National Black Association
for Speech-Language and Hearing
The symbol used in the NBASLH's trade mark is from the
country of Zaire (now the Democratic Republic of Congo). It means
:...reach our with the echo of understanding and
speak for all to hear"
PROGRAM DETAIL
Following are abstracts and leaner outcomes for the Convention sessions.
Thursday, April 17
Short Course 1 2:15 PM-5:15 PM
Psychologically Humane Interventions with Autistic Spectrum Individuals Surviving Abuse, Merlin Lawrence Taylor, Jr., Ph.D, CCC-SLP, BCBA, Patient Advocate
Level of Instruction: Introductory
Tragically common to those human beings clinically identifiable upon the autistic spectrum is the experience of various types of abuse. Indifference (often excused as objectivity) is hardly what such individuals should encounter in the clinical setting. No single technique or data set can be valued above the mind of the client, or the interpersonal dynamics of clinician and client. Criteria for systematically determining which techniques and data are necessary will be proposed; central to these criteria is that the mind and subjective reality of the client need not remain in the abstract once techniques
are employed and data are collected.
Learner Outcomes: Participants will be able to define abuse from the perspective of the human being on the autistic spectrum. Participants will be able to identify three empirically-based perspectives that purport to objectify mind.
Participants will be able to identify two clinician attributes and one clinical reality not comprehended via classroom study. Participants will be able to apply two principles of qualitative unit analysis to the selection of clinical methodologies.
Friday, April 18
Short Course 3 8:00 AM-11:00 AM
Infusing Cultural Flavor : Adaptive Communication Programming for African American Adults, Joyce L. Harris, Ph.D., CCC-SLP, The University of Texas at Austin
Level of Instruction: Intermediate
Mounting evidence suggests the benefit of clinical procedures and activities that are age-appropriate and culturally relevant to adult clients who may otherwise be turned-off by therapeutic events that bear little resemblance to their lives, interests or lifestyles. For many underrepresented African American adults, finding such relevance is especially difficult. This short-course is designed to: 1) review theoretical and philosophical support for culturally infused clinical processes; 2) provide instruction in using assessment tools to determine who might benefit from culturally infused procedures; and 3) provide hands-on practice in the design and use of culturally infused clinical activities for African American adults.
Learner Outcomes: Recall three theoretical or philosophical reasons for culturally adapted programming. Identify appropriate assessment tools to inform decisions about the need for cultural adaptations for African American adults. Provide examples of at least six clinical activities that can be culturally adapted.
Short Course 4 8:00 AM-11:00 AM
So You Are Ready to Apply... 1-2-3 AuD, Virginia Kathryn Best, B.A., University at Buffalo; Anomis S.R. Davis B.S., Northern Illinois University
Level of Instruction: Introductory
The AuD is a clinical degree that is preparing professionals to use evidence based practice and clinical judgment to administer the best hearing health care to patients. As students search and develop their interest in Audiology, it is important to understand the AuD as a goal towards becoming a practicing audiologist. As future AuD students, it is imperative to know why to seek an AuD, how to identify your interests, and how to find financial aid to support your study. As one school year ends and another begins, on your mark, get set, go…AuD!
Learner Outcomes: Identify the necessary steps to apply to an AuD program. Recall the importance of a clinical doctorate in the field of Audiology. Properly prepare for a graduate program in the communication sciences.
Short Course 5 1:00 PM-4:00 PM
Evidence based practice: Underserved and Under-researched populations, Travis Terrence Threats, Ph.D., Saint Louis University
Level of Instruction: Introductory
Evidence-based practice (EBP) is a much used but poorly understood term in clinical practice. EBP extends beyond research and includes clinical expertise and a respect for client preferences. Underserved populations provide additional challenges to keeping these three aspects of EBP in their proper balance, partly because underserved populations are also often under-researched populations. This short course will address the fundamentals of EBP and also explore how the use of EBP with the World Health Organization's International Classification of Functioning, Disability, and Health can be used together to provide improved services to these populations.
Learner Outcomes: To demonstrate an understanding of the principles of evidence-based practice (EBP). To demonstrate an understanding of the possible relationship between EBP and the ICF. To demonstrate an understanding of the challenges of using EBP with underserved populations. To demonstrate an understanding of what could be done using both EBP and the ICF to improve services for these populations.
Short Course 6 2:00 PM-5:00 PM
Performance Excellence: An organized & systematic approach to achieving business success, Michael Levesque B.A.; Catherine H. Gottfred, Ph.D., CCC-SLP
Level of Instruction: Intermediate
As a small not-for-profit in an ever increasingly competitive operating and fundraising environment, Leap Learning Systems has had to take a hard look at its business model and approach to operational effectiveness. Our current endeavors are not only intended to ensure our own long term sustainability, but to also create a organizational model that shows all stakeholders that Leap is a good investment and is a good steward of resources. This presentation will focus on sharing Leap’s approach to implementing an organized & systematic approach to achieving business success and performance excellence.
Learner Outcomes: Methods to help better focus your organization on common goals and how to jump-start change initiatives. Steps to align your resources with your strategic objectives and energize improvement initiatives. Measures to assess performance against internal benchmarks and key competitors in the market place.
