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PSHA Program Thursday, April 8
SHORT COURSES 8:15 a.m. - 11:15 a.m. Short Course 1 Multi-Interest AAC & Autism: Teaching Communication Through Motor Planning, Christine Grubbs, M.S., CCC-SLP
Instructional Level Introductory
This short course will introduce Language Acquisition through Motor Planning (LAMP), a therapeutic approach based on sensory integration and motor learning principles that gives individuals who are non-verbal or have limited verbal abilities a method of independently and spontaneously expressing themselves. LAMP focuses on independent access to vocabulary through AAC that is consistently accessed using the same motor plan. Vocabulary learned by the emerging communicator gradually builds into a system that meets the needs of a more advanced communicator. Strategies to teach language/communication skills within this framework will be discussed.
Learner Outcomes: Identify the five Key Elements of Language Acquistion Through Motor Planning. Identify the relationship between motor planning and communication using AAC. Identify the benefits of using core words to teach communication using AAC.
8:30 a.m. - 11:30 a.m. Short Course 2 Multi-Interest The Present and Future Applications of Neuroscience to Clinical Practice in Speech, Language and Audiology - Part 1, Martha Burns, Ph.D., CCC-SLP, Northwestern University
Instructional Level Introductory
A new field established in the mid 1990's, Neuroscience has emerged out of and melded the fields of Cognitive Neurology, Neurolinguistics, Neuropsychology and Developmental Neurology. The research findings in such areas as Mirror Neurons, Theory of Mind, Language Networks and processing have had a dramatic impact on the way we view Autism Spectrum Disorders, Language Remediation, Apraxia of Speech and Auditory Processing Disoders. This short course will update the participants on the new research
Learner Outcomes: Apply neuroscience research on neurological networks to assessment and differential diagnosis of speech and language disorders, autism spectrum disorders and auditory processing disorders. Utilize current knowledge about neurodevelopment to understand probably etiological factors in autism spectrum disorders, auditory processing disorders, apraxia of speech and specific language impairment. Develop evidence-based interventions utilizing new research on Mirror Neuron Mechanisms, Theory of Mind, and developmental neuroprocessing capacities to children and adults with speech, language and auditory processing problems.
8:45 a.m. - 11:45 a.m. Short Course 3 Pediatric SLP Management Strategies Following a Diagnosis of (C)APD, Cynthia Richburg, Ph.D., CCC-A, FAAA; Lisa Price, Ph.D., CCC-A
Instructional Level Intermediate
In many clinics and schools throughout the United States, a child is diagnosed with a (central) auditory processing disorder, but little information or instruction is given to the child’s parents or therapist regarding how to address this diagnosis. This short course will address the time period after a diagnosis of (C)APD has been made. Suggestions for counseling techniques and therapy strategies will be provided. Practical methods for dealing with (C)APD in the classroom and home settings will be presented. SLPs, and audiologists providing management strategies, will hear more about the categories of (C)APD and how to remediate the symptoms seen in those categorizations. Example activities, games, and computer programs will be discussed. Attendees should walk away from the presentation feeling more confident about working with clients having a diagnosis of (C)APD on their caseload.
Learner Outcomes: Describe therapy/management techniques, including auditory closure activities, interhemispheric exercises, compensatory strategies and environmental modifications. Discuss some subjective and objective forms of outcome measures for (C)APD for assessment take suggestions for therapy techniques into their practice settings and apply them.
1:00 p.m. - 4:00 p.m. Short Course 4 Pediatric SLP Evidence-Based Literacy Intervention for Individuals Who Require AAC, Janice Light, Ph.D.; David McNaughton, Ph.D.
Instructional Level Intermediate
This short course will present effective evidence-based practices for intervention to enhance the literacy skills of individuals who require AAC. Research results and videotapes will be presented for several different cases to demonstrate the effects of instruction on acquisition of phonological awareness skills, reading skills, and writing skills at various stages of literacy development. The cases will include children of various ages with a range of disabilities (e.g., cerebral palsy, autism, Down syndrome, multiple disabilities). The short course will consider future directions to enhance outcomes for children who
Learner Outcomes: Describe skills that are essential to literacy learning. Describe effective instructional techniques to teach these skills. Describe adaptations to facilitate the participation of individuals with complex communication needs in literacy instruction.
1:30 p.m. - 4:30 p.m. Short Course 5 Multi-Interest Dyslexia: Symptoms & Solutions, Susan Barton, B.S.
Instructional Level Introductory
Dyslexia affects 20% of the population and is the most common reason a bright child will struggle with reading, writing and spelling. However, it is NOT just a reading and spelling problem. It’s also a language-processing disorder, and symptoms can appear as early as age one. Participants will learn the unique warning signs of dyslexia, as well as the latest brain and genetic research. Participants will also learn which screening tools are most reliable, and which reading and spelling.
Learner Outcomes: Combine parent-interview questions, informal observations and the results of a screening tool to identify which preschool children have dyslexia. Explain dyslexia to parents in parent-friendly language. Implement (or recommend) research-based remediation methods that can prevent the reading, spelling and writing failure that normally comes with dyslexia.
SEMINARS 8:30 a.m. - 9:30 a.m. Seminar 1 Pediatric SLP Treatment Guidelines in Articulation/Phonology: A Decision Tree, Robert Lowe Ph.D.
Instructional Level Intermediate
The recent emphasis on evidence based practice has resulted in several research studies that suggest different approaches to intervention based on the phonological profile of the client. This seminar will review this research and provide a decision tree that will guide the participants in selecting among three intervention approaches: phonetic, core vocabulary and contrastive. In addition, there will be a review of the primary characteristics of these approaches along with practical suggestions for their implementation.
Learner Outcomes: Distinguish between phonetic, core vocabulary and contrastive intervention approaches. Select appropriate intervention approach based on client’s phonological profile. Describe basic techniques used by phonetic, core vocabulary and contrastive intervention approaches. Participants will be able to identify typical techniques used by the phonetic, core vocabulary and contrastive intervention approaches.
