Annual Fall conference
Maine speech language hearing association
November 8 & 9, 2017
Cross Insurance Center
OPTION #1 0.6 CEU'S
PART ONE, AM:
Emotions, Adjustment Difficulties, and
the Interplay with Communication
Disorders in School
Description of activity: This session presents information about common emotional and adjustment difficulties in school, and how these problems are often intertwined with communication disorders. The session discusses how to accurately identify these adjustment issues, and how SLPs can effectively work with these children in the schools. Effective techniques will include both direct intervention and consultation with members of the educational team.
- Participants will be able to accurately identify common emotional adjustment problems that have social communication difficulties.
- Participants will be able to explain methods for collaborating with teachers and special educators to differentiate assessment and instruction for these children.
- Participants will be able to explain methods of SLP intervention to mitigate the adjustment problems experienced by these children.
PART TWO, PM:
Findings Voice: Treating
Selective Mutism in Children
Description of Activity: This session teaches SLPs how to identify children who have selective mutism, including how to adapt assessments procedures. It provides practical methods for enhancing communication and participation in social settings, particularly in school.
- Participants will be able to identify disrupted patterns of communication in social settings, especially in school, due to social anxiety.
- Participants will be able to explain variations in treatment that are appropriate and effective for children who have selective mutism.
- Participants will be able to describe consultation with teachers on differentiating instruction/assessment for children who have selective mutism and social anxiety disorder.
PRESENTED BY Robert Schum, PhD
BIO: Robert Schum, Ph.D., clinical psychologist, is Professor Emeritus of Pediatrics at the Medical College of Wisconsin. He served in the Child Development Clinic at the Children's Hospital of Wisconsin and was a professor in the Department of Pediatrics. Prior to that, he served as psychologist, adjunct professor, and director of the training clinic in the Department of Speech Pathology and Audiology of the University of Iowa. He has been a member of the American Psychological Association and the American Speech-Language-Hearing Association. The focus of Dr. Schum's clinical services, teaching, and research has been the assessment and treatment of children and adults who have communication disorders. He has published numerous articles and presented many lectures, seminars, and workshops on these topics. His most recent publication is Finding Voice: Treating Selective mutism and Social Anxiety.
OPTION #2 0.6 CEU'S
PART ONE, AM:
Speech–language pathologists (SLPs) play a critical role in the screening, assessment, diagnosis, and treatment of school-age children with social communication disorders. The diagnosis of a Social (Pragmatic) Communication Disorder will be defined. The professional roles and activities in speech-language pathology within ASHA's scope of practice will be outline (ASHA, 2016) and current clinical research and theory concerning S(P)CD will be reviewed.
Learners will be able to:
- Define a Social (Pragmatic) Communication Disorder as defined by the DSM-5
- Define the roles and responsibilities of the SLP in relation to a Social (Pragmatic) Communication Disorder
- Review current clinical research and theory
PART TWO, PM:
Assessment and Interventions for
Preschool and Elementary Students with a
Social (Pragmatic) Communication
Assessment of social communication is a relatively new trend in speech-language pathology. Even a decade ago there were almost no standardized instruments available to assess skills in this area (Bloom & Lahey, 1978). A review of current standardized and non-standardized assessments will be discussed and research on the comparison of the tests reliability and fidelity will be presented. Once an assessment has been completed the ultimate goal of intervention is to improve social interactions, not to teach specific behaviors or skills. When developing a treatment program, SLPs need to consider service delivery options that include both direct and indirect way to mediate social exchanges. Presentation will demonstrate the best approaches on designing effective, systematic pragmatic intervention for young children.
Learners will be able to:
- Identify best approaches and instruments for assessment of a Social (Pragmatic) Communication Disorder
- Based on clinical research and theory, design effective, systematic pragmatic intervention for young children (preschool through elementary)
PRESENTED BY Kristie Brown Lofland MS CCC-A
BIO: Kristie Brown Lofland MS CCC-A is an Educational Consultant for the Indiana Resource Center for Autism at the Indiana Institute on Disability and Community at Indiana University, Indiana's Center for Excellence on Disabilities. Ms. Brown Lofland has an extensive background in Speech Pathology and Audiology and in the education and communication of individuals with Autism Spectrum Disorders. Lofland holds a bachelor's degree in Speech Pathology from Indiana State University (1972), a master's degree in Audiology from Indiana State University (1979) and a Director of Special Education certificate from Indiana University (2003). She has held various offices and served on various committees with the Indiana Speech, Language and Hearing Association. She was the recipient of Honors of the Indiana Speech, Language and Hearing Association for outstanding contributions in the field (2007). Ms. Lofland also received the "Best in School Advocacy" Award from the Autism Society of Indiana (2007).
OPTION #3 0.6 CEU'S A Comprehensive SLP Pathway for Persons with all stages of Dementia
This course provides an overview of the multiple etiologies of dementia and discusses common clinical presentations. SLPs are challenged to assess the difference between rehabilitation and habilitation and learn to determine the relevance to person centered goals and skilled SLP treatment interventions. The course provides clinicians with a clinical pathway outlining a multitude of cognitive assessment options as well as avenues for skilled cognitive and communication treatment. The course outlines challenges faced by healthcare professionals and caregivers throughout the progression of the disease with matching practical environmental and behavioral solutions.
