Agenda

Abstract: School-age children with language-literacy impairments need comprehensive assessment and intervention to identify and target their unique profiles of strengths and needs. Information from curriculum-relevant assessment can inform curriculum-based intervention activities. A “simple model” of language levels (sound/word, sentence/discourse) and modalities (listening, speaking, reading, writing) can bring order to planning and insights into students’ profiles. Curriculum-based language intervention offers high relevance for collaborating with teachers to address all students’ language and literacy needs. Parts 1-2 of this four-part session will focus on models and methods of curriculum-based language assessment and intervention. Parts 3-4 will show how a writing lab approach can be used to address any spoken and written language difficulties in a classroom setting. (part 1 of 4)

Learner Outcomes: The participant will be able to…

1. List at least two curriculum-relevant techniques for assessing sound/word and sentence/discourse skills and describe associated curriculum-based language assessment and intervention activities based on a child’s language-literacy learning profile.
2. Collaborate with a classroom teacher to set up a writing lab approach to language assessment and intervention.

Abstract: In this intermediate to advanced level practice seminar, Dr. Robbins will discuss clinical practice issues, current research findings, and the varied treatment approaches used for dysphagia management. Findings from clinical trials and current evidence-based practice will be addressed as participants explore the most current approaches to the treatment of dysphagia. (part 1 of 4)

Learner Outcomes: The participant will be able to…

1. Interpret the findings of recently concluded and ongoing clinical trials and describe the implications these results have for the treatment of dysphagia.
2. Compare and contrast traditional dysphagia diagnostic and treatment strategies.
3. Identify ways to incorporate evidence-based practice in the treatment of individuals with dysphagia.

Abstract: Twenty years ago, audiologists, physicians, educators, and other interventionists were largely unconcerned about the impact of unilateral and minimal bilateral hearing loss on children. However, as more and more parents expressed concern about their children’s progress, professionals began to pay closer attention to this “minimal” problem. Today, we have a significant amount of information about the psychoeducational outcomes of children with minimal degrees of hearing loss. This presentation will review past and current findings on the identification and management of children with minimal degrees of hearing loss. In addition, research needs in this area will be addressed. (part 1 of 2)

Learner Outcomes: The participant will be able to…

1. List 2-3 possible adverse affects of minimal bilateral or unilateral hearing loss in children.
2. Describe the demographic characteristics of children with minimal bilateral or unilateral hearing loss.
3. List 2-3 common interventions used with these children and the benefits/limitations associated with each.

Abstract: Although there are no prerequisites to AAC, it’s difficult to plan how to incorporate formal AAC into the communication interactions of children and adults who are basic communicators. Switches or symbols can be introduced into interactions for the most basic communicators, if they are used in ways that support and enhance the person’s existing interaction strategies. Introducing new communication modes such as symbols, signs, and voice output and also introducing new communicative functions or complexity of interactions can address too many “hard things” at once for a person to gradually learn the symbolic and access skills involved. Case studies and videotapes will illustrate building on existing behavioral skills and simplifying the complexity of children’s and adults’ uses of devices or symbols to gradually scaffold their understanding of the multiple layers of complexity in AAC use, even when beginning with prelinguistic communication skills. (part 1 of 2)

Learner Outcomes: The participant will be able to…

1. Identify sources of difficulty for the user when introducing formal AAC into behavioral communication and ways to scaffold those difficult skills.
2. Learn strategies for introducing formal AAC “one hard thing at a time” into naturally occurring communication opportunities for children and adults who are basic communicators.

Abstract: Metacognition (or thinking about your thinking) includes self-awareness, self-monitoring, and self-control. Individuals with traumatic brain injury (TBI) can have dual disabilities: impaired cognitive processes and impaired metacognition. The differences between autobiographical self-awareness and online self-monitoring and -control will be discussed, as well as best practice assessment procedures for each. A brief update on the results of brain imaging studies of the frontal lobes will provide the audience with a neurological basis for reduced metacognition after brain injury. Much of this session will involve a discussion of informal and nonstandardized assessment for metacognition. Participants will learn about metacognitive therapy strategies that are useful in teaching individuals how to compensate for memory impairment and how to enhance the effectiveness of studying.