9:00 a.m. - 10:00 a.m. Seminar 2 Multi-Interest - The Clinical Fellowship Experience: Helpful Hints, Mary Weidner, M.S.; Craig Coleman M.A.
Instructional Level Introductory
This seminar is designed to provide upcoming graduates with practical information regarding the Clinical Fellowship experience. Attendees will gain knowledge regarding: searching for a clinical fellowship, managing workplace issues, and navigating the certification process. In addition, there will be an open forum during which attendees’ questions and concerns regarding the clinical fellow experience can be discussed.
Learner Outcomes: Describe the process and components in searching for a clinical fellowship and supervisor. Identify and discuss potential workplace issues. Discuss the sequential process of ASHA certification.
9:00 a.m. - 11:00 a.m. Seminar 3 Adult SLP That’s Not What I Saw!: Explaining Discrepancies in Swallowing Assessments, Elizabeth Thrush, M.S., CCC-SLP
Instructional Level Intermediate
Most dysphagia clinicians have experienced situations in which a patient’s reported swallowing performance is inconsistent with the clinical or instrumental assessments conducted by the clinician. Or, the patient’s performance during instrumental assessment is markedly different than at bedside. This seminar examines various causes of these discrepancies, to help clinicians identify the factors which may contribute to variations in patient performance. Understanding these factors is important for drawing accurate conclusions about a patient’s swallowing function as well as for making recommendations to maximize oral intake and minimize risks.
Learner Outcomes: List three types of discrepancies in assessments of swallowing. State five possible causes of inconsistencies between videofluoroscopic and clinical assessment results. Name four bolus characteristics which impact swallowing dynamics.
9:00 a.m. - 11:00 a.m. Seminar 4 Multi-Interest The iPhone, iPod Touch, Your Students and You, The Speech Pathologist, Samuel Sennott M.S.; Adam Bowker, M.A.
Instructional Introductory
The iPhone and iPod touch is a powerful and flexible new tool for speech therapists, for articulation therapy, video modeling, scheduling and organization, social stories, voice recording, augmentative communication, and more. Proloquo2Go, a full featured AAC system, will be featured along with many other applications. This workshop-style seminar will focus on guiding you through how you can easily bring the iPhone and iPod touch into your practice and obtain terrific results.
Learner Outcomes: Learners will demonstrate how to effectively utilize augmentative and alternative communication strategies using the iPhone and iPod touch and locate at least three references that support this as evidenced based practice. Learners will demonstrate how to efficiently create schedule and organizational resources as well as coach individuals in using them on the iPhone and iPod touch and locate at least three references that support this as evidenced based practice. Learners will demonstrate how to complete time tested and proven speech therapy activities easier and more effectively by using the iPhone and iPod touch and locate at least three references that support this as evidenced based practice.
10:00 a.m. - 12:00 p.m. Seminar 5 Multi-Interest Leadership Development, Robert Serianni, CCC-SLP; Marilyn Nyman, CCC-SLP; Jackie Reeves, M.A.
Instructional Level Advanced
The Nyman Group is a full-service consulting firm, offering innovative, client-focused communication tools and perspectives for leadership growth and development. Nyman's leadership development program is specifically designed to assess and fine-tune critical skills and perspectives required for the next generation of leaders. The following courses assist in the development of core competencies for leaders, customized to the health care industry.
Learner Outcomes: Contrast skills in style, substance and connect. Add power to the message through non-verbal “body language” cues (eye contact, gestures, posture, movement, etc.). Use vocal skills (tone, inflection, rate, projection, etc.) to enhance impact. Analyze and be sensitive to cultural differences.
10:30 a.m. - 11:30 a.m. Seminar 6 Multi- The NESPA and the Praxis Exams: Success Through Preparation, Janis Jarecki-Liu, Ph.D., CCC-SLP; Colleen McAleer, Ph.D., CCC-AUD
Instructional Level Introductory
Learn what you need to know for successful preparation for the Praxis exam in speech pathology and audiology and the NESPA and become a confident test taker! Content of both exams will be addressed. Study tips and preparation as well as reducing test anxiety will be covered in this seminar.
Learner Outcomes: List the three types of question formats found in the NESPA. List the criteria for taking and passing the NESPA and Praxis exams. List test-taking strategies to enhance his/her ability to complete the NESPA successfully. Recognize common causes of test anxiety and strategies to reduce them.
12:30 p.m. - 2:30 p.m. Seminar 7 Multi-Interest The Present and Future Applications of Neuroscience to Clinical Practice in Speech, Language and Audiology - Part 2 Martha Burns, Ph.D., CCC-SLP
Instructional Level Introductory
A new field established in the mid 1990's, Neuroscience has emerged out of and melded the fields of Cognitive Neurology, Neurolinguistics, Neuropsychology and Developmental Neurology. The research findings in such areas as Mirror Neurons, Theory of Mind, Language Networks and processing have had a dramatic impact on the way we view Autism Spectrum Disorders, Language Remediation, Apraxia of Speech and Auditory Processing Disorders. This seminar will update the participants on the new research and applications to clinical practice.
Learner Outcomes: Apply neuroscience research on neurological networks to assessment and differential diagnosis of speech and language disorders, autism spectrum disorders and auditory processing disorders. Utilize current knowledge about neurodevelopment to understand probably etiological factors in autism spectrum disorders, auditory processing disorders, apraxia of speech and specific language impairment. Develop evidence-based interventions utilizing new research on Mirror Neuron Mechanisms, Theory of Mind, and developmental neuroprocessing capacities to children and adults with speech, langauage and auditory processing problems.
1:00 p.m. - 2:30 p.m. Seminar 8 Pediatric SLP Use of Stories in Treatment for Children Who Stutter, Mary Weidner, M.S.; Craig Coleman, M.A.
