Short courses are ticketed courses with an additional fee of $60 for attendance. Several short courses are sponsored by Special Interest Divisions, and if you are an affiliate of any Division, you can purchase tickets to those courses for $30. To join a Special Interest Division, call the ASHA Action Center at 1-800-498-2071.
Attendees can register for short courses on the Convention registration form (when registration opens) in late August.
*Division revenue shared short courses are indentified with an asterisk.
All short courses will be held at the McCormick Place, South, Level one. Room assignments will be announced at a later date.
SC01*
TH 8:30-11:30
Assessment & Intervention of Social Communication Skills in Elementary School-Age Children
Geralyn R. Timler, University of Buffalo, Buffalo, New York
This session was developed by Division 16, Language and Learning in School-Age Children and Adolescents. The first part of this session will focus on assessment tools for identification and description of social communication problems in school-age children with speech and language disorders. Recently published standardized assessments, parent/teacher rating scales, and naturalistic observation tools of children's pragmatic and social language skills will be reviewed with an eye towards using the evidence from these assessment protocols to determine the nature of a child's social communication problems. The second part of this session will focus on intervention strategies with a particular emphasis on strategies for promoting children's success within classroom interactions.
SC02
TH 8:30-11:30
Bench to Bedside: Linking Basic Science to Clinical Voice Care
Richard Andreatta, University of Kentucky, Lexington, Kentucky
Nadine Connor, University of Wisconsin, Madison, Wisconsin
Kimberly Fisher, Northwestern University, Evanston, Illinois
Joseph Stemple, University of Kentucky, Lexington, Kentucky
Susan Thibeault, University of Wisconsin, Madison, Wisconsin
Lisa Thomas, Marshall University, Huntington, West Virginia
Voicing results from a delicate and centrally guided interplay between respiration, phonation, and resonance. Alterations in central control mechanisms or in the peripheral structures of voicing may lead to voice disorders. Consequently, clinicians rely upon a solid understanding of phonatory anatomy and physiology to remediate voice disorders. In recent years, basic science investigations of laryngeal physiology have enhanced the field's understanding of and approach to voice disorders. This Short Course, designed for clinicians, will present recent advances in the basic science study of voice and consider their potential impact on the treatment of voice disorders.
SC03*
TH 8:30-11:30
Low Technology AAC Applications for Persons With Developmental Disabilities
Joe Reichle, University of Minnesota, Minneapolis, Minnesota
Kathryn Drager, Pennsylvania State University, University Park, Pennsylvania
Krista Wilkinson, Emerson College, Boston, Massachusetts
This session was developed by Division 12, Augmentative and Alternative Communication. This course will describe procedures and validating evidence for a range of criterion referenced assessment and intervention applications for beginning communicators with developmental disabilities who rely on aided communication systems. Emphasis will be placed on designing strategies derived from EBP literature. Topics will include symbol selection, corresponding symbols to referents organizing symbol arrays, navigating symbol arrays, facilitating spoken production and comprehension skills, and managing socially unacceptable communicative repertoires. Strategies using simple aided communication applications to teach functionally equivalent and more efficient alternative communicative strategies will be discussed. Case study examples will be provided.
SC04
TH 8:30-11:30
Systematic Reviews & Clinical Practice: From Production to Application
Chad Nye, University of Central Florida, Orlando, Florida
Jamie Schwartz, University of Central Florida, Orlando, Florida
Ralf Schlosser, Northeastern University, Boston, Massachusetts
Herb Turner, III, Analytica, Inc., Phoenixville, Pennsylvania
This session was developed by the Convention Program Committee. Increasingly, clinicians are called on to make decisions and deliver treatment informed by 'scientific' evidence. This presentation is designed to provide clinicians and researchers with an overview of the systematic review process of identifying, collecting, summarizing, analyzing, and interpreting research results for application in clinical and policy-based decisions. Accordingly, the degree to which these decisions can be trusted depends on the fidelity of the review process and studies used for summary and analysis. Participants will be introduced to criteria for selection, appraisal, and evaluation of primary research as well as reviews of intervention effectiveness.