Learner Outcomes: The participant will be able to…

1. Describe the three parts of metacognition.
2. Describe the recent brain imaging evidence of the relationships between kinds of metacognition and the frontal lobes.
3. Identify formal and informal assessment techniques of metacognition.
4. Describe how to use metacognitive strategy instruction when training individuals with brain injury to compensate for their memory impairment.

Abstract: The presentation will include a brief history of RTI and discuss its emergence in regular and special education. The discussion will review the importance of the speech-language pathologist in planning for the literacy needs of children at TIERS II and III in the RTI model. The assessment and intervention tools available to the speech-language pathologist will also be discussed.

Learner Outcomes: The participant will be able to…

1. Better understand RTI.
2. Identify an assessment tool that can be used in this model.

Abstract: The Dual Coding Theory suggests that cognition requires integration of imagery and verbal processing. Two types of imagery-symbol and concept imagery are the necessary sensory-cognitive factors, which must be related to verbal processing in order to achieve proficient reading/spelling and comprehension.

Learner Outcomes: The participant will be able to…

1. Have an increased understanding of the underlying factors preventing some children learning to read, spell, and comprehend to their potential.
2. Have an increased understanding of language and literacy instruction based on a theory of cognition.
3. Have an increased understanding of a theory of cognition: Dual Coding Theory.

Abstract: Many SLPs have the challenge of working with clients who have severe memory deficits—working with people who cannot remember that they have memory problems and can’t remember what they forget. We attempt to work with these clients, their families, and their care teams to develop external memory systems and strategies to help clients compensate for these deficits. There is technology available that can help at least some clients compensate for memory deficits. The purpose of this presentation is to discuss information to consider when developing external memory compensatory systems and to discuss advantages and disadvantages between using a memory book or a PDA.

Learner Outcomes: The participant will be able to…

1. Discuss information to obtain to help set up an external memory system.
2. List at least two pros and cons of using a PDA as an external memory aid.
3. State at least two EBP treatment techniques to consider using when training individuals to use external memory devices.

Abstract: The Montgomery Assessment of Vocabulary™ (MAVA™) by Judy Montgomery, Ph.D. is a comprehensive test for evaluating a student’s ability to recognize and identify three tiers of vocabulary words. This presentation will give a brief overview of the three tiers of vocabulary, test administration and interpretation, and implications for intervention.

Learner Outcomes: The participant will be able to…

1. Define and explain three tiers of vocabulary, as well as recognize their impact on academic performance.
2. Identify the components of the MAVA™.
3. Identify sources to score and interpret the results of the MAVA™.

Abstract: The bone anchored hearing aid (BAHA) is an alternative to traditional hearing aids for patients with conductive and mixed hearing losses and single sided deafness. This presentation provides information about the BAHA, including candidacy, a comparison of BAHA to traditional amplification, current devices available on the market, and pediatric considerations. Other topics discussed include BAHA fitting, audiological and surgical follow-up, and objective data of BAHA benefit in pediatric patients.

Learner Outcomes: The participant will be able to…

1. Identify pediatric candidates for BAHA.
2. Explain the differences between BAHA and traditional amplification.
3. Describe the range of BAHA devices currently available.

Abstract: The Parent-Child Communication Program (PCCP) is designed primarily for parents whose toddlers and preschoolers have significant communication delays and demonstrate prelinguistic or minimally symbolic patterns of communication. The program goals are to reduce parents’ use of directives and questions by creating an atmosphere for promoting an active communication style in the child and facilitating the child’s use of language spontaneously. This is accomplished by implementing the five components of the program, including the use of turn-taking, physical positioning, and vocal accenting while employing seven facilitating techniques in playful daily activities. Parent training incorporates two instructional sessions followed by demonstration and practice sessions. The results from data gathered on ten mothers before and after training revealed a significant reduction in initiated utterances in favor of a more responsive style of communication. Results also demonstrated that there was a significant decrease in parental questioning. Handouts can be obtained at www.mnstate.edu/pccp/. (part 1 of 2)

Learner Outcomes: The participant will be able to…

1. Demonstrate understanding of the program goals, components, and procedures.
2. Implement the program with parents, paraprofessionals, etc.

