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Wednesday Sessions
6:30pm-7:30pm
7:45pm-8:45pm

Thursday Sessions
8:00am-9:30am
8:00am-11:30am
10:00am-11:30am
12:30pm-2:00pm
12:30pm-4:00pm
2:30pm-4:00pm
4:15pm–4:45pm
4:45pm–5:15pm

Poster Sessions
11:30am-1:30pm

Poster Sessions
4:00pm-6:00pm

Friday Sessions
8:30am-10:00am
8:30am-12:00pm
10:30am-12:00pm
12:00pm-2:00pm
2:00pm-3:30pm
2:00pm-5:00pm
3:45pm-5:15pm

Saturday Sessions
8:00am-9:30am
9:45am-11:15am
9:45am-12:45pm
11:30am-1:00pm

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Hilton Harrisburg

Continuing Education

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Convention Progam

PLEASE NOTE: Short Course 5 and Short Course 8 have been reschedule to a new time as noted below.

Wednesday, March 29

6:30 pm - 7:30 pm

Seminar 1 - PSHA Town Hall Meeting

This session will utilize a panel discussion format comprised of PSHA Executive Board members to focus on issues and trends impacting the professions of speech-language pathology and audiology, including reimbursement, legislation at state and federal levels, graduate level training programs and state licensure requirements. Panel members will detail how these issues directly impact the practices of speech-language pathologists and audiologists and will provide information as to how actions at the local, state and national levels can influence change. Audience members will be given an opportunity to ask questions and contribute to the discussion.

Learner Outcomes: At the completion of this presentation, the attendee will be able to describe the history of Pennsylvania licensure and certification requirements related to the schools, identify at least three issues impacting service delivery, list pending legislation impacting our professions at both a state and national level.

(Instructional Level: Intermediate)

7:45 pm - 8:45 pm

Seminar 2 - Professional Roundtable Discussions

These discussions will provide an opportunity for professionals to engage in dynamic roundtables to discuss important workplace issues with colleagues from across the state. We will have several roundtables to choose from including: early Intervention, school setting, acute/rehab setting, skilled nursing facility/home health, higher education, and audiology. Each discussion will have a facilitator to encourage discussion points. It will be a great opportunity to share best practices, concerns, and questions with colleagues in similar work settings.

At the completion of this presentation, the participant will be able to describe concerns facing professionals in specific work settings; describe best practices for assessment, treatment and documentation; and describe strategies to improve professional service delivery.

(Instructional Level: Intermediate)

Thursday, March 30

8:00 am - 9:30 am

Seminar 3 - Value Based Care Delivery in the Adult Speech-Language Pathology Practice

Erin Knoepfel, MS, CCC-SLP, BCS-S, Genesis Rehab Services; Lynn Young, MA, CCC-SLP, Genesis Rehab Services

Discuss approaches, resources and tools including evidenced based assessment/treatment options, top of license practice, alternative modes of therapy, and ICF model for providing adults with the best in value based care necessary to achieve/sustain optimal outcomes at the lowest cost resulting in optimal wellness, functional performance, and chronic disease/risk management.

At the completion of this presentation, the participant will be able to explain how value-based care delivery meets the objectives of the Triple Aim for health care; apply clinical reasoning within The International Classification of Functioning, Disability and Health, (ICF) model in order to establish a patient centered treatment approach; and identify resources and tools for providing adult patients and families with the best in value-based, patient centered care.

(Instructional Level: Intermediate)

Seminar 4 - Effective Speech-Language Evaluation for School SLPs: The Building Blocks

Jennifer Geibel, MS, CCC-SLP, Pennsylvania Training and Technical Assistance Network (PaTTAN); Elizabeth Christopher, MS, CCC-SLP, Pennsylvania Training and Technical Assistance Network (PaTTAN)

Evaluation, as defined in The Individuals with Disabilities Education Act (IDEA, 2004), is “procedures used by qualified personnel to determine a child’s initial and continuing eligibility…” Though this definition may appear, on the surface, to be quite simple, performing a speech-language evaluation is undoubtedly multi-layered and complex. For school SLPs, effective evaluation procedures must encompass all aspects of student communication as well as provide a comprehensive review of how speech-language abilities influence the child’s functionality within various school environments. In this session, educational consultants from the Pennsylvania Training and Technical Assistance Network (PaTTAN) will review the three prong approach for eligibility for special education, analyze the process of completing a school speech-language evaluation, including a review of timelines and evaluation report requirements, and explore the utilization of formal and informal measures in order to complete a comprehensive evaluation. The differences between school-based evaluations and assessments completed within the medical model of speech-language intervention will be critically discussed as well as if the student’s difficulties are due to differences or disability. Additionally, this session will provide participants the opportunity to analyze the importance of using team collaboration to build a complete picture of the child, and provide strategies to increase team partnerships. Only through efficacious speech-language evaluation can we determine the means for successful instruction and intervention. This session will provide school SLPs with the building blocks needed to complete a thorough and sophisticated speech-language evaluation.

At the completion of this presentation, the participant will be able to identify the differences between school and medical speech-language evaluation; list team members for speech-language evaluation collaboration; identify pertinent timelines within the school evaluation process; and explore formal and informal testing measures and discuss their inclusion in the speech-language evaluation.

(Instructional Level: Intermediate)

Seminar 5 - Caring for Patients With Post-Intensive Care Syndrome

Kalli Clement, MS, CCC-SLP, University of Pittsburgh; Marnie Kershner, AuD, CCC-A, University of Pittsburgh; Paula Leslie, PhD, CCC-SLP, FRCSLT, University of Pittsburgh

Patients and families can experience negative psychological, cognitive and physical consequences following medical treatment in the intensive care unit (ICU). The acute stress of a critical illness and its treatment can result in Post-intensive care syndrome (PICS). The symptoms seen with PICS can include: physical, cognitive, or psychological deficits. The presentation of PICS can vary greatly from individual to individual. Studies have shown that one-third of ICU patients experience some degree of PICS. The incidence increases substantially with patients who have had sepsis, acute respiratory distress syndrome, or have been on mechanical ventilation. Over 50% of patients with PICS require continued care following ICU discharge. We will discuss the often under-recognized psychological and cognitive impacts that can result from ICU care. We will also discuss considerations, including appropriate referrals for SLPs working with post-ICU patients and families. As we expand our knowledge of PICS we will then be better able to serve critically ill patients during and following hospital stays.