SC05*
TH 8:30-11:30
You Want Me to Eat That?!
Becky Dorner, Becky Dorner & Associates, Akron, Ohio
This session was developed by Division 15, Gerontology. Providing adequate nutrition and hydration to older adults can be a complicated and difficult process. Between regulations, litigation, individual preferences, and inability to consume adequate nutrition, it can be a real challenge. We need evidenced-based, practical, and easy to implement approaches to meet each individual's needs. This program will review basic geriatric nutrition including physiological changes with aging and the disease process that may alter nutritional needs, and how nutritional requirements are translated into food. Discussion will include current evidence, current standards of practice, importance of the interdisciplinary team, and solutions for effective interventions.
SC26 (Moved to Thursday from Saturday)
TH 1:30-4:30
Supporting the Inclusion of AAC Users in General Education Classrooms
Pat Mirenda, University of British Columbia, Vancouver (British Columbia)
This session will provide an overview of the main concepts and principles that are essential for meaningful educational inclusion of students who use AAC in regular classrooms. Key areas to be addressed include providing access to the general education curriculum by designing units based on the principles of universal design for learning (UDL) and designing appropriate accommodations for students whho rely on AAC. Videotaped and graphic examples will be provided to illustrate key strategies.
SC06*
TH 1:30-4:30
Clinical Education in the New Era: Past Perspectives, Future Preparation
Vicki McCready, University of North Carolina, Greensboro, North Carolina
Gloria Schlisselberg, Mercy College, Dobbs Ferry, New York
Patricia Mercaitis, U of Massachusetts, Amherst, MA
This session was developed by Special Interest Division 11, Administration and Supervision. Participants will learn defining events for four generational cohorts, effects of those events in shaping each cohort's personality, and examine sources for generational misunderstandings. Strategies will be suggested for bridging generational gaps in supervisory relationships. This interactive presentation will discuss factors contributing to the supervisory relationship in clinical education. Participants will assess their model and style of supervision. Traditional and contemporary contemplative practices will be presented. Participants will engage in therapeutic contemplative practices to reduce overall stress levels, enhance relaxation, mind focusing, attention capabilities, and enhance the supervisory relationship.
SC07
TH 1:30-4:30
Empowering Parents of Children With Developmental Disabilities
Karyn Searcy, Crimson Center for Speech & Language, San Diego, California
Sandra Lindaman, Theraplay Institute, Wilmette, Illinois
Aubyn Stahmer, Rady Children's Hospital, San Diego, California
Cherri Cary, Crimson Center, San Diego, California
Parents often recognize atypical patterns of development, but seldom get support from pediatricians. Once their concerns are confirmed, they struggle with emotional and practical hurdles associated with the disability. Suddenly they are surrounded by professionals who enter their lives, often with limited understanding of parental bewilderment and loss of privacy. Therapists, trained to stimulate a response that parents cannot achieve, may further parental sense of incompetence. This seminar will review development of typical parent-child interaction, how a delay in communication skills distorts that process, and intervention methods that measurably decrease parental sense of incompetence, including adaptations of PRT and Theraplay®.
SC08*
TH 1:30-4:30
Educational Challenges of Children With Cochlear Implants
Patricia Chute, Mercy College, Dobbs Ferry, New York
Mary Ellen Nevins, Children's Hospital, Philadelphia, Pennsylvania
This session was developed by Division 7, Aural Rehabilitation and Its Instrumentation. Cochlear implantation in children has continued to demonstrate benefit in the areas of speech perception, speech production, language development, and academic achievement. Despite these remarkable outcomes, children still have a number of challenges that they face everyday in the classroom. These can be divided into five areas: acoustic, academic, associative, attention, and adjustment. This presentation will review these challenges and how they can be remediated to insure that children with implants are maximizing their devices to support learning outcomes in the classroom.
