2012 Preliminary Program

MSHA Preliminary Program

        The Way Forward…Tried and True
and Something New

MSHA Annual Conference
       March 22-24, 2012
    Radisson Plaza Hotel
     Kalamazoo, Michigan

This program is offered for a maximum of 2.2 CEUs at Intermediate Levels in Professional areas. ASHA Continuing Education Provider approval does not imply endorsement of
course content, specific products, or clinical procedures.

The Michigan Speech-Language-Hearing Association is approved to sponsor State Board Continuing Education Units (SB-CEUs) through the Michigan Department of Education. Participants at the MSHA Conference may earn a mimimum of .5 or a maximum of 2.2 SB-CEUs.

Thursday, March 22, 2012

Highlights:
Cochlear Implant Workshop 8:15 am – 3:00 pm
General Registration: Noon – 6:30 pm
Short Course: (Counseling & Ethics ) 1:00 – 4:15 pm
Exhibits & Silent Auction: 4:00 – 6:00 pm
MSHF Board Meeting: 4:30 – 5:30 pm
Short Course: (Carol Flexer) 6:00 – 9:15 pm
Short Course: (Angela Ciccia) 6:00 – 9:15 pm
Welcome Reception: 8:30 – 10:30 pm

Cochlear Implant Workshop: 7:30 am – 3:00 pm

▲ Cochlear Implants in the 21st Century: How Hearing Loss, Technology and Expectations Have Changed.

Sponsored by the University of Michigan. Continental Breakfast provided. Registration begins at 7:30 am, class begins at 8:15 am. Lunch: 12:00 -1:00 pm on your own. Class resumes 1:00 pm and ends at 3:00 pm.

Invited Speakers: Terry Zwolan, Ph.D., CCC-A, Director; Caroline Arnedt, M.A., CCC-A; Brandi Griffin, Au.D., CCC-A; Amy Paoletti, Au.D.; Heidi Slager, Au.D., CCC-A; Casey Stach, M.A., FAAA; Kelly Starr, M.A., CCC-SLP, Cert AVT; Ellen Thomas, M.A., CCC-SLP, Cert AVT.

.5 CEUs
Instructional Level: Introductory to Intermediate
Room: Meadows

Advances in cochlear implants are occurring at a rapid pace that greatly affect the functionality, outcomes and issues associated with this technology in children and adults. This workshop will provide updates regarding improved hearing preservation, changes in candidacy criteria, improvements in performance, and greater outcome expectations. In order to better understand the nature of auditory neuropathy spectrum disorder (ANSD) and treatment with cochlear implants, we will present our latest outcome data. An essential review of methods to identify device failures will be provided including valuable advice for the clinician on when to refer to a cochlear implant center. On the rehabilitation front, auditory verbal therapy and therapy protocols for ANSD patients will be discussed. Music appreciation therapy, use of online rehab materials, and smartphone applications for therapeutic use will be presented. Lastly, information regarding self -advocacy in the pre-teen and teen populations and preparation for life after high school will be reviewed. Overall, this workshop will provide clinicians with a comprehensive update on cochlear implants from candidacy to therapy and much more in between.

There will be a 15 minute break during the morning or this session.

Short Course: 1:00 – 4:15 pm

▲Counseling & Ethics, Managing Caseloads, and Difficult Conversations

Speakers: Jaynee A. Handelsman, Ph.D., CCC-A, ASHA Fellow, Assistant Director of the Vestibular Center, Department of Otolaryngology Head and Neck Surgery; Richard M. Merson, Ph.D., CCC-SLP Beaumont Hospital, 2012 MSHA President; Timothy G. Weise, M.A., CCC-SLP, Garden City Hospital, and member of the Michigan Board of Speech-Language Pathology; and Robin Pollens, M.S., CCC-SLP, Western Michigan University and MSHA Chair for the Committee for Ethics & Standards.

.3 CEUs
Instructional Level: Intermediate
Room: Glens 1-3

This course will address the topic of Ethics in the clinical and school environments: Questions such as: What are Ethics? How do we practice it? How do we teach it? And what do we do when unethical situations are presented? Additionally, ethics from the perspective of new licensing in the State of Michigan will be discussed. The course will have a primary expert speaker (to be announced) and will include a panel discussion.

There will be a 15 minute break during this session.

Thursday Evening

Short Course: 6:00 – 9:15 pm

▲Auditory Brain Development: The Key to Listening, Language, and Literacy

Invited Speaker: Carol Flexer, Ph.D., CCC-A, LSLS, Cert. AVT, Distinguished Professor Emeritus, Audiology The University of Akron, Akron, Ohio

.3 CEUs
Instructional Level: Intermediate
Room: Prairies 4-5

Carol Flexer was at The University of Akron for 25 years as a Distinguished Professor of Audiology in the School of Speech-Language Pathology and Audiology. Special areas of expertise include pediatric and educational audiology. Dr. Flexer continues to lecture extensively nationally and internationally about pediatric audiology issues and has authored more than 155 publications. She has co-edited and authored eleven books: Children with Hearing Loss: Developing Listening and Talking, Birth to Six, 1st and 2nd ed.; Pediatric Audiology: Diagnosis, Technology, and Management; Pediatric Audiology Casebook; The Sound of Learning -- Why Self-Amplification Matters; How the Student with Hearing Loss Can Succeed in College, 1st and 2nd ed.; Sound-Field Amplification: Theory and Practical Applications, 1st and 2nd ed.; and Facilitating Hearing and Listening in Young Children -- 1st and 2nd ed. Dr. Flexer is a past president of the Educational Audiology Association, a past president of the American Academy of Audiology, and a past-president of the Alexander Graham Bell Association for the Deaf and Hard of Hearing Academy for Listening and Spoken Language. Dr. Flexer is a Certified Auditory-Verbal Therapist (LSLS Cert. AVT) and a licensed audiologist. For her research and advocacy for children with hearing loss, Dr. Flexer has received two prestigious awards from The Alexander Graham Bell Association for the Deaf and Hard of Hearing: the Volta Award and Professional of the Year Award. Dr. Flexer also is a Certified Laughter Leader