Abstract: Recent attention has been given to two specific approaches to the remediation of aphasia: intensive aphasia therapy and (IAP) and constraint induced aphasia therapy (CIAT). With the growing body of literature that exists and the number of clinical programs that have evolved, clinicians should examine current and future models of service delivery, treatment efficacy, and patient satisfaction. This discussion will cover the basic principles and describe clinical observations and outcomes from the Intense Aphasia Therapy Program at North Memorial.

Learner Outcomes: The participant will be able to…

1. Describe the basic principles of intensive aphasia therapy and constraint induced therapy for aphasia.
2. Identify issues related to IAP and CIAT, including where these approaches belong in the continuum of care, patient selection, and the stability of gains over time.
3. Review data outcome(s) from North Memorial’s Intense Aphasia Therapy Program (2002-2008).
4. Discuss current and future trends for aphasia rehabilitiation, its impact on service delivery, and reimbursement.

Abstract: Sometimes we don’t want to admit it, but it’s true: Implementation of AAC is challenging. We all want our AAC users to communicate to the best of their ability. However, sometimes we struggle with how to encourage carry-over in the daily environments—or we even need to learn for ourselves what good techniques are and see examples. The Implementation Toolkit is a free resource that helps you support your AAC users with valuable, real-life resources to help facilitate successful communication. The resources feature topics related to AAC users who are beginning or advanced communicators, including instructional materials. It’s all about communication and independence with AAC—its purpose is the why and what now.

Learner Outcomes: The participant will be able to…

1. Know how to get to the toolkit and determine which learning path meets their needs.
2. Identify two resources they could begin utilizing now that would change how AAC is implemented at their practice.

Abstract: Individuals who rely on AAC for communication need to have a system in which they can gain access to the vocabulary to express their thoughts and gain in language development. Learn how using core words enables you to not only teach in many different situations and environments but to collect the information needed to show generalization and growth of language development.

Learner Outcomes: The participant will be able to…

1. Identify why core vocabulary is critical in the development of language for AAC system.
2. Start from a small set of vocabulary on an AAC system (either low-tech or high-tech) and expand it to full language.

Abstract: Electric and acoustic stimulation (EAS) is a hot topic in the field of audiology and cochlear implant research. EAS, however, is still considered to be in the early stages of development, with the first peer-reviewed paper appearing just ten years ago. This area has gone through a remarkable evolution, demonstrating that hearing aids and cochlear implants are merging technologies. This presentation will cover the history of EAS, the present state of clinical trials, the unknown variables, hearing preservation with conventional cochlear implantation, and future applications of EAS, as well as their associated controversies.

Learner Outcomes: The participant will be able to…

1. Identify candidates for EAS.
2. Explain the history and evolution of EAS.
3. Describe the outcomes for hearing preservation with short and long electrode array cochlear implantation.
4. Recognize the confounding variables affecting EAS efficacy studies.
5. Summarize the future applications of EAS.

Abstract: The need for augmentative communication systems for individuals with significant speech and language disabilities is well recognized, and the use of AAC continues to expand in the schools and adult services. Many students graduate from school into post secondary life with some type of AAC system, but without the necessary skills to communicate sufficiently to meet adult communication demands. Skills such as using the telephone, interviewing, communicating with health professionals, and arranging transportation are not part of the student’s skill repertoire. The purpose of this presentation is to provide information about the skills needed, when and how to start teaching these skills, and examples of AAC system setups that skilled AAC users have found helpful in achieving success in these areas.

Learner Outcomes: The participant will be able to…

1. Identify three life skills to teach AAC users in preparation for transition.
2. List three or more strategies to assist AAC users in successful use of life skills.