SC09
TH 1:30-4:30
Leading Change in Language & Literacy: Practical Consultation Strategies for SLPs
Wayne Secord, Ohio State University, Columbus, Ohio
Michael Towey, Waldo County General Hospital, Belfast, Maine
Elisabeth Wiig, Knowledge Research Institute, Arlington, Texas
Steven Griffin, Reynoldsburg City Schools, Columbus, Ohio
Leadership is critical to the success of any school-based program. This program will explore the components of effective instructional leadership. It will focus on consultation strategies and leadership tools that school clinicians can use to lead the change process. It will overview the components of instructional leadership, examine what literacy is and what it is not in today's global economy, consider a variety of school consultation strategies that are considered essential for promoting effective change, and provide participants with a computer CD containing a number of practical tools to make their instructional leadership a reality.
SC10*
TH 1:30-4:30
Treatment for Aphasia & Dementia: Cross-Cultural & Bilingual Considerations
Constance Dean Qualls, SUNY, Buffalo, New York
Maria Munoz, Texas Christian University, Fort Worth, Texas
This session was developed by Special Interest Division 14, Communication Sciences and Disorders in Culturally and Linguistically Diverse Populations. Effective treatment for aphasia or dementia requires accounting for one's cultural and linguistic backgrounds. Clinicians will become familiar with existing evidence in the treatment of cognition and language for CLD individuals including bilingual speakers, as well as strategies for modifying commonly utilized treatments.
SC11*
FR 8:30-11:30
[New] Faculty Boot Camp
Richard Adler, Minnesota State University, Moorhead, Minnesota
Sarah Ginsberg, Eastern Michigan University, Ann Arbor, Michigan
Fran Hagstrom, University of Arkansas, Fayetteville, Arkansas
Karen Steckol, University of Alabama, Tuscaloosa, Alabama
Colleen Visconti, Baldwin Wallace College, Berea, Ohio
This session was developed by Division 10, Issues in Higher Education. [New] Faculty Bootcamp is designed for doctoral students planning to enter a faculty position after graduation; new faculty in tenure track positions, and/or any faculty member who needs a recharge for the demands of everyday work. Innovative strategies will be offered for diverse tasks such as increasing efficiency and reliability of grading, starting and managing a research laboratory, maintaining steady research productivity, selecting service activities that make sense with the rest of your work life, planning for tenure and/or promotion and classroom management issues including content coverage.
SC12
FR 8:30-11:30
Neuro-Rehabilitation of Swallowing Disorders After Brain Injury
Shaheen Hamdy, Hope Hospital, Manchester (Great Britain)
Maggie Lee Huckabee, University of Canterbury, Christchurch (New Zealand)
Christy L. Ludlow, National Institute of Neurological Disorders & Stroke, Bethesda, Maryland
Rosemary Martino, University of Toronto, Toronto (Ontario)
This session was developed by the Convention Program Committee. Participants will be invited to interact with leading international researchers to explore the phenomena of neurological changes in the recovery of swallowing function in adults after brain injury. This exploration will focus first on the underlying factors associated with evidence-based assessment to establish the framework for intervention. Presenters then will discuss the evidence for innovative neurological stimulation for effective sensory and motor approaches that are integral to the recovery of swallowing function.
SC13*
FR 8:30-11:30
Palin PCI (Parent Child Interaction) Therapy for Young Children Who Stutter: Philosophy, Principles & Practice
Frances Cook, Michael Palin Center, London, England
Willie Botterill, Michael Palin Center, London, England
This session was developed by Division 4, Fluency and Fluency Disorders. This workshop will introduce participants to Palin PCI (Parent Child Interaction) Therapy, developed at the Michael Palin Centre in London. It will describe the multifactorial model of stuttering and the assessment procedures used at the centre to identify those children who are at risk of persistence. The principles and practice of Palin PCI therapy will be discussed and the six-week intervention programme will be described and demonstrated using video, discussion, and skills practice. The evidence base for this programme will also be presented.