Note: This short course, as well as tomorrow’s short course by Dr. Flexer, have been approved by the AG Bell Academy for Listening and Spoken Language for LSLS certification, AVT, and AvEd Certification.

Technological advances have allowed scientists to peer into the mysterious “black box” of the brain. As a result, new information has catapulted the role of brain neuroplasticity to the front of the line in early intervention and early childhood programs. Utilizing a research to practice paradigm, this presentation will summarize current research on brain development as related to spoken communication and literacy outcomes. Then, a rationale for early brain access and stimulation will be constructed. Current listening and speaking outcomes created by modern technology will be highlighted. The
exciting news is that appropriate early intervention that capitalizes on brain neuroplasticity allows for spoken language and literacy outcomes never before imagined for infants and children who are deaf or hard of hearing.

There will be a 15 minute break during this session.

Short Course: 6:00 – 9:15 pm

▲Best Practices for In-patient and Out-patient Rehabilitation for Adolescents and Adults with Acquired Traumatic Brain Injury (TBI)

Invited Speaker: Angela Hein Ciccia, Ph.D., CCC-SLP, Department of Psychological Sciences, Program in Communication Sciences, Case Wesern Reserve University, Cleveland, Ohio

.3 CEUs
Instructional Level: Intermediate
Room: Glens 1-3

Over the course of the last ten years there have been significant advances in the treatment of acquired brain injury (ABI). In addition to these advances there has been a shift in basic and clinical research with the application of technology such as advanced imaging techniques, paired with behavioral research that has enhanced our understanding of brain injury. This work is being translated to clinical care and best-practice recommendations. It is the aim of this course to review and provide examples of the latest advances in research for the inpatient and outpatient survivor of brain injury, the latest recommendations for best practice, and to provide a forum to discuss for carryover to rehabilitation programs. Special attention will be focused on social language, an area that has changed rapidly both in terms of basic understanding and clinical practice.

There will be a 15 minute break during this session.

Welcome Reception: 8:30 – 10:30 pm in Meadows
Everyone Welcome! Hot hors d’oeuvres and a cash bar will be available for all. Gather to relax and enjoy the beginning of the MSHA Conference!

Sponsored by Western Michigan University Department of Speech Pathology and Audiology

Friday, March 23, 2012

Highlights:
General Registration: 7:00 am – 5:30 pm
MSHA Business Meeting & Continental Breakfast by DMC: 7:30 am
Exhibits: 7:30 am
Silent Auction: 7:30 am
Poster Sessions: 7:30 am
MSHA Awards Luncheon:11:45 am – 1:15 pm
Exhibitors’ Cocktail Party: 5:00 – 7:00 pm
Raffles: 6:00 pm
MSHF Social with Band: 7:00 – 10:00 pm

Friday Morning

MSHA Annual Association Meeting
& Continental Breakfast: 7:30 am
Everyone Welcome! Continental Breakfast sponsored by Detroit Medical Center (DMC).

Short Course: 8:30 – 11:45 am

▲Beyond Memory Books: Interventions for Persons with Dementia

Invited Speaker: Michelle Bourgeois, Ph.D., CCC-SLP, ASHA Fellow, The Ohio State University, Columbus, Ohio.

Michelle Bourgeois is a Professor in the Department of Speech & Hearing Science, Ohio State University. She has received numerous grants from the National Institutes of Aging (NIA) and the Alzheimer’s Association to investigate interventions for spousal and nursing home caregivers designed to improve the quality and quantity of communicative interactions with residents with dementia, to evaluate memory aids and interventions for persons with dementia and traumatic brain injury, and to develop training programs for institutional caregivers. A clinical researcher, Dr. Bourgeois has published numerous research articles, training manuals and CDs, and books. She was the recipient of the 2007 Barry Reisberg Award for Non-Pharmacologic Research, Theory, and Clinical Practice.

.3 CEUs
Instructional Level: Intermediate
Room: Meadows

Effective therapeutic strategies exist for speech-language pathologists to use when working with persons with dementia. Beginning with a review of the disease process in dementia and a model of the memory systems, the memory components that are less impaired in dementia patients will be discussed. Strategies emphasizing the use of written and graphic cues will be described, including the use of memory wallets, memory books, and reminder cards, to modify problem behaviors and to maintain conversation skills, enhancing the overall quality of life of patients with dementia and their caregivers.

There will be a 15 minute break during this session.

Short Course: 8:30 – 11:45 am

▲ Introduction to the Communication Matrix (Charity Rowland): An Evaluation Tool for Assessing Those with Presymbolic, Complex, and Difficult-to-Interpret Means of Communication

Speaker: Karen Florka, M.S., CCC-SLP, Bloomfield Hills Schools, Wing Lake Developmment Center

Karen Florka is an SLP with 29 years of experience working with those with complex communication needs in both a medical and school setting.