Thursday, April 17
Mini-Seminar 1 1:00 PM-2:00 PM
Using Multicultural Literature to Develop Vocabulary in CLD Groups, Sherri Lovelace, Ph.D., Arkansas State University
Level of Instruction: Intermediate
Some experts have argued that children from CLD and low-income backgrounds are socialized to use words in such a way that they perform poorly on standardized tests because they lack meaningful or direct experiences with the vocabulary. To overcome the disadvantage that children from these groups have, it has been suggested that vocabulary instruction that systematically builds word and world knowledge should accompany instruction in decoding from kindergarten through second grade. Therefore, the purpose of this presentation is to provide clinicians with a systematic instructional technique to build word knowledge using multicultural texts as a means of activating prior knowledge.
Learner Outcomes: Identify the stages of word knowledge, select appropriate texts to facilitate vocabulary instruction and select appropriate words for intervention that are of high utility for most learners
Mini-Seminar 28 1:00 PM-3:00 PM
Skilled Nursing Facility, Medicare, and the SLP, Glenda Conway, M.A., Foundation Medical Staffing; Blessing Bamiro, M.A., Foundation Medical Staffing
Level of Instruction: Intermediate
As a new graduate, or someone new to working in a skilled nursing facility (SNF,) employers expect speech language therapist (SLPs) to know the rules and regulations of medicare. Working in a SNF can be very intimidating due to little to no experience being taught in undergraduate and graduate schools on the business aspect of a SNF, medicare, and how to be a successful SLP in a SNF. This session will help SLPs become more familiar with medicare guidelines, identify functional goals for residents in a SNF, and how to give residents the most out of there sessions given a limited of time to work in.
Learner Outcomes: Identify the different rug categories and CPT codes for medicare payment and the importance of all three disciplines. Identify strategies that will help the SLP become successful in concurrent treatment. Identify how to relate diagnosis codes to speech treatment codes, and how incomplete documentation can cause the SNF not to be reimbursed. Identify the five assessment periods, the importance of meeting the specified minutes for each assessment period, and how this has a significant impact on the SNF.
Mini-Seminar 29 2:15 pm - 3:15 pm
Auditory Perception of the Battlefield: The Role of an Audiologist, Lieutenant Colonel Marjorie Grantham, Army Research Laboratory and Tomasz Letowski, Army Research Laboratory
Level of Instruction: Introductory/Intermediate
Modern battlefields present great challenges to auditory perception and speech communication. Soldiers are expected to have uninterrupted acute auditory awareness of their environment, be able to communicate with others using speech, be connected by radio networks 24/7 with command centers and other units, and have their hearing well protected against increasing levels of continuous and impulse noise on the battlefield. These demanding and conflicting requirements create great challenges for audiologists and other scientists supporting the auditory needs of Soldiers. The authors will discuss specific areas of auditory research intended to improve Soldier performance and safety on the battlefield and the main components of the Army Hearing Program including hearing readiness, operational and clinical hearing services, and hearing conservation.
Learner Outcomes: The participant will be able to list auditory challenges facing the Soldier on the battlefield. The participant will be able to describe advantages and disadvantages of various communication and hearing protection systems on the battlefield. The participant will be able to list and describe basic elements of the Army Hearing Program.
Mini-Seminar 5 3:00 PM-4:00 PM
Cognitive-Linguistic Assessment Across Cultures In Healthy Older Adults, Michele L. Norman Ph.D., Longwood University
Level of Instruction: Introductory
Language is an important cognitive domain sensitive to changes in progression of Alzheimer's disease (AD). Although accurate assessment of language is important, many commonly used instruments are administered to persons not represented within the standardization sample. Therefore, it is essential that data representing neurologically intact adults of different ethnic groups be obtained. This study was designed to identify differences in performance between older healthy African Americans and Caucasians on higher-level cognitive-linguistic tasks. (NIA #5P30AG21677)
Learner Outcomes: Identify which higher-level language tasks show a difference in performance across older adults. Identify which higher-level language tasks show a difference in performance across genders. Identify which higher-level language tasks show similar performance results across cultures and genders.
Mini-Seminar 6 3:15 PM-4:15 PM
SPORTS TALK: An Accent and Dialect Modification Program for Athletes, Zaneta R. Ponton, M.Ed., North Carolina Central University
Level of Instruction: Intermediate
Effective communication has proven to be a beneficial strategy for improving marketability of athletes within the sports arena. Often collegiate student athletes have unrealistic expectations for careers beyond professonal sports. This session will explore the unique communication skills necessary for the academic and athletic success of collegiate student athletes.
Learner Outcomes: Participants will be able to identify the special communication needs of collegiate student athletes. Participants will recall ways to enhance collegiate student athletes communication skills. Participants will be able to recall program benefits as it relates to collegiate student athletes. Participants will be able to recall program benefits as it relates to the speech-language pathology graduate clinician.
Mini-Seminar 4 4:15 PM-5:45 PM
NBASLH: Reflections on the Origin and Development of a Worthy Call, Eugene Wiggins, M.S., University of the District of Columbia
Level of Instruction: Intermediate
This seminar will include a summation of the foundation, development and growth of the National Black Association for Speech-Language and Hearing (NBASLH). Specifically, the seminar will include a synopsis of the racial conflict that existed in America during the 1950s and 1960s, and the impact specific historical events during that period had on the dawning of the Black Caucus of the American Speech-Language-Hearing Association (ASHA) at its annual convention in Denver, Colorado in 1968. Further, the presentation will cover the activities of the Caucus that marked the opening toward greater sensitivity by ASHA officials regarding the issues and concerns of its African American members, and, additionally, the activities that eventually led to the founding of the NBASLH in 1977.
