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2018 Annual Convention Schedule: Sunday, July 27, 2018
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Below you will find the session detail schedule for Sunday, July 27, 2018. 

Please note: ASHA CE approval is pending. All courses are offered at the Intermediate Level, Professional Area. 

 

Hanen Programs: Integrating Adult Education and Coaching Research to Effect Change in Parents and Children.

Session Number: 4001
Speakers: Fay McGill and Tamara Stein
Time: 8:00 AM to 9:00 AM
CE: 1 – Clinical SLP

In parent-implemented language intervention, improvement in children’s language skills is dependent upon parental behavior change. This session will describe how Hanen Programs integrate principles of adult education and effective coaching into every aspect of the program, leading to parental behavior change and consequent improvements in children’s communication and language skills. Collaborative goal setting, key to parent engagement, will also be discussed. Video examples of parents in group and video-feedback sessions will be presented.

Learning Objectives

  • List four adult education principles that should be integrated into parent training programs.
  • Explain how these four adult education principles are translated into learning components and activities in a parent training program.
  • Describe a collaborative process for setting goals with parents.

Audience: SLP, Student
Age: Pediatric
Level: Intermediate

22q11.2 and You! Critical Decision Making for Assessment and Treatment of Speech, Language, and Feeding Disorders in Children with 22.q11.2 Deletion Syndrome.

Session Number: 4002
Speakers: Kristen DeLuca and Raquel Garcia
Time: 8:00 AM to 10:00 AM
CE: 2 – Clinical SLP

22q11.2 deletion syndrome occurs in 1 in 4000 births. Due to the prevalence of the syndrome many speech-language pathologists may encounter individuals with this syndrome during their practice at some point across the lifespan because of the possible developmental disorders, speech-language difficulties and/or feeding and swallowing difficulties. The purpose of this presentation will be to provide fundamental knowledge regarding articulation, language, feeding and swallowing difficulties that may occur in individuals with 22q11.2 deletion syndrome. Further, it will review the critical role of the school based SLP, community based SLP, and interdisciplinary team approach for management for individuals with 22q11.2 deletion syndrome.

Learning Objectives

  • Describe anatomical differences that may be associated with children with 22q11.2 deletion syndrome.
  • Review perceptual and instrumental assessments of non-cleft VPI.
  • Discuss therapy interventions to extinguish compensatory articulation patterns and atypical language patterns.
  • Identify the feeding and swallowing difficulties that may be associated with 22q11.2 deletion syndrome.
  • Identify feeding and swallowing evaluation process for individuals with 22q11.2 deletion syndrome.
  • Identify interdisciplinary treatment and management processes for individuals with 22q11.2 deletion syndrome who have speech, language, feeding and swallowing difficulties.

Audience: SLP, AUD, Student, General
Age: Pediatric, Adult
Level: Intermediate

Medical Errors

Session Number: 4003
Speakers: Tim Kowalski and B. Judy Oremland
Time: 8:00 AM to 10:00 AM
CE: 2 – Clinical SLP

Despite the efforts of healthcare providers, including speech-language pathologists and audiologists, medical error rates in communities, hospitals, and homes remain high. Patients and families pay for errors through disability and death. Preventable medical errors not only affect patients, family members, and healthcare providers but also contribute to soaring healthcare costs. This course will explore approaches to prevent medical errors that are both system-based and human performance-based and describe The Joint Commission National Patient Safety Goals as they pertain to medical errors in hospitals.

Learning Objectives

· Examine sources and types of medical errors

· Identify error-prone situations

· Relate theories and strategies to reduce errors and improve patient outcomes

· Define sentinel event, root cause analysis, and failure mode effects analysis

· Discuss safety needs of special populations

· Describe the effect of medical errors on healthcare providers

· Discuss the importance of public education in reducing errors

 

Audience: General, SLP, AUD, Student
Ages: All ages
Level: Intermediate

Dive Into the Ortiz PVAT!

Session Number: 4004
Speaker: Amy Patenaude
Time: 9:00 AM to 11:00 AM
CE: 2 – Clinical SLP

Come learn about the Ortiz Picture Vocabulary Acquisition Test (Ortiz PVAT) from the publisher! The Ortiz PVAT is the first receptive vocabulary assessment administered digitally that can be used to fairly and accurately assess both English speakers and English learners. By controlling for an individual’s exposure to learning English, the Ortiz PVAT makes it possible to evaluate an individual from any language background and determine whether English vocabulary acquisition is following the expected pattern of native or second language acquisition or may instead suggest a language problem or disorder. Content, administration, scoring, and interpretation will be discussed. Standardization and psychometric properties will be highlighted. Participants will learn how to use the Ortiz PVAT through case study examples. Participants will receive sample Ortiz PVAT materials.

