Archive


  1. NYSSLHA Fall Workshop

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    Incorporating Current Research on Motor Speech, Phonological Awareness, and Disability Evaluations for Bilingual and Monolingual Caseloads

    September 22, 2018
    Teachers College, Columbia University, Thompson Hall Room 229, New York, New York

    This all day seminar affords practicing clinicians the opportunity to update their knowledge and skills to reflect the current research on childhood motor speech disorders, phonological awareness and disability evaluations. All three presenters are nationally, and internationally, recognized for their contributions to their specific content areas and include information for clinicians working with both monolingual and bilingual populations. The presenters designed the day so it is clinically-focused using a case study approach with videos of a variety of cases, so that clinicians leave with skills immediately applicable to their current caseloads.

    Learning Outcomes:

    At the completion of this event, attendees will be able to:

    • describe research-based treatment approaches for preschoolers and school age students with the motor speech disorders of dysarthria and apraxia, in monolingual and bilingual populations.
    • identify three ways to apply most current research on development of phonological awareness to preschool and early elementary caseloads, in monolingual and bilingual populations.
    • describe three ways normal processes of second language acquisition impact assessment and treatment in speech-language pathology.
    • apply two approaches to dynamic assessment nonword repetition tasks and fast word mapping, with a special focus on bilingual populations.

     

    Time-Ordered Agenda:

    8:30 am – 9:00 am:  Overview of day’s topics and clinical goals (Dr. Crowley)

    9:00 am – 10:00 am:  Current evidence-based treatment approaches for childhood apraxia of speech and childhood dysarthria in monolingual and bilingual children, including training in Speech Intelligibility Treatment (SIT) for childhood dysarthria (Dr. Levy)

    10:00 am – 10:30 am:  Case study applications of treatment approaches and development of  evidence-based treatment goals (Dr. Levy)

    10:30 am – 10:45 am:  Break

    10:45 am – 11:30 am:  Current evidence-based hierarchy re the development of phonological awareness in monolingual and bilingual preschool and school age populations (Dr. Hammer)

    11:30 am – 12:15 pm:  Case studies to identify strengths and weaknesses of phonological awareness to identify stages in hierarchy and develop appropriate IEP and treatment goals. (Dr. Hammer)

    12:15 pm – 1:15 pm:  Lunch

    1:15 pm – 1:45 pm:  Normal second language acquisition in bilingual and bidilaectal children and its impact on speech-language assessment. (Dr. Crowley)

    1:45 pm – 2:15 pm:  Dynamic assessment. What it is and why it is important. (Dr. Crowley)

    2:15 pm – 3:15 pm:  Non-word repetition tasks. What and why for monolingual and bilingual populations. Distribution of evidence-based non-word repetition tools that can be incorporated into attendees’ next  disability evaluation. (Dr. Crowley)

    3:15 pm – 3:30 pm:  Discussion and Questions.

     

    Presenters:

    Dr. Erika Levy is an associate professor in the Program of Communication Sciences and Disorders at Teachers College, Columbia University. Her research focuses on treatment techniques for increasing intelligibility in English- and French-speaking children with dysarthria due to cerebral palsy (CP). Dr. Levy, who is a trilingual speech-language pathologist, has developed Speech Intelligibility Treatment, which is designed to increase intelligibility in children with dysarthria. She directs yearly speech treatment (research) camps at Teachers College for this population. Her lab also examines intelligibility-enhancing techniques for Spanish-, Mandarin-, and American-English-speaking adults with dysarthria due to Parkinson’s Disease. She has received funding from the National Institute on Deafness and Other Communication Disorders, National Institutes of Health and other organizations.

    Dr. Carol Scheffner Hammer is Professor of Communication Sciences and Disorders at Teachers College Columbia University. Dr. Hammer’s research focuses on cultural and environmental influences on children’s language and literacy development, the creation of language and literacy assessments and home-and school-based interventions that promote preschoolers’ school readiness, with an emphasis on dual language learners. Her work has been continually funded since 2000 by federal agencies that include: the National Institutes of Health; the U.S. Department of Education and the Administration for Families and Children. Dr. Hammer is a past editor of the American Journal of Speech-Language Pathology and a fellow of the American Speech-Language-Hearing Association.