.3 CEUs
Instructional Level: Introductory
Room: Glens 2-3

Speech-Language Pathologists who are just beginning to work with those with profound and complex communication challenges will benefit from using The Communication Matrix to assess expressive communication with these difficult cases. This course will introduce attendees to The Communication Matrix Profile authored by Charity Roland from the Design to Learn Project. Attendees will receive a copy of the Communication Matrix Assessment tool and will be ready to use it upon leaving the course. Presentation will include powerpoint lecture, DVD presentation, short movie examples and presenter demonstration of therapy tools and strategies usable with each level of communication as described in the Matrix.
There will be a 15 minute break during this session.

Short Course: 8:30 – 11:45 am

▲ Communication Assessment & Intervention Strategies: Getting Families Involved

Speaker: Colin A Macpherson, M.A., CCC-SLP, Mecosta-Osceola Intermediate School District

.3 CEUs
Instructional Level: Intermediate
Room: Arcadia Ballroom 1

Recent advances in developmental pragmatics have highlighted the role of intention reading, pattern analysis and social imitation (Tomasello, 2003) within a context of cultural learning in the acquisition of a first language. The relationship between these components and childhood communication impairments in the birth-to-3 population will be discussed. Parent based assessment strategies that meet State of Michigan Guidelines for determining eligibility as speech and language impaired will also be reviewed. A modified version of Language Milieu Teaching with social interaction as the basis for communication and language development will be presented with videotape examples of intervention exchanges. All aspects of the short course will highlight how to promote caregivers as the primary change agents in their child’s educational program.
There will be a 15 minute break during this session.
Friday Morning, Continued

Miniseminar: 8:30 – 9:30 am

▲ Language and Reading Outcomes in School-Aged Children With Cochlear Implants

Speakers: Anita Vereb, M.S., CCC-A, Ph.D. Candidate, University of Michigan Cochlear Implant Program; C. Addison Stone, Ph.D., Professor and Chair of Educational Studies at the University of Michigan School of Education; and Teresa A. Zwolan, Ph.D.,CCC-A, Director of the University of Michigan Cochlear Implant Program

.1 CEU
Instructional Level: Introductory to Intermediate
Room: Glens 1

Historically, children with congenital deafness demonstrate delays in their speech, language, and literacy development compared to their typical hearing peers. Since the advent of cochlear implants, improved speech and language outcomes have been observed in children with profound deafness. By bypassing damaged portions of the inner ear, cochlear implants provide children with significant hearing loss greater access to the auditory signals needed for speech and language development and later literacy learning. The purpose of
this session is to present the findings of a recent study examining language and reading outcomes in school-aged children with cochlear implants. A report will be given on child/family predictors of variations in reading outcomes and discuss ways in which parents and professionals can further support language and reading development in children with cochlear implants.

Double -Miniseminar: 9:30 – 11:30 am

▲ Auditory First: Planning Effective Lessons for Children with Hearing Loss

Speaker: Ashley S. Garber, M.S., CCC-SLP, LSLS Cert., AVT, Listening and Language Connections, LLC

.2 CEUs
Instructional Level: Introductory
Room: Glens 1

The overall success of any intervention plan designed for a child with hearing loss who uses spoken language will depend on the integration of auditory skills into speech/language lessons. This session will reference auditory skills hierarchies as a starting point for planning effective lessons for children with hearing loss. Participants will consider a step by step process for comprehensive planning - specifying exact targets, identifying purposeful language prompts, and anticipating appropriate elicitation/remediation strategies – such that auditory goals are integrated into meaningful contexts supported by appropriate materials and activities. Home carryover will also be addressed as a critical component of comprehensive planning. Finally, via case studies, participants will actively engage with these concepts to create an activity integrating auditory, speech and language targets.

MSHA Awards Luncheon: 11:45 am – 1:15 pm, Arcadia Ballroom 2
Pre-registration required for this Lunch. No tickets available on-site.

A delicious luncheon for those who pre-registered followed by the presentation of the MSHA Honors of the Association to Dorothea French, Ph.D.; Public School Program of the Year Award; and the MSHA Student Scholarship Awards.

After the presentation of awards, MSHA members will be treated to a brief Keynote presentation by Carol Flexer, Ph.D., CCC-A, LSLS, Cert. AVT, Distinguished Professor Emeritus, Audiology, the University of Akron, Akron, Ohio. Entitled Tweeters and Texters: How Can Boomers Possibly Understand These New Millenials? Dr. Flexer also is a Certified Laughter Leader.

Carol Flexer is presenting a Short Course on Thursday evening entitled: Auditory Brain Development: The Key to Listening, Language, and Literacy and on Friday afternoon entitled: Theory of Mind Development in Children with Hearing Loss: Strategies for Social-Emotional Growth.

