2012 Metro Speech-Language Network Symposium Schedule
February 2, 2012 9:30 pm:
The Metro Speech-Language Symposium is scheduled to occur as planned (both Pre-Conference and Conference). Metro recognizes that adverse weather can make it difficult or even dangerous to travel. We hope registrants will understand that Metro is under a contract with The Denver Marriott South at Park Meadows, and we are obligated to pay for the use of the facility, food and beverages, regardless of weather or attendance. Metro will always hold the conference, even in the case of a snowstorm. We apologize for any difficulty this may cause. Metro cannot be held responsible for events beyond our control (including weather and terrorism related causes) prohibiting your attendance. Thank you for your continued support and understanding under these circumstances.
On-site Check-in will be available from
6 - 9pm on Thursday
Schedule and Speakers are subject to change. Room assignments will be made available with the on-site check in materials
2012 Metro Speech-Language Network Symposium – Schedule
Friday, February 3, 2012
Pre-Conference
7:00am – 7:50am Check-in, registration and continental breakfast
7:50am – 8:00am Welcome and Introductions – Jessica Edelstein and Gayla Mortensen
8:00am – 3:30pm KEYNOTE
8:00am - 10:30am Creation of the Lexicon in the Brain
10:45am-12:00pm Words, Words, Words: Approaches to Selecting Words
1:00pm -2:15pm Vocabulary Intervention for Young Children (toddlers &preschoolers)
2:15pm Registration for Adams State graduate credit closes for Preconference
2:30pm - 4:00pm Vocabulary Intervention for Primary-Grade Pupils (kindergarten to 3rd grade)
Words, Words, Words: Building Children's Lexicons in Bits and Pieces
(Ballroom)
Laura Justice, PhD., is a clinical speech-language pathologist and applied researcher in early childhood language and literacy development, educational interventions, and communication disorders. Dr. Justice is Professor in the College of Education and Human Ecology at The Ohio State University, where she also directs the Children's Learning Research Collaborative, a research unit within the School of Teaching and Learning. Dr. Justice's research activities have been supported by grants from the American Speech-Language-Hearing Foundation, the International Reading Association, the National Institutes of Health, and the U. S. Department of Education. She is currently the Principal Investigator of a research portfolio that exceeds $30,000,000 in federal funding. Dr. Justice sits on grant panels of the National Institutes of Health and the Institute of Education Sciences, and was awarded a Presidential Award in 2005 from the U.S. government for her contributions to educational research (the PECASE award from President H. W. Bush). Justice has been a Fulbright Scholar at the University of Zagreb (Croatia, 2008), an Erskine Fellow at the University of Canterbury (New Zealand, 2004), and a Senior Fellow in the Institute of Advanced Studies at the University of Bologna (Italy, 2010). She has published more than 100 articles and chapters on early education and language/literacy development and intervention, and received the 2004 Editor's Award for the American Journal of Speech-Language Pathology and the 2010 Editor's Award for Language, Speech, and Hearing Services in Schools. Dr. Justice has authored or edited ten books, including Language Development from Theory to Practice; Communication Disorders: A Contemporary Perspective; and Scaffolding with Storybooks. Justice was the Founding Editor of EBP Briefs, published by Pearson, and received served a three-year term as the Editor of the American Journal of Speech-Language Pathology.
Learner Objectives:
1.Identify major theories regarding how children's lexicons are organized and developed
2.Describe current approaches to selecting words to teach in education and intervention
3.Identify prevalent evidence-based approaches to delivering vocabulary intervention
Conference
2:30pm – 3:50pm Check-in and registration of college and re-certification credit
4:00pm – 6:00pm Cash bar is open
4:00pm – 5:00pm
• Networking Session – Attendees will have this time available to network with colleagues, OR you may choose to attend a guided discussion from CSHA about statewide licensure.
• Katheryn Boada (VP-Public Policy, CSHA) & Connie Egleston, MS, CCC-SLP
“Public Policy & Licensure Updates for Speech-Language Pathologists & Audiologists”
This presentation will review the advocacy efforts of the CSHA Public Policy Committee including issues acted upon or monitor at both the state and federal levels. Additionally, plans for the 2012 legislative session, including introduction of regulations for non-school based SLPs, will be discussed. An overview of the responsibilities and membership of the committee and subcommittees, including the school issue group, will be provided. Time will be given for discussion of emerging public policy issues.
