Maine Speech Language Hearing Association

Annual Fall Conference

November 9th & 10th, 2016

@ The Cross Insurance Center

Bangor, Maine

We have a great line up of speakers covering literacy, written language, acquired oral apraxia, esophageal dysphagia and use of technology to support social language and comprehension!  All at a convienent location, with great food and time to visit with your friends and colleagues.

***Social Hour with Entertainment***

More information below

Featuring 3 amazing speakers 

Join us!

UP TO 1.2 CEU's

Wednesday

OPTION #1 Language Literacy Intervention & Integration Strategies Across the Ages 0.6 CEU'S

PRESENTED BY  Candice Bray, Sc.D.

OPTION #2 The Speech Pathologist's New Frontier: Esophageal Dysphagia 0.6 CEU'S

  PRESENTED BY Gina England MA, CCC-SLP

OPTION #3  (Morning) Applying Technology to Support Social Language and Cognition  0.3 CEU'S

PRESENTED BY Sean J. Sweeney, CCC-SLP

&

(Afternoon) Pairing Picture Books and Apps to Contextually Address Language Objectives 0.3 CEU'S

Thursday

OPTION #1 Intervention Strategies for the Development of Written Language & Comprehension for the SLP's Caseload 0.6 CEU'S 

PRESENTED BY Candice Bray, Sc.D.

OPTION #2 Managing Acquired Oral -Verbal Apraxia in Adults: A Multisensory/Multimedia Approach for Optimal Functional Outcomes

0.6 CEU'S

PRESENTED BY BY Gina England MA, CCC-SLP

**PRESENTATION DETAILS**

OPTION #1 WEDNESDAY 

Language Literacy Intervention & Integration Strategies Across the

PRESENTED BY Candice Bray, Sc.D. 

Language intervention strategies for children and adolescents will be the focus in this highly interactive workshop organized to support SLP's and their teams by increasing the knowledge of intervention tools. The domains of language will be outlined and the impact on literacy development discussed. Strategies for use across various age levels and school based topics and curricula (e.g., phonemic awareness and spelling, vocabulary development and social studies, morphology and science, word finding and taking tests, rapid naming and reading fluency, vocabulary development and comprehension) will be presented. Practical strategies will  be modeled and participant interactions included. Target strategies will be discussed and modeled across various language domains along with application to classroom materials. SLP's & teams will have time to collaborate and discuss appropriate strategies for shared students. Case studies will be used to help illustrate various learning profiles. 

Learner outcomes: Learners will be able to…

1.) Define the domains of language and the impact on literacy development

2.) Explain the relationship between phonological awareness and early literacy development.

3.) Identify and demonstrate 3-5 ways to integrate language and learning across the curricula.

4.) Demonstrate 3 strategies to support vocabulary development

5.) Develop a toolbox of strategies to share with teachers so intervention is possible through multiple settings.

OPTION #2 WEDNESDAY   

The Speech Pathologist's New Frontier: Esophageal Dysphagia

PRESENTED BY Gina England MA, CCC-SLP

The medical speech pathologist’s clinical caseload is reflecting a rapid increase in the number of patients whose “swallowing” complaints can not be readily associated with an oral and/or pharyngeal stage disorder.  These patients are looking to the SLP to identify and “fix” their problem in the absence of an anticipated oral/pharyngeal dysfunction.  Today’s seminar will allow SLPs to submerge themselves in the realm of esophageal stage dysphagia and all that it entails:  a review of basic anatomy and physiology, assessment/symptomatology, treatment/scope of practice, videoflurographic exploration of common esophageal disorders and patient education initiatives.

Learner outcomes: Learners will be able to…

1.) State the normal/expected parameters of esophageal clearance

2.) Delineate the signs and symptoms of an esophageal stage dysphagia during the initial clinical interview

3.) Review and summarize our current scope of practice for esophageal dysphagia as defined by ASHA

4.) Compare and contrast the clinical differences in GERD and LPR

5.) Identify current research being conducted by the Speech Pathology profession in the field of  Esophageal Manometry

6.) Define a therapeutic protocol for the behavioral management of reflux and its impact on swallowing and voicing

7.) Recognize and identify a minimum of 3 types of esophageal disorders upon the review of multiple videographic barium swallow studies

8.) Identify and define patient education topics related to esophageal dysphagia that fall within the SLP’s scope of practice

OPTION #3 WEDNESDAY 

(Morning) Applying Technology to Support Social Language and Cognition

Sean Sweeney MA, CCC-SLP

This workshop will demonstrate a variety of visual and interactive applications that can be used with students with difficulties in social cognition and skills, particularly with a lens on addressing these issues in the educational environment. Participants will leave with examples of apps and technology resources dedicated to building skills in social language use, as well as tips on evaluating apps. This session will also explore apps that can be repurposed for contexts aligning with methodologies such as Story Grammar Marker, Incredible Five Point Scale and others, within the use of techniques such as creating social stories, visual supports and video models. Participants will have guided practice time within the session, as well as opportunities for sharing and collaborating with colleagues.

Learning Outcomes:

1.) Describe and evaluate a variety of dedicated tools applicable to students at various age levels to support social interaction in the school, community and home settings.