Learner Outcomes: The participant will be able to…

1. Understand various experiences school-based speech-language pathologists have in assessing and treating students with feeding and swallowing disorders.
2. Be aware of current research and literature ASHA provides for managing feeding and swallowing disorders in the educational setting.
3. Consider conducting other research studies in the future of other school districts experiences and protocols when managing students with dysphagia.

Learner Outcomes: The participant will be able to…

1. Understand the effect of caregiver question types (yes/no, open-ended clarification) on the disruptive behavior of individuals with dementia.
2. Understand the effect of questions with emotional references on the disruptive behavior of individuals with dementia.

Learner Outcomes: The participant will be able to…

1. Discuss the measures used by speech-language pathologists in selecting which tests to administer.
2. List the top three challenges reported by speech- language pathologists in administering standardized articulation and/or language tests.
3. Identify the decisions speech-language pathologists make when students do not qualify for articulation and/or languages services based on the Minnesota state criteria.

Learner Outcomes: The participant will be able to…

1. Identify limitations of the empirical research pertaining to therapy focusing on prosodic outcomes.
2. Identify treatment approaches with moderate to strong empirical support.

Learner Outcomes: The participant will be able to…

1. Identify when the use of voice output devices may be appropriate for children with autism spectrum disorder and social anxiety.
2. Identify possible benefits of using voice output devices in children with autism spectrum disorder and social anxiety.

Learner Outcomes: The participant will be able to…

1. List the six main themes that influences SLP decisions in regarding AAC in acute care.
2. Better understand some of the barriers to AAC in the acute care setting so that improvements can be made to overcome those barriers.
3. Encourage SLPs and medical staff to explore their own feelings about AAC in acute care.
4. Encourage SLPs to conduct in-services and contribute their research to medical journals with hopes of educating medical staff about what an SLP can do for his/her patients.

Learner Outcomes: The participant will be able to…

1. Understand the purpose of the Voluntary Control of Involuntary Utterances technique and the appropriate clients it may benefit.
2. Understand the positive findings when implementing this technique on a client having severe aphasia.
3. Understand the importance of further research studies using the Voluntary Control of Involuntary Utterances technique in order to promote additional evidence-based information.

Learner Outcomes: The participant will be able to…

1. Gain a brief history of research outcomes regarding listeners’ attitudes and perceptions of people who stutter, followed by current trends about those attitudes and perceptions today that have been found following completion of a graduate research project.
2. Weigh in on what the current attitudes and perceptions are and what they mean for practicing SLPs working with people who stutter.

Learner Outcomes: The participant will be able to…

1. Identify the characteristics of Trisomy 13 Syndrome.
2. Define the time periods that parents report they receive medical, developmental, and support services information related to a child with Trisomy 13 or Trisomy 18 Syndrome.
3. Describe how helpful it was for parents to receive the information at that time.
4. List the information that parents report is critical to receive related to a child with Trisomy 13 or Trisomy 18 Syndrome.

Learner Outcomes: The participant will be able to…

1. Grasp the variety of safety and security issues facing speech-language pathologists within the educational and medical work settings.
2. Compare and contrast safety and security issues across various work settings.

Learner Outcomes: The participant will be able to…

1. Gain knowledge about the process of qualitative research.
2. Gain knowledge about the experience of a child with Aspergers Syndrome.

Learner Outcomes: The participant will be able to…

1. Gain knowledge about the process of qualitative research.
2. Gain knowledge about the experience of a child with Aspergers Syndrome.

Learner Outcomes: The participant will be able to…

1. Gain knowledge about the process of qualitative research.
2. Gain knowledge about the experience of a child with Corneilia de Lang Syndrome.

Learner Outcomes: The participant will be able to…

1. Gain knowledge about the process of qualitative research.
2. Gain knowledge about the experience of a child with Down Syndrome.

Learner Outcomes: The participant will be able to…

1. Gain knowledge about the process of qualitative research.
2. Gain knowledge about the experience of a child with Fetal Alcohol Spectrum Disorder

Learner Outcomes: The participant will be able to…

1. Gain knowledge about the process of qualitative research.
2. Gain knowledge about the experience of a child with Moebious Syndrome.