SC14*
FR 8:30-11:30
Syntax & Semantics in Primary Progressive Aphasia
Marsel Mesulam, Northwestern University, Chicago, Illinois
Cynthia Thompson, Northwestern University, Evanston, Illinois
Sandra Weintraub, Northwestern University, Chicago, Illinois
This session was developed by Special Interest Division 2, Neurophysiology and Neurogenic Speech and Language Disorders. The session is divided into three topic areas, each of which presents an aspect of primary progressive aphasia (PPA). The first section is a discussion of the nature of primary progressive aphasia, including neurology and neuroanatomy. The second section describes preserved and disordered syntax in patients with PPA. The final topic is a discussion of the semantics and neuropsychology of PPA. The presenters have extensive experience with assessment and treatment of persons with PPA and will present information through a collaborative, interdisciplinary perspective.
SC15
FR 8:30-11:30
Working With Families in Speech-Language Pathology for Children
Nicole Watts Pappas, Queensland Health & Charles Sturt University, Bathurst (Australia)
Sharynne McLeod, Charles Sturt University, Bathurst (Australia)
Elizabeth Crais, University of North Carolina, Chapel Hill, North Carolina
Luigi Girolametto, University of Toronto, Toronto (Ontario)
Elaine Weitzman, Hanen Center, Toronto (Ontario)
Ann Packman, University of Sydney, Sydney (Australia)
Marilyn Langevin, University of Alberta, Edmonton (Alberta)
Alice Eriks-Brophy, University of Toronto, Toronto (Ontario)
Bernice Mathisen, University of Newcastle, Newcastle (Australia)
Lynn Williams, East Tennessee State University, Johnson City, Tennessee
Martha Coutinho, East Tennessee State University, Johnson City, Tennessee
Strategies for working with families will be presented by internationally recognized researchers and clinicians in the following areas of clinical practice: language, speech, stuttering, hearing, literacy, and dysphagia. For each clinical population, practical tips for working with families in those clinical populations and a short case study demonstrating how to effectively work with families in practice will be presented. The presenters will also cover the history of family involvement, the evidence base for the effectiveness of parent and family involvement in intervention, and parents' views on family involvement in intervention.
SC16
FR 1:30-4:30
Adolescents, Language Processing, & School Success: A Collaborative Model
Sandra Tattershall, Language & Learning Center, Florence, Kentucky
Patricia Schneider, Campbell County Schools, Alexandria, Kentucky
This session addresses language processing problems described in the literature, observed in adolescents and reported by teachers. A model program was developed from small classes designed and directed by the author and generalized to classroom collaboration. Roles of teachers, SLPs and students are clarified in achieving the intervention goals. Typical problems in organization, note taking, identifying main idea vs. details, studying effectively and learning actively are addressed along with ways to establish contexts for listening and processing information. Strategies for taking adolescents from sentence level language to longer discourse are described.
SC17*
FR 1:30-4:30
Facilitating Family Involvement in Assessment & Intervention During the First Year
Melody Harrison, University of North Carolina, Chapel Hill, North Carolina
Aneesha Pretto, University of North Carolina, Chapel Hill, North Carolina
Jackson Roush, University of North Carolina, Chapel Hill, North Carolina
This session was developed by Special Interest Division 9, Hearing and Hearing Disorders in Childhood. Using the JCIH 2007 Position Statement as a foundation, the presenters will discuss opportunities for providing assessment and intervention strategies that promote family involvement and build confidence and competence in facilitating the development of auditory and communication skills during the first year. Critical components that effect families during the first year include hospital-based screening at birth, outpatient re-screening by one month, comprehensive audiologic evaluation and related assessments by three months, and on-going audiologic and habilitative assessment and services during the first year.