Learner Outcomes: Describe historical racial events in the 1950s and 1960s in America that led to the forming of the ASHA Black Caucus in 1968, including the Caucus’ philosophies and goals. Describe the changes in ASHA, which opened the door to greater sensitivity by ASHA’s leadership relative to the issues and concerns of its African American members. Connect America’s period of racial unrest, and the forming of the ASHA Black Caucus, with the founding of NBASLH in 1977.
Friday, April 18
Mini-Seminar 7 8:00 AM-9:00 AM
Stuttering Assessments in Preschoolers: From Lab to Clinic. Part 1, Kia Noelle Johnson M.S., Vanderbilt University; Tommie Lee Robinson, Jr. Ph.D., Scottish Rite Center for Childhood Language Disorders - Children's Hospital National Medical Center
Level of Instruction: Introductory
This mini-seminar is Part I of a two-part seminar on the fundamental aspects necessary to conduct comprehensive evidence-based assessments of stuttering in the preschool population. Specifically, during Part I, empirical findings linking both psycholinguistics and temperament to developmental stuttering in preschool children as well as considerations relative to bilingual populations, family structure, and various clinical settings will be discussed. Clinicians will learn what to include in an assessment and the empirical evidence explaining why each component is necessary to effectively diagnose stuttering in a preschooler. Attendance at both Part I & II is encouraged, but not required.
Learner Outcomes: Identify each fundamental aspect included in a comprehensive stuttering assessment. List existing empirical evidence serving as the foundation of an evidence-based stuttering assessment to other colleagues. Identify specific diagnostic characteristics prevalent in preschool children who stutter.
Mini-Seminar 8 8:00 AM-9:00 AM
Leadership and Community Service: Roles for CSD, Mileen Keon Woods, B.A., University of North Carolina at Greensboro; Tyra Jeneem Oliver , University of North Carolina at Greensboro; GaBriana King, University of North Carolina at Greensboro; Ashley Lauren Johnson, University of North Carolina at Greensboro
Level of Instruction: Intermediate
Leadership and Community Service are characterized by a personal investment in making change. Leadership initiates change and self-awareness by reducing fear and increasing encouraging change through continuous dedication of one’s skill, knowledge, experience, and commitment. This presentation will discuss leadership and community in the context of undergraduate training in communication sciences and disorders (CSD). We will present examples of leadership and community service programs developed by CSD students and their impact on student career development and enhancement of the local community.
Learner Outcomes: View the promotion of effective communication as a community service and civic responsibility. Practice, explore, and analyze the professions ability to become leaders in the field and CSD. Recognize the relationship between service and leadership, how to incorporate both into daily practice (e.g., establish a student chapter of NBASLH, involvement in university and community service).
Mini-Seminar 9 9:15 AM-10:15 AM
Stuttering Assessments in Preschoolers: From Lab to Clinic. Part II, Kia Noelle Johnson, M.S., Vanderbilt University;
Tommie Lee Robinson, Jr. Ph.D., Scottish Rite Center for Childhood Language Disorders - Children's Hospital National Medical Center
Level of Instruction: Introductory
This mini-seminar is Part II of a two-part seminar on the fundamental aspects necessary to conduct comprehensive evidence-based assessments of stuttering in the preschool population. Specifically, during Part II, clinicians will be presented with actual case studies as well as receive practical instruction on conducting disfluency counts and measuring speech rate from conversational samples. This seminar will give clinicians the opportunity to apply empirical evidence to actual case studies to determine whether or not a stuttering diagnosis is warranted. Attendance at both Part I & II is encouraged, but not required.
Learner Outcomes: Perform a disfluency count from a conversational sample of a preschool child who stutters. Measure the speech rate of a child who stutters and their parent. Differentiate a stuttering and nonstuttering diagnosis in a preschool child who stutters based on empirical evidence and assessment results.
Mini-Seminar 10 9:15 AM-10:15 AM
Family Centered Counseling: Partnering for Positive Outcomes, Sue Hale, M.C.D., Department of Hearing and Speech Sciences, Vanderbilt University
Level of Instruction: Introductory
When one family member experiences a communication disorder, other family members are affected. The session will focus on therapeutic communication with all members of a family, emphasizing special needs that occur because of specific family roles. Participants will practice listening to understand and crafting responses designed to elicit more information from the client's perspective. The relationship of counseling to long-term positive outcomes will be addressed.
Learner Outcomes: Provide appropriate client-centered responses to patient statements. Distinguish specific counseling needs based on family roles. Develop an exemplary family-centered counseling plan.