Instructional Level Intermediate
Parents are often encouraged to read to their young children because of the language stimulation it provides. In addition to the apparent language benefits, stories are also a powerful teaching tool. Stories are often used to teach children how to handle difficult situations. They also can be a helpful tool for parents to discuss moral lessons with their child. For example, many parents use stories to teach children about potty-training, going to the doctor, the death of a loved one, and/or making good decisions. Because of the teaching value of stories, we have started to develop a series of books that target specific speech, language, and fluency concepts. These books are designed for speech-language pathologists and parents to effectively teach abstract concepts in a way that is concrete and meaningful to the child. This seminar will focus on an overview of how to use these stories in a variety of treatment settings.
Learner Outcomes: Utilize children's stories to target modeling of speech, language, and fluency concepts. Utilize children's stories to elicit target productions of speech, language, and fluency concepts. Educate parents about the importance of reading to their child, and developing pre-literacy skills.
2:30 p.m. - 4:30 p.m. Seminar 9 Multi-Interest Ethical Decision Making In the Clinical Setting, Joseph B. LeJeune, M.A.; Cheryl Gunter, Ph.D.
Instructional Level Intermediate
As practicing Speech-Language Pathologists, it is important to understand the standards of ethical conduct of The American Speech-Language-Hearing Association to insure that the individual maintain ethical practice in all aspects of clinical responsibilities and insure that there is monitoring of behavior in our professional practices. Also, most organizations have within them a framework to insure that national, state and organizational practices fall within ethical guidelines of practice and overall work conduct. A model outlining the framework of ethical practice and decision making would be beneficial to the clinical practitioner to: 1) provide a framework of ethical behaviors; 2) understand the factors which determine whether a behavior or event falls within ethical guidelines; 3)identify the sequence of events which may facilitate resolution when a violation of ethical practice has occurred. Also, a model of ethical decision making would facilitate an efficient way of understanding the continuum of ethical practice and assist the clinical practitioner in determining the action when there is a concern regarding practice or work behavior. This seminar will outline a model for ethical decision making that can be utilized to understand the concepts of ethical practice and to identify a method that can be utilized to assist the clinical practitioner in reporting questions regarding standards of conduct. Also, this seminar will outline some of the potential ethical dilemmas that may occur and how a model for ethical decision making can be utilized to effectively respond to ethical questions of practice. A model of ethical decision making should have prerequisites which outline practice and behaviors that our state practice act. However, when dealing with standards of ethical practice the experience possessed and outline ethical standards. As Speech-Language Pathologist, the ASHA Code of Ethics identifies the parameters of ethical behaviors. Within our state, our state practice act also identifies behaviors that fall within the regulations that govern our clinical practice. Most organizations also, identify standards of conduct for the clinical practitioner to maintain employment and ideally reflect the guidelines of ASHA and personal values influence how questions of ethics are viewed and reactions to potential ethical violations are reported. Initially, a question of ethical practice is identified and an ethical dilemma is presented typically to peers, work supervisor, or the ethical department within the organization. Based on the question of practice and the potential effect of the alleged ethical violation one of two potential directions may take place. An internal review of the allegation of unethical practice would be initiated for those violations that are minor with minimal impact to the consumer, peers or other members within the workplace. Internal reviews typically fall within the organization and are usually resolved with an investigation within the workplace. If, after investigation it is determined that the allegation impacts a number of individuals or falls beyond what is considered a minor infraction, an external review may occur. External reviews of allegations of ethical practice involve individuals outside of the work place and are initiated when the investigation of the allegation points to a significant impact to the consumer, peers, or other coworkers.
Learner Outcomes: The participant will identify various organizations responsible for ethical practice. The participant will verbalize understanding of a model of ethical decision making. The participant will be able to verbalize an example of ethical practice.
3:00 p.m. - 4:00 p.m. Seminar 10 Adult SLP Rehab Team Approach to Dysphagia Management in Long Term Care, Vickie Pierman, MSHA, OTR/L; Erin Knoepfel, M.S.
Instructional Level Intermediate
According to ASHA’s Scope of Practice guidelines for Dysphagia Management, Speech Language Pathologists are responsible for the evaluation and treatment of patients with a diagnosis of dysphagia. We receive extensive education and training in the areas of normal anatomy and physiology of swallowing function, clinical signs and symptoms of dysphagia, and treatment interventions related to oral and pharyngeal dysphagia. However, one necessary part of swallowing treatment is optimal positioning of a patient during oral intake. According to Pamela Zenner , “the adequacy of seating functions not only as a variable for feeding but also as a positioning variable that may contribute to a patient’s ability to protect the airway.” Many Occupational Therapists have extensive education and training in the areas of seating and positioning, as well as, feeding skills development and use of adaptive equipment to improve eating routines. The OT has education and training in the areas of oral and pharyngeal dysphagia. In the long-term care setting, traditionally the SLP has been solely responsible for the evaluation and treatment of residents with oral and pharyngeal dysphagia. However, given the extensive skill level of the OT, we have attempted to merge the two disciplines in the area of Dysphagia management. One case study example included in this presentation depicts the collaboration of skills in the interdisciplinary care process for a long-term care resident. This resident had been receiving pureed foods with thickened liquids while seated upright in a standard wheelchair. However, this patient’s posture was compromised by severe kyphosis. Due to increased signs and symptoms of dysphagia, the referring physician ordered a comprehensive Speech Therapy evaluation. The SLP evaluated the clinical swallowing function for this patient while seated upright in a standard wheelchair with initial results revealing oral and pharyngeal stages of dysphagia. The resident was able to follow simple directions in order to utilize compensatory strategies given maximal verbal and visual cues, however, due to the severity of the kyphosis the resident was unable to sit