Short Course: 1:30 – 4:45 pm

▲ Theory of Mind Development in Children with Hearing Loss: Strategies for Social-Emotional Growth

Invited Speaker: Carol Flexer, Ph.D., CCC-A, LSLS, Cert. AVT, Distinguished Professor Emeritus, Audiology The University of Akron, Akron, Ohio

Carol Flexer was at The University of Akron for 25 years as a Distinguished Professor of Audiology in the School of Speech-Language Pathology and Audiology. Special areas of expertise include pediatric and educational audiology. Dr. Flexer continues to lecture extensively nationally and internationally about pediatric audiology issues and has authored more than 155 publications. She has co-edited and authored eleven books: Children with Hearing Loss: Developing Listening and Talking, Birth to Six, 1st and 2nd ed.; Pediatric Audiology: Diagnosis, Technology, and Management; Pediatric Audiology Casebook; The Sound of Learning -- Why Self-Amplification Matters; How the Student with Hearing Loss Can Succeed in College, 1st and 2nd ed.; Sound-Field Amplification: Theory and Practical Applications, 1st and 2nd ed.; and Facilitating Hearing and Listening in Young Children -- 1st and 2nd ed. Dr. Flexer is a past president of the Educational Audiology Association, a past president of the American Academy of Audiology, and a past-president of the A.G. Bell Association for the Deaf and Hard of Hearing Academy for Listening and Spoken Language. Dr. Flexer is a Certified Auditory-Verbal Therapist (LSLS Cert. AVT) and a licensed audiologist. For her research and advocacy for children with hearing loss, Dr. Flexer has received two prestigious awards from the A.G. Bell Association for the Deaf and Hard of Hearing: the Volta Award and Professional of the Year Award.

Note: This short course, as well as yesterday’s short course by Dr. Flexer, have been approved by the AG Bell Academy for Listening and Spoken Language for LSLS certification, AVT, and AvEd Certification.

.3 CEUs
Instructional Level: Intermediate
Room: Glens 2-3

This presentation focuses on social emotional development in children who are deaf or hard of hearing with particular emphasis on Theory of Mind (ToM) as related to distance hearing and incidental learning. Because of today's technologies, we expect the child to have auditory access to soft speech at a distance with the capability of overhearing and tracking conversations. Participants will take home strategies for "growing the child’s brain” for language and social-emotional enrichment.

There will be a 15 minute break during this session.

Short Course: 1:30 – 4:45 pm

▲ Basic Principle Problem Solving in School-Age Stuttering Therapy

Speaker: Kristin A. Chmela, M.A., CCC-SLP, BRS-FD, Executive Director Chmela Fluency Center, Inc., Long Grove, Illinois

Kristin Chmela is a member of the initial cadre of Board-Recognized Fluency Specialists and has dedicated her career to helping individuals with fluency disorders and the clinicians who serve them. She is a local, national, and international consultant and lecturer and author of practical fluency materials. She is the Founder and Co-Director of the Clinical and Graduate Student Training and Fluency Therapy Treatment Program at Camp Shout Out in Holton, Michigan.

.3 CEUs
Instructional Level: Intermediate
Room: Arcadia Ballroom 1

This course will review application of Basic Principle Problem Solving to fluency disorders within the school-age population. Two case studies provide detailed assessment and treatment information and participants problem-solve current case challenges. Videotaped interactions and practical handouts create an interactive learning experience. The course will incorporate evidenced based practices as well as current regulations regarding procedures, documentations, and service delivery within the school setting.

There will be a 15 minute break during this session.

Double-Miniseminar: 1:30-4:00 pm

▲New Tools for Assessing Spoken and Written Language: Implications for Knowing What to Do Next

Speakers: Nickola W. Nelson, Ph.D., CCC-SLP, ASHA Fellow; Michele A. Anderson, Ph.D., CCC-SLP; and Barbara M. Howes, Ph.D., MSW, Western Michigan University

.2 CEUs
Instructional Level: Intermediate
Room: Prairies 4-5

Spoken and written language modalities are thoroughly intertwined in the school-age years. Sound/word structure knowledge, accompanied by knowledge of morphology and vocabulary awareness can influence speech perception and production, as well as reading decoding and writing. Sentence/discourse knowledge can influence listening and reading comprehension and oral and written expression across the curriculum, as well as participation in social interactions. Identifying students who need intervention requires screening, often accompanied by early intervening services (response-to-intervention). Individualized assessment remains an important piece of the service delivery puzzle. In this session, participants will learn about an evidence-based student rating scale for completion by parents, teachers and students, with implications for screening and school-home communication about children's spoken and written language abilities. They also will learn how a new curriculum-related Test of Integrated Language and Literacy Skills (TILLS) may inform decisions about "next steps" for curriculum-based language assessment and intervention. Case study data will be used to show participants how to analyze and interpret subtest results for diagnostic and intervention planning purposes.

TILLS Focus Group: Dr. Nickola Nelson, one of the authors of the Test of Integrated Language and Literacy Skills (TILLS) and Dr. Michele Anderson, project coordinator, are hosting a 4:30 pm gathering for former and current test administratiors of the research edition of TILLS and anyone interested in learning more about a test adminstration (under Grant R324A100354 from the U.S. Department of Education, Institute of Education Sciences to Western Michigan University). Refreshments will be served. A status update of the 4-year project (currently in its second year) will be provided, followed by a focus group discussion, and a time for general questions and answers.

DISCLOSURE/ACKNOWLEDGMENT: Dr. Nelson discloses that she has a financial interest in both instruments to be discussed in this session; Dr. Howes discloses that she has a financial interest in one of the instruments to be discussed in this session.

The work to be presented in this seminar was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant No. R324A100354 to Western Michigan Universkty. The opinions express are those of the authors however, and do not represent view of the Institute or the U.S. Department of Education.