- Demonstrate understanding of person centered care and its application to SLP interventions
- Demonstrate an understanding of the etiology and progression of Alzheimer's disease and related dementias from early to middle to late stage
- Describe the many types of memory and the parts of the brain important to memory
- Identify appropriate indications/referrals for skilled SLP cognitive evaluation/assessment
- Demonstrate understanding of standardized cognitive assessments and treatment strategies to facilitate best ability to function at all stages of dementia
- Identify appropriate patient activities based on results of standardized cognitive assessments and personal work/interests and hobbies
- Demonstrate understanding and implementation of a variety of treatment interventions/techniques appropriate for persons with mild, moderate and severe cognitive impairment
- Apply "root cause" analysis to determine underlying reason(s) for "behaviors" and related situations
- Identify treatment techniques to address "behaviors" in a variety of situations
PRESENTED BY: Michelle Tristani MS, CCC-SLP
BIO: Michelle Tristani, MS/CCC-SLP is a Regional Director of Resident Services with Benchmark Senior Living. She has also worked for Kindred Healthcare as the National Rehab Clinical Specialist for Speech-Language Pathology. Michelle holds a BA in English and Communication Disorders from Boston College and an MS in Speech Language Pathology from the University of Rhode Island. Having practiced across the continuum of care from acute care to short-term rehab to long-term care, Michelle has specialized in adult and geriatric cognitive disorders. She has presented at many workshops, conferences and seminars focusing on Alzheimer's disease and related dementias, assessment and management of cognitive disorders, swallowing disorders in the cognitively impaired patient, speech pathology services in the tracheostomized and ventilator dependent patient, palliative care, and professional / workplace etiquette. Michelle serves as a member of the Gerontology Coordinating Committee for the American Speech Language Hearing Association.
OPTION #1 0.6 CEU'S
"It's Just Good Teaching" How ABA and SLP Are Both Important to the Development of Functional Communication Skills
Speech-Language Pathologists (SLP) and Board Certified Behavior Analysts (BCBA) share many common goals. However they often do not collaborate effectively when working on common cases. SLPs work with many different types of presenting problems, language development problems, articulation issues, speech fluency, voice disorders, processing difficulties, word retrieval, social communication, pragmatics etc. Treating any of these issues involves teaching a set of new skills to our clients. Contrary to popular belief, ABA is not just for children diagnosed with autism. Any time that teaching and learning occurs principles of behavior analysis are being used. This workshop will explore and identify principles of behavior analysis that are already in SLP's repertoires. The presenters will give an overview of the teaching principles of behavior analysis, explain why they are effective, and teach participants not to shy away from these principles, but to utilize them to be more effective and efficient in their therapy. Furthermore, this workshop will discuss what SLPs can teach behavior analysts and how we can work together for the good of our clients.
Participants in this course will be able to:
- List skills they already have that are derived from ABA
- Perform a preference assessment
- Describe reinforcement
- Demonstrate how to properly use reinforcement in skills instruction
- Task analyze the steps in their teaching strategies so that others can carry on their work outside of sessions
- Define and implement prompt hierarchies
- Demonstrate error correction procedures
- Generate examples of appropriate mastery criteria for three different types of skills
- Develop generalization tasks for skills taught
- Discuss the benefits of Natural environment teaching, fluency based instruction, and discrete trials
- Can compare communication and language acquisition models
- Disseminate strategies to coworkers on collaboration between both fields.
Mark R. Hammond MA, CCC-SLP & Nick Hammond PhD., BCBA
BIO: Mark R. Hammond is a speech-language pathologist and augmentative communication specialist in private practice. Mark received his Master's degree from the University of Maine. Mark was employed as a school SLP upon graduation. In 1979 he began working at Maine Medical Center and during the 10 years developed a keen interest in Augmentative and Alternative Communication (AAC). Mark started his private practice in 1989 with the primary emphasis being on AAC. Mark has been instrumental in obtaining AAC devices for hundreds of individuals. Mark also has extensive experience in providing services to nonspeaking children and adults with disorders ranging from cerebral Palsy, autism and other disabilities. Mark R. Hammond Associates now has over 30 employees and contractors providing SLP services through four offices and through telepractice to hundreds of children and adults throughout Maine.
BIO: Nicholas Hammond PhD., BCBA is a Board -Certified Behavior Analyst (BCBA) since 2008 who received his Master's Degree and Ph.D. from The Chicago School of Professional Psychology. He spent many years practicing in the Chicagoland area prior to relocating home to Maine in 2015. Upon returning to Maine he became the Program Director for Woodfords Family Services In-Home Support and School-Based Day Treatment departments. Nick has worked extensively with children and adults with varying functioning levels and skill deficits. Some of Nick's research interests include verbal behavior and functional communication training.