5:30pm – 10:00pm DINNER & KEYNOTE:
5:30pm – 6:00pm
Announcements, Welcome & Introductions – Jess Edelstein and Gayla Mortensen
KEYNOTE:
Executive Functions in Education: How to Make a Difference for Students
Ballroom
Jill Fahy is Assistant Professor in the Department of Communication Disorders & Sciences at Eastern Illinois University. She teaches graduate courses in Acquired Language Disorders, Development of Executive Functions, Right Hemisphere Disorders, and Advanced Diagnostics. She also teaches undergraduate courses in Neuroanatomy and Introduction to Clinical Techniques. Ms. Fahy’s diagnostic expertise encompasses adolescents and adults with acquired and developmental deficits in social-communication, cognitive-communication, and executive functions. Ms. Fahy lectures at the state and national level on the assessment and treatment of executive function disorders. She recently co-authored an article on the clinical implications of neuroscience research in Broca’s area, published in Topics in Stroke Rehabilitation, and is co-author of The Source for Development of Executive Functions. Prior to teaching at EIU, Ms. Fahy provided services to populations with acquired neurological deficits in medical settings.
Students with executive dysfunction struggle academically due to inconsistent or absent self-regulation; inattention; non-strategic planning; disorganized and impulsive work efforts, and poor self-insight. Difficulty adapting to increasing expectations for independence, along with concomitant communication disorders, confound the problem. Speech-language pathologists are perfectly positioned to address these challenges, as language is the ultimate tool for organized and deliberate mental “work”. This lecture presents diagnostic and treatment options designed to help the school SLP promote executive success and cognitive control in school-aged children.
Learner Outcomes:
1. Attendees will discuss the impact of executive function deficits upon communication, social, and academic abilities in children and adolescents.
2. Attendees will identify specific methods of evaluating executive function deficits in children and adolescents.
3. Attendees will create treatment plans to support intervention for children and adolescents with executive function deficits.
5:40pm - 6:40pm – The Nature of the Problem
• A Quick Review of Executive Functions—Let’s All Get on the Same Page
• Development of Executive Functions—What Should we Expect?
• What Happens When Something Goes Wrong? Problems You See Everyday
6:40-6:55pm – Break
6: 55-8:00pm – Assessment
• Diagnosing the Problem—Rules & Relationships
• Informal Evaluation Options & Protocols for the SLP
• Formal Assessment Options & Protocols for the SLP—Tests & Templates
7:00-7:30pm – Dinner
8:00-9:00pm – Treatment & Goal-Writing
• You Cannot Regulate Behavior Without Awareness
• Failure as a Metacognitive Tool—Insight & Anticipation
• Language as a Metacognitive Tool—Tangible Thinking & Planning
9:00-9:15pm – Break
9:15pm Registration for Adams State graduate credit closes
9:15-10:15pm – Treatment & Goal-Writing
• Initiation & Inhibition—The Timing of it All
• Scaffolding, Cueing, & Socratic Questions
• Social Thinking & Regulation
2011 Metro Speech-Language Network Symposium – Schedule
Saturday, February 4, 2012
7:00am – 7:45am – Registration
7:45am – 9:15am – Breakout Sessions
• Cher Heller , MA, CCC-SLP (Tennyson Center)
“Recycled Therapy – Reusing Resources to Jump Start Your Interventions”
(Salon A)
Do you find yourself looking in your “bag of tricks” and feeling like it is lacking? Do you have a materials budget that is nonexistent? Recycling is a great way to use everyday low cost materials to diversify your therapy tools. From using community resources like RAFT, to using items found in your home. From high tech to low tech, we will explore new ways to jump start your therapy!
• Tammy Lehn, MS, CCC-SLP (Douglas County School District)
“"That Was Easy!"” (Salon C)
With budget reductions yet increasing caseload numbers and group sizes, it's about time we SLPs got a break! Come hear about technology apps that motivate students, increase engagement, target a wide range of objectives, facilitate progress, and surprisingly cut planning and data collection time in half. Join us for fun, hands-on practice as we partner with technology to effectively reach our 21st century learners.