Mini-Seminar 11 10:30 AM-11:30 AM
Dialect Register Shift and Community Stratification, Johanna R. W. Boult, Ph.D., University of Louisiana at Monroe; Ida J. Stockman, Ph.D., Michigan State University
Level of Instruction: Advanced
“Register shifting” is defined as attaching meaning to different social contexts by using specific language structures. One of the contexts that necessitates register shifting is the school context. This study investigated expressive and receptive register shift via tasks that required pointing and completion of cloze items. Twenty-nine African American third-graders from different communities participated. It was hypothesized that extent of register shifting would be related to the level of linguistics capital afforded by one’s community. Peer-teacher “register shifting” was found to be greater for receptive than expressive modalities. Further research needs regarding the relationship between register and community are discussed.
Learner Outcomes: Describe the relationship between register and language. Differentiate between receptive and expressive register shifting. Apply linguistic capital theory to the discussion of register shifting skill.
Mini-Seminar 12 10:30 AM-11:30 AM
Modifying Teachers’ Communication to Improve Students’ Performance, Jean Blosser, Ed.D., CCC-SLP, Progressus Therapy
Children with communication impairments often do not achieve their potential within the classroom setting. Teachers’ communication style during instructional activities plays an important role in helping students access the curriculum. This session provides strategies for working with teachers. Attendees will receive a five tools designed to strengthen communication with teachers including Classroom Observation Form, Teacher Chat, Teacher Self Assessment of Instructional Communication, Making Time Count: Guide for Teaching Others About Communication Impairments and Intervention and Resource Guide for Working with Teachers: Response to Intervention.
Learner Outcomes: Explain the link between teachers' instructional communication and student performance. Explain the benefits of providing teachers with strategies. Administer 5 tools for evaluating student's classroom performance, determining impact of teacher's instructional communication and recommending key strategies.
Mini-Seminar 3 11:15 AM-12:15 PM
Professional Leadership: An Introduction to the Pathway of Association Involvement, Dawn C. Ellis, Ph.D.; Rachel Williams, Ph.D.; Tommie L. Robinson, Jr., Ph.D. ; Katia Clervaud, B.S.; Thomasyne Hill Smith, Ed.D.
Level of Instruction: Introductory
This mini-seminar will provide participants with an overview of leadership, and various ways to become involved in professional volunteer services. Information about programs (for students and professionals), procedures, and opportunities will be discussed. Specific pathways for leadership within State associations, NSSLHA, NBASLH, and ASHA will be highlighted, including ASHA’s Leadership Development Program (LPD).
Learner Outcomes: Evaluate self and identify 2-3 traits that would be an assist to a local, regional or national professional organization. Identify 2-3 ways an individual can provide volunteer service during a busy work week. List programs and procedures for becoming involved with a local, regional, or national organization. Discuss association governance structures.
Mini-Seminar 13 12:30 PM-1:30 PM
Clinical Fellow: Is it really a piece of cake?, Katrina E Miller, M.A., North Carolina Central University; Yolanda G Fields, M.S., CJW Medical Center
Level of Instruction: Introductory
One of the most challenging and often final step before a clinician can began his or her career is the Clinical Fellowship. While the new graduate has accomplished the first goal, he or she is now searching for a facility to complete the next step, the Clinical Fellow. On the other hand, the CF supervisor is searching for a strong Clinical Fellow who is competent to take on the daily challenges. This session is designed to provide some practical and useful suggestions for the Clinical Fellow and the Clinical Fellowship Supervisor.
Learner Outcomes: Identify at least three skills necessary for a CF candidate to have a successful fellowship. Identify at least three skills a CF supervisor can utilize to assist the CF candidate in having a successful year. Provide tips for utilizing identified skills for a successful CF.
Mini-Seminar 14 1:45 PM-2:45 PM
Unchartered Waters in Communication Sciences: In Search of a Light House, Freda Wilson Ph.D.
Mini-Seminar 15 3:00 PM-4:00 PM
Hearing Aids and Services in Developing Countries: A WWWHearing Project, Dolores E. Battle Ph.D., Buffalo State College (SUNY)
Level of Instruction: Intermediate
According to 2005 estimates by the World Health Organization (WHO), 278 million people worldwide have moderate to profound hearing loss in both ears. 80% of deaf and hearing-impaired people live in low- and middle-income countries. The impact of hearing impairment on a child's speech, language, education and social integration depends on the level and type of hearing impairment, and the age of onset, especially if it begins before the age when speech normally develops. In developing countries, fewer than 1 in 40 people who would benefit from a hearing aid have one. Current annual production of hearing aids is estimated to meet less than 10% of global need. 50% of deafness and hearing impairment is avoidable through prevention, early diagnosis, and management. This miniseminar will report on the World Health Organization WWHearing project. Created in April 2006, WWHearing is a global partnership of key stakeholders including the IALP. Its purpoe is to encourage large-scale provision of affordable hearing aids and services in developing countries and underserved communities. The framework of the WHO Guidelines for hearing aids and services for developing countries is to remove the barriers that prevent hearing aids and services from being appropriate, acceptable, affordable, available, and accessible in developing countries. The miniseminar will present an overview of hearing impairment in developing countries such as NIgeria, India, China and other nations as well as progress being made to prevent hearing impairment and to provide hearing aids and service to the countries according to their levels of health care provision.
Learner Outcomes: Understand the status of persons with hearing impairment in developing countries. To identify the leading causes of hearing impairment in developing countries. To identify the WWWHearing project recommendatins to prevent hearing loss. To identify economic, cultural, and educational barriers to the provision of hearing aids and services to developing nations.