2.) Align technology tools with specific approaches supporting social functioning, such as Story Grammar Marker and The Incredible 5-Point Scale.

3.) Use technology resources to create visual supports for social functioning.

(Afternoon) Pairing Picture Books and Apps to Contextually Address Language Objectives

Sean Sweeney MA, CCC-SLP

Using picture books in speech-language therapy is an established practice that we can combine with the recent integration of iPad apps in interventions. This presentation describes the contextual overlappings between books and apps for various ages, and models the alignment of these "old” and “new" visual tools with language objectives.  Participants will leave the session with a range of exemplars of picture books containing structures and contexts useful for speech and language therapy activities targeting language, literacy, social and executive functioning, a model for evaluating useful apps, and resources and strategies for pairing books and apps.

Learning Outcomes

1.)  Identify language structures and contexts within picture book text and illustrations.

2.) Evaluate apps for key features indicating applicability in language interventions.

3.) Describe session plans pairing books and apps based on overlapping contexts

OPTION #1 THURSDAY:

Intervention Strategies for the development of written Language & Comprehension for the SLP's Caseload 0.6CEU

PRESENTED BY Candice Bray, Sc.D.

This workshop day will be divided into two parts: First half will focus on processing areas related to written language including specific language areas. Then a range of strategies will be explored for the development of written language skills. These strategies may be provided in small group, 1-1 or in an integrated coteach model.

The second half of the day will cover a range of case studies and intervention strategies including apraxia, literacy, reading/listening comprehension and working with students on the spectrum.

 This workshop will be interactive and time will be provided for questions and discussion.

 Learner outcomes: Learners will be able to…

1.) Define at least 5 processing issues that impact students and written language development.

2.) Explain the relationship between written language and the 5 domains of language.

3.) Identify and demonstrate 3 target strategies for written language development.

4.) Identify 2 strategies related to apraxia and literacy intervention

5.) Demonstrate 2-3 strategies to support comprehension in students on the spectrum.

 

OPTION #2 THURSDAY
Managing Acquired Oral -Verbal Apraxia in Adults: A Multisensory/Multimedia Approach for Optimal Functional Outcomes 0.6 CEU

PRESENTED BY BY Gina England MA, CCC-SLP

One of the most devastating communication disorders that can occur after a stroke or traumatic brain injury is an acquired oral-verbal apraxia.  In a matter of hours the individual can experience a total loss of motor speech rendering them incapable of accessing their native communication system.  The recovery process is often long and arduous with many social, financial, emotional and behavioral co-morbidities in the presence of inadequate insurance benefits and limited community resources.  Now more than ever, SLPs are challenged with the task of returning functional communication to their patients with dwindling supports.  Today’s seminar will focus on a multi-sensory and multi-media apraxia training protocol developed by the presenter in her quest to obtain the most functional outcomes for her patients with verbal apraxia.  Topics to be discussed will include current research in motor learning, an assessment protocol addressing oral, verbal and limb apraxia, specific treatment modalities (traditional vs. non-traditional), low tech and hi tech resources and how to develop the all important concurrent home program beginning on day one of therapy.

Learner outcomes: Learners will be able to...

1.) Identify 2 current theories relative to motor learning for speech

2.) List a minimum of 3 Functional Outcome Tools available for Motor Speech Disorders

3.) Define the rationale for the inclusion of a limb apraxia assessment in the presence of an oral/verbal apraxia

4.) Identify at least 1 auditory, 1 tactile and 1 visual modality for the treatment of apraxia

5.) State a minimum of 3 functional Low Tech activities that can be incorporated into your treatment plan

6.) Reiterate a minimum of 5 available Apps that can be incorporated into your apraxia therapy sessions and provided to your patients for daily home practice on their personal devices (smart phone, tablet, laptop etc.)

7.) Locate a minimum of 2 websites whose content can provide an abundance of linguistic material for the advancement of communication goals including agrammatical speech

8.) Develop a motivating and productive daily home program for optimal patient compliance and outcomes

Special Notes: 

• Sessions run from 8:00-4:00, 2 breaks and onsite lunch included.
  

• Please choose one session per day, Changing sessions must be completed before October 14, 2016.

• Conference includes onsite lunch, and break refreshments!  Please notify MSLHA if you have any special dietary needs before October 14, 2016.
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• A brief MSLHA business meeting & elections will be held during morning break on Thursday.
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• Handouts will NOT be available onsite.  Please DOWNLOAD prior to the conference.  Information will be included in confirmation email.
  

• A Social hour will be held Wednesday evening at  The Conference Center:  This year featuring a comedic performance by Jody Fuller! Jody is a nationally known comedian, Iraq war veteran, and stutterer. 

                                             Social Hour & Entertainment

A time to gather, talk, laugh & be entertained 4:15-6:15. 

Refreshments provided & Entertainment provided by :

Jody Fuller: Comedian. Speaker. Soldier.

Register Now! REGISTRATION IS NOW AVAILABLE

PLEASE NOTE: MSHLA'S MISSION IS TO ASSIST SLP'S, & RELATED COLLEAGUES, IN ADVANCING THIER SKILLS INORDER TO IMPROVE THE LIVES OF THOSE WE SERVE. 

MSLHA IS A NON-PROFIT,  VOLUNTEER RUN ORGANIZATION.