SC18
FR 1:30-4:30
Executive Functions & Language: Tools for Thinking & Regulating
Jill Fahy, Eastern Illinois University, Charleston, Illinois
Executive Functions (EFs) are a cluster of cognitive processes which allow for successful social competence, reasoning, and problem-solving. EFs require nearly two full decades to mature; they are mediated through language. Atypical or delayed development of EFs results in impulsivity, inattention, disorganization, inflexibility, and poor self-regulation. This course identifies components of EFs, addresses developmental expectations, and provides treatment options for promoting the acquisition of EFs within the classroom and home environments.
SC19
FR 1:30-4:30
From Clinician to Administrator: Singing a New Tune
Barbara Moore, Anaheim Union High School District, Anaheim, California
Beth Nishida, Hacidena La Puente Unified School District, La Puente, California
This session is intended for speech-language pathologists and audiologists who have moved from clinical positions to supervisory or administrative positions in public schools. Clinical background and experience is a wonderful foundation for management positions, but often does not prepare us for the tasks, rules and resistance that is part of administration. The co-presenters have over thirty years of collective experience in public school administrative service. This fast-paced presentation will highlight the areas of central office work that is not included in communication disorders training programs, and which often renders clinicians who move to these positions unprepared for the inherent challenges.
SC20
FR 1:30-4:30
Speech Development for Children With Hearing Loss
Frederick Berg, Utah State University, Smithfield, Utah
This session describes sensory clues and aids, precision training procedures and recording forms, and extensive lessons that facilitate speech development for children who are deaf or hard of hearing. A lesson plan, progress reports, supportive hearing products, and acoustical solutions are described. The course is based on the author's new book Speech Development Guide for Children with Hearing Loss. This time-proven curriculum has yielded high rates of speech improvement among deaf and hard of hearing children. It can benefit auditory-verbal therapists, auditory-oral educators, and cued speech specialists as well as speech-language pathologists in general.
SC21
SA 8:30-11:30
ASPIRE to Excellence: 2008 New CARF Standards
Chris MacDonell, CARF, The Rehabilitation Accreditation Commission, Washington, DC
Attend this session and learn about the new, practical ASPIRE framework for CARF standards. Session includes an overview of all new medical rehabilitation standards for 2008, including standards for the rehabilitation process for the persons served, comprehensive in-patient, home- and community-based, and residential rehabilitation programs, vocational services, brain injury programs, spinal cord systems of care, and pediatric specialty programs. If you work in a CARF-accredited organization and have a survey after July 1, 2008, or are pursuing accreditation for the first time, this session will support your preparation for a successful survey.
SC22*
SA 8:30-11:30
Expository Intervention: Assessing & Teaching the Ways of How-To Talk
Teresa Ukrainetz, University of Wyoming, Laramie, Wyoming
This session was developed by Division 1, Language Learning and Education. Expository discourse is prominent in the upper grades. Students must learn from academic texts, compose essays and reports, and give speeches. This presentation will address expository discourse types, evidence-based instruction, and ideas for explicit skill instruction within meaningful projects. Video case examples will demonstrate informative and efficient discourse sampling.
SC23
SA 8:30-11:30
New Developments in Hearing Aid/FM Technology: A Guide for SLPs
Kathleen Cienkowski, University of Connecticut, Storrs, Connecticut
We have seen a rapid evolvement of amplification options for individuals with hearing loss. Digital technology in hearing aids offers reported advantages including greater flexibility, automatic and adaptive features, and the ability to perform complex signal processing in smaller instruments. Similarly, frequency modulated (FM) technology has gone from body worn models to wireless boots with Bluetooth capability. This short course will provide SLPs with information about the latest innovations in hearing aid and FM technology. Hearing aid style, directional microphones, and special features will be reviewed along with FM options. Hands-on demonstration of hearing aids and FM technology will be provided.