upright in the standard wheelchair. A Videofluoroscopy Swallow Study was recommended and completed which confirmed trace laryngeal penetration with aspiration of thin liquids while seated upright in the standard wheelchair. Recommendations were for the resident to receive a pureed diet with honey thick liquids. The primary SLP at the long term care setting consulted the OT to assist with optimal positioning for this resident. Initially, the OT assessed the seating system during the functional context/environment of a meal, and then provided wheelchair modifications as indicated. A trial use of a drop seat and wedge cushion to account for the kyphosis was utilized. However, with the modification of the cushion, the resident was no longer able to place her feet flat on the floor and self propel the wheelchair. Additional changes needed to be considered to ensure swallowing safety while not restraining the resident in the wheelchair. The OT was able to locate alternative positioning devices for the wheelchair to accommodate the curvature of the spine due to the kyphosis, while considering the need for the swallowing precautions indicated by the SLP. The OT and the SLP collaborated throughout the resident’s treatment sessions with trials of thinner liquids and modifications to the seating system. The resident demonstrated a significant improvement in the modified seating system with noted improved posture and decreased signs and symptoms of dysphagia with foods and liquids. From an operational perspective, there are not only enhanced clinical outcomes but increased revenue with increased occurrences or RUG categories by utilizing this collaborative approach to dysphagia management. Clinically, each discipline will be addressing aspects of feeding/swallowing within their scope of practice, so duplication of services would not be an issue. However, ultimately, the patient will be receiving the most appropriate clinical care through this collaborative effort. In addition to seating and positioning, the OT can assist the SLP with the use of adaptive feeding equipment to ensure safe swallowing function with the highest consistency of food and liquids. For example, a patient who requires small, regulated amounts of thin liquids to reduce risk of aspiration, but who is impulsive, may benefit from the use of a specialized cup that regulates the amount/volume when bringing the cup to the mouth for drinking task.SLPs who work in the long term care setting have a large caseload that consists of patients with a treatment diagnosis of dysphagia. Nursing typically reports changes in swallowing function or feeding skills of residents to the SLP. However, it is important to have an understanding and knowledge of the role of the OT in the area of dysphagia management. It is within their scope of practice to assess and utilize task analysis to address the areas of swallowing impairments. OTs are proficient at addressing self feeding skills, seating and positioning, and also identifying oral and pharyngeal signs and symptoms of dysphagia. By utilizing a collaborative approach with the SLP and the OT to address the swallowing function, seating and positioning, and need for adaptive equipment, each discipline is able to provide our residents with the highest level of care and ensure their safety and functional independence.
Learner Outcomes: Describe the roles of the SLP and OT in dysphagia management. Discuss the relationship between postural support and safe swallowing function. Identify three types of adaptive equipment which can be utilized in dysphagia management
3:00 p.m. - 4:30 p.m. Seminar 11 Multi-Interest Preparing Children With Cochlear Implants for Mainstream Education, Deborrah Johnston, M.A., Au.D., CCC-AUD; Jennifer Rakers, MSLP, CCC-SLP
Instructional Level Intermediate
What does it take for students who are deaf or hard of hearing to be successful in a mainstream educational setting? In this presentation, Debbie Johnston, an audiologist, and Jennifer Rakers, a speech language pathologist, will highlight the challenges of the mainstream for children with hearing loss, followed by the presentation of the best practice techniques and strategies that an auditory-oral school provides to prepare their students for successful transition into the mainstream. This seminar will cover the following topic areas: 1) technology of the cochlear implant and digital hearing aids, coupled with use of personal FM systems and sound field equalization systems 2) team members and their roles 3) development of self-advocacy for students with hearing loss 4) appropriate speech and language skills for the mainstream 5) helpful techniques and strategies that SLP's can use in their therapy sessions 6) appropriate listening skills in quiet and background noise situations, including speech in noise and sound localization habilitation strategies 7) case studies of students who have successfully mainstreamed and those are preparing for the mainstream.
Learner Outcomes: List the challenges faced by children who are deaf or hard or hearing in mainstream education and what services may be requested and provided by SLPs and audiologists in the schools. List the auditory equipment, habilitation techniques and self-advocacy skills that are essential for successful mainstream placement of children who are deaf or hard of hearing and oral communicators. Demonstrate knowledge of how these techniques and strategies are illustrated in case studies, and how he/she can implement these techniques in the mainstream educational setting.
3:15 p.m. - 4:15 p.m. Seminar 12 Multi-Interest A Look at Southeast Asia: A Multicultural Experience, Kathleen McAvoy, M.A., CCC-SLP; Char Molrine, Ph.D., CCC-SLP; Nannette Crawford, M.A., CCC-SLP
Instructional Level Introductory
The authors recently traveled to Southeast Asia, under the leadership of Dr. Alex Johnson, PhD, former ASHA President. This experience afforded them the opportunity to learn about speech and audiology services in the countries of Vietnam and Cambodia. They would like to share with you an overview of current services and these country's hopes for a better future.
Learner Outcomes: Identify current speech and audiology services available in Vietnam and Cambodia. List barriers for development of speech and audiology services in Vietnam and Cambodia. Generate a list of practical ideas as to how each practicing clinician in the United States can assist in the development of speech and audiology services in Vietnam and Cambodia.
Friday, April 9 SHORT COURSES 9:00 a.m. - 12:00 p.m Short Course 6 Pediatric SLP Essential Speech Skills for School-Age Children Who Stutter, Mark Allen, Ph.D.
Instructional Level Intermediate
This short course will help speech-language pathologists develop practical and effective clinical skills for working with school-age stutterers. It will teach clinicians how to utilize an explicit, well-organized progression of therapeutic procedures that will help children increase their speech fluency. Participants will receive detailed instruction regarding the development of specific stuttering modification and fluency-enhancing strategies.
Learner Outcomes: Describe several key components necessary for providing effective stuttering therapy to school-age students. Demonstrate and teach several stuttering modification and fluency-enhancing techniques. Integrate stuttering modification and fluency-enhancing strategies into a comprehensive therapy approach.