Mini-Seminar 16 4:15 PM-5:15 PM
When English is Not Enough! Revisiting Treatment of Aphasia in Polyglots, Carolyn M. Mayo Ph.D., North Carolina Central University; Robert Mayo Ph.D., University of North Carolina at Greensboro
Level of Instruction: Intermediate
The continuous influx and stabilization of foreign language speakers residing in the U.S. is having a major impact on rehabilitative services provided to these speakers in the American health care system, and the manner in which we train graduate student clinicians in higher education. This case-study presentation will discuss the changing demographics of one southeastern state and the clinical approaches used to provide diagnostic and treatment services to a tri-lingual polyglot aphasic client from Cameroon, Africa who premorbidly spoke Twi, French and English, and who exhibited moderately severe Wernicke’s aphasia. Ideas about utilizing departmental, campus and community resources are presented.
Learner Outcomes: Understand neurological and neurogenic concepts associated with aphasia in polyglots based on the works of Paradis and others. Identify those variables that help speech-language pathologists (SLPs ) determine which of the aphasic polyglot’s language systems to begin with in order for him/her to regain at least a modicum of linguistic and communicative prowess, given their neurological deficits. Gain knowledge on how to garner and utilize various departmental, campus and/or community human and material resources to facilitate treatment as a monolingual (English only) SLP.
Mini-Seminar 2 1:00 PM-2:00 PM
It’s a Small World Afterall: Reducing Barriers to International Research, Sharon Moss, Ph.D., CAE
Level of Instruction: Introductory
Science is experiencing a rapid growth of international research collaborations. This session will serve as a forum for information sharing about the value international research brings to the entire research enterprise; and some of the strategies for establishing, strengthening, and sustaining international research collaborations. There will also be an interactive discussion about managing the difficult challenges that may exist when international collaborations are created. This session is ideal for individuals who collaborate or intend to collaborate internationally, postdoctoral fellows and graduate students, and others interested in international research collaboration.
Learner Outcomes:
Describe
strategies used to minimize barriers to establishing and maintaining
international research collaborations. Describe factors influencing
successful international research collaborations. Describe the benefits and
challenges of international research collaborations.
Saturday, April 19
Mini-Seminar 17 8:00 AM-9:00 AM
ASHA Update, Chatherine Gottfred, Ph.D.
Mini-Seminar 18 8:00 AM-10:00 AM
NSIG- Sponsored Hot Topic: Pros and Cons of VitalStim® Therapy, Yolanda Fields, M.S.; Jeri Logemann, Ph.D.; Christy Ludlow; David Hutchings, M.S.; and moderators Shulonda Gibson, M.A.; and Michele Norman, Ph.D.,
Neuromuscular electrical stimulation (NMES) has been approved for use by speech-language pathologists who have been trained and certified to execute specific procedures for diagnosis and therapeutic intervention. Despite FDA approval, this therapy program remains at the forefront of controversy among clinicians and researchers. This session intends to present an overview of the therapeutic intervention and advantages and disadvantages of the use of NMES from the clinician’s and researcher’s perspective.
Learner Outcomes: Identify neuromuscular electrical stimulation therapy techniques approved for dysphagia. Identify the conditions that contraindicate the use of neuromuscular electrical stimulation. Identify the differences between neuromuscular electrical stimulation equipment approved for swallowing from those used for other purposes not involving swallowing.
Mini-Seminar 19 9:15 AM-10:15 AM
Speech-Language Pathologist As Neuroplastician, Arnell A. Brady M.A., Private Practice
Level of Instruction: Intermediate
The purpose of this presentation is to demonstrate the clinical benefit of oral language interventions based upon neuroplasticity. Neuroplasticity tells us that the human brain can be improved in terms of structure and function, specially
with controlled thought and activity, which means that some language impairments related to inadequate brain structure and/or dysfunction can be healed because of neuroplasticity. The presenter has utilized brain-based language interventions for the past ten years, and he will detail clinical cases in which language impaired patients were healed of their impairments with speech-language pathology treatment involving the principles of neuroplasticiy.
Learner Outcomes: The participant will be able to define neuroplasticity. The participant will be able to identify brain-based speech-language pathology treatments involving neuroplasticity. The partiicipant will be able to identify appropriate patients for language interventions rooted in neuroplasticity.
Mini-Seminar 20 10:15 AM-11:15 AM
Prognosis in Aphasia: Factors that Influence Recovery. Charles Ellis, Jr., Ph.D., CCC-SLP, Medical University of South Carolina
Level of Instruction: Introductory
Predicting an accurate prognosis for individuals with aphasia is one of the most challenging yet critical tasks for new clinicians. Accurate prediction of aphasia outcomes is vital to determining the correct quantity and intensity of aphasia treatments. Determining the precise factors needed to predict aphasia recovery is especially difficult since aphasia outcomes are influenced by a range of range of neurological and behavioral variables. This mini-seminar will explore the factors associated with language disruption and recovery after stroke with special emphasis on neuroimaging studies of individuals with aphasia.
Learner Outcomes: Participants will be able to discuss the impact of stroke on regions critical to language production and comprehension in adults. Participants will be able to identify of the usefulness of imaging studies to determine the manner by which language is disrupted and recovers in adults after stroke. Participants will be able to discuss the neurological factors associated with recovery of aphasia in adults after stroke.