Learner Outcomes: The participant will be able to…

1. Gain knowledge about the process of qualitative research.
2. Gain knowledge about the experience of an individual with Fragile X.

Learner Outcomes: The participant will be able to…

1. Understand the amount of participation of SLPs in the workplace regarding health and safety.
2. Understand the knowledge SLPs have about health and wellness in the workplace.

Learner Outcomes: The participant will be able to…

1. Understand educational SLPs’ perceptions of employers’ emphasis on health and wellness.
2. Understand clinical SLPs’ perceptions of employers’ emphasis on health and wellness.

Learner Outcomes: The participant will be able to…

1. Describe a nontraditional therapeutic intervention for clients with chronic cognitive deficits post-TBI.
2. Identify outcomes experienced by campers after participation.
3. Compare and contrast campers’ and their caregivers’ perceptions regarding isolation, ability to describe cognitive strengths, remembering to take belongings, difficulty with planning ahead, and deficit awareness.

Learner Outcomes: The participant will be able to…

1. List characteristics of teenlect frequently used by adolescents with Williams syndrome.
2. List features of teenlect that adolescents with Williams syndrome do not produce.

Learner Outcomes: The participant will be able to…

1. Understand the purpose of tongue strengthening exercises and the appropriate clients they may benefit.
2. Understand the positive findings when implementing these exercises on clients with dysphagia and dysarthria with strength and endurance issues.
3. Understand the importance of further research studies using tongue strengthening exercises in order to promote additional evidence-based information.

Abstract: ASHA has placed increasing focus on the science and research in its programs, policies, and practices, resulting in a variety of new initiatives that address evidence-based practice, treatment outcomes, and the doctoral shortage. This keynote address will describe some of the major science and research initiatives undertaken by volunteer leaders and national office staff, illuminate challenges to implementing evidence-based practice in communication sciences and disorders, and speak candidly about the importance of leadership in advancing science and research in the discipline.

Learner Outcomes: The participant will be able to…

1. Understand and articulate the role of science and research relative to ASHA’s Strategic Pathway to Excellence.
2. Describe two or three of the major science and research initiatives in which ASHA’s volunteer leaders and national office staff are involved.
3. Explain three challenges impacting full implementation of evidence-based practice throughout the professions.
4. Understand the role of executive level leadership in advocating for and advancing science and research in communication sciences and disorders.

Abstract: Experia is the second generation of VitalStim Therapy (neuromuscular electrical stimulation for dysphagia). The demonstration will review every modality on the equipment, including VitalStim Therapy, variable muscle stimulation (VMS), high volt, surface electromyography (sEMG), and sEMG-triggered electrical stimulation. The demonstration will cover the use of Experia in a clinical setting using a variety of treatment scenarios.

Learner Outcomes: The participant will be able to…

1. List at least two modalities available on the Experia and describe how they are utilized in a treatment setting.
2. Describe the research supporting the use of the modality neuromuscular electrical stimulation for the treatment of dysphagia.

Learner Outcomes: The participant will be able to…

1. Be familiar with the contents of the manual.
2. Better understand the different sections and where information is located within the manual or accessed on the Internet.

Learner Outcomes: The participant will be able to…

1. Identify at least two methods for assessment of social skills in people with traumatic brain injury.
2. Identify at least two strategies for treatment of social skills for people with traumatic brain injury.

Differences in Diagnosis of Autism Between Immigrant and Non-immigrant Children
Theresa L. Estrem, Ph.D. :: St. Cloud State University

Learner Outcomes: The participant will be able to…

1. Discuss the differences in age of diagnosis among immigrant and non-immigrant children with ASD.
2. Discuss implications of these results for assessment and intervention services to immigrant children with ASD.
3. Share strategies for assessment and intervention for children with ASD whose primary language is not English.

Ethics and Audiology: The Current Landscape
Aparna Rao, Ph.D. :: University of Minnesota

Learner Outcomes: The participant will be able to…

1. Describe the current ethical landscape in interactions between healthcare providers and representatives of pharmaceutical companies and medical device manufacturers.
2. Describe issues related to conflict of interest in audiology.