• Christine Ristuccia, MS, CCC-SLP (Say It Right)
“Implementing a Phonetically Consistent Treatment Program for /r/ Articulation Disorders” (Salon D)
Need new and proven techniques for treating /r/ misproductions? This course offers a new and refreshing approach to treat the most difficult of sounds. Backed with extensive research and field testing, a complete phonemic approach to evaluating and treating /r/ is presented based on the 32 different types of /r/.
• Kevin Stuckey M.Ed., CCC-SLP, (Editor, Super Duper)
“Strategic Interventions for Auditory Memory Training”
Memory impacts a person’s ability to perform almost any function. This session reviews current memory models, the development of auditory memory, and the relationship between working memory and learning. The speaker reviews several learning strategies for successful memory training. A direct, systematic software program for auditory memory training is demonstrated. Note: This presentation includes a description of educational software for memory training. Direct sale will not occur in conjunction with the presentation.
9:15am – 9:30am - Break
9:30am – 11:00am – Breakout Sessions
• Linda Haertling, MA, CCC-SLP (Adams 12) & Dr. Tarik Walker, MD, MPH (Instructor/Fellow, JFK Partners/Dept. of Pediatrics, University of CO Denver)
“HIV/AIDs - Issues and Strategies for Intervention, Associated Speech/Language and Hearing disorders”
In recent years, medication has been shown to have a dramatic effect on slowing the progression of the virus and controlling HIV/AIDS symptoms for children with HIV/AIDS. Among the many challenges to treat children with long term HIV are speech, hearing, and communication disorders as well as working with teenagers and young adults around pragmatics, safety issues, and daily living skills. The triple burden of poverty, illness (and the secrecy that often surrounds the child's HIV status), and a mother or parent who are themselves chronically ill, pose psychosocial issues. A question answer session will be included.
• Aimee Smookler, MA, CCC-SLP (Part C Private Practice) & Judy Delaware, MA, CCC-SLP (Pediatric Occupational Therapist)
“Sensory Issues and the Child with an Autism Spectrum Disorder”
Therapists who work with children with autism know that each child is completely different and unique from the next. But is seems that children with autism do have something in common and that is significant sensory problems. In this presentation therapeutic strategies will be discussed and practical solutions for daily sensory issues will be offered. Please bring your questions about real therapy sessions. Plan on having fun!
• Christine Ristuccia, MS, CCC-SLP (Say It Right)
“Implementing Yogic Techniques into Speech-Language Pathology”
Integrating yogic principles into speech and language remediation can reduce stress, improve posture, and enhance learning. The correlation of motor activities and cognitive development of children is well established. Bringing more physical activity into speech remediation will increase the fun factor and may also stimulate learning.
• Debby McBride, MS, CCC-SLP (AAC TechConnect, Inc.)
“AAC Evaluations Simplified: Tools & Resources”
AAC (augmenative communication) evaluations can be overwhelming for many who lack training, experience, knowledge, or equipment. This workshop demonstrates a variety of "tricks and toolkits of the AAC trade" when doing AAC evaluations on a budget –or if one wants to “simplify” the evaluation process. Participants will leave with forms, toolkit suggestions, and outlines which guide them along the way to more effectively complete AAC evaluations for individuals with a wide range of communication abilities.˙
11:00am – 12:30pm – Breakout Sessions
• Cynthia C. Millikin, Ph.D., CCC-SLP & Fran Herbert, MA, CCC-SLP (CDE Supervisor and Consultants)
“SLI, SLD with CLD Considerations”
SLPs are effectively implementing the eligibility criteria and identification process for identifying Speech or Language Impairments (SLI). However, recurrent challenges continue to exist. Common issues relate to the distinctions between, or the overlap of, Specfic Learning Disabilities (SLD) and SLI. Another challenge to eligibility teams is understanding the diversity of Colorado’s population of students and the impact of cultural and/or linguistic differences (CLD) on the determination of SLD or SLI. This session will focus on the convergence of data within a body of evidence that addresses the key SLD and/or SLI eligibility criteria and takes into consideration these factors.