9:00 a.m. - 12:00 p.m. Short Course 7 Adult SLP Making AAC Decisions for Clients With Aphasia Using the AAC-Aphasia Assessment Protocol, Joanne P. Lasker, Ph.D.; Kathryn L. Garrett, Ph.D.
Instructional Level Intermediate
This short course illustrates an assessment protocol designed to determine whether people with severe aphasia can learn to use AAC techniques and devices. The protocol is based on five clinical questions. Participants will learn how to utilize assessment information to make decisions regarding appropriate intervention strategies for people with aphasia. In addition, attendees will learn, via interactive activities and case examples, to design meaningful treatment goals for people with severe aphasia so they can increase their communicative participation and/or independence using alternative communication strategies.
Learner Outcomes: Identify five assessment questions to determine appropriate AAC intervention strategies for people with aphasia. Describe the assessment activities associated with three of five assessment questions. Use assessment results to classify clients with aphasia as either partner-dependent or independent communicators. Devise two appropriate AAC treatment goals for both partner-dependent and independent communicators with aphasia.
1:30 p.m. - 4:30 p.m. Short Course 8 Pediatric SLP Clinical Management of Pediatric Dysphagia, Erin Redle, Ph.D., CCC-SLP
Instructional Level Intermediate
This short course focuses on the clinical management of pediatric feeding and swallowing disorders across clinical settings. First, the short course will focus on the interpretation of instrumental and clinical findings, including the establishment of goals based on these results. Next, treatment strategies specific to behavioral, oral-motor, and pharyngeal swallowing disorders will be discussed. Finally, the short course will focus on the functional impact of these disorders on children and their families will be reviewed. A case-based format will be used across all components of the short course.
Learner Outcomes: State two treatment strategies for oral-motor skill deficits. State two treatment strategies for pharyngeal swallowing deficits. State two areas of functional impact of feeding and swallowing disorders on the family.
1:30 p.m. - 4:30 p.m. Short Course 9 Adult SLP Innovations and Essentials in Voice Therapy, Cari Tellis, Ph.D., CCC-SLP, Misericordia University
Instructional Level Intermediate
Many speech-language pathologists feel unsure about how to approach treatment sessions for individuals with voice disorders. This short course will detail essentials and innovations in voice therapy. Basics in vocal care and hygiene will be discussed. Participants will learn how to address voice therapy for a variety of voice disorders based on the structure and function of the larynx. This physiologic approach will make it easier for speech-language pathologists to find an effective and efficient voice for their clients, set appropriate voice goals based on individual client laryngeal function, and implement a structured hierarchy for success in generalization and maintenance of their client’s voice. In this short course, attendants will see videos of different voice disorders, learn how to manipulate their on larynges to produce different vocal figures, and learn how to apply these figures to specific clients with voice disorders.
Learner Outcomes: Identify voice disorders and changes to laryngeal function due to the voice disorder. Set appropriate voice goals based on individual client laryngeal function. Manipulate their own larynges to produce different vocal figures.
1:30 p.m. - 4:30 p.m. Short Course 10 Multi-Interest Nonverbal Learning Disabilities: From Diagnosis to Interventions for Home and School, Dean Mooney, Ph.D. Instructional Level Introductory
Nonverbal Learning Disability is a term used to describe a specific learning profile. It is characterized by a number of cognitive strengths and challenges that impact a child’s success in the academic and social settings. The student with NLD has a need to be with age peers to access his or her verbal skills in class discussion, gain further knowledge, and practice socialization skills. However, these students also need time with a speech-language pathologist to develop skills and to interpret the surroundings. Establishing the right balance can be challenging, but neither environment can be short-changed by the other. Dr. Mooney’s presentation will provide participants with an overview of how the syndrome of NLD can affect the student and their classroom setting. The presentation will include brain structure and functions, developmental manifestations, assessment, and will place particular emphasis on interventions for school. A discussion of the comparison between Nonverbal Learning Disabilities and Asperger’s Syndrome will take place. Case studies will be presented and a question and answer session will be included. This presenter recognizes his responsibility to participants to provide a continuing education opportunity
Learner Outcomes: Can you define NLD and identify the eight criteria used to diagnosis NLD? Describe at least four neurological diseases or disorders closely related to NLD. Explain at least four academic interventions for the student with NLD. Explain at least four interventions to increase the social skills/interactions of a student with NLD.
1:30 p.m. - 4:30 p.m. Short Course 11 Adult SLP Passy-Muir Tracheostomy and Ventilator Speaking and Swallowing Valve, Mary Spremulli M.A.
Instructional Level Introductory
A tracheostomy has significant impact on physiologic functions, including speech and swallowing. Artificial airways are associated with higher rate of infections and longer hospital stays. Early referral to speech pathology and placement of the Passy-Muir Speaking and Swallowing Valve has been shown to improve patient safety and outcomes, reduce length of stay and improve quality of life for patients.
Learner Outcomes: Identify problems associated with and altered upper airway which may reduce patient safety and medical outcomes. List the benefits of early intervention from speech pathology, including assessment and use of the Passy-Muir Valve. List the benefits of early intervention from speech pathology, including assessment and use of the Passy-Muir Valve. Formulate treatment plans for patients on and off the ventilator, which include use of the PMV for restoration of speech and swallowing, and de-cannulation.
1:30 p.m. - 4:30 p.m. Short Course 12 Audiology The Status of Newborn Hearing Screening in Pennsylvania, James Zeigler, Au.D. Instructional Level Intermediate
The current status of newborn hearing screening in Pennsylvania will be outlined to demonstrate the progress that has been made since enactment of the Infant Hearing Education, Assessment, Reporting and Referral (IHEARR) Act of 2001. The development of newborn screening protocols for out-of-hospital births in the Amish, Mennonite and other plain sect communities will be discussed. The implementation of a new state wide web based reporting system will also be reviewed. Creative partnerships to reduce loss-to-follow-up and improve detection of late onset hearing loss in infants and young children with programs such as Early Childhood Hearing Outreach (ECHO) for Early Headstart will be presented.
