2007 MSHA Home Study Course

“For Minnesota, By Minnesota”
A CE Membership Value

We are pleased to announce the latest edition of a free continuing education (CE) opportunity for MSHA members only: the 2007 MSHA Home Study Course. The course provides an opportunity to earn ASHA CEUs and Minnesota Department of Education or Department of Health clock hours, available from June through September, 2007.

Home Study Articles:
The course consists of six articles representing “for Minnesota, by Minnesota” authors who are academic faculty or community partners. The articles provide continuing education in speech, language, and swallowing, with a focus on health care issues. These articles are only accessible to MSHA members on the protected membership area of our MSHA Web site. Any current MSHA member is eligible to participate.

Participant Responsibility:
Like all MSHA CE activities, the MSHA Home Study Course is a voluntary opportunity. Participants must agree to work independently. Participants will be required to read all six articles carefully, study the information, answer the CE questions accurately (see pass/fail criteria), and submit response materials for review by the CE deadline of September 30, 2007.

Pass / Fail Criteria:
MSHA Home Study Course Editors will grade and record all participant responses. PASS requires 50 correct responses out of 60 CE questions total and a minimum of 8 correct responses for each article. If successful, the participant will be granted both ASHA CEUs and Minnesota Department of Health or Department of Education clock hours.

The Minnesota Speech-Language-Hearing Association is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. This program is offered for .5 CEUs (Intermediate level, Professional area). ASHA CE Provider approval does not imply endorsement of course content, specific products, or clinical procedures.

Author Disclosure:
Articles submitted for the MSHA Home Study Course are a donation from the author to MSHA; no author or editor received any honorarium for the contribution. No author or editor has any proprietary interest in the material. The article by Bernard Garon, Zhen Huang, Steven Hommeyer, David Eckmann, Greg Stern, and Charles Ormiston entitled “Epiglottic Dysfunction: Abnormal Epiglottic Movement Patterns” is reprinted from Dysphagia (2002; vol. 17, pp. 57-68) with kind permission of Springer Science and Business Media.

Project Coordinators:
For more information, please contact the Home Study Course Co-Editors:

Bruce Poburka, Ph.D., CCC-S
Professor and Chair, Minnesota State University, Mankato
Dept. of Speech, Hearing & Rehabilitation
507/389-5843
bruce.poburka@mnsu.edu

Leslie Glaze, Ph.D., CCC-S
Adjunct Faculty, University of Minnesota
763/670-1801
glaze002@umn.edu

We hope that you enjoy reading and learning in this unique continuing education self-instructional course. Thank you again for supporting our state association.

Members: Click here to log in. After logging in, click the Home Study Course link on the left side of the page to access course instructions, articles, and forms. Don’t remember your username or password? Contact the MSHA office.

Not a member? Click here to learn about the benefits of membership and how to join.

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MSHA 2007 Home Study Course Articles

1. An Overview of Executive Functions and Switching in Aphasia
   Hsin-Huei Chiou & Mary Kennedy

2. Epiglottic Dysfunction: Abnormal Epiglottic Movement Patterns
   Bernard Garon, Zhen Huang, Steven Hommeyer, David Eckmann, Greg Stern, and Charles Ormiston (Reprinted from Dysphagia (2002; vol. 17, pp. 57-68) with kind permission of Springer Science and Business Media)

3. Behavioral Approaches to Treating Velopharyngeal Dysfunction and Nasality
   Leslie Glaze

4. An Intensive Rehabilitation Program for the Chronic Stages of Aphasia
   Gail Lommen

5. Voice Assessment: Examining Relationships Between Physiology, Instrumentation, and Perception
   Bruce Poburka

6. Teaching a Young Child with Autism Spectrum Disorder to Request Assistance Conditionally
   Joe Reichle, Patti Dropik, Elizabeth Alden-Anderson, & Tom Haley

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MSHA 2007 Home Study Course Learning Objectives

An Overview of Executive Functions and Switching in Aphasia
Chiou & Kennedy
After reading this article, the learner will be able to list:

1. Typical cognitive deficits common to individuals with aphasia.
2. Nonverbal assessments used to measure executive functioning.
3. Differences between cognitive and linguistic assessment strategies.

Epiglottic Dysfunction: Abnormal Epiglottic Movement Patterns
Garon, Huang, Hommeyer, Eckmann, Stern, and Ormiston
After reading this article, the learner will be able to list:

1. Eight different patterns of epiglottic movement.
2. Differences between normal and abnormal epiglottic movement.
3. Epiglottic movement patterns associated with aspiration.

Behavioral Approaches to Treating Velopharyngeal Dysfunction and Nasality
Glaze
After reading this article, the learner will be able to:

1. Identify optimal candidates for behavioral therapy to improve velopharyngeal closure.
2. Implement behavioral strategies for improving velopharyngeal dysfunction.
3. Describe instrumental and non-instrumental approaches to biofeedback of velopharyngeal closure.

An Intensive Rehabilitation Program for the Chronic Stages of Aphasia
Lommen
After reading this article, the learner will be able to:

1. List both the rationale and the goal of constraint-induced therapy for aphasia.
2. Describe the efficacy of intensive treatment scheduling for individuals with chronic aphasia.
3. List the components of the 3.5 hour daily routine of the NMMC Intensive Aphasia Program.