• Amy Thrasher, MA, CCC-SLP (Clinical Assistant Professor, CU Boulder) and Jen Wilger, ECSE (Executive Director, Temple Grandin School)
“Perspectives: Teaching Social Communication for Older Students with Asperger's and Similar Learning Profiles”
A process approach to social communication and perspective taking with middle school and high school students will be presented. This approach is based off of Winner's Social Thinking framework, in which students are taught the process for determining when to use specific skills, as opposed to teaching skills in a rote manner. Recommendations for implementing this approach in a school setting will be provided.
• Dr. Ed Steinberg, (Special Education Assistant Commissioner, Colorado Depart of Education)
“Topics in Special Education”
• Debby McBride, MS, CCC-SLP (AAC TechConnect, Inc.)
“AAC Apps and AAC Devices; How to Choose”
The AAC field finds itself in a whirlwind of options with the availability of new low-cost mobile technology (iPads, iPods, Droids, etc) and inexpensive downloadable apps. No matter whether one is considering new mobile technology or manufactured AAC devices, the decision-making process should be the same. This session will focus on the features required from the AAC App or AAC device to meet the language/linguistic and communication needs.
• Vendor Presentations
“Visit the Vendors”
Hallways
Take this opportunity to visit with the vendors and see the demonstrations of new materials to help SLPs in and outside of the classroom settings.
12:30pm – 1:00pm – Lunch
1:00pm – 2:30pm – Breakout Sessions
• Kevin Stuckey, M.Ed., CCC-SLP, (Editor, Super Duper)
“An Individualized Approach to Teaching Sequencing Skills”
Cognitive and linguistic deficits impact students’ abilities to sequence events in chronological or causal order. Specific disorders for this include auditory processing disorders, autism spectrum disorders, hearing impairment, learning disabilities, and specific language impairment. A software-based approach for sequencing pictures, text, and audio, from two- to six-step sequences, is demonstrated. Note: This presentation includes a description of educational software for sequencing skills. Direct sale will not occur in conjunction with the presentation.
• Eileen Conroy, MA, CCC-SLP (Jefferson County School District)
“Developing Oral Language through Interactive Activities”
In this session we will be presenting activities and games which support oral language development. These materials are simple and ready to use for language instruction and reinforcement. These products provide opportunities to model language structures and encourage enhanced oral language productions. Our materials are affordable, versatile and have many applications to fit a wide range of client needs. Participants will have an opportunity to explore these materials and see the applicability to their practice.
• Kathleen Fahey, PhD CCC-SLP (Professor, University of Northern Colorado),Shannon Robel, MA, CF-SLP and Katheryn Boada, MA, CCC-SLP (Director, Audiology, Speech Pathology & Learning Services Children’s Hospital Colorado)
“Conversations with Parents and SLPs: What Parents Need from Early Intervention”
Studies show the important impact that early speech-language intervention has on young children. Best practice documents encourage SLPs to involve parents in early intervention, yet the literature does not provide much guidance on what parents need as they support their children in intervention. We will describe a qualitative study, discuss themes from interviews and focus groups with parents and SLPs, and engage the audience in discussion about implications for practice.
• Lynea Pearson, MA, CCC-SLP (Area Administrative Coordinator, St Vrain Valley School District), Tera Hammer, (SLP, St Vrain Valley School District)
“Social Stories: Research, Rewards and Resources…Oh My!”
Follow the yellow brick road to this amazing session on social stories. Brush up on the latest research and learn about websites that have social stories that you can use and adapt. Bring along your laptop or iPad to follow along as we journey through the current resources available.
2:30pm – 3:45pm – Breakout Sessions
• Ellen Gilman, MA, CCC-SLP (Denver Public Schools) & Jeanine Coleman, PhD, ECSE (Regional Preschool Specialist , Denver Public Schools)
“How Do Teams Use Transdisciplinary Playbased Assessment in a Public School/Child Find Setting?”
Transdisciplinary Play-Based Assessment 2 (TBPA2) is a well known assessment process that is used to determine overall functioning levels for children with suspected disabilities from birth through age 6 years. This presentation will discuss how a Child Find team can use this assessment process to determine eligibility and identify next steps for educational programming. Collaborative team processes and tools will also be discussed.