Issues in Assessment and Treatment of Mild Traumatic Brain Injury
Helen Mathison :: Hennepin County Medical Center
Linda Mabbs :: Hennepin County Medical Center

Learner Outcomes: The participant will be able to…

1. Define postconcussive syndrome and list symptoms and treatment methods for it.
2. List appropriate assessment tools and treatment approaches when treating individuals with mild traumatic brain injury.
3. Describe how an energy conservation approach to cognitive-linguistic treatment in this population is often essential for success.

Issues in Clinical Supervision: Students and Assistants
Lynette Carlson, M.A. :: University of Minnesota Duluth

Learner Outcomes: The participant will be able to…

1. Identify resources available for defining responsibilities and expectations in clinical supervision of students and assistants.
2. Apply knowledge and resources for solving problems related to clinical supervision of students and assistants.

Learner Outcomes: The participant will be able to…

1. Understand at least two new strategies for incorporating literacy practices into what they do with children and adolescents on their speech-language caseloads.
2. Explore ways to improve reading comprehension through building on the background knowledge of children and adolescents.

Medical Speech Pathology and Tracheoesophageal Puncture After Laryngectomy: Its Simplicity; Its Complexity
Jack E. Thomas, M.S. :: Mayo Clinic

Learner Outcomes: The participant will be able to…

1. Describe a technical skill, problem-solving skill, and traditional therapy skill applicable to clinical intervention with tracheoesophageal puncture and voice prostheses.
2. Describe one advantage and one disadvantage of each of the three traditional methods of alaryngeal speech.

Medical, Private, and School SLP: Collaborating for Best Outcomes
Sheila Frost :: Park Nicollet Health Care Services
Kelly Schenkelberg :: Park Nicollet

Learner Outcomes: The participant will be able to…

1. Review the process for referral for three delivery models.
2. Discuss eligibility criteria.
3. Review costs and benefits of collaboration.

NMES (Neuromuscular Electrical Stimulation) Therapy for Dysphagia and Its Use at Bethesda Hospital
April O’Brien, M.A. :: Lifetrack Resources

Learner Outcomes: The participant will be able to…

1. Distinguish between NMES (neuromuscular electrical stimulation) and other types of electrical stimulation.
2. Identify appropriate patient populations for the use of NMES.

Online Hearing Aid Purchases: Risky Business
Sarah Angerman, Ph.D. :: University of Minnesota
Jane Carlstrom, Au.D. :: University of Minnesota

Learner Outcomes: The participant will be able to…

1. Outline several risks to the consumer who chooses to purchase hearing aids online.
2. Discuss policies that clinical audiologists may wish to enact to discourage their clients from purchasing hearing aids online.

Paradoxical Vocal Fold Movement
Mary Beth Ferguson, M.A. :: Private Practice

Learner Outcomes: The participant will be able to…

1. Better understand the current practice patterns for children and adults with PVFM in the Minnesota speech-language pathology community.
2. Better understand the diagnosis and treatment of PVFM through sharing experiences, knowledge, and professional articles.

Planning the Transition from Part C to Part B Services for Children Who Speak Languages Other than English
Deanine Mann, M.S. :: Centennial Public Schools

Learner Outcomes: The participant will be able to…

1. Identify factors, including the language in which services will be delivered, that teams must consider when planning for the transition from home-based to center-based services for children who speak little to no English.
2. Share and generate ideas for alternative programming and intervention models that meet the language learning needs of children in the ECSE program who speak little to no English.

Learner Outcomes: The participant will be able to…

1. List at least four things they can do to improve their chances of having their next prior authorization approved.
2. Discuss prior authorization processes and procedures as they relate to the MSHA Peer Standards Review committee’s peer review process.