Learner Outcomes: Complete the reporting requirements for newborn screening and diagnostic follow-up as mandated by the IHEARR Act of 2001. Describe the screening process from the initial screening through diagnostic evaluation, reporting of results and enrollment in early intervention according to current PA Department of Health and JCIH 2007 Guidelines. List the appropriate hearing screening protocols for neonates from the well baby and NICU nursery.
SEMINARS 8:45 a.m. - 10:15 a.m. Seminar 13 Adult SLP The Dysphagia Puzzle: Putting the Pieces Together, James Lemma, M.A.; Pamela Smith, Ph.D.
Instructional Level Intermediate
Dysphagia assessment is a complex process that must include a detailed chart review and understanding of the contribution of the medical history and comorbidities that affect the patient's overall status. This session will discuss the multiple components that are ideally included in a thorough dysphagia evaluation, and will further discuss the clinician's decision-making process when one or more pieces of the puzzle are missing.
Learner Outcomes: Describe the importance of a thorough chart review and history in dysphagia assessment. Discuss decision-making processes as they relate to specific comorbities paired with bedside complaints. Provide two alternative courses of clinical decision-making given a case study, and discuss the potential consequences of each.
8:45 a.m. - 10:45 a.m. Seminar 14 Pediatric SLP The Best of Both Worlds: Meeting Language Goals Using Children's Literature, Shari Robertson Ph.D.
Instructional Level Intermediate
Tired of the same intervention techniques and materials? Want to facilitate literacy skills without compromising progress in identified areas of oral language? Put some evidence-based "zing" into your therapy sessions by using books to target oral and written communication development at the same time. This session, which was an invited short course at the ASHA 2009 School Conference, will give you specific examples, interactive demonstrations, lesson ideas, and book lists—everything you need to start providing efficient, effective intervention that supports development in both the oral and written domains.
Learner Outcomes: List at least three advantages to using books in clinical intervention contexts. Select books to facilitate development of critical skills for reading as identified by the National Literacy Panel. Implement intervention using books to address clinical targets related to a variety of communication disorders. Summarize the research related to the interconnected nature of language and literacy.
9:00 a.m. - 11:00 a.m. Seminar 15 Multi-Interest Living With Hearing Loss, Samuel Trychin, Ph.D.
Instructional Intermediate
Hearing loss is a communication disorder affecting both the persons speaking and listening. Both speakers and listeners with hearing loss contribute to communication breakdowns. Both speakers and listeners must learn tactics for preventing and reducing hearing loss-related communication problems. This program presents a variety of those tactics and strategies proven effective in improving communication and strengthening relationships.
Learner Outcomes: Identify frequently reported problem situations for people who have hearing loss and their significant others. Identify the 40 or more causes of communication difficulties. List 12 guidelines for speakers and 12 for listeners to follow in order to reduce communication problems. List five major rules for the person who is hard of hearing to follow in order to increase understanding and improve relationships.
9:30 a.m. - 10:30 a.m. Seminar 16 Multi-Interest Anderson’s Continuum of Supervision as a Framework for Classroom Instruction, Kenneth Staub, M.S., CCC-SLP
Instructional Level Introductory
Though intended for use in the clinical setting, Anderson’s Continuum of Supervision has applicability as an instructional framework for facilitating intentional learning in the classroom. This seminar focuses on structuring instruction per the stages of the supervisory continuum, emphasizing the use of different teaching strategies as dependent upon student needs, competencies, and expectations. Andragogic considerations and specific techniques for maximizing student learning potential will be addressed. The seminar offers practical methods which almost any attending instructor from the state’s 14 ASHA-accredited universities will be able to easily implement to increase in-class effectiveness.
Learner Outcomes: Identify the three stages of Anderson’s Continuum of Supervision, discussing each as relative to its application in the postsecondary classroom. Identify, discuss and develop educational methods for use in the classroom which are consistent with Anderson’s continuum as applied to academic instruction. Identify, discuss and develop practices related to differential instruction for use in developing intentional learners within the classroom.
9:30 a.m. - 11:30 a.m. Seminar 17 Pediatric SLP Expanding Expression: A Multi-Sensory Approach for Improved Oral and Written Language, Sara Smith, M.S.
Instructional Level Introductory
Following a brief literature review, participants learn about the Expanding Expression Tool and program for improved oral and written language! The EET is being used in more than 3,500 therapy rooms and classrooms. The multi-sensory tool motivates students to clearly define vocabulary, use vibrant details, write informational reports, summarize and write from prior knowledge. Use the EET for similarities and differences, categorization, functions, associations and more.
Learner Outcomes: Teach students/clients a multi-sensory approach for including more details in their definitions and descriptions. Explain how to use the Expanding Expression Tool (EET) 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.
10:45 a.m. - 12:15 p.m. Seminar 18 Adult SLP Documentation Mojo, Anne Gilbertson, M.S.
Instructional Level Intermediate
Confused about how to document? Short on ideas about the best way to document your skilled services? Learn how to document in confidence, navigating the myriad of confusing rules and regulations. This informative session will assist you while improving documentation of medically necessity and skilled services.
Learner Outcomes: Discuss changes happening in the Medicare world: RACs, RUGs IV and MDS 3.0. Discuss medical necessity and skilled services. Develop treatment goals that support skilled services
11:15 a.m. - 12:15 p.m. Seminar 19 Pediatric SLP A Systematic Approach to Remediating Auditory Processing Disorders, Julie Daymut, M.A., CCC-SLP
Note: This presentation includes a description of software products to remediate auditory processing disorders. Direct sale will not occur in conjunction with the presentation.
