Seminars | 2009 Outline | Registration | Online | Directions
Seminar #1, Monday, June 15, 2009
Improving Language and Literacy Outcomes among Children At-Risk for Language and Learning Disabilities
Presenter: Howard Goldstein, Ph.D.
Vast differences in the language experiences of children from poverty when compared to working and professional class homes contribute to gaps in language, literacy, and academic success. We will explore strategies that have been implemented by parents at home, by teachers and paraprofessionals in preschools, and within automated listening center activities in K-3rd grade. Procedures and results of instruction designed to promote language and literacy outcomes in children from high poverty communities will be shared. The first workshop will focus on preschoolers and various ways to facilitate language development during book reading. The second workshop will discuss the application of the concept of response to intervention in preschool settings. Current work on the development of curricular approaches to a three tier model in pre-kindergarten settings will be presented. The third workshop will explore strategies for teaching vocabulary in K-3rd grade within automated listening center activities. Attendees will learn a variety of approaches for embedding instruction in ways that promote language and literacy outcomes in children from high poverty communities.
Howard Goldstein, Ph.D., is Professor of Human Development and Family Science, and Research Director of the Schoenbaum Family Center at The Ohio State University. He has a longstanding interest in speech and hearing science and in the development of language among young children with disabilities. His recent work addresses intervention strategies for developing communication skills, and social skills with young children with autism. Between 2006 and 2008, Dr. Goldstein published 8 articles or book chapters and was the Principal Investigator on several federal grants that address RtI in early childhood, language and reading disabilities, and strategies to improve language and literacy outcomes in high poverty schools.
Seminar #2, Tuesday, June 16, 2009
Effective Therapeutic Strategies for Working with Clients with Dementia & Traumatic Brain Injury
Presenter: Michelle Bourgeois, Ph.D
This program will cover effective therapeutic strategies for speech-language pathologists working with persons with dementia and chronic traumatic brain injury. Beginning with a review of the disease process in dementia and a model of the memory systems, the memory components that are less impaired in dementia patients will be discussed. Strategies emphasizing the use of written and graphic cues will be described, including the use of memory wallets, memory books, and reminder cards, to modify problem behaviors and to maintain conversation skills, enhancing the overall quality of life of patients with dementia and their caregivers. Next the method of Spaced Retrieval as an effective tool to enhance learning and memory will be presented; screening and goal development procedures will be reviewed. The afternoon session will focus on effective instructional and therapeutic strategies for persons with chronic traumatic brain injury. The rationale and evidence for using a variety of instructional techniques with persons with TBI will be reviewed, including direct instruction, strategy instruction, effortful and errorless learning techniques. Goal development and instructional technique selection, with an emphasis on SR, will be practiced with audience input.
Michelle S. Bourgeois, Ph.D., CCC-SLP, is a Professor in the Department of Speech & Hearing Science, Ohio State University. She has received numerous grants from the National Institutes of Aging (NIA) and the Alzheimer¹s Association to investigate interventions for spousal and nursing home caregivers designed to improve the quality and quantity of communicative interactions with residents with dementia, to evaluate memory aids and interventions for persons with dementia and traumatic brain injury, and to develop training programs for institutional caregivers. A clinical researcher, Dr. Bourgeois has published numerous research articles, training manuals and CDs, and books. She was the recipient of the 2007 Barry Reisberg Award for Non-Pharmacologic Research, Theory, and Clinical Practice.
Seminar #3, Wednesday, June 17, 2009
Update on Dysphagia Practice: What's Hot, What's Not, and Why
Presenter: Paula Sullivan, MS
Given their ever expanding role in dysphagia assessment and treatment and the rapid emergence of new dysphagia programs, products and procedures, speech-language pathologists must stretch their boundaries and sometimes their comfort zone and develop their knowledge to provide the best intervention for individuals with dysphagia. This session will highlight current issues in dysphagia practice as well as exciting advances in research that are applicable to dysphagia practitioners in varied settings. This knowledge will help clinicians in designing effective therapy programs that will enable their patients with dysphagia to return to typical or at least functional eating with focus on quality of life. Updates on current assessment practices for dysphagia will include: evidenced-based screening tools, who should perform dysphagia screening, advantages and limitation of screening procedures including water swallow test, pulse oximetry, cervical auscultation and Modified Evans blue-dye, comparison of instrumental examinations (VFSS vs. FEES), and methods to improve the clinical yield of the videofluoroscopic swallowing assessment (VFSS). Participants will gain practice in improving their reliability on judgments about radiographic observations through an interactive training exercises in rating VFFS studies. With the increasing understanding and investigation of how current exercise-training intervention in dysphagia corresponds to principles of neuromuscular plasticity, discussion will focus on how these principles may be incorporated into effective dysphagia rehabilitation programs. Participants will learn strategies in evaluating new dysphagia programs, products, and procedures. As mode of nutrition is a critical discussion in dysphagia management, frameworks to assist clinicians in systematically approaching the decision-making process for oral versus tube decision making will be highlighted. Finally, methods to improve and ensure compliance with dysphagia treatment programs to maximize outcomes will be highlighted.