Mini-Seminar 21 10:30 AM-11:30 AM
Latest Management Strategies in Dysphagia, Jeri Logemann Ph.D.
Level of Instruction: Intermediate.
This presentation will focus on the most recent treatment strategies for swallowing disorders and the evidence available as to whether or not they are effective. Information on tongue strengthening exercises and electrical stimulation will be included.
Learner Outcomes: Define the most recent treatment strategies for dysphagia; select patients appropriate for each type of therapy find the efficacy of swallowing therapy.
Mini-Seminar 22 11:30 AM-12:30 AM
Mild Cognitive Impairment: Subtle Cognitive-Communication Changes, Valarie B. Fleming, Ph.D., Texas State University; Joyce L. Harris. Ph.D., The University of Texas at Austin
Level of Instruction: Intermediate
Mild cognitive impairment (MCI) is cognitive impairment greater than would be expected for an individual’s age and educational background, but has negligible effect on activities of daily living. Speech-language pathologists are responsible for the assessment and treatment of cognitive-communication abilities related to MCI. No standardized test of cognitive-communicative function has been designed specifically for persons with MCI; however, spoken discourse production appears to be a viable option. Discourse samples provide a corpus for a variety of cognitive-linguistic and pragmatic analyses. The study being reported here was based on the hypothesis that complex discourse production distinguishes typical cognitive aging from MCI.
Learner Outcomes: Summarize the current definitions associated with the term “mild cognitive impairment”. Explain the importance of speech-language pathologists in the assessment and treatment of cognitive-communication abilities related to mild cognitive impairment. Describe the implications for current findings of a study of mild cognitive impairment and discourse production.
Mini-Seminar 23 1:15 PM-2:15 PM
A Pragmatic Language Assessment Protocol for Preschoolers, Yvette Delaine Hyter, Ph.D., Western Michigan University
Level of Instruction: Intermediate
Pragmatic and social communication skills are essential for communicating effectively with a variety of interlocutors across different contexts. Pragmatic language difficulties may be a primary area of impairment for many children, including those with co-occurring disabilities (e.g., autism, fetal alcohol spectrum disorders) and those without co-occurring disabilities. Pragmatic language skills materialize from social and cultural practices; consequently, it is necessary for communication professionals to have access to user-friendly tools able to provide accurate data about a range of pragmatic skills. This presentation will provide the conceptual basis and analysis of a pragmatic assessment tool being developed for diverse preschool populations.
Learner Outcomes: Describe the relationship between social communication and pragmatic language skills. Identify and differentiate various components of pragmatic language. Recall the relationship among pragmatic language, and social and cultural practices. Implement aspects of the Assessment of Pragmatic Language: Preschool.
Mini-Seminar 24 1:15 PM-2:15 PM
Expressive Elaboration in Narratives of African American Children: Fantasy vs Script Stories, Eva Jackson Hester, Ph.D., Towson University
Level of Instruction: Intermediate
Fifty-five fourth-grade African American children with typical reading (TR) and reading disabilities (RD) formulated oral stories from pictures. Two pictures depicted script scenes (e.g. birthday party, car accident) and two pictures depicted fantasy scenes (eg. space actions, dragons). Audio-taped stories were later transcribed and coded for expressive elaborations feature (e.g. character names, mental states, dialogue, etc). Results indicated that fantasy stories elicted more EE features for all children than did script stories. There was also a significant difference in EE features of children with TR as compared with children with RD. Suggestions are offered for improving reading skills through instruction using fantasy stories.
Learner Outcomes: Define expressive elaboration. Distinguish between fantasy and script stories. Identify script and fantasy story features of children with reading problems. Obtain information on narrative instruction for children with reading problems.
Mini-Seminar 25 1:15 PM-2:15 PM
Give Me an idea!, Katrina Evette Miller, M.A., North Carolina Central University
Level of Instruction: Intermediate
This presentation is an interactive session in which therapy ideas will be shared and created. Therapy ideas will be presented along with suggestions for speech language pathologist to work collaborately with other professionals. Therapy ideas will be geared toward adults and adolescents with a variety of deficits.
Learner Outcomes: Produce therapy activities for a variety of adult populations. Utilize methods to effectively collaborate with other professionals to develop and share therapy activities/ideas. Prepare activities with limited resources.
Mini-Seminar 26 2:30 PM-3:30 PM
Doctorate Degree in CSD: Distance Learning Models, Deana Lacy McQuitty, M.S., North Carolina Agricultural and Technical State University; Stephanie Berry M.S., St. Louis, Missouri School District
Level of Instruction: Introductory
Within the profession of speech-language pathology, the shortage of doctoral level personnel continues to be of great concern. One of the focused initiative areas outlined by the American Speech Language and Hearing Association over the last 5 years continues to address this phenomenon. This current presentation will outline several universities that have created innovative doctoral programs via distance learning models in an effort to address this personnel shortage. Specifically, the doctoral degree in CSD at Nova Southeastern University will be highlighted. The academic curriculum, accrediting standards, modes of instruction and evaluation will be focal areas of discussion. Employment and research opportunities will also be explored in this presentation.