References: Elliott, D., Davidson, J., Harvey, M., et al., (2014). Exploring the Scope of Post-Intensive Care Syndrome Therapy and Care: Engagement of Non-Critical Care Providers and Survivors in a Second Stakeholders Meeting. Critical Care Medicine. 42(12). 2518-2526. Huggins, E., Bloom, S., Stollings J., Camp, M., Sevin, C., Jackson, J. (2016). A Clinic Model: Post-Intensive Care Syndrome and Post-Intensive Care Syndrome-Family. AACN Adv Crit Care. 27(2). 204-11

At the completion of this presentation, the participant will be able to identify several commonplace elements of ICU care which could be potentially traumatizing to patients and/or families; define Post-Intensive Care Syndrome (PICS) and its potential impacts on psychological and cognitive functioning; identify two or more considerations for assessment and/or treatment for patients with PICS; and identify appropriate referrals for patients with PICS.

(Instructional Level: Intermediate)

Seminar 6 - University Forum

Robert Serianni, MS, CCC-SLP, Salus University; Mary Beth Mason-Baughman, PhD, CCC-SLP, Edinboro University of Pennsylvania

Pennsylvania Speech-Language-Hearing Association's (PSHA) University Forum invites members of undergraduate and graduate programs – department chairs, program and clinical directors, teaching faculty and clinical supervisors – to share their collective knowledge and skills in a guided discussion, to enhance the didactic and clinical education of all students in programs throughout the Commonwealth. Topics discussed include clinical supervision, interprofessional education, simulated practicum hours, admissions strategies, legislation changes, and accreditation and administration successes and challenges, to name a few. Moderated by members of the PSHA Executive Board, goals of this session are to spark conversations, encourage collaborations and facilitate the growth of higher education in communication sciences and disorders.

At the completion of this presentation, the participant will be able to identify strategies for infusing didactic and clinical education in communication sciences and disorders; illustrate successful integration of interprofessional education into communication sciences and disorders; develop approaches to address administrative and legislative challenges in higher education related to communication sciences and disorders.

(Instructional Level: Intermediate)

8:00 am - 11:30 am

Short Course 1 - Neuroscience Update for K-12 Students With Language and Reading Problems

Martha Burns, PhD, CCC-SLP, ASHA Fellow, Northwestern University and Scientific Learning Corporation

This course will be a practical update of educational neuroscience for SLP's who work in K-12 schools settings. The focus will be on application of the new research to assessment and treatment of students with neurodevelopmental speech and language disorders including childhood apraxia of speech, dyslexia, and auditory processing disorders. The course will begin with new research on brain development and maturation followed by an understanding of the neurological differences in children we treat. Evidence-based interventions that have utilized neuroscience based measures will be explained and described.

At the completion of this presentation, the participant will be able to apply new educational neuroscience research to assessment of school aged-children with speech and language disorders; diagnose childhood apraxia of speech, dyslexia, and specific language impairment with appreciation for known neurological issues; develop functional outcome goals with academic achievement in mind; and select evidence-based interventions for neurodevelopmental speech and language problems.

(Instructional Level: Intermediate)

10:00 am - 11:30 am

Seminar 7 - Evidence Based Practice: Achievable Utopia or Guiding Ideal?

Nancy Carlino, MA, CCC-SLP, California University of Pennsylvania; Samantha Procaccini, , California University of Pennsylvania; Denise Joseph, PhD, CCC-SLP, California University of Pennsylvania

An evidence-based practice framework is often touted as being the “gold standard” for making sound clinical decisions. Most professionals will agree that when successfully implemented, an evidence based practice framework helps in securing efficacious clinical outcomes. Theoretically, an evidence based practice framework provides the perfect “clinical utopia”: the patient receives the correct treatment because there is conclusive evidence behind every clinical decision. But how often does this evidence based “clinical utopia” take place in the clinical setting? Is the evidence based practice framework really being implemented in the clinical setting? Many professionals exhibit challenges with efficiently and effectively translating this framework beyond the theoretical picture. Clinical educators must begin to combat the disparities that exist between evidence-based theory and evidence-based clinical practice. This seminar will address (1) some of the challenges associated with implementing an evidence based practice framework, (2) how clinical educators may begin to adjust their teaching methods to bridge the gap between evidence based theory and clinical practice, (3) how university-based clinical educators can incorporate more realistic methods of implementation of evidence based clinical practice.

At the completion of this presentation, the participant will be able to identify the challenges with associated with implementing evidence based theory in the clinical setting; list at least three clinical teaching methods that may assist in bridging the evidenced based theory gap; and identify how to efficiently implement evidence based practice in clinical settings where caseloads and productivity standards are high and time is limited.

(Instructional Level: Intermediate)

Seminar 8 - Promoting Oral Language Success in the Classroom.

Elizabeth Christopher, MS, CCC-SLP, Pennsylvania Training and Technical Assistance Network (PaTTAN)

As school based SLPs, we are called to support students in the customary academic setting. This can be a daunting task in our daily work lives. Language ability is a key skill to success in academic tasks. Students with speech language disabilities are at high risk for poor literacy achievement. As specialists in language, we have unique skills to offer to our colleagues to improve student achievement in both speech/language goals and academics. This session will focus on the science of reading and look at the current best practices in literacy instruction to promote mutual understanding between the SLP and classroom teacher. Analysis of the role of oral language in reading success will highlighted. We will discuss common barriers to successful collaboration, what skills to target for academic success, how to increase our knowledge of reading goals, and differences in professional language between the SLP and classroom teacher. We provide specific activities to assist you in your collaboration with the classroom teacher to integrate both your speech language goals and to promote oral language within the everyday classroom.

At the completion of this presentation, the participant will be able to state five concrete ways to collaborate with the classroom teacher; state the five language skills to build to ensure academic success; define oral language from the perspective of the classroom teacher and the SLP; and identify the two components in the simple view of reading comprehension.

(Instructional Level: Introductory)

Seminar 9 - A Decade of Aphasia: A Personal Journey of Recovery

Barbara Pizzoli, BSN, Bloomsburg University; Anita Wasileski, MS, CCC-SLP, Bloomsburg University; Pamela Smith, PhD, CCC-SLP, Bloomsburg University

This presentation features Mrs. Barbara Pizzoli, who has lived with aphasia since her first stroke in 2006. Barb has progressed from her earliest communication therapy working in very structured tasks to developing the ability to function as a group facilitator, assisting other persons with aphasia with their language skills. She has prepared a Top Ten List of tips for family members, loved ones, and new and seasoned clinicians for working with and interacting with a person with aphasia from the perspective of the patient. Come listen to Barb share how she has progressed, how she continues to progress, her life lessons, and her joy in her recovery. Come hear why Barb has inspired hundreds of Bloomsburg University graduate and undergraduate students both in her therapy and her class presentations. Come be inspired!