• Mary Ann Bash, MA, CCC-SLP (Denver Public Schools) and Autumn Longmore (Denver Public Schools)
“Each One Teach One: Inspiring Students, Parents, and Volunteers to Promote Enriched Vocabulary and Oral Conversations” (This presentation will be based on a different book than previously used in the last 3 years)
You’ve heard of the 30 million word gap. Using picture books to teach vocabulary and engage in conversational turn-taking just 15 minutes a day is a powerful tool for closing the gap. This is an interactive workshop that will get participants using vocabulary and world knowledge that excites children ages 8 to 18 - ESL or native speakers - so they become vocabulary teachers and interesting conversational partners while having fun talking and increasing achievement.
• Kimberly Walker, MS Ed, CCC-SLP (Adams 12 School District)
“Intuitive Therapy at Your Fingertip”
How do I get the most out of my iPad? This session will provide an overview of how to intergrate iPad Applications into your everyday Speech/Language therapy sessions. Applications for different types of therapy and data tracking will be targeted. This session will also highlight how to incorporate the iPad into therapy whether you are doing pull out or push in.
• Coral Euler, MA, ECSE, and Linda Haertling, MA, CCC-SLP (SLP - Adams 12 School District)
“Managing Maladaptive Behaviors to Increase Academic and Social Skills Building in the Classroom”
Students attend school to learn, discover, and grow. When students exhibit maladaptive behaviors that are disruptive to teachers, students, and their own learning everyone is effected. When disruptive behaviors are present learning is not occurring, so it becomes a major goal to decrease maladaptive behaviors and increase the time spent on academic and social skills building in the classroom. Behavioral Principals can be utilized and individualized to support students and teachers in the classroom when faced with disruptive behaviors.
3:45pm - 4:00pm – Break – light snacks will be available in the hallway
4:00pm – 5:15pm – Breakout Sessions
• Donna Massine, Lead Audiologist/Itinerant Teacher of the Deaf (Douglas County School District)
“APD, ADD, EF or Alphabet Soup: Symptoms, Strategies and Solutions”
Students identified with listening concerns frequently present challenges with attention, auditory memory and listening in noise. The relationship between ADD, Executive Function and/or APD is examined using an Information Processing Model. This model will evaluate how the brain processes information from "hearing" to long term storage. An ecological assessment will be summarized to differentiate between ADD, APD and/or EF. Brain- based research on classroom strategies to enhance access, memory and retention will be outlined.
• Karin L. Johnson , MA, CCC-SLP (Adjunct faculty - Metropolitan State College of Denver), Catherine Curran, PhD, CCC-SLP (Professor & Division Chair, Speech, Language, and Hearing Sciences: Metropolitan State College of Denver), Lara Dunn, MA, CCC-SLP (Adjunct Professor, Metropolitan State College of Denver, Kimberly Hatch (Student, Metropolitan State College of Denver)
“Curriculum-based Language Intervention: Targeting Expository Text”
A project based intervention program has been developed to teach strategies for comprehension and expression of expository text to students in Grades 3-12 who have diagnosed language disorders and learning disabilities. The program is grounded in evidence-based practice. Portions of the program were shared with attendees at last years MetroSymposium; however, the intervention has been modified and expanded. Methodology will be shared and videos shown that depict successful intervention.
• Vanessa Sacchi, MA, CCC-SLP (Private Practice)
“Avoid versus Escape? Breaking down the Stuttering Pattern & Implications for Therapy”
Stuttering is a pattern, a fingerprint... No two people stutter alike. Feel more confident in your ability to assess and progress monitor school-aged children who stutter. Greater understanding of the pattern will enable you to individualize strategies, modify activities for mastery, and more effectively differentiate in therapy. Bring an anonymous example from your caseload (Stuttering Severity Instrument or Test of Childhood Stuttering) and we will spend time problem solving therapy strategies and planning next steps for your kids!
5:15pm – 5:30pm Conference Summary, Completion of Reflective Review,
Evaluation, Certificates of Completion