Double-Miniseminar: 1:30 – 3:30 pm

▲ Read It Once Again: Reading + Repetition = Language Development

Speaker: Rae Schaper, M.Ed., Inman, South Carolina

.2 CEUs
Instructional Level: Introductory to Intermediate
Room: Prairies 6

Familiarity and repetition support language development and cognitive learning in the manner that is most productive to preschool children with and without language disorders. Literature and storybooks are used as a support for theme units in most preschool classrooms. When stories are changed often, young children with receptive and expressive language delays are not always given the opportunity necessary to become familiar with key words and cognitive concepts found within the stories. This presentation is designed to help preschool professionals understand the importance of repeating stories. In addition they will be shown how to effectively use literature combined with student objectives to provide a learning environment that will stimulate growth in language skills, cognitive goals, social interaction, adaptive behaviors and motor development.

Miniseminar: 1:30 – 2:30 pm

▲ Coping with Dementia: An Education Based Treatment Approach for the Patient, Family and Caregivers

Speakers: Erica Barker-Erlewein, M.A., CCC-SLP, and Lisa Mammoser, M.A., CCC-SLP, both from Beaumont Hospital’s Center for Adult Communication Disorders

.1 CEU
Instructional Level: Intermediate
Room: Meadows

This course will address the need for open conversation and communication when addressing the diagnosis of dementia or mild cognitive decline with a patient and family. Clinicians will learn how to develop an effective treatment program that focusses on educating the patient/family/caregiver about the communicative changes related to the disease. It will also give suggestions on how to educate and teach strategies and techniques to both the patient and family/caregiver so that the person with dementia achieves their maximized potential.

Double-Miniseminar: 2:30 – 4:30 pm

▲ Efficient, Effective, and Informed: Online Resources for Speech, Language, and Hearing Professionals

Invited Speaker: Whitney Townsend, MLIS, Liaison Services Librarian, A. Alfred Taubman Health Sciences Library, the University of Michigan
Friday Afternoon, Townsend, Continued

.2 CEUs
Instructional Level: Introductory
Room: Meadows

Are you frustrated when using PubMed? Overwhelmed by trying to manage all of the new research, articles, and information available online? Interested in finding evidence-based guidelines for your clinical practice? Not sure where to start finding literature for research? Looking for tips and tricks to make your search for information easier and more efficient? Keeping up with the rapidly changing online information environment is a challenge for even the most tech-savvy speech language and hearing professional. This session will introduce attendees to core online resources for clinical and research information needs in speech, language, and hearing. We will review basic and advanced PubMed searching, sources of practice guidelines, evidence-based clinical resources, patient education resources, and new and emerging information tools for speech, language and hearing professionals.

Double-Miniseminar: 2:30 – 4:30 pm

▲ Conversational Script Training Effectiveness for Acquired Apraxia of Speech

Speakers: Kathryn Atkinson, M.A., CCC-SLP, Board Certified, ANCDS, Central Michigan University; and Jenna Brusie, B.S., and Jaclyn Boyce, B.A.A., Central Michigan University

.2 CEUs
Instructional Level: Intermediate
Room: Glens 1

Treatment for acquired apraxia of speech (AOS) is generally effective although supporting evidence-based research is limited. This case study presentation replicates Conversational Script Training (Youmans et al/ 2011 American Journal of Speech-Language Pathology) for acquired AOS by discussing differential diagnostic information for a person with an adult-onset neurogenic communication disorder of nonfluent aphasia and apraxia of speech (AOS), and highlighting standardized assessment results. In addition, development of therapy goals in an objective, measureable way will be revealed; treatment strategies/ hierarchies will be presented, and effectiveness of Conversational Script therapy will be discussed. Information about therapy strategies will be provided via visual and audio media. A substantial focus of the seminar will be video- and audio-taped samples using the Conversational Script Training technique in the therapy setting.

Snack Break: 3:00 pm Exhibits Hall

Everyone Welcome! Cookies and coffee sponsored by Central Michigan University, Department of Communication Disorders.

Miniseminar: 3:30 – 4:30 pm

▲ The Benefits of Using Picture Categories Galore and More with Language Impaired Children

Speakers: Angela R. Massenberg, Ph.D., CCC-SLP, and Debra Kubinski, M.A., CCC-SLP, Massenberg & Associates; Carolynn VandenBosch, M.A., CCC-SLP, Dearborn Speech and Sensory-Therapy Solutions Unlimited; and Tiffany Cobb, M.A., CCC-SLP, Hanley International Academy, Hamtramck.

.1 CEU
Instructional Level: Introductory
Room: Prairies 6

Pictures Categories Galore & More (PCGM) is a comprehensive, 3-tier therapy tool. It consists of 300+ categories that may be used with/without the picture card for treating children with language impairments, especially in the area of categorization. A child’s ability to organize incoming linguistic information categorically is one of the most fundamental aspects of language development, usage, and overall communication. A breakdown impacts not only one’s categorical thinking or thought organization, but also understanding and use of vocabulary, morphology, syntax, etc. It is critical to address difficulties with these primary building blocks to facilitate appropriate language development. The PCGM is designed to address naming categories (convergent/divergent) category exclusion/inclusion, comparing/contrasting, vocabulary (naming objects), benchmark vocabulary, attributes/function, and syntax. The multiple utilities of, and children’s performance with the PCGM, will also be discussed.