Learning Objectives

  • Describe the Ortiz PVAT and its key features.
  • Evaluate the psychometric properties of the Ortiz PVAT.
  • Explain the administration and interpretation process of the Ortiz PVAT.
  • Demonstrate understanding of the Ortiz PVAT through the application of a case-study using the recommended interpretation process.

Audience: General, SLP, Student
Age: Pediatric
Level: Intermediate

The Clinical Application of ASHA’s Code of Ethics for SLPs

Session Number: 4005
Speaker: Robin Edge
Time: 11:30 AM to 1:00 PM
CE: 1.5 – Clinical SLP

The recent revisions to the ASHA Code of Ethics provide an opportunity for SLPs to re-examine the code, particularly as roles, responsibilities, and work settings change. This interactive session will discuss ethical behavior in the clinical contexts of direct service provision, supervision, and administration.

Learning Objectives

  • As a result of this presentation, the participant will be able to describe ethical principles that serve as the foundation for the ASHA Code of Ethics.
  • As a result of this presentation, the participant will be able to discuss applications of the Code of Ethics across career states.
  • As a result of this presentation, the participant will be able to apply ethical principles in real-world situations.

Audience: General, SLP, Student
Ages: All ages
Level: Intermediate

Collaborative Goal Setting in Parent Implemented Early Language Intervention

Session Number: 4006
Speakers: Fay McGill and Tamara Stein
Time: 11:30 AM to 12:30 PM
CE: 1 – Clinical SLP

Goals for young children with language disorders should not focus on language forms when the child has difficulty with social interaction. This presentation will describe collaborative goal setting with parents in Hanen Programs, with an initial focus on increasing the child’s ability to initiate and maintain interactions. Video examples will demonstrate goal selection with parents, as well as illustrating how heightened parent responsiveness facilitates the child’s achievement of these goals.

Learning Objectives

  • Participants will be able to describe social interaction theory and its impact on intervention goal planning.
  • Participants will be able to plan functional intervention goals that focus on increasing social assertiveness for children at four stages of language development.
  • Participants will be able to identify five intervention strategies that parents apply during interactions to facilitate the child’s achievement of the intervention goals.

Audience: SLP, Student
Age: Pediatric
Leve: Intermediate

Why Build Sandcastles When You Could Make Your Own Apps?

Session Number: 4007
Speaker: Ellen Weber
Time: 11:30 AM to 1:30 PM
CE: 2 – Clinical SLP

Are you tired of giving your hard-earned money to SOMEBEACH for their apps that don't meet your needs? Come learn hands-on how to use the free app TinyTap to create and customize your own therapy apps. Create speech practice games and homework, staff training/tutorials, digital portfolios, interactive visual schedules and social stories, free AAC apps, and more that are accessible by teachers, therapists and parents on any mobile device or computer. Bring an iOS or Android tablet to follow along as we discover all the interactive features available. To explore their library of over 100 thousand activities, go to www.tinytap.it . Although they do have some subscription services available, please know that no subscription is needed for you to use the app to create activities. Everything you need for the creation process is free to use. Please download the app and set up your profile prior to our session.

Learning Objectives

  • Discuss and identify 3 ways their clients could benefit from customized apps.
  • Use one or more of the features of TinyTap to create at least one interactive page.
  • Explain to group how they would use their interactive page(s) in therapy.

Audience: General, SLP, AUD, Student
Age: All Ages
Level: Intermediate

Linguistic Contexts in Older Bilingual Adults

Session Number: 4008
Speakers: Monica Hough
Time: 12:30 PM to 1:30 PM
CE: 1 – Clinical SLP

This study examined the effects of linguistic context on category organization in older bilingual adults. Specifically, the researchers examined how twenty bilingual adults utilized linguistic context in processing category examples for both ad hoc and common categories, comparing their performance in English versus Spanish. There was no significant difference in proficiency between the two languages as measured by the Bilingual English-Spanish Assessment (BESA). The participants were provided with exemplars for the two category types , half with and half without linguistic context. Participants were asked to identify the label of the category for the examples. Results revealed that there was no significant difference in overall performance on the categorization task between English and Spanish. This finding was evident regardless of category type. Participants showed the expected significant difference in performance on common versus ad hoc categories, with overall accuracy higher for common categories, regardless of language.

Learning Objectives

  • Participants will identify the difference between ad hoc and common categories.
  • Participants will understand how linguistic context enhances realization of language.

Audience: SLP, Student
Age: Adult, Senior
Level: Intermediate