Resources and Service Delivery Considerations for Working with Adolescents with High Functioning Autism
Liz Dettling, M.A. :: Minneapolis Public Schools
Jan Hanson OR Cathy Prokopowicz :: ISD District 200

Learner Outcomes: The participant will be able to…

1. Apply curriculum and therapy ideas with students with high functioning autism, including Michelle Garcia Winner’s “Social Thinking” curriculum.
2. Apply various scheduling options and ways to collaborate with the autism teacher and team.

School-Age Intervention for Narrative and Theory of Mind Skills
Jill Rentmeester, M.A. :: Minneapolis Public Schools

Learner Outcomes: The participant will be able to…

1. Increase their knowledge of intervention strategies, based on evidence-based practice, to improve narrative and theory of mind skills for children with language disorders in grades 1-5.
2. Increase their practice of using children’s literature as a primary intervention material for improving narrative and theory of mind skills for children with language disorders in grades 1-5.

Speech-Language Pathology: Advocating for the Profession in the Schools Continued
Judith C. Gelderman, M.S. :: MSHA School Issue Chair

Learner Outcomes: The participant will be able to…

1. Identify barriers for the speech-language pathologist working in school.
2. Discuss possible options for increased advocacy.

Supervisors Sharing Stories, Strengths, Strategies, and Struggles
Elizabeth Troester, Ph.D. :: United Hospital, Sister Kenny Rehab Services
(CANCELLED)

The Mountain and the Ship—Stories of Hope: Embracing the Changed Brain after Stroke, Brain Injury, and Aphasia
Candis Fancher, M.S. :: Fairview Southdale Hospital

Learner Outcomes: The participant will be able to…

1. Gain five practical strategies to facilitate telling and writing of life stories.
2. Understand the long-term benefits of story writing via two case studies.

To Treat the Child or the Stutter?
Kathleen E. Dauer, M.S. :: ACE Speech and Language Clinic
Michael D. Nawrocki, M.A. :: ACE Speech and Language Clinic

Learner Outcomes: The participant will be able to…

1. Describe the importance of treating the whole child.
2. Explain factors that help determine when it is best to use fluency enhancing versus stuttering modification.

Treatment Strategies for Voice Disorders
Carol Rue, M.S., M.A. :: Park Nicollet Health Services

Learner Outcomes: The participant will be able to…

1. Apply at least one new voice therapy exercise, analogy/imagery tool, or probing technique with the next voice patient.
2. Share or demonstrate a voice therapy exercise, analogy/imagery tool, or probing technique that has been helpful in practice.

Learner Outcomes: The participant will be able to…

1. Learn about Adult Basic Education and PANDA (Physical and Neurological Disabilities Assistance) Grant.
2. Describe a model of collaboration between Rehabilitation and Adult Basic Education.
3. Consider implementing a similar collaboration in your home community.
4. Brainstorm other community resources and alternative ways to enhance traditional therapy.

Learner Outcomes: The participant will be able to…

1. State or demonstrate at least two functional uses of PDAs to help compensate for cognitive deficits.
2. State at least two pros and cons of using a PDA versus a paper planner/datebook.

Abstract: Current research (as well as best practice guidelines established by the American Speech-Language-Hearing Association) establishes that “assessment and intervention for speech and language disorders of limited English proficient speakers should be conducted in the client’s primary language.” (ASHA, 1985) However, speech-language clinicians who wish to apply research directives and best practice guidelines to their interventions with ELL students are impeded by an inability to communicate with students and families in the first language, limited bilingual support personnel, and a paucity of first language instructional materials for home or school use.

As a monolingual speech-language clinician who serves students with limited English proficiency, Ms. Johnson is currently exploring alternative native language intervention strategies in the context of a year-long sabbatical. These include peer- and parent-mediated language intervention strategies (as well as the use of simple, available technologies, such as Garage Band and iTunes) and interpreter support to create and record literature-based native language materials for ELL students with language disorder. Ms. Johnson believes that this approach has positive implications for providing a meaningful level of first language and literacy support in speech-language with minimal demands on the time of bilingual support staff.

The process and outcomes of creating these materials will be outlined in this presentation. The results of clinician field testing will also be summarized, which may provide future direction by school-based clinicians who wish to provide native language support for their ELL students who have been identified with language disorder.