TILLS Focus Group: 4:30
Room: Prairies 4-5

Dr. Nickola Nelson, one of the authors oth the Test of Integrated anguage and Literacy Skills (TILLS) and Dr. Michele Anderson, project coordinator, are hosting a gathering for former and current test administratiors of the researchedition of TILLS and anyone interested in learing more about becoming a test administratior (under Grant R324A100354 from the U.S. Department of Education, Institute of Education Sciences to Western Michigan University). Refreshments will be served. A status update of the 4-year project (currently in its second year) will be provided, followed by a focus group discussion, and a time for general questions and answers. For further information contact michele.a.anderson@wmich.edu

Committee Meetings:
TILLS: 4:30 pm Prairies 4-5
Public School Committee: 4:45 pm in Glens 1
SLP Healthcare Committe: 4:45 pm in Meadows Room

▲Poster Sessions:
Authors present from 5:00 – 6:00 pm on Friday

Poster Sessions will be on display in the Exhibits Hall throughout the conference. A maximum of .1 CEU is available if you visit 4 Poster Sessions during the conference, for 15-minute intervals. More Poster Sessions will be presented as the deadline for submissions is in mid-January.

Social Competence and Language Ability in School-Age Children
Presenters: Courtney Karasinski, Ph.D., CCC-SLP; Stacy DePree, B.A.; Brian Grysen; Kimberly Stover; Alyssa Toma; Nichole Wrona, B.A; and Sarah Rietema, all from Grand Valley State University

Exhibitors’ Cocktail Party & Prize Raffle 5:00 – 7:00 pm Exhibits Hall

Everyone Welcome! Cash bars available and everyone gets 1 free drink. MSHA 50/50 Raffle ~ MSHF Silent Auction ~ Exhibitors’ Prize Raffle ~ Join Us!

MSHF Social & Concert: 7:00 – 10:00 pm Arcadia Ballroom 2

Join us for a very special evening with the award-winning band Crossroads Resurrection, who originate from the Kalamazoo area. This band has a dynamic and energetic stage presence and their sound appeals to a broad audience through soul, jazz, blues, R & B, and funk. They will travel to Memphis, Tennessee in 2012 to represent West Michigan in the International Blues Competition.

Admission is just $10 and all tickets will be sold at the door. This is a fund-raising event to benefit the Michigan Speech-Language-Hearing Foundation, a 501(c)(3) tax-exempt organization. Donations to the MSHF are tax deductible.

Munchies & a cash bar – everyone invited!

Saturday, March 24, 2012

Highlights:
General Registration: 7:30 am – 2:30 pm
MSHA Executive Board & Advisory Assembly Meeting: 7:30 am
Exhibits: 8:00 am
Poster Sessions: 8:00 am
Public School Forum Luncheon: 11:45 am – 1:15 pm
Medical SLP Forum Luncheon: 11:45 am – 1:15 pm

Short Course: 8:30 – 11:45 am

▲ Narrative Intervention: Episodic Structure, Cohesion, and the Art of Story Telling

Invited Speaker: Teresa A. Ukrainetz, Ph.D., Director and Professor at the University of Wyoming, Division of Communication Disorders.

Dr. Ukrainetz’ research and scholarship deals with assessment validity, treatment efficacy, phonemic awareness, narrative, expository, and school SLP practices Contextualized Language Intervention, published by Pro-Ed provides evidence-based guideance on school-aged language intervention.

.3 CEUs
Instructional Level: Intermediate
Room: Arcadia Ballroom 1

Narratives skills are important for the elementary grades. Narrative structure will be presented in terms of story grammar, cohesion, and story art. Intervention ideas, procedures, and tools will be discussed, including children’s literature and pictography. In the elementary grades, students must create well-crafted stories and understand the stories they hear and read. Narratives provide a familiar and appealing entry into academic discourse: children learn to plan, generate, and revise their ideas, words, and sentences into elaborated and organized stories. Meaningful literature-based intervention ideas will be presented for story grammar, cohesion, and story art. These ideas are organized into thematic units that combine integrated and focused skill activities. Treatment recommendations reflect critical elements of therapeutic intervention: explicit supportive instruction with repeated opportunities for learning and practice.
There will be a 15 minute break during this session.

Teresa Ukrainetz will present an afternoon Short Course entitled: Expository Intervention: Teaching How to Talk. The two classes are not sequential.

Short Course: 8:30 – 11:45 am

▲ Treatment of Dysphagia: Current Controversies, Evidence and Hype

Invited Speaker: James L. Coyle, Ph.D., CCC-SLP, Board Recognized Specialist, Swallowing Disorders, Assistant Professior, Communication Science and Disorders, University of Pittsburgh

.3 CEUs
Instructional Level: Intermediate
Room: Glens 2-3

Treatment of communication and swallowing disorders requires diligence on the part of the clinician, to carefully identify the impairments in need of intervertion, and the methods best suited to remediate them. Modern advertising and social media tactics have altered traditional methods of disseminating information about the benefits of medical interventions. Clinicians are increasingly dependent on their abilty to discriminate between sound evidence and hype. This course will review the process of critically appraising available treatment techniques, and focus on the objective evidence supporting some of the more popular dysphagia treatments including electrical stimulation, water protocols, and other popular interventions.