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 seminar will discuss current auditory processing research and theory and introduce a theory-based, direct, systematic approach to auditory training.
Learner Outcomes: Discuss current theory and research as it relates to auditory processing and APD. Identify the impact of APD on success in the classroom. Explain two systematic approaches to remediation of APD.
1:30 p.m. - 2:30 p.m. Seminar 20 Multi-Interest Don't Just Get a Job … Get the Job That You Deserve!, Karen Stein M.A., CCC-SLP
Instructional Level Introductory
Whether you are looking for your first job or transitioning to your dream job, there are strategies that you can utilize to improve your chances of obtaining the professional position that you will love. This session will enable you to complete a work values inventory that will lead you to a job that embraces not only your professional interests but, just as importantly, your lifestyle. To help you secure this position, you will learn the critical elements in developing a dynamic cover letter for your resume, as well as a job winning follow up letter. Before you interview, you will also need to know a particular state’s licensure requirements. This session will also provide an overview of state licensing laws and regulations governing the practice of Speech-Language Pathology and Audiology across our nation.
Learner Outcomes: Demonstrate preparedness for employment by completing a work values inventory. List the critical elements in developing a job-winning cover letter and follow- up letter. Compare and contrast regulatory characteristics of state licensure across the nation to assure their compliance with laws and regulations when moving from state to state.
WITHDRAWN -- 1:30 p.m. - 3:30 p.m. Seminar 21 Adult SLP Beyond the CCCs-to Patient Advocacy, Linda Kishtok, M.A.; Tina Young, M.S.
3:00 p.m. - 4:00 p.m. Seminar 22 Multi-Interest NSSLHA Collaboration: Chapter Roundtable, Janis Jarecki-Liu, Ph.D., CCC-SLP; Judith Janes, CCC-SLP, M.Ed.
Instructional Level Introductory
This seminar will provide an opportunity for local PA NSSLHA chapters to address issues related to student involvement in speech pathology programs. This forum will explore the possibility of increasing interaction between chapters within local regions,as well as statewide, through PSHA involvement. Strategies for student organized workshops/seminars, fundraising, community service (local, state and national), etc. will be considered. Discussion to create a permanent forum for PSHA/NSSLHA students at annual state conventions will be addressed. This will be a great opportunity to get involved in PSHA/NSSLHA at the student level!
Learner Outcomes: Identify and utilize elements of an effective group. Integrate five stages of group development to enhance NSSLHA interaction and productivity. Generate and assess ideas to improve interactions between NSSLHA chapters.
Saturday, April 10 SHORT COURSES 9:15 a.m. - 12:15 p.m. Short Course 13 Multi-Interest Story Time! Books for Speech Goals, Carryover and Literacy Development, Joyce O'Keefe, M.A.
Instructional Level Advanced
This short course will provide information about current issues in literacy in America and the continued challenge for educators and developmental therapists. It will provide information about how to tailor books for use in treatment. Part of the course will include workshop activities to help therapists design specific speech and language goals based on books provided during the course.
Learner Outcomes: Increase understanding of relationship between speech and language disorders and literacy. Learn how to use books to target speech goals. Learn how to use picture books to target speech sound production and/or language goals. Develop specific goals when provided with a specific book during the short course.
9:15 a.m. - 12:15 p.m. Short Course 14 Adult SLP Dysphagia In The Early Stages Of Dementia, Joseph B. LeJeune, CCC-SLP; Sharon Novalis, M.S.
Instructional Level Intermediate
Dementia is deterioration in intellectual capacity that significantly impacts the individual’s ability to function. There are several types of dementia related to cause but impact function differently and differ in progression. However, even in the early stages, individuals with dementia often experience difficulty with swallowing that can result in weight loss, respiratory symptoms and , if not treated, death. Individuals with dementia are also more at risk for dehydration due to the difficulty in seeking liquid. Because individuals with dementia may not have the cognitive and/or language skills to adequately describe their symptoms of dysphagia, these difficulties may be masked as refusing the eat or inappropriate social behavior at meals. Perceptual deficit often accompany dementia and negatively impact individuals with dementia making it difficult to handle food and/or utensils. Motor impairment may make it difficult for the individual with dementia to be positioned properly to maximize independence and safety at meals. Because of the complexities of the various forms of dementia and the different level that are present it is critical that the speech-language pathologist understand the different aspects of the feeding/swallowing process and in particular understand the types of dysphagia are associated with dementia. Not only is a multi-disciplinary approach critical to addressing the needs of this population, but also, it is beneficial to provide a multi-sensory approach to evaluation and treatment to compensate for impairments in cognitive, physical and language function. The evaluation of swallowing abilities with the individual with dementia must rely not only on the traditional bedside evaluation but a thorough review of available medical information. A review of the individual’s weight record can provide information that can assist in the formation of a clinical picture of the dysphagia symptoms. Interviewing caregivers can also aide in determining the scope of the swallowing difficulties. Not only is it important to determine tolerance for varying levels of liquids and solids but also, how the ability to feed themselves is impacted by varying the consistency of their oral intake. Treatment should focus on improving swallowing abilities including muscle strengthening to improve labial seal, lingual peristalsis, and timely onset of the swallow reflex. Collaboration with other team members is necessary to maximize overall feeding abilities and insure that the individual is able to feed themselves with the highest level of independence. Treatment should take into account the social aspects of food and environmental modifications that can enhance both safety and amount of intake. Caregiver education is necessary to insure carryover of therapeutic interventions.
Learner Outcomes: Identify assessment tools to identify varying levels of dementia. Identify assessment guidelines to evaluate swallow abilities in individuals with dementia. Identify three treatment strategies to utilize in individuals with dysphagia who are in the early stages of dementia.