At the completion of this presentation, the participant will be able to describe how a person with aphasia can continue to progress in language function for many years post onset; describe the differences in language skills in individual therapy and group interaction; and discuss the value of peer interaction in the language recovery process.

(Instructional Level: Intermediate)

Seminar 10 - THIS SEMINAR HAS BEEN WITHDRAWN

12:30 pm - 2:00 pm

Seminar 11 - Telecommunication and AAC: Going Mobile!

Kathryn Helland, MS, CCC-SLP, Pennsylvania's Initiative on Assistive Technology

This session will cover how users of augmentative and alternative communication (AAC) can access telecommunication. We can all agree that people with complex communication needs should have the same access to telecommunication as the rest of us. They have a right to be represented in the digital world! This session will describe how AAC users can participate in distance communication via voice, text and video. New technologies and apps will be described that allow AAC users to access Wireless Telecommunication. Access to distance communication can greatly impact the individual's ability to work, to engage in self advocacy, and to connect socially. As such, it should be seen as an important part of augmentative and alternative communication. It is one tool which can aid us in building a more inclusive society.

At the completion of this presentation, the participant will be able to define augmentative and alternative communication; list three apps which allow AAC users to connect via distance telecommunication; and describe three benefits of Wireless Telecommunication for users of AAC.

(Instructional Level: Introductory)

Seminar 12 - Analyzing Language Samples From Speakers of Non-Mainstream English Dialects

Jill Brady, PhD, CCC-SLP, Indiana University of Pennsylvania; Lisa Price, PhD, CCC-SLP, Indiana University of Pennsylvania

Language sample analysis (LSA) is an integral component of pediatric language assessment, and is used frequently in conjunction with data obtained from norm-referenced (NR) measures. LSA not only has superior sensitivity to NR measures in diagnosing language impairment (Peña, Spaulding, & Plante, 2006); it enables clinicians to examine language use in naturalistic contexts.

The use of LSA is particularly important when assessing children who speak non-mainstream English dialects, such as African-American English. For these children, the use of norm-referenced testing alone has limited clinical utility in diagnosing language impairment, because norms are based on the developmental trajectories of children who are speakers of Standard American English (SAE; Coleman, 2000; Oetting & McDonald, 2001). Nonstandard dialects of English differ from SAE in terms of their morphological and syntactic features; therefore, children learning these dialects vary from those learning SAE in the acquisition of those features. LSA can improve diagnostic accuracy for clinicians working with non-SAE speakers, by allowing them to take dialectal features into account. However, in order for LSA to serve this purpose, clinicians must be aware of the features of non-mainstream English dialects, and understand how language impairment may “look” in children acquiring these dialects. The presenters will discuss morphological and development in non-SAE speakers. Also, we will review studies (e.g., Oetting & McDonald, 2001), which have found patterns useful in discriminating language disorder versus difference in non-SAE learners. Finally, we will discuss the use of LSA in analyzing language samples from non-SAE learners.

At the completion of this presentation, the participant will be able to identify the syntactic and morphological features of African-American English and other non-mainstream dialects that differentiate them from Standard American English; describe patterns useful in discriminating language difference versus language disorder in speakers of non-mainstream English dialects; and describe how language sample analysis supports the clinical utility of assessment of speakers of mainstream and non-mainstream dialects.

(Instructional Level: Intermediate)

Seminar 13 - Alternative Approaches to Social Pragmatic Treatment

Robert Saltzman, MA, CCC-SLP, Lincoln Intermediate Unit No. 12; William Novak, MS, CCC-SLP, Lincoln Intermediate Unit No. 12

This short course will address alternative approaches to working with students with social pragmatic language deficits targeting the intermediate and secondary level. Approaches will include individual through large group treatment sessions, data collection strategies, and the use of technology and media. Technology and media will specifically address the use of computers, iPad, and internet websites (YouTube and educator owned sites) accessible by the general public. This program will look to include audience participation, provide examples of strategies to use with students identified with social and pragmatic language deficits, and provide resources for speech and language pathologists to utilize into their own practice.

At the completion of this presentation, the participant will be able to utilize group language strategies to target social pragmatic deficits; access and utilize media and technology to target social pragmatic deficits; and utilize various data collection strategies.

(Instructional Level: Intermediate)

11:30 am - 1:30 pm - Poster Sessions
12:30 pm - 4:00 pm

Short Course 2 - The Effects of Poverty on Language and Cognitive Development

Martha Burns, PhD, CCC-SLP, ASHA Fellow, Northwestern University and Scientific Learning Corporation

This course will provide a practical review the newest research on the effects of poverty on language acquisition, cognitive development and brain maturation. Research has been available for two decades on the effects of poverty on language exposure. But new research published in the past year has focused on the effects of poverty and stress on cognitive development and brain maturation. SLP's working in schools or other facilities that service children or adults from homes of high poverty are in a unique position to help educators and other therapists understand how years of poverty and stress affect working memory, attention skills, and executive functions. The course will conclude with interventions that target these cognitive differences.

At the completion of this presentation, the participant will be able to apply the research on the effects of poverty on language exposure to assessment of children with specific language impairment; apply the research on the effects of stress on assessment and intervention of adults with a history of poverty or other adverse experiences during their educational experience; assist other professionals in educational settings to provide high levels of language exposure to children from homes of poverty; and assist other professionals in recognizing the signs and characteristics of cognitive disorders of working memory, attention and executive function associated with stress and poverty.

(Instructional Level: Intermediate)

2:30 pm - 4:00 pm

Seminar 14 - AAC Party of One: Navigating the Diagnostic Menu

Skye Raupp, PhD, CCC-SLP, Edinboro University

Whether considering primary care or specialized services, the team-based approach is emphasized throughout healthcare these days. Many speech-language pathologists, however, essentially find themselves isolated from other healthcare professionals. This seminar will reframe the team-based approach to evaluation in augmentative and alternative communication (AAC) as it applies to specific settings (e.g., schools, skilled nursing facilities), review essential components of the AAC assessment, and consider the vital elements of an AAC report. The presenter will offer tips about the evaluation process and solicit attendees to share their own advice and experiences.