OPTION #2 0.6 CEU'S
Part One, AM:
Preserving Communication and Dignity at End of Life
This seminar is a practical and information packed session that empowers the Speech Pathologist to become an integral part of the palliative care team. An outline of best practice approaches to assessment and treatment of communication, cognition and swallowing abilities will be provided. Methods through which the SLP can manage communication, cognitive (decision making capacity) and swallowing needs to allow for assurance of dignity at end of life will be discussed. In addition, an overview of advanced care planning is reviewed. The speech-language pathologist as an integral and informed part of the palliative care team can enhance patient and caregiver quality of life during this difficult and emotional time.
- Describe 3 assessment tools for identifying end of life.
- Define and assess decision-making capacity for advanced care planning.
- Describe 2 end of life counseling techniques for patients and caregivers.
- Define 3 best practice approaches for ensuring effective communication at end of life.
- Define 3 best practice approaches for ensuring safe / optimal swallowing skills at end of life.
PART TWO, PM:
Swallowing, Cognition, and Dignity: A
Clinical Pathway for Dysphagia in
Persons with Dementia
The purpose of this seminar is to educate and empower SLP clinicians to assimilate swallowing and cognition assessment results, initiate utilization of cognitive based dysphagia compensatory techniques, contribute to the acquisition of evidence on their effectiveness, and preserve nutrition, hydration and quality of life in patients suffering from dementia and dysphagia.
- Describe and differentially diagnose cognitive based dysphagia: oral apraxia; oral acceptance difficulties; oral preparatory deficits; attention and awareness at mealtime and environmental factors impacting feeding and swallowing effectiveness.
- List signs/symptoms of dysphagia at early, mid and late stage dementia.
- Describe challenging environmental factors impacting dysphagia during mealtime.
- Identify steps to implement a systematic protocol for dysphagia in persons with dementia.
- Develop functional, measurable, patient focused goals for patients with dual diagnosis of dysphagia and dementia.
PRESENTED BY BY Michelle Tristani, MS/CCC-SLP
OPTION #3 0.6 CEU'S
Intervention perspectives in ASD: How to effectively contribute to the social
success of adolescents with autism
Many adolescents with ASD face increased rates of bullying, victimization, social anxiety and social exclusion as well as decreased quality of communication life, fewer reciprocal friendships, and eventually poorer employment and mental health outcomes (Barneveld et al., 2014; Bellini, 2006; Bellini et al., 2007; Burgess & Turkstra, 2010; Fitzgerald, 2007; Orsmond et al., 2013; Rowley et al., 2012; Schroeder et al., 2014; Sofronoff et al., 2001; Taylor & Seltzer, 2011). The majority of individuals on the spectrum participate in general education settings more than fifty percent of the school day (National Center for Education Statistics, 2016); however, general educators often feel unprepared to meet the social, emotional, and behavioral needs of these students (Cassady, 2011). While specialists such as social workers, behaviorists, and SLPs assist in closing these gaps, it is arguable that interventions targeting social skills acquisition alone are not powerful or intensive enough to meet the long-term social health needs of cognitively able adolescents with ASD (Bellini et al., 2009; Finke, 2016; Rao et al., 2008; Watkins et al., 2015). This presentation broadly reviews a multitude of current approaches for treating social communication differences in adolescents with ASD, their outcomes and theoretical implications. Strategies for implementing more effective, holistic, and individualized interventions are provided, while keeping the reality of the school environment in mind.
Learner Outcomes AM:
- Define social communication and explain its relationship to social pragmatics, social interaction, social cognition, and expressive/receptive language.
- Identify common intervention approaches for older children and adolescents with ASD and critically assess their outcomes and theoretical implications.
Learner Outcomes PM:
- Demonstrate 3 strategies to directly support social skills acquisition and 3 strategies to directly support social health or social engagement.
- Draw from current clinical research and theory to design more effective, systematic social interventions for adolescents with ASD. (Most achievable if learner also attends morning session).
PRESENTED BY BY RACHEL HOPF MA, CCC-SLP
***OPTION #4*** 0.6 CEU'S
Specially Designed for Future & New SLP's
PART ONE, AM:
Counseling Techniques for Communication Disorders
Description of Activity:
This session presents information on how to understand and respond to difficult counseling and interpersonal situations with adult and adolescent clients. It identifies common difficulties that affect the process of clinical interaction, and it presents practical methods that clinicians can use to improve the situation.
- Participants will be able to identify common interaction problems between client and clinician.
- Participants will be able to identify techniques used to elicit the client's agenda.
- Participants will be able to differentiate outcome expectations from efficacy expectations.
- Participants will be able to identify common client emotions that affect the clinical process.
PART TWO, PM: Last Lecture: Lessons Learned
Description of Activity: This session discusses "lessons learned" by the speaker in working with clients who have communication disorders and in training speech-language pathologists. It covers topics of communicating professional information, applying learning principals that are sometimes overlooked in clinical practice, and how to keep the "big picture" in mind as one develops a clinical identity.
- Participants will be able to identify common learning principals that are relevant to all forms of communication intervention.
- Participants will be able to adapt professional communication (oral and written) to be meaningful and relevant to diverse groups of consumers (clients, families, schools).
- Participants will be able to recognize fundamental clinical truths and differentiate them from short-lived fads in clinical work.
PRESENTED BY Robert Schum, PhD