Paula A. Sullivan, M.S., CCC-SLP, BRS-S is a speech-language pathologist with the Malcom Randall VA Medical Center, Gainesville, FL. Ms. Sullivan is a board recognized specialist in Swallowing and Swallowing Disorders. Paula's primary clinical and research focus is in the area of swallowing disorders in geriatrics and head and neck cancer. She currently is co-chair of the Veterans Health Administration task force charged with making recommendations, developing policy, and leading implementation of a national directive on feeding and swallowing disorders. She also is serving on the VA/DoD Stroke Rehab Clinical Practice Guidelines Working Group and the VA Dysphagia Diet Committee. She is co-author of Swallowing Intervention in Oncology and Easy-to-Swallow, Easy-to-Chew Cookbook. Paula is former Coordinator of ASHA¹s Division 13, Swallowing and Swallowing Disorders. She is an ASHA Fellow.
Seminar #4, Thursday, June 18, 2009
Enhancing Phonological & Metaphonological Skills of Children with Highly
Unintelligible Speech: An Update
Presenter: Barbara Hodson, Ph.D.
This session focuses on children with severely impaired phonological systems, including those with the label, Childhood Apraxia of Speech. Information about methods for expediting intelligibility gains is presented in the first part, including identification of patterns of phonological deviations, selection of optimal target patterns, and specific information regarding treatment. Because children with highly unintelligible speech frequently experience difficulties in the domain of early literacy, information about assessing and enhancing metaphonological skills is explained in the second part. Assessment results and outcome data for a preschool client and video clips of sessions are provided in the third part to exemplify evidence-based practices.
Barbara W. Hodson, PhD, CCC-SLP, a Board Recognized Specialist in Child Language, is the author of English and Spanish phonological assessment instruments and the developer of a computer software program, the Hodson Computerized Analysis of Phonological Patterns (3rd ed.; 2003). Her other major publications include: Evaluating and Enhancing Children's Phonological Systems: Research and Theory to Practice (2007); Targeting Intelligible Speech: A Phonological Approach to Remediation-2nd ed. (1991, with E. Paden); Perspectives in Applied Phonology (1997, with M.L. Edwards); and a Topics in Language Disorders theme issue, From Phonology to Metaphonology (1994). In addition, she has published a number of textbook chapters and numerous research articles in scholarly national and international journals and has given several hundred Clinical Phonology presentations nationally and internationally. Prior to joining the faculty at Wichita State University, Hodson taught at San Diego State University and at the University of Illinois, the institution where she received her doctorate. She is a Fellow of the California and the American Speech-Language-Hearing Associations and received the state Clinical Achievement Award for California in 1987 and for Kansas in 1992. Hodson, who has been directly involved with University Phonology Clinics since 1975, received the 2004 American Speech-Language-Hearing Foundation's Kleffner Lifetime Clinical Career Award. In 2000, she received the Wichita State University Excellence in Research Award. Her major professional goal has been to develop more effective assessment and remediation procedures for children with highly unintelligible speech.
Seminar #5, Friday, June 19, 2009
"Did I Do It Right?" Reflections on Supervision
Presenter: Elaine Geller, Ph.D.
This presentation will explore a framework for clinical supervision that incorporates mental health constructs within the study of speech-language pathology. In this model supervisors and supervisees are challenged to interweave discipline-specific knowledge with psychodynamic principles so that they can become more psychologically-minded and relationally informed. A relational and reflective model of supervision involves paying attention to both the overt patterns, actions and behaviors and underlying affective and intersubjective states of the supervisee and supervisor. The challenge is to integrate analytical, technical and theoretical constructs with broader constructs of how individuals operate during moment-to-moment interpersonal and experiential situations. This leads to a deeper understanding of how relationships can support or impede change and growth in our supervisees and in ourselves.
In this workshop key mental health constructs will be explored as to how they can be used in supervision in speech-language pathology. Comparisons between traditional and relational and reflective supervision will be made with reference to these principles. Three stages of supervisee development will be illustrated in order to understand the supervisee's behaviors and beliefs and how they change over time. This knowledge leads to creating optimal learning environments that are congruent with the supervisee's developmental level and knowledge base.
Elaine Geller, PhD., CCC, is an Associate Professor and Graduate Program Director in the Department of Communication Sciences and Disorders at Long Island University/Brooklyn Campus. This graduate program is a multicultural bilingual emphasis program. Dr Geller received her PhD in Speech and Hearing Sciences from the Graduate School and University Center of the CUNY. Her mentor was Dr. Margaret Lahey who is a well-known scholar and researcher in the area of childhood language disorders. Dr. Geller has completed post-graduate training in infancy and mental health at the Infant Parent Study Center, Institute for Infants, Children & Families, Jewish Board of Family and Children¹s Services, in New York City.
Dr. Geller has been involved in clinical education in communication sciences and disorders for the past thirty years. She has been working on a model of clinical education that embeds mental health constructs within the study of communication sciences and disorders. Two recent articles in the American Journal of Speech Language Pathology (with Dr. Gilbert Foley) reflect this approach to clinical supervision and practice. Dr. Geller has recently completed a manuscript with Dr. Rebecca Shahmoon-Shanok entitled: Embracing Complexity across Disciplines: Post-Graduate Training in Relational and Reflective Practice² to be published in a special issue of the Journal of Infant Mental Health.