At the completion of this presentation, the participant will be able to identify the unique challenges of completing an AAC evaluation without the support of a formal diagnostic team; describe the process involved in completing an AAC evaluation; and list the essential components of an AAC evaluation report.

(Instructional Level: Intermediate)

Seminar 15 - Supporting Speech and Language Development Through "Family-Friendly" Routines-Based Intervention

Liz Kriston, MS, CCC-SLP, ASHA; Missy Casses, DEd

Research recognizes the importance of parent participation in Early Intervention. When intervention is positioned in the natural environment and uses a coaching process versus direct therapy model, better results are indicated. The lives of families raising infants and toddlers with special needs require thoughtful intervention from Early Intervention providers. Rather than adding a list of activities for the family to complete each day, intervention must be skillfully woven within the threads of the current family activities and routines. This model of intervention differs significantly from the medical and educational models taught by most higher education programs. The purpose of this training is to provide a solid foundation for understanding the importance of using the routines and activities of families in Early Intervention along with the ability to apply this knowledge directly to your work through practical strategies. Students, those who evaluate and serve children birth to three in alternate settings, current providers, and those interested in becoming EI providers will benefit from this seminar.

At the completion of this presentation, the participant will be able to understand law and definition of Routines-Based Intervention; identify family routines versus schedules; understand the difference between intervention and coaching; and design practical ideas for coaching families using their family’s daily routines and activities in order to stimulate their child’s development.

(Instructional Level: Intermediate)

Seminar 16 - Can-Do Descriptors: Borrowing an ESL Tool for AAC Students

Deborah Witkowski, MA, CCC-SLP, Children's Therapy Center of Washington Hospital

Approximately 5,000,000 students in the United States are identified as English Language Learners (ELLs). Limited English proficiency impacts their ability to have equal access to a quality education, participate in educational programs, and achieve high academic standards. WIDA (World-Class Instructional Design and Assessment) is a consortium that provides materials, resources and information to educators working with ELLs. One resource that they provide is the Can Do Descriptors, a resource to that helps to set realistic expectations regarding academic language and participation. These expectations are established based on the student’s current level of performance in the areas of listening, speaking, reading and writing. How does this relate to students who use AAC? Classroom teachers have limited experience with students who use AAC systems. As a result, they are not always sure of how to best promote participation and provide appropriate access to the curriculum. As a result, students are not provided with appropriate expectations for language use in the classroom. In this presentation, the author proposes a set of guidelines that parallels the WIDA Can Do Descriptors. These guidelines are offered as a resource to educational teams, including content area teachers, to provide direction as to what to expect of students at various levels of language development. The goal is to enable educational teams to provide access to the curriculum in a manner that is commensurate with the student’s skills while providing a framework for increasing those skills.

At the completion of this presentation, the participant will be able to describe the four key components within the WIDA CAN DO Descriptors and how to access this resource on the Internet; discuss three ways that students who use AAC would benefit from a set of CAN DO Descriptors; and identify a minimum of three stages of language development and commensurate language skills that could be listed on CAN DO Descriptors for students who use AAC.

(Instructional Level: Introductory)

Seminar 17 - NSSLHA Collaboration: Chapter Roundtable

This presentation will not be offered for continuing education credits.

4:00 pm - 6:00 pm - Poster Sessions

Technical Sessions

4:15 pm – 4:45 pm

Tech Session 1 - Estill’s Figures and Qualities in the Global Voice Therapy Model

Sarah Moreau, BA, West Chester University; Allison Lumbis, BA, West Chester University; Kelsey McIntyre, BA, West Chester University; Patricia Swasey Washington, PhD, CCC-SLP, West Chester University; Elizabeth Grillo, PhD, CCC-SLP, West Chester University

Three patients with voice problems (one child and two adults) participated in behavioral voice therapy at West Chester University’s Speech and Hearing Clinic during fall 2016. Estill’s Figures and Qualities (Estill, Klimeck, Obert, & Steinhauer, 2009 a,b) were used as the stimulability component of the Global Voice Therapy Model (GVTM; Grillo, 2012). This presentation will describe the methods used to combine Estill’s Figures and Qualities with the GVTM and present pre- and post-therapy results for each of the three patients.

Estill J, Klimek M, Obert K, and Steinhauer K. (2009a). Estill Voice Training Level One Workbook: Figures for Voice Control. Estill Voice International. Estill J, Klimek M, Obert K, and Steinhauer K. (2009b). Estill Voice Training Level Two Workbook: Figure Combinations for Six Voice Qualities. Estill Voice International. Grillo, E.U. (2012). Clinical investigation of the Global Voice Therapy model. International Journal of Speech Language Pathology, 13(2), 156-164.

At the completion of this presentation, the participant will be able to describe Estill’s Figures and Qualities used with the three patients; define the components of the Global Voice Therapy Model; and identify differences between pre- and post-therapy results for the three patients.

(Instructional Level: Introductory)

4:45 pm – 5:15 pm

Tech Session 2 - Video Visual Scene Displays to Enhance Participation in Community Activities

Tara O'Neill, MS, CCC-SLP, Penn State University; Janice Light, PhD, Penn State University

The majority of individuals with complex communication needs (CCN) who use augmentative and alternative communication (AAC) are evaluated in segregated settings. Additionally, less than 5% of individuals with CCN are employed even part time, often due to their lack of effective communication skills. Clearly, there is a critical need for interventions that target the use of AAC in community and vocational activities. The current investigation is a case study that examines the use of interactive video visual scene displays (VSDs) on a tablet-based app to enhance the participation of an adolescent (Lena) with autism spectrum disorder and CCN in community and vocational activities. VSDs are a type of AAC display that depict language concepts embedded within photos of events to provide a high level of contextual support. Video VSDs provide an innovative AAC interface by using videos of daily events with embedded VSDs to enhance participation in dynamic interactions. In the current investigation, Lena used the video VSD app to support her participation and communication within three activities: riding the public bus, working at the print shop, and completing a shredding job at school. The outcome measure evaluated was the percent of steps completed and communication opportunities fulfilled within each activity. From baseline levels of 6-25% accuracy, Lena reached between 75-100% accuracy by the final intervention session across contexts, with minimal direct instruction on the use of the app. Lena, her mother, and her teacher reported satisfaction with the app. Clinical implications and future research directions will be discussed.