Short Course: 8:30 – 11:45 am

▲ Simultaneously Improve Speech Intelligibility, Enhance Phonological Awareness, Expand Language Knowledge, and Develop Literacy Skills with Orthographic Instruction

Speaker: Keli Richmond, M.S., CCC-SLP, Literacy Speaks! Northern Speech Services, San Antonio, Texas

Keli Richmond specializes in early literacy development. She is the author of Literacy Speaks!® which is a comprehensive program driven by orthographic instruction (printed cues) that focuses on improving speech intelligibility, enhancing phonological awareness and expanding language skills while developing a strong literacy foundation. She has over 14 years experience and is the recipient of the Professional Achievement Award in Recognition of Advancement of Knowledge in Clincial Practice from the Indiana Speech-Language-Hearing Association.

.3 CEUs
Instructional Level: Intermediate
Room: Meadows

Orthographic instruction (printed cues) simultaneously develops a strong literacy foundation while improving speech intelligibility, expanding language skills, and enhancing phonological awareness!

Traditional techniques do not effectively activate the orthographic processor. Orthographic instruction activates the orthographic processor and synchronizes the four processors in the brain with printed cues. An active orthographic processor and the synchronization of
the four processors in the brain are crucial for successful speech and literacy skills.

The natural progression of “letters-to-literacy” learning steps utilized in orthographic instruction advances speech and literacy skills quickly, enables carry-over of target sound and literacy skills into natural surroundings,
and promotes a fun and functional environment for students, clinicians and educators! Students progress quickly. Workloads of clinicians and educators are lightened!

There will be a 15 minute break during this session.

Miniseminar: 8:30 – 9:30 am

▲ Strategic Interventions for Auditory Memory Training

Speaker: Beth Holland, M.A., CCC-SLP, Super Duper® Publications, Greenville, South Carolina

.1 CEU
Instructional Level: Intermediate
Room: Glens 1

Memory impacts a person’s ability to perform almost any function. This session reviews current memory models, the development of auditory memory, and the relationship between working memory and learning. The speaker reviews several learning strategies for successful memory training. A directy, systematic software program for auditory memory training is demonstrated.

Miniseminar: 9:30-10:30 am

▲Using Apps in speech and Language Therapy

Speaker: Ellen Gehl, M.A., CCC-SLP, Ingham ISD

.1 CEU
Instructional Level: Intermediate
Room: Prairies 4-5

This session will briefly look at ways to incorporate an iPod or iPad into speech and language therapy. iPad management tips will be shared, along withinternet resources for finding apps, app reviews and bargain shopping for apps. Participants will engage in an interactive discussion of apps that they are finding useful. Be sure to bring your iPad or iPod and get ready ot download new apps.

Double-Miniseminar: 9:30 – 11:30 am

▲ Got Hearing? Hearing Aids and Optimal Listening in the Classroom

Speakers: Kate Salathiel, Au.D., Lapeer County Program for Deaf/Hard of Hearing Program; Kate Bolt, Au.D., Northview Public Schools Deaf/Hard of Hearing Program

.2 CEUs
Instructional Level: Introductory
Room: Prairies 6

More and more children with hearing loss are being educated in mainstream classrooms. These students may or may not have support services for hearing impairment, but they have unique listening and learning needs. As a teacher or speech language pathologist, how do you determine if your students have a sound foundation, adequate for meeting IEP/RTI goals and/or core curriculum standards? Many children with hearing loss use hearing aids or cochlear implants, but do you wonder if those are adequate? This session will provide an overview of hearing loss, tools to assist in determining if students have “full access” to auditory information, guidance in determining if your students are using the appropriate hearing technology for optimal listening, and how to advocate for these unique needs by gaining understanding of key components of laws related to individuals with hearing loss.

Miniseminar: 9:30 – 10:30 am

▲ An Individualized Approach to Teaching Sequencing Skills

Speaker: Rynette Kjesbo, M.S, CCC-SLP, Super Duper® Publications, Greenville, South Carolina

.1 CEU
Instructional Level: Intermediate
Room: Glens 1

Cognitive and linguistic deficits impact students’ abilities to sequence events in chronological or causal order. Specific disorders for this include auditory processing disorders, autism spectrum disorders, hearing impairment, learning disabilities, and specific language impairment. A software-based approach for sequencing pictures, test, and audio, from two-to-six step sequences, is demonstrated.

▲Public School Forum Luncheon: 11:45 am – 1:15 pm, Arcadia Ballroom 2
Pre-registration required for this lunch. No tickets available on site.

.1 CEU
Instructional Level: Introductory to Intermediate

Moderators: Ellen Gehl, M.A., CCC-SLP, Ingham ISD and Lindsey Halpin, M.S., CCC-SLP, Heartland Diversified Schools. Both are Co-Chairs of MSHA SLP/Public Schools.

The Public School Forum will address issues of importance for SLPs who work in the public schools. This year we will have as our guest speakers Amanda Mangas, MOT, OTRL; and Ashley Martindale, COTAL, both Occupational Therapists for the Center for Therapeutic Learning and Communication. They will instruct the participants about sensory integration and effective treatment strategies for both the home and classroom environment.

A delicious lunch will be served prior to the presentation and participants must pre-register for the meal.

▲Medical Speech-Language Pathology Forum Luncheon: 11:45 am – 1:15 pm, Great Lakes 1-3
Pre-registration required for this lunch. No tickets available on site.