SC24*
SA 8:30-11:30
The School-Aged Child With Cleft Palate and/or Cleft Lip
Lynn Marty Grames, St. Louis Children's Hospital, St. Louis, Missouri
Mary Michaeleen Cradock, St. Louis Children's Hospital, St. Louis, Missouri
This session was developed Division 5, Speech Science and Orofacial Disorders. The child born with cleft palate, with or without cleft lip, faces unique challenges during the school years. The child may have residual speech and resonance disorder, not fully corrected in the preschool years, necessitating attention from the school SLP, and possibly surgery. Middle ear disease and conductive hearing loss may persist, and the child may begin orthodontic management while becoming aware of and concerned about facial difference. New evidence suggestive of neuropsychological difference may be important to consider when providing care to these complex children. Best therapy practices, important psychosocial considerations, and helpful strategies will be covered.
SC25
SA 8:30-11:30
Working With Preschoolers With Highly Unintelligible Speech
Barbara Dodd, Royal Brisbane & Women's Hospital, Herston, Australia
Barbara Hodson, Wichita State University, Wichita, Kansas
Edythe Strand, Mayo Clinic, Rochester, Minnesota
Lynn Williams, East Tennesse State University, Johnson City, Tennessee
This session was developed by the Convention Program Committee. Each speaker will present a different approach to treating preschoolers with highly unintelligible speech. These will include whole word/core vocabulary, cycles approach, integral stimulation, and contrastive approaches. The various approaches will be explained and the evidence that supports its effectiveness will be reviewed. Time will be allowed for questions at the end of the session.
SC26 (Moved - see Thursday)
Supporting the Inclusion of AAC Users in General Education Classrooms
SC27*
SA 1:30-4:30
The Application of Principles of Exercise Physiology to Dysphagia Rehabilitation
Lori Burkhead, Medical College of Georgia, Augusta, Georgia
Cathy Lazarus, New York University School of Medicine, New York, New York
Joanne Robbins, William S. Middleton VA Hospital, Madison, Wisconsin
Catriona Steele, Toronto Rehabilitation Institute, Toronto, Ontario
This session was developed by Division 13, Swallowing and Swallowing Disorders. The short course will review the basic principles of exercise physiology as they relate to the rehabilitation of dysphagia. Specific topics to be covered include principles of exercise physiology and neuroplasticity as applied to head and neck muscle rehabilitation; research on strength training for tongue muscle weakness associated with healthy aging and following stroke; research on strength training for the tongue post head and neck cancer; and skill training versus strength training.
SC28*
SA 1:30-4:30
The Pediatric Larynx: In Utero to Puberty
Shannon Theis, University of Wisconsin, Madison, Wisconsin
J Scott McMurrary, University of Wisconsin School of Medicine & Public Health, Madison, Wisconsin
Jeri Miller, National Institutes of Health, Bethesda, Maryland
This session was developed by Division 3, Voice and Voice Disorders. Three nationally recognized experts will discuss the complex evaluation and management of voice and speech function in the pediatric population. Developmental changes affecting voice and speech control will be provided. Anomalies and disease processes will be explored and will form the basis for determining appropriate case management including when, why, and what to do in this specialized population.
SC29
SA 1:30-4:30
Velo-Cardio-Facial Syndrome: Translating Research Findings to Clinical Practice
Robert Shprintzen, Upstate Medical University, Syracuse, New York
Velo-cardio-facial syndrome (VCFS) is the second most common multiple anomaly syndrome in humans with an estimated 150,000 affected individuals in the United States. Nearly all people with VCFS have communication and developmental including autism spectrum disorder. The syndrome is caused by deleted genes from chromosome 22 that have been studied extensively. The result of three decades of research has led to treatments for speech, language, cognitive, behavioral and hearing disorders that are being implemented. Clinical trials of medications to improve cognitive and behavioral aspects of the syndrome are also underway. Treatment protocols and outcomes will be discussed in detail.