At the completion of this presentation, the participant will be able to describe the current state of practice related to the use of augmentative and alternative communication (AAC) in community-based and vocational settings; define interactive video visual scene display (VSD) and describe the key components; evaluate the effectiveness of video VSDs to enhance participation and communication of an adolescent with autism spectrum disorder in community and vocational activities; and identify clinical implications and future research directions related to the use of video VSDs to enhance participation in community and vocational activities.

(Instructional Level: Introductory)

Friday, March 31

8:30 am - 10:00 am

Seminar 18 - Medicaid Basics

Kathleen Helfrich-Miller, PhD, CCC-SLP, Rehabilitation Specialists

Medicaid laws, regulations, and oversight require audiologists and speech-language pathologists (SLPs) to understand the current rules and make informed decisions. Medicaid is unique because it is a federal and state partnership. The federal government provides general guidance, but the program is administered through the state. Each state’s plan of operation requires the approval of the federal government. Since each state’s plan is unique, there may be variations within the different settings in the state. The state associations and ASHA have partnered to create a Network of local members to assist audiologists and SLPs with their Medicaid questions and refer to ASHA for additional technical assistance. The State Advocates for Reimbursement (STARs) meet monthly to discuss current topics, rules, and trends specific to Medicare audiology and speech-language pathology services. This presentation will assist state association members with understanding some of the fundamentals about Medicaid and connect them to their STAR representative.

At the completion of this presentation, the participant will be able to name their state representative STAR member and know how to contact that person; explain the role of the ASHA STAR; Outline the structure of the Medicaid system and its processes; and provide general information regarding medical necessity requirements.

(Instructional Level: Introductory)

8:30 am - 12:00 pm

Short Course 3 - Autism Spectrum Disorders: New Causation Research and Evidenced-Based Interventions

Martha Burns, PhD, CCC-SLP, ASHA Fellow, Northwestern University and Scientific Learning Corporation

Autism Spectrum Disorder is a complex neurodevelopmental disorder with several factors recently identified that contribute to genetic mutations that affect brain development and organization. This course will review the recent research on genetics, environmental influences and other issues being studied in causation. Each of these factors affects brain development and symptoms children present. The focus will be practical with an emphasis on explaining what is known about how the causative factors lead to the symptomatology and most important, what we can do about it. The course will review new evidence-based approaches to intervention and technological approaches to adaptive curriculum.

At the completion of this presentation, the participant will be able to apply the new neuroscience research on causation of Autism Spectrum Disorders for assessment; utilize the neurodevelopmental findings for recognizing salient symptomatology; counsel parents on updated research relevant to environmental factors such as diet and immunizations; and utilize the new neuroscience research as a foundation to develop treatment goals and select evidence-based methodologies.

(Instructional Level: Intermediate)

Short Course 4- Coaching Caregivers of Toddlers With ASD in the Natural Environment

Jennifer A. Brown, PhD, CCC-SLP, University of Georgia

Teaching in context, or in the everyday routines, activities and places that young children with Autism Spectrum Disorder and their parents participate, has an expanding evidence base. Routines based approaches support children to build social communication skills within the activities at times when the skills are functional and meaningful and promote generalization of both child and parent interaction skills. Unfortunately, the process by which parents learn to intentionally embed intervention throughout the day as opportunities for learning occur has not been as carefully delineated and described in the research. To successfully meet the changing needs of their children, parents need to be able to do more than simply follow an intervention script. They need to understand their child’s strengths and interests, be able to set expectations for their child’s participation and contributions to family activities and routines, be able to intentionally embed intervention strategies to support the child and to provide feedback that can extend the interaction. This session will illustrate a systematic caregiver coaching approach that blends evidence based family relationship building strategies with adult learning principles that promote independent and generalized use of intervention supports by parents within everyday routines, not just special therapy or play sessions. Practical tools, video illustrations and examples of how to coach caregivers in routines and activities as they occur will be infused throughout the sessions.

At the completion of this presentation, the participant will be able to explain three rationale for using everyday routines and activities to parents of young children at risk for or with autism spectrum disorder as intervention contexts; support caregivers to identify everyday routines and activities for embedded intervention; and list five strategies useful for coaching parents to embed intervention throughout the day within routines and activities.

(Instructional Level: Intermediate)

Short Course 8 - Living With Hearing Loss: Managing Communication Situations NEW TIME

Samuel Trychin, PhD, self-employed

This program includes information on recognizing the presence of hearing loss, misconceptions about hearing loss, gthe effects of hearing loss on the person who has it and on those with whom he or she communicates. Also included are the causes of communication breakdowns, unhelpful reactions to communication breakdowns, and suggestions for preventing or reducing communication problems.

At the completion of this presentation, the participant will be able to list six problems frequently reported by those with hearing loss sans six for their communication partners; list and discuss five misconceptions about hearing loss that interfere with proper treatment; list three causes of communication problems for each of the following speaker, environment and listener factors; and list five communication guidelines each fro speakers and listeners.

(Instructional Level: Introductory)

10:30 am - 12:00 pm

Seminar 19 - Let's Talk! People With Aphasia Can Facilitate Conversations

Anita Wasileski, MS, CCC-SLP, Bloomsburg University; Pamela Smith, PhD, CCC-SLP, Bloomsburg University

People with aphasia may participate in aphasia groups for years, but unless efforts are made to empower them to self-help, they may remain dependent on a speech-language professional for facilitation of conversations. Elman and Bernstein-Ellis (1999) found that group treatment for conversational interaction was more effective than simply social interaction, leading to longer length and complexity of utterances as well as conversational initiation. However, Simmons-Mackie et al. (2007) found that even in social interactions, there were "teachable moments" that provided support and cues for conversation. But can a person with aphasia (PWA) assume a leadership role and learn to provide support and cues? Prior work in our clinic has demonstrated not only change in length and complexity of utterances by a PWA trained in group facilitation, but also in the output of other group members. We will examine this dynamic in other social group interactions. Specific conversational behaviors such as turn-taking and topic maintenance have been identified as particularly problematic for our PWA. The treatment plan will encourage the PWA to use of cues and prompts that are less concrete and are more open-ended and emotionally focused, in order to facilitate interaction between all the group members. Initial probing with this teaching has shown promise with our PWA adapting her interaction to these methods in one small group. Data will examine not only changes in verbal output for our PWA facilitator, but also any changes in verbal behavior of other group members.