Learner Outcomes: Identify a variety of universities who offer doctoral degrees in CSD via a distance learning model. Identify the academic curriculum, accrediting standards, modes of instruction and evaluation of a distance learning doctoral program. Identify employment and research opportunities for doctoral degrees in CSD.
Mini-Seminar 27 2:30 PM-3:30 PM
Educating Habitual Voice Users, Matthew S. Eiben, B.S., Longwood University; Jessica McAlexander, B.S., Longwood University; Kelsey Griffin, B.S., Longwood University; Lori Beth Simpson, B.S., Longwood University; Michele L. Norman, Ph.D Longwood University
Level of Instruction: Intermediate
Ten percent of the US workforce is identified as having voice disorders. Many individuals are at high risk for experiencing voice disorders specifically due to their occupation and are unaware of preventative measures and proper vocal hygiene. This presentation aims to provide information for speech-language pathologists to develop inservice workshops and educational resources for habitual voice users to make them aware of the signs and symptoms of voice disorders. Also, it will provide an opportunity for SLPs to discuss educational strategies to promote awareness.
Learner Outcomes: Will be able to recall the incidence and prevalence of voice disorders among occupations of habitual voice users. Will be able to recall current approaches for vocal rehabilitation. Will be able to use various resources to develop in-service workshops.
Friday, April 18
Technical Session 1 12:30 PM-1:00 PM
Cultural Diversity Report Card; Where Are We After Four Decades, Kay T Payne, Ph.D., Howard University; Silvia Martinez, Ph.D., Howard University
Level of Instruction: Intermediate
Almost four decades have passed since the ASHA Convention of 1968 directed the focus of the professions to cultural diversity. The nation, as well as the profession has experience serious waves of change. In the current Post 9-11 society we are acutely aware of the array of cultural differences. Yet our approaches continue to be premised on a color-blind, one size-fits-all model of reasoning. This paper will explore the path of progression with regard to knowledge of cultural diversity and propose a new model of practice toward the benefit of racial/ethnic and bilingual populations.
Learner Outcomes: Identify the origin of cultural change within the profession. Chart the progression of advancement of the profession with regard to cultural diversity. Examine current pedagogy and clinical philosophies. Consider new models and philosophies of education and practice
Technical Session 2 12:30 PM-1:00 PM
Language Impairment Obscures Dialect Differences in Phonological Developmental Milestones, Shelley Velleman, Ph.D., University of Massachusetts Amherst; Barbara Zurer Pearson Ph.D., University of Massachusetts Amherst; Timothy Bryant, M.S., CCC-SLP, University of New Hampshire
Level of Instruction: Introductory
Are phonological dialect differences apparent in language-impaired populations? 444 African-American-English (AAE)-speaking and mainstream-American-English (MAE)-speaking children, ages 4-12, who were all receiving speech services, took the Dialect Sensitive Language Test Phonology Subtest (Seymour, 2004). Velleman & Pearson (2006) reported that among analogous typically-developing groups, dialect did affect order of acquisition of consonants and clusters, especially in final position, with earlier mastery of some by AAE speakers and of others by MAE speakers. For language-impaired groups, both initial and final productions were more vulnerable, so the percentage of matches to MAE targets was equally low for both AAE and MAE speakers.
Learner Outcomes: Recognize which mismatches to MAE phonological targets are predicted by the dialect and therefore do not indicate delay and which mismatches are characteristic of phonological impairment in either dialect. Give examples of phonemes that are mastered earlier by AAE-speakers than MAE speakers. Describe which types of mismatches are less common in AAE-speaking children than in MAE-speaking children.
Technical Session 3 1:00 PM-1:30 PM
SLP Graduate Students with Disabilities; A Taste of Our Own Medicine, Kay T Payne, Ph.D., Howard University; Silvia Martinez, B.S., Howard University
Level of Instruction: Intermediate
New philosophies and practice in special education have opened the flood gates for students with disabilities to gain gather education. But can these students become speech-language pathologists? The lessons of experience have indicated that some learning disabled graduate students have valuable insights toward their own unique education needs as well as first-hand understanding of and empathy for their learning disabled clients. But what are the ethical boundaries and obligations? This presentation provides a composite series of case examples that challenges traditional thought. In many instances there are no final clear-cut answers. Audience discussion will help participants examine their own beliefs and allegiances and work through difficult challenges.
Learner Outcomes: Identify unique characteristics of graduate students, both positive and negative. Examine personal beliefs about learning disabilities and requirements for SLP students. Cite the moral and legal responsibilities of education and clinical practice. Arrive at ethical and legal solutions to potential problems.
Technical Session 4 1:15 PM-1:45 PM
Identifying Morphological Impairment in Young African American English Speakers, Frances Burns, Ph.D., Texas State University-San Marcos; Rachel Marks, B.S., Texas State University-San Marcos
Level of Instruction: Introductory
Language samples from 42 African American English speakers with typically-developing language (AAE-TDL), and 19 AAE speakers with specific language impairment (AAE-SLI), ages 5;0 – 6;9 were contextually analyzed for copula/auxiliary verb forms and their allomorphs (is, are, am, was). The purpose of this study is to determine in which linguistic environments copula/auxiliary forms were consistently and overtly represented. The rate of production and specific linguistic constraints that favor the retention or absence of copula/auxiliary forms for the two groups, as well as considerations for diagnosing morpho-syntactic impairment in AAE will be discussed.