9:15 a.m. - 12:15 p.m. Short Course 15 Adult SLP Evidence-Based Application of Exercise Principles for the Dysphagia Clinician, Lori Burkhead, Ph.D., CCC-SLP
Instructional Level Intermediate
This course will provide participants with an overview of principles of exercise physiology and how they apply to therapeutic practices in dysphagia rehabilitation. Specific topics to be covered include: 1) an introduction to neuromuscular structure and function; 2) a discussion of research on exercise training for oropharyngeal musculature; 3) a discussion of the concepts necessary to navigate from task-oriented exercise activities to improving function and limiting disability; and 4) a presentation of case reports.
Learner Outcomes: Describe basic muscle structure and function of the oropharynx. Discuss research regarding at least 3 different tools available to the dysphagia clinician for exercise training. Identify at least three different criterion that must be met for exercise treatment to elicit performance gains.
SEMINARS 8:00 a.m. - 9:00 a.m. International Development and Walking the Talk: Are We Meeting the Needs of Students With Disabilities in Developing Countries?, Thomas Hallahan
Instructional Introductory
Today, there is a worldwide effort by the United Nations Educational, Science, and Cultural Organization (UNESCO) and other international agencies advocating for the basic right of an education for every child of the world by the year 2015. Some professional organizations, including the American Speech-Language-Hearing Association (ASHA) recently have embraced the vision of “Making effective communication, a human right, accessible and achievable for all”. However, a review of supporting documents indicates that little has been done internationally to address the diverse needs of students with disabilities, including those with communicative and related disorders, within the developing context. It is vital that ASHA and its membership engage in cooperative and concerted efforts with international governments, ministries of education, university programs, and nongovernmental organizations (NGOs) to promote and protect the communicative and educational rights of all.
Learner Outcomes: Become sensitive to the global need for education and allied health services for students with disabilities, including individuals with communication and related disorders. Become knowledgeable of the number of bilateral and multilateral agencies doing work within the field of international development. Be exposed to a number of university programs addressing the academic and social needs of individuals with disabilities through a variety of in and out-of-country projects. Be educated on a number of private and non-profit agencies doing work in the fields of speech-language pathology and audiology and other related disciplines.
9:15 a.m. - 10:15 a.m. Seminar 24 Pediatric SLP Plan for Success: Implementing Augmentative Communication With Young Children, Joy McGowan, M.S., CCC-SLP
Instructional Level Intermediate
The process of implementing augmentative communication systems with young children develops with the child. Initial assessments provide a baseline for the SLP to select a treatment approach which continually needs to be modified to meet the developing communication needs of the child. This presentation will describe a theoretical background that assists the SLP in the decision-making processes. Assessment procedures that help to provide guidelines for intervention will be reviewed. Case study presentations will demonstrate a variety of augmentative communication strategies that will help the participant to promote successful communication for individual clients.
Learner Outcomes: Identify five criteria for selection of an AAC system. Give examples of strategies for implementing AAC in the home, school, and community. Discuss the basic requirements to access an AAC system.
9:15 a.m. - 10:15 a.m. Seminar 25 Multi-Interest Facilitating Cultural Fluency for a Multicultural Society, Kenneth Staub, M.S., CCC-SLP Instructional Introductory In our multicultural society it’s practically and ethically essential that the communication disorders professional maximize his/her cultural fluency, the ability to move comfortably among diverse groups. This seminar explores cultural fluency, providing participants with a strategy for facilitating its development via increasing self-awareness and ongoing self-assessment within the context of responsive and reciprocal clinical relationships. Specific skills relevant to the acquisition of cultural fluency will be addressed and indicators for assessing its development provided. Though focused on the supervisory process in academe, the seminar has relevance for practitioners in almost any setting.
Learner Outcomes: Define cultural fluency, explaining the societal, professional, and ethical considerations for facilitating its development in the academic and clinical settings. Discover and devise strategies for facilitating the development of cultural fluency in themselves and within those they supervise. Discover and develop indicators for assessing their own cultural fluency and that of those being supervised.
10:30 a.m. - 11:30 a.m. Seminar 26 Adult Augmentative & Alternative Communication for Young Adults, Jennifer M. Seale, M.S., CCC-SLP
Instructional Level Intermediate
This seminar will explore the current challenges and barriers young adults are facing after they leave high school. The presenter(s) will discuss strategies of young adult Augmentative and Alternative Communication (AAC) users who have successfully transitioned from high school to adulthood, as well as those who have experienced struggle and/or less successful transitions. Although “success” in adulthood is somewhat variable and objective, participants will be presented with tools for quantifying social success—the ultimate goal of AAC. After a brief overview of Social Networks Theory, participants will engage in the process of identifying how social supports and success can be built into an individual’s high school experience to help establish a foundation for success in adulthood and the role of the speech-language pathologist.
Learner Outcomes: Identify strategies for transitioning young adults who use AAC. Create a personal social network inventory and identify areas that are typically lacking for young adult AAC users. Identify opportunities for building social supports and practicing personal resourcefulness early in high school.
10:30 a.m. - 11:30 a.m. Seminar 27 Pediatric SLP Bullying and Students With Communication Disabilities: What SLPs Can Do, Gordon Blood, Ph.D.
Instructional Level Introductory
Children with disabilities and children with special education needs are at increased risk for being victimized. This seminar will briefly review the nature, types and characteristics of bullies and targets, especially those students with communication disabilities. Participants will learn about the impact bullying has on victims, the role of bystanders, and strategies SLPs can use with children on their caseloads. Some these include: reporting protocols, “buddies”, assertiveness training, steps to ensure the victim’s safety, advocacy roles, monitoring, dealing with cyberbullying, role-play, using story-time or literature to discuss bullying, and working collaboratively with other educators and parents.
Learner Outcomes: Understand the dynamics and nature of bullying in schools, both bullies and targets. Understand the differences between physical, verbal, relational and cyberbullying. Learn how school climate can support or inhibit bullying. Learn about current research about bullying among children with disabilities and special needs. Learn about “best practices” for assisting children on their caseloads in schools.
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