At the completion of this presentation, the participant will be able to describe conversational measures that can be utilized in a group aphasia session; describe three facilitating techniques used by a PWA in a group conversational setting; and discuss three methods of best teaching a PWA to facilitate conversation.

(Instructional Level: Intermediate)

12:00 pm - 2:00 pm

Seminar 20 - The Personal Challenges and Rewards of Hearing Loss

Samuel Trychin, PhD, self-employed

It can be difficult to sort out the possible influences of hearing loss versus a variety of other factors in a person’s experience when determining the effects of hearing loss on one’s development. Putting together the reported effects of hearing loss on many different people’s lives can increase confidence concerning the effects that hearing loss can have.

At the completion of this presentation, the participant will be able to briefly discuss the types of confounding variables that can limit the attribution of negative effects to hearing loss; list several positive influences that can minimize the negative effects of hearing loss; and briefly discuss a method for eliciting hearing loss-related problem experiences from clients/patients.

(Instructional Level: Intermediate)

2:00 pm - 3:30 pm

Seminar 21 - Selective Mutism: Speech/Language Assessment and Treatment Through Case Presentations

Carrie Van Soest, MS, CCC-SLP, Children's Hosptial of Pittsburgh of UPMC

Often Selective Mutism is viewed as outside of the Speech/Language Pathologist’s scope of practice since it is a psychological diagnosis of anxiety. In fact, the SLP might be the most equipped to deal with severe cases of Selective Mutism and lead a team approach to therapy. The SLP is an expert in scaffolding language, decreasing linguistic demands, behavior shaping, and teaching social skills, all of which are essential to a successful treatment plan for kids with Selective Mutism. This training will provide 6 case studies and videos to teach assessment and treatment of speech and language skills when kids present with Selective Mutism.

At the completion of this presentation, the participant will be able to define Selective Mutism and its effect on communication skills; state the role of the SLP when working with children and adolescents with Selective Mutism; describe assessment techniques to promote a successful diagnostic session of a person with Selective Mutism; and describe Treatment techniques to promote successful therapy sessions for a person with Selective Mutism.

(Instructional Level: Intermediate)

2:00 pm - 5:00 pm

Short Course 6 - Assessment and Treatment of Cognitive Disorders in Children and Adults

Martha Burns, PhD, CCC-SLP, ASHA Fellow, Northwestern University and Scientific Learning Corporation

This course will review the neurology of attention, memory and executive function. It will then focus on assessment and treatment approaches for children and adults with cognitive issues that often accompany speech and language disorders. The cognitive issues that will be discussed include attentional disorders, problems with working memory, and executive dysfunction. The course will cover how these disorders present in children with speech and language disorders as well as adults with right hemisphere dysfunction and TBI. The role of the SLP in assessment will be addressed as well as treatment approaches integrate cognitive intervention within speech and language treatment approaches.

At the completion of this presentation, the participant will be able to apply the neurology of attention, memory and executive function to differential diagnosis of cognitive disorders in speech and language impaired adults; apply the neurology of attention, memory and executive function to differential diagnosis of cognitive disorders in speech and language impaired children; utilize available assessment tools to assess cognitive disorders in children and adults with primary diagnoses of speech and language disorder; and utilize treatment methodologies that imbed cognitive interventions into evidence-based speech language interventions.

(Instructional Level: Intermediate)

Short Course 7 - Engaging Caregivers in Early Intervention Home Visiting

Jennifer A. Brown, PhD, CCC-SLP, University of Georgia

Home visiting is a widely used early intervention service delivery approach for infants and toddlers with communication delays and disorders and their families. While research results on the effectiveness of various communication interventions and methods of coaching are increasingly available, less is known about the actual home visit structure and how it can support family engagement, an important component of the early intervention process. This session will highlight the integration of adult learning and family centered principles as the foundation for organizing a home visit that supports family decision-making, participation and a parent-provider partnership. Family guided routines based intervention (FGRBI) incorporates a flexible framework for home visiting that includes four components, Setting the Stage (SS), Observation and Opportunities to Embed (OO), Problem solving and Planning (PP) and Reflection and Review (RR). Coaching strategies can be incorporated within each component by the SLP that support the caregiver’s participation and practice on embedding communication intervention within the child’s everyday routines and activities.

At the completion of this presentation, the participant will be able to identify four family centered, adult learning principles that support caregiver engagement and active participation during early intervention home visits; discuss how practices such as observation, problem solving and reflection can build caregiver confidence and engagement in embedded intervention can be integrated throughout the home visit by using a systematic coaching approach; and list and describe three evidence-based coaching strategies that build the family's capacity to embed intervention throughout their daily routines and activities.

(Instructional Level: Intermediate)

Short Course 5 - Living With Hearing Loss: Managing Oneself: Learning and Practicing Emotional Regulation NEW TIME

Samuel Trychin, PhD, Self employed

When emotion runs high, cognitive processing largely shuts down and people rely on previously practiced habits which are often not in their own best interest. This program demonstrates ways of helping people who have hearing loss and their communication partners identify emotionally driven dysfunctional thoughts and behaviors and the stimuli that usually elicit them. The program also presents several procedures that, when put into practice, are helpful in preventing or reducing negative emotional reactions and promoting healthy, effective responses when hearing loss-related difficulties occur.

At the completion of this presentation, the participant will be able to describe the bi-directional relationship between thoughts and feelings; explain the necessity of coordinating the explicit and implicit memory systems in order to minimize distress reactions; and demonstrate a breathing procedure that is able to positively effect heart rhythms and lower distress in the moment.

(Instructional Level: Introductory)

3:45 pm - 5:15 pm

Seminar 22 - Using Informational Texts to Achieve Language Treatment Goals

Lisa Price, PhD, CCC-SLP, Indiana University of Pennsylvania; Barbara Bradley, PhD, The University of Kansas

The Common Core State Standards have increased the expectation that students build disciplinary knowledge through listening to and reading informational texts (NGA Center & CCSSO, 2010). Informational texts require students to make inferences, compare and contrast, provide evidence from the text, and interpret text features. Students with language impairments struggle with the technical vocabulary, complex verbs, authoritative tone, logical arguments, and multi-clause sentences contained in informational texts (Scott & Balthazar, 2010). Further, the academic language register used to discuss informational texts differs from the casual talk they use everyday (van Kleeck, 2014). SLPs have an important role to play in preparing preschool- and elementary-age students to handle the language demands of this genre earlier in their academic careers. In this seminar, we will discuss how to choose informational texts to achieve language goals, how to pick appropriate visual supports and follow-up activities, and how to collect data to document progress. We also will discuss a scaffolding hierarchy that helps us choose the right kind of scaffolding, in the right amount, at the right time. Specifically, by using High Support, Low Support, and Raise-the-Bar scaffolding strategies, we can achieve discussions that are instructive in nature but also reach the level of responsiveness that are required for students with language impairments to be successful (Rabidoux & MacDonald, 2000; Skibbe, Moody, Justice, & McGinty, 2010). Finally, we will discuss ways to recruit parents and teaching assistants to help achieve greater treatment intensity than is usually possible.