Learner Outcomes: Identify linguistic environments that favor the retention or absence of copula/auxiliary forms. Identify possible clinical markers for specific language impairment in African American English. Identify how models of specific language impairment may account for morphological impairment in African American English speakers.
Technical Session 5 1:45 PM-2:15 PM
Preschool Books: Commercial Availability and Classroom Use, Yvette Delaine Hyter, Ph.D., Western Michigan University
Level of Instruction: Introductory
There are various components to emergent literacy including joint book reading, print conventions and concepts, and sense of story. Books play a prominent role in each of those components. Preferred criteria for selecting books effective for helping young children acquire aspects of emergent literacy have been identified over the years. These preferred criteria include such characteristics as the use of rhyme, characters with goal directed behavior, plot elements, and familiar events. This presentation compares the commercial accessibility of books with these preferred criteria compared to their availability in preschool classrooms.
Learner Outcomes: Define emergent literacy and explain its importance in child development. Describe the role that speech-language pathologists play in facilitating emergent literacy skills of young children. Identify important characteristics of books that can be used to facilitate emergent literacy development.
Technical Session 6 2:30 PM-3:00 PM
Conversational Repair Strategies Used by African American Children, Ida J Stockman, Ph.D., Michigan State University; Laura Karasinski, Michigan State University; Barbara Guillory, Ph.D., University of Illinois at Chicago
Level of Instruction: Intermediate
This study described the conversational repairs used by 3;0 year old African American (AA) children. Method: The verbal strategies used to elicit and respond to repair requests from an adult examiner were examined in the spontaneous speech samples of 120, AA children at Head Start programs in Michigan and Louisiana. Results: All children used conversational repairs although those in the Louisiana cohort less often elicited than responded to repair requests. The type and frequency of strategies used varied with their regional location and typical/atypical developmental status.
Learner Outcomes: To produce contrived examples of conversational repair requests and responses to repair requests. To differentiate five strategies used by African American children to make conversational repairs in spontaneous speech. To identify five strategies that children use to make conversational repairs. To identify one possible source of regional cultural difference that may influence the frequency of repairs elicited from adult conversational partners.
Saturday, April 19
Technical Session 7 11:45 AM-12:15 PM
Modifications of Listeners’ Attitudes Towards Persons Who Stuttering, Robert Mayo Ph.D., University of North Carolina at Greensboro; Carolyn M. Mayo, Ph.D., North Carolina Central University
Level of Instruction: Intermediate
This study sought to determine whether listeners’ perceptions of stuttering can be modified after viewing a video documentary both educational and emotional in content. A 25-item semantic differential scale was used to measure 43 adult listeners’ perceptions of people who stutter before and after viewing the documentary 'Speaking of Courage'. Results of the study indicated eight of the 25 items on the semantic differential scale to have a statistically significant positive shift. Contrary to previous studies, our findings suggest that listeners’ perceptions of people who stutter are not resistant to change and are susceptible to positive attitude shifts.
Learner Outcomes: Describe three categories of negative listener attitudes toward persons who stutter. Summarize those attitudes of listeners that are amenable to modification. Design a stuttering education program for the general public with a focus on modifying attitudes toward PWS.
Technical Session 8 2:30 PM-3:00 PM
International Continuing Education and Clinical Practicum Opportunities in Speech Pathology, Katandria Love Johnson, M.S., M.A., University of North Texas Health Science Center at Fort Worth
Level of Instruction: Introductory
According to the U.S. Department of Labor’s Bureau of Labor Statistics (2001b), speech pathology is one of the 30 fastest growing occupations for 2000-2010. Yet, increasing shortages of qualified speech pathologists are available to serve the 69.9% of non-English speaking U.S. children in elementary and secondary schools (2001b). In this presentation, several national and international clinical practicum and continuing education opportunities will be discussed to address how continuing education opportunities can be pursued through collaboration with international professionals. Data were obtained from the American Speech-Language Hearing Association webpage and interviews with allied healthcare professionals visited in 12 countries.
Learner Outcomes: Identify the current statistics regarding the shortage of culturally and linguistically competent professionals. Outline continuing education opportunities for professionals seeking to increase culturally and linguistic competencies within the US. Describe opportunities for undergraduate, graduate and CFY students wishing to increase these competencies via international clinical practicum and coursework opportunities.
Technical Session 9 3:00 PM-3:30 PM
Lead’s Effects on Learning/Developmental Disabilities in School-Aged Children, Katandria Love Johnson, M.S., M.A., University of North Texas Health Science Center at Fort Worth
Level of Instruction: Introductory
Lead is a poison by which serious health effects occur, requiring that school-age children receive special education services. Children can be exposed to lead by: (1) orally sucking or ingesting lead contaminated objects; (2) inhalation; and (3) through skin contact with lead containing products (Antoniadis & Gilbert, 2005). Findings show that lead exposure should be reported to public health departments, which can inform its communities through educational and prevention programs. In addition, state and local programs should encourage legislation to fund blood lead screenings as part of the vision and hearing screening programs conducted at the school district level.
Learner Outcomes: Outline the causes of lead exposure. List the mental and socio-educational effects post-exposure. Discuss possible solutions to reduce the number of school-aged children exposed to lead.
Saturday, April 19