Learner Outcomes: The participant will be able to…

1. Identify three collaborative strategies for providing native language interventions to language-disordered ELL students.
2. Demonstrate increased knowledge of alternative measurement tasks for native language progress monitoring of ELL students with language disorder.

Abstract: Research on the prevalence of ASD among immigrant children is limited to a handful of studies that include Hispanic children. In spite of evidence that earlier identification of ASD results in better outcomes, research suggests that linguistically and culturally diverse children are identified at a later age than white children. The present study compared the prevalence and age of diagnosis of young immigrant children with ASD to that of non-immigrant children with ASD using a comprehensive data set (Minnesota Automated Reported Student System [MARSS]) collected by the Minnesota Department of Education. This session will describe the characteristics of this student population between 2000 and 2008. In doing so, participants will gain a greater understanding of the rapidly growing immigrant and ASD populations in Minnesota, as well as establish a stronger empirical base for Minnesota service planning for children with ASD.

Learner Outcomes: The participant will be able to…

1. Describe the differences in age of diagnosis among immigrant and non-immigrant children with ASD.
2. Describe implications of these results for assessment and intervention services to immigrant children with ASD.
3. Formulate questions for future research on this topic.

Abstract: This presentation will review current literature in speech-language pathology and related fields on language intervention for children who need two or more languages/dialects to communicate within home, school, and community settings. The session will first summarize studies that examine methods of promoting language learning, then identify current gaps in the literature as well as innovative examples of how to address these gaps. Next, the session will describe implications for promoting effective communication that are consistent with current educational frameworks. such as Response To Intervention. This session aims to benefit clinicians working with culturally and linguistically diverse children in early intervention, preschools, and elementary schools.

Learner Outcomes: The participant will be able to…

1. Summarize three effective strategies for language learning based on previous research findings.
2. Identify two implications for language intervention with children from culturally and linguistically diverse backgrounds.

Abstract: Hearing loss not only affects the hearing organs, but also the psyche of the patient, the family, and others that are associated with the hard of hearing person. Along with physical impairment, the patient is affected psychologically. The session will be broken down into a brief overview of the anatomical and physiological aspects of hearing, the physical and mental health issues associated with hearing loss, and coping strategies for the patient, family, and others associated with the person with hearing loss.

Learner Outcomes: The participant will be able to…

1. Identify physical and mental health issues that may arise with the hard of hearing person.
2. Identify possible coping strategies for the patient, family, and others who have contact with the hard of hearing person in everyday situations and within the workplace.

Abstract: This session will review the criteria that the MSHA Peer Standards Review Committee uses in determining whether documentation submitted to support a prior authorization (PA) request is adequate to demonstrate the need for the proposed intervention. Learners will understand all the components of clinical documentation that are required for approval of a prior authorization request, based on the MSHA Quality Assurance guidelines.

Learner Outcomes: The participant will be able to…

1. Describe the relationship between MSHA’s Peer Standard Review Committee and its clients.
2. Describe the necessary components of an assessment, goals and objectives, and other required documentation for a prior authorization.

Abstract: Three local leaders in speech-language pathology service delivery, with more than fifty years of combined management experience in health care, education, and private practice, will present a panel session designed especially for students and others seeking new employment opportunities. The panelists will identify the important strengths and detractors in professional résumés, applicant interviews, academic background, and practical experience that distinguish successful candidates for jobs in each of these employment environments: medical, school, and private practice. Experts will answer your questions and relate their “best bets” list for new employees and other job seekers as you construct your résumé, prepare for interviews, and weigh options available for salary, employment benefits, and professional growth and mentorship. This session offers a unique opportunity to ask your questions; experts will respond!

Learner Outcomes: The participant will be able to…

1. List ten important criteria that leading SLP employers consider when interviewing and making hiring decisions for new employees.
2. Describe the distinct areas of concern for hiring employees in health care, schools, and private practice.
3. List specific recommendations for preparing for interviews, polishing one’s résumé, and preparing for a new job in health care, education, or private practice.