At the completion of this presentation, the participant will be able to choose informational texts that align with curricular topics and student learning objectives for preschool and elementary-age students, select visual supports (e.g., anchor charts, props) that scaffold language and follow-up activities that extend learning from read alouds; use a scaffolding hierarchy of High Support, Low Support, and Raise-the-Bar strategies to achieve discussions that are both instructive and responsive to students’ verbal contributions; and consider ways to recruit parents and teaching assistants to conduct sessions that address students’ target skills in order to increase treatment intensity.

(Instructional Level: Intermediate)

Saturday, April 1

8:00 am - 9:30 am

Seminar 23 - How Much is Enough? Amounts Children Swallow From Prepackaged Drinks

Robert Skwarecki, PhD, CCC-SLP, California University of Pennsylvania; Denise Joseph, PhD, CCC-SLP, California University of Pennsylvania

Bolus size is a relevant factor in addressing dysphagia in many patients, including preschool children. However, there is limited information about what constitutes expected bolus size in typically developing children. Given the prevalence of pre-packaged drinks with this population (“juice boxes”, “juice pouches”, etc.), the question of whether bolus size intake varies dependent upon presentation is of particular interest. Results will be presented from a study conducted with typically developing 3-6 year old children to examine bolus size that is taken from prepackaged drinks. Relevant variables, including the size/shape of the container, the size of straw, and flexibility of the container (manipulation of which can result in propulsion of the contents into the oral cavity) will be addressed. Methodological considerations will be presented, including use of weight to estimate volume of the bolus. Implications for therapy with preschool children who have swallowing disorders will also be discussed.

At the completion of this presentation, the participant will be able to describe expected bolus sizes from common pre-packaged drinks in typically developing preschool children; explain the interrelationship between weight and volume when assessing bolus size; and describe the effects of digital manipulation in flexible packaging on bolus size.

(Instructional Level: Intermediate)

Seminar 24 - Compelling Case Studies & Research: PROMPT in Action

Amy Clark, MS, CCC-SLP, PROMPT Institute/p>

Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT) is used to treat minimally verbal or non-verbal clients as well as a range of clients with speech, language, and communication disorders and/or delays. While many professionals recognize PROMPT as a technique in which clinicians provide tactile-kinesthetic input to the client’s articulators to facilitate speech production, they are unaware how all aspects of treatment are guided by PROMPT as a system, philosophy and approach. This presentation will describe and demonstrate the multi-dimensional approach and system as they pertain to specific cases of children with communication disorders. These interactive case studies will highlight specific aspects of PROMPT assessment and treatment such as the Systems Analysis Observation, mass/distributed practice, and repetitive predictable play routines as well as the philosophy of PROMPT, which encompasses the development of the whole client. This entails assessing the PROMPT Conceptual Framework, which is comprised of three integrated domains (Physical-Sensory, Cognitive-Linguistic and Social-Emotional). The interaction of these domains is critical for functional communication to occur. By determining where the client is operating, the clinician creates individualized goals. Key PROMPT evidenced-based research studies will emphasize the link to clinical practice. PROMPT is currently involved in one of the largest studies ever conducted in the field of speech language pathology. This study will be delved into deeply as PROMPT recognizes demonstrating the efficacy is critical to advance clinical practice. PROMPT is a philosophy, approach, system and technique that helps clients reach their full potential.

At the completion of this presentation, the participant will be able to identify movement patterns and treatment priorities as they apply to the System Analysis Observation (SAO) and Motor Speech Hierarchy (MSH); list and explain levels of PROMPT, mass/distributed practice, reciprocal turn-taking and repetitive predictable play routines; and identify how evidence-based PROMPT research is linked to clinical practice.

(Instructional Level: Intermediate)

Seminar 25 - Facilitating Critical Thinking Skills in New Clinicians

Jennifer Alberti, MS, CCC-SLP, Bloomsburg University of Pennsylvania; Patricia Lawton, MS, CCC-SLP, Bloomsburg University of Pennsylvania; Shelley Scarpino, PhD, CCC-SLP, Bloomsburg University of Pennsylvania

Bloom’s Taxonomy for Educational Objectives in the Cognitive Domain is an excellent framework through which critical thinking skills can be further facilitated within the context of externships and clinical fellowship. This session will demonstrate how skills at all six of Bloom’s Levels of Cognition are required for efficacious clinical decision making and how skills at each level can be fostered in the clinic contexts. Discussion of how non-traditional methods used in supervision promote critical thinking skills required for reaching the highest levels of Bloom’s Taxonomy. Coaching is familiar to Speech-Language Pathology. Pairing skilled speech providers alongside caregivers is used for transference of knowledge and strategies necessary for solid skills acquisition. In this session, parallels between the highest levels of Bloom’s Taxonomy and the implementation of Coaching-Based Supervision will be highlighted as a beneficial linkage used to effectively impart evidence-based clinical skills to clinicians. Discussion will include an introduction to Coaching Theory related to the practice of speech pathology. The talk will culminate with integration of Coaching-Based Supervision for maximum clinician competence and independence.

At the completion of this presentation, the participant will be able to name the six skill levels of Bloom’s Taxonomy for Educational Objectives in the Cognitive Domain and describe the cognitive skills required to attain each level; express the points of linkage described between the five components of Coaching and the six levels of Bloom’s Taxonomy of Cognition; name five components of the Coaching Methodology; and write clinical supervisory feedback that integrates Coaching Methodology in a way that facilitates Supervisee critical reflection and problem solving.

