who are not in a relaxed state, may not be able to obtain
accurate results or be able to record any meaningful responses at all.
Learner Outcomes:
Participants will be able to identify 3 differences between a
traditional ABR recording system and the Vivosonic Integrity VI
system. Participants will become familiar with the current research
related to emerging ABR recording technologies. Participants will be
able to identify 3 similarities between a traditional ABR recording
system and the Vivosonic Integrity VI system.
Effects of
Narrative Intervention on Language Production of Children with Autism
Jennifer Zebre BS, University of Wyoming; Christine De George BS,
University of Wyoming; Catherine Brown, MS, University of Wyoming;
Douglas Petersen, PhD,
University of Wyoming
Children who have autism nearly always present with
language impairment, including difficulty producing certain aspects of
narration (Davis, Dautenhahn, Nehaniv, & Powell, 2007). The ability to
produce narratives is strongly associated with social and academic
success (Bishop and Edmondson, 1987; Boudreau & Chapman, 2000).
Language intervention that focuses on improving narrative ability has
been successfully conducted with preschool and school-age children
with language impairment (Petersen, 2010); however, there is currently
very little research examining the effects of narrative intervention
on the language production of school-age children with autism. Using a
multiple-baseline design across behaviors and participants, this study
investigated the effects of narrative intervention on specific aspects
of story structure and language complexity of narrative retellings and
personal story generations produced by 3 children with autism. The
narrative intervention program, Story Champs, involved repeated
modeling, retelling, and story generation using simple drawings,
icons, and clinician prompts to support narrative productions.
Following baseline sessions, each child participated in 12, 30-minute
individual narrative intervention sessions. The immediate effects of
narrative intervention on narrative retells and generations, along
with measures of generalization and maintenance were recorded. Results
indicated that there were meaningful changes in both story structure
and language complexity for all participants.
Learner Outcomes:
Participants will describe the narrative intervention
process used in this study .Participants will explain the theoretical
underpinnings of the narrative intervention procedures used in this
study .Participants will identify two positive outcomes and identify
two weaknesses of the presented study.
Dosimetryy Studies of Activities of Daily Living
Jeff Brockett PhD, CCC-AUD, Idaho State University; Gabriel Anne
Bargen PhD, CCC-SLP, CCC-AUD, Idaho State University – Meridian;
Ashley Bahr, BS, Idaho State University
Although there are specific guidelines for occupational
noise exposure, there are “very few published guidelines” for
recreational exposure (Hoover & Krishnamurti, 2010). Music is one
source of recreational noise exposure (see Concert graph), but a
variety of potential sources must be investigated to identify the
existence of a cumulative effect.
The purpose of this study is to explore the idea that
noise levels of various activities of daily living (ADLs) which are
not individually harmful can compound and cumulatively affect a
person's thresholds.
It is hypothesized that the cumulative level will be at
or near the 100% dose (maximum allowable exposure without increased
risk of hearing loss) during an average 24-hour period. The research
is targeted toward the young adult.
Learner Outcomes:
Understand that noise can have a significant effect on
the hearing of children. Describe noise dose and its relationship to
risk for hearing loss. Describe how a dosimeter can be used to predict
noise exposure effects.
Application
of Melodic Intonation Therapy Using Linguistic Principles: Acquisition
and Generalization Effects
Lindsey Shumway, MS, University of Utah; Julie Wambaugh, PhD,
University of Utah and Veterans Administration Salt Lake City Health
Care System; Christina Nessler, MS, Veterans Administration Salt Lake
City Health Care System
This
investigation was designed to examine the acquisition and response
generalization effects of Melodic Intonation Therapy (MIT). Linguistic
principles were applied to the selection of items used for treatment
and measurement of generalization effects. Treatment was applied to
“Wh-Questions” in the context of a multiple baseline design across
behaviors with one participant with chronic Broca’s aphasia and
acquired apraxia of speech. Generalization was measured to untrained
exemplars of trained items as well as to untrained items with similar
and different underlying linguistic representations. Preliminary
findings indicated positive acquisition effects and possible
generalization effects.
Learner Outcomes: Generalization of MIT may increase when
linguistic targets are chosen.MIT may be an appropriate therapy for
acute and sub-acute patients.MIT appears to be amendable to
application of linguistic principles.