.1 CEU
Instructional Level: Intermediate

Moderator: Bev Jaynes, M.A., CCC-SLP, Spectrum Rehabilitation, MSHA VP for SLP/Healthcare

Going Mobile is the theme of this year's Medical SLP Forum with guest presenter Lisa G. Bardach, M.S., CCC-SLP, Communication Solutions, LLC. Ms. Bardach specializes in Augmentative Communication and has presented nationally and internationally including MSHA and ASHA. Join us as she takes us into the world of using commercially available devices for special needs. Participants will learn the difference between the Apple and Android platforms and about the basic variety of apps currently available for both platforms. How these apps can be utilized in treatment for communication needs will be explored.

Short Course: 1:30 – 4:45 pm

▲ Expository Intervention: Teaching How to Talk

Invited Speaker: Teresa A. Ukrainetz, Ph.D., Director and Professor at the University of Wyoming, Division of Communication Disorders.

.3 CEUs
Instructional Level: Intermediate
Room: Arcadia Ballroom 1

Expository discourse is academic talk that is important in later grades. Evidence-based recommendations for effective instruction will be presented. Treatment will address skills within meaningful projects, organized around critical therapeutic elements. In addition, quick, efficient, and informative analysis of expository and narrative language will be addressed.
For later elementary grades and beyond, students must understand and learn from academic texts. They must compose essays, reports, and oral presentations across school subjects. Speech-language pathologists face the challenge of interesting older students while targeting their specific learning needs. In this presentation, expository discourse will be explained and current evidence-based recommendations for effective instruction will be presented.
Treatment will address teaching skills within meaningful projects, organized around critical elements of therapeutic intervention. In addition, assessment guidance will be provided, with a focus on quick, efficient, and informative analysis of expository and narrative language. This presentation has embedded the language sampling talk.

There will be a 15 minute break during this session.

Teresa Ukrainetz presents a morning Short Course entitled: Narrative Intervention: Episodic Structure, Cohesion, and the Art of Story Telling. The two classes are not sequential.

Short Course: 1:30 – 4:45 pm

▲Tools for Aphasia Advocacy, Community Outreach and Education: National Initiatives and Personal Perspectives

Speaker: Ellayne S. Ganzfried, M.S., CCC-SLP, ASHA Fellow, Executive Director of the National Aphasia Association, New York, New York

.3 CEUs
Instructional Level: Intermediate
Room: Glens 2-3

There are more than one million people with aphasia in the U.S. yet the lack of awareness and information about aphasia is as devastating as the disorder itself. A critical goal is to encourage the development of community resources, advocacy strategies and support networks. Increased awareness and advocacy tools need to be incorporated into the assessment and intervention process; ideas for unique programs and implementation of community education tools will be addressed. Research is demonstrating that a person’s speech can continue to improve years after reaching what may be deemed a “plateau” in skills by third party reimbursement. Aphasia Community Groups (ACG) are a low cost option to help people with aphasia move forward with their lives and there is evidence to support the value of aphasia group participation. An overview for creating and maintaining ACGs following the proven theoretical framework of the “Life Participation Approach to Aphasia” (LPAA) (Chapey et al., 2001) will be shared along with the personal perspective of living successfully with aphasia

There will be a 15 minute break during this session.

Double-Miniseminar: 1:30 – 3:30 pm

▲ Dysphagia: Six Topics Apprised Using Peer Reviewed Sources

Moderator: Susan Fleming, Ph.D., CCC-SLP, Wayne State University

.2 CEUs
Instructional Level: Introductory
Room: Glens 1

Dysphagia occurs in almost all professional settings. Didactic preparation, clinical training as well as interest will vary. To enhance clinicians’ and students’ knowledge in this challenging clinical area, six graduate students’ papers, chosen on the bases of quality, clinical heterogeneity, and likely application, will be presented.Each paper will review the literature, primarily from peer reviewed sources. Each presentation will be 15 minutes and there will be opportunity for questions and answers. The presenters, all graduate students in Coimmunication Sciences and Disorders at Wayne State University, and their topics are listed below:

Compensation and Decompensation of Swallowing Function in Adults with Neurogenic Dysphagia by Margaret Mills, B.A.

Interventions for Transitioning from Enteral ot Oral Feeding in Preterm Infants by Greta Shires, B.A.

Dysphagia Management in the Public Schools by Michele Biggerstaff, B.A.

The Presentation and Assessment of Pharyngeal Dysphagia in Children with Cerebral Palsy by Sophie Mills, B.A.

Fetal Alcohol Syndrome and Dysphagia by Courtney Gutowski, B.A.

Patients with Dysphagia and Non-Compliance by Andrea Alvarez, B.A.

Double-Miniseminar: 1:30-3:30 pm

▲Computer Assisted Interaction Techniques to Target Social Learning

Speaker: Laurie Jacobs, M.A., CCC-SLP, Community Speech Language Services, Leesburg Virginia

.2 CEUs
Instructional Level: Intermediate
Room: Meadows

In this course Laurie Jacobs will describe and explore the potential effectiveness and high motivational levels found when using computer assisted interactive techniques, specifically to enhance the development of expressive and receptive pragmatic language skills of children on the autism spectrum. In addition, a brief review of recent and ongoing research will be used to evaluate and compare others' results using video modeling methods. Participants will learn methods of dissecting videos targeting pragmatic language both in structured therapeutic settings and "on the go" with innovative technology and iSupports. They will be guided on how to expand from typical video modeling to techniques and applications that master social comprehension of emotions, contexts and inferences of the student and others. Participants will understand how to clearly highlight critical thinking and social outcomes to obtain generalization in natural environments.