(Instructional Level: Advanced)

9:45 am - 11:15 am

Seminar 26 - Embedding Culturally Responsive Literacy Instruction in SLP Services

Carrie Knight, PhD, CCC-SLP (C), Salus University; Kyomi Gregory, PhD, CCC-SLP, Salus University

The population in the USA is changing to become more linguistically and culturally diverse. As the country becomes more diverse, it is more likely that Speech-language pathologists (SLPs) will be working with clients who are from a different background from their own (Williams & McLeod, 2012). These changing demographics require SLPs to adjust and add culturally appropriate services to their practice. One area of service that requires a culturally appropriate response is pediatric literacy intervention. SLPs have knowledge and skills to address literacy development and disorders (ASHA, n.d.). This is a critical component of SLPs service, as today’s society demands a higher level of literacy skills to survive in the United States. For example in everyday settings such as at home reading an online articles or sharing through social-posts on the web, navigating signs in a hospital, or simply filling out a form in the doctor’s office, requires access to literacy skills. Without these skills, illiteracy leads to greater issues such as higher rates of incarceration, unemployment, and poverty (Kirsch, Jungeblut, Jenkins, & Kolstad, 1992). Taken together, this suggests that SLPs need to add culturally responsive literacy instruction to the services they provide to build successful readers and writers. Through some careful planning, SLPs can modify their current practice to achieve this goal. Therefore, the purpose of this presentation is to introduce SLPs how to embed instructional practices in intervention that address cultural and linguistic diversity to promote literacy skills.

At the completion of this presentation, the participant will be able to list ways to embed culturally responsive literacy into their service delivery; design appropropriate culturally responsive literacy services; and deconstruct misguided beliefs about culturally responsive literacy.

(Instructional Level: Intermediate)

9:45 am - 12:45 pm

Short Course 9 - Moving Beyond Aspiration: Dysphagia Considerations at End of Life

Mary Casper, MA, CCC-SLP, HCR ManorCare

Older adults who present with swallowing difficulties have unique considerations related to age and medical complexity. Polypharmacy, medical complexities and co-morbidities, and cognitive deficits must be considered in designing an effective treatment plan. While our profession has been very focused on the event of aspiration as a deciding factor defining "safe" swallowing, this session will challenge clinicians to consider the patient's culture, values, and wishes in dysphagia decision making. The speech-language pathologist treating older adults with dysphagia and those at the end of life should have insight to factors impacting their patients and be able to incorporate current best evidence. This course provides slps with tools they need to consider current best evidence while effectively treating older adults with dysphagia and those at the end of life. Clinical factors, legal and ethical concepts, and documentation will be reviewed.

At the completion of this presentation, the participant will be able to examine issues surrounding the end of life when treating older adults who have dysphagia; define consent and capacity, applying the concepts in case studies of older adults who have dysphagia; identify at least 3 factors contributing to eating and swallowing deficits in older adults and those at the end of life; and discuss the concept of "safest diet" in the context of the person's culture, values, and wishes.

(Instructional Level: Intermediate)

Short Course 10 - YIKES! Addressing Challenges in Clinical Teachinge

Cheryl Messick, PhD, CCC-SLP, University of Pittsburgh; Elaine Mormer, PhD, CCC-A, University of Pittsburgh

Across the last ten years, research on clinical education strategies has been growing in a variety of disciplines including nursing, athletic training, pharmacy, and counseling. Clinical teaching challenges, strategies and techniques are similar regardless of the discipline in which each of us works. So while there remains a small number of data-based studies in audiology and speech-language pathology, the multi-disciplinary evidence can provide us with guidelines and strategies for approaching clinical teaching based on research evidence. This session will provide participants with a summary of evidence on clinical teaching and an opportunity to apply the information through case-based scenarios. Research from varied disciplines will be presented that focuses on three specific aspects of clinical teaching: setting expectations; creating learning objectives; and providing feedback. These three areas will provide clinical instructors with a structure for working with students more effectively and for dealing with challenges when they arise. The research will be supplemented by clinical teaching tools useful to SLPs and audiologists working in varied setting. The session will use case-based scenarios of clinical teaching challenges which incorporate the viewpoints of both student clinicians and clinical instructors. These scenarios will cover a range of topics providing participants with the opportunity to work in small groups to apply evidence in creating a plan to address clinical teaching challenges. As a result of this session participants will have tools and an understanding of evidence to apply to clinical teaching in their own settings.

At the completion of this presentation, the participant will be able to give two examples of research studies investigating approaches to clinical teaching; explain the principles of providing optimal feedback to students in clinic; and create appropriate student learning objectives based on the SQF model of competency development.

(Instructional Level: Intermediate)

11:30 am - 1:00 pm

Seminar 27 - Early Intervention With Young Children With Autism

Barbara Weber, MS, CCC-SLP, BCBA, Private Practice; Merle Crawford, MS, OTR/L, BCBA, Private Practice

This presentation will focus on helping therapists support parents and other caregivers to target core deficits of autism within their daily routines to facilitate skills development. The presentation will highlight the authors' research and many years experience working with infants and toddlers who have a diagnosis of autism or who have "red flags." The presentation will integrate developmental principles highlighted in their book Early Intervention Every Day! (Paul H. Brookes, 2014) and present treatment-focused information from their second book, Autism Intervention Every Day! (Paul H. Brookes, 2016). Information will be provided to help therapists learn how to support parents of children birth through two from the time there are concerns regarding autism through the process of diagnosis and accessing services and supports. Our presentation will also be relevant to helping preschoolers who have challenges with flexibility, regulation, understanding themselves and their environment, and early social communication skills. The presenters will discuss their model of the core deficits of autism (flexibility, regulation, making sense of self, others and the environment, and social communication) and discuss strategies to help facilitate skill development through daily routines including bedtime, book time, mealtime and snack time, household activities, playtime, community outings, diapering and dressing and grooming and hygiene. In addition to developmental strategies, principles from applied behavior analysis will be discussed for teaching. This presentation will focus on practical and functional intervention that can be applied by participants immediately.

At the completion of this presentation, the participant will be able to identify ways to provide support to families whose infants and toddlers who have autism or are suspected of having autism; describe the relationship among the core deficits of autism and how they impact participation in learning opportunities through daily routines; identify ways to help parents and other caregivers facilitate skill development throughout daily routines; identify ways to combine applied behavior analysis with developmental strategies to teach skills to facilitate participation.

(Instructional Level: Intermediate)

 

Pennsylvania Speech Language Hearing Association
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412-366-9858 | 412-366-8804 fx
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