Voice Assessment: Examining Relationships Between Physiology, Instrumentation, and Perception
Poburka
After reading this article, the learner will be able to:

1. Describe the clinical assets and limits to several common voice lab instruments.
2. Identify critical threats to validity of instrumental measures.
3. Describe the correlation between perceptual judgments of voice quality and acoustic measures.

Teaching a Young Child with Autism Spectrum Disorder to Request Assistance Conditionally
J. Reichle, P. Dropik, E. Alden-Anderson, & T. Haley
After reading this article, the learner will be able to:

1. Describe the role of contingency response in facilitating behavioral change in learners with autism.
2. Explain how variable reinforcement can shape behavioral responses in learners with autism.

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MSHA 2007 Home Study Course Authors

Elizabeth Alden-Anderson, B.A.
Graduate Student Research Assistant, Department of Speech-Language-Hearing Sciences, University of Minnesota-Twin Cities
Ms. Alden-Anderson has worked as a research assistant directly under the supervision of the first and second authors.

Hsin-Huei Chiou, M.A., CCC-S
Doctoral candidate, Department of Speech-Language-Hearing Sciences, University of Minnesota-Twin Cities
Ms. Chiou is a speech-language pathologist and researcher with specialty interest and expertise in aphasia, degenerative disease, and other cognitive communication disorders.

Patti Dropik, M.A., CCC-S
Doctoral candidate, Department of Speech-Language-Hearing Sciences, University of Minnesota-Twin Cities
Ms. Dropik is a speech-language pathologist and researcher with specialty interest and expertise in autism.

David Eckmann, M.D.
Radiologist, St. Joseph’s Hospital, St. Paul, Minnesota
Dr. Eckmann is a staff radiologist who works on the interdisciplinary team with the first author, Mr. Bernard Garon.

Bernard Garon, M.S., CCC-S
Speech-Language Pathologist, St. Joseph’s Hospital and Bethesda Rehabilitation Hospital, St. Paul, Minnesota
Mr. Garon is a speech-language pathologist and researcher with specialty interest and expertise in dysphagia. He has published many peer reviewed articles on visual perceptual features of swallowing disorders; this article is his most recent.

Leslie Glaze, Ph.D., CCC-S
Home Study Course Co-Editor, Adjunct Faculty, Department of Speech-Language-Hearing Sciences, University of Minnesota-Twin Cities
Dr. Glaze is a speech-language pathologist and researcher with specialty interest and expertise in cleft palate and voice disorders. She has taught and co-authored textbooks in both areas.

Tom Haley, B.A.
Project Assistant, Minnesota Autism Center
Mr. Haley is a research project assistant at the Minnesota Autism Center, who supported the project.

Steven Hommeyer, M.D.
Radiologist, St. Joseph’s Hospital, St. Paul, Minnesota
Dr. Hommyer is a staff radiologist who works on the interdisciplinary team with the first author, Mr. Bernard Garon.

Zhen Huang, M.S.
Statistician and Consultant, Research and Education, Bethesda Rehabilitation Hospital, St. Paul, Minnesota
Mr. Huang is a statistical consultant to the Bethesda Rehabilitation Hospital Research Department and provides technical support to research authors.

Mary R.T. Kennedy, Ph.D., CCC-S
Associate Professor
Dr. Kennedy is a speech-language pathologist and researcher with specialty interest and expertise in adult cognitive communicative disorders, including aphasia, degenerative diseases, and brain injury. She has taught courses and published research in these areas.

Gail Lommen, M.A., CCC-S
Speech-Language Pathologist, North Memorial Medical Center, Minneapolis, Minnesota
Ms. Lommen is a senior speech-language pathologist and Director of the Intensive Aphasia Program at North Memorial Medical Center. She has specialty interest and expertise in aphasia, neurogenic disorders, and dysphagia.

Charles Ormiston, M.D.
Radiologist, Bethesda Rehabilitation Hospital, St. Paul, Minnesota
Dr. Orniston is a staff radiologist who works on the interdisciplinary team with the first author, Mr. Bernard Garon.

Bruce Poburka, Ph.D., CCC-S
Home Study Course Co-Editor, Professor and Chair, Minnesota State University - Mankato
Dr. Poburka is a speech-language pathologist and researcher with specialty interest and expertise in voice disorders and clinical instrumentation for speech. He has taught courses and co-authored multimedia instructional materials in clinical voice instrumentation.

Joe Reichle, Ph.D.
Professor, Department of Speech-Language-Hearing Sciences, University of Minnesota-Twin Cities
Dr. Reichle is a researcher with specialty interest and expertise in challenging behavior, autism, and severe learning disabilities. He has taught and co-authored textbooks in language acquisition, alternative and augmentative communication, autism, and special education.

Greg Stern, B.S.
Statistician and Consultant, Research and Education, Bethesda Rehabilitation Hospital, St. Paul, Minnesota
Mr. Stern is a statistical consultant to the Health East Research Department and provides technical support to research authors.

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