    Dr. Catherine “Cate” Crowley is a professor of practice in the Program of Communication Sciences and Disorders at Teachers College (TC), Columbia University where she is the founding director and on the faculty of the online and in person Bilingual SLP Extension Institute for bilingual speech-language pathologist (SLP) seeking their NYSED bilingual extension and/or for those interested in the Advanced Certificate in Bilingual SLP. She founded and coordinates the bilingual/multicultural program focus in the master’s SLP program. An American Speech-Language-Hearing Association Fellow and experienced attorney, Dr. Crowley’s work focuses on culturally and linguistically appropriate disability evaluations, cleft palate speech and feeding, and developing sustainable, quality international SLP projects to develop capacity. Each year for the past 12 years she has brought two groups of the TC master’s students to Africa and Latin America.

     

    Registration:

    Register early. Seating is limited to 70 attendees, of which only 20 can be students.

    Registration Rates:

    • NYSSLHA Member: $90 ($115 after 9/3/18)
    • Non-Member: $140 ($165 after 9/3/18)
    • Student: $25 ($35 after 9/3/18)

    To receive early registration rates, your registration along with payment, must be postmarked or registered online by September 3, 2018.

    Online Registration (with credit card payment only):
    For NYSSLHA Members, click here to register.
    For Non-Members, click here to register.

    Printable Registration Form

  2. The PROMPT Institute

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    This program is offered for 1.8 ASHA CEUs (Introductory Level, Professional Area).

    This workshop focuses on technique and learning the four levels (Parameter, Syllable, Complex and Surface) of prompting that support the broader, holistic philosophy and approach of PROMPT. This presentation will focus exclusively on the PROMPT method and will not include information on other similar or related speech therapy methodology.

    All workshops run from 9:00 AM to 4:30 PM each day, unless otherwise noted on the workshop listing. Click here for a detailed workshop schedule.

    Please note some workshop prices reflect a $50 “early-bird” discount. Workshop prices are subject to change at any time and many workshops fill quickly, so attendees should register as early as possible.

    You must attend all three days in order to to complete the workshop, partial credit is not issued. Missing any component of the workshop will require you to re-pay and attend an entire workshop again.

  3. BRAP: Understanding Challenging Behaviors through the Lens of Positive Behavior Support

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    This presentation will include brief description of the talk: How can we better address the causes and maintenance of children’s behavior problems? Positive behavior support (PBS) is a behavior management system used to understand what maintains an individual’s challenging behavior. People’s inappropriate behaviors are difficult to change because they are functional; they serve a purpose for them. Behavior is a form of communication. It is frequently the way children with speech and language challenges communicate their wants and needs. These behaviors are supported by reinforcement in the environment. In the case of students and children, often adults in a child’s environment will reinforce his or her undesired behaviors because the child will receive objects and/or attention because of his behavior. Functional behavior assessments (FBAs) clearly describe behaviors, identify the contexts (events, times, and situation) that predict when behavior will and will not occur, and identify consequences that maintain the behavior. A brief description of this talk: Social relationships influence what we do, how we communicate, with whom and where we interact, the roles we take in society, and define who we are as individuals. Interpersonal relationships provide us with companionship, emotional support, material aid, access to information, help with decision making, and opportunities to meet new people.

    LEARNING OBJECTIVES Participants will be able to:

    • Discuss the use of Positive Behavioral Support (PBS) to address challenging behaviors
    • Identify challenging behaviors and their most common causes.
    • Describe techniques to address challenging behaviors using PBS
    • Identify the underlying causes of poor social skills in children with disabilities
    • List practical ways of addressing the social skills deficits

     

    Download Brochure

     

  4. Addressing Visual Impairments in Children: From Making a Referral to Modifying Classroom Materials and Therapeutic Strategies

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    Speakers: Mary Anne Whelan, OTR\L, BHSC, Kimberlee Kuzara, CCC-SLP, BHSC, and an interdisciplinary
    team from Buffalo Hearing & Speech Center/Olmsted Center for Sight Collaboration

    Disclosure: Financial –Mary Anne Whelan and Kimberlee Kuzara are employed by Buffalo Hearing &
    Speech Center and receive a salary. Nonfinancial – they have no relevant nonfinancial disclosures.

    CE Credits: Social Work, AOTA, PT, ASHA, CTLE