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Presenters
Michelle
S. Bourgeois - Dr. Heidi Brady - Angela Haas
Teresa C. Brobeck - Jane Korsten - Dr. Michele L. Steffens
Abstract “Using Effective Instructional Techniques in Adult Cognitive Rehabilitation” Knowledge of
Effective Instructional Techniques
for teaching information or procedures to clients who have compromised
learning due to cognitive impairments is necessary for functional goal
attainment. This presentation will review systematic, explicit
instructional practices and the available evidence from the special
education and neuropsychology literatures for their use with a variety
of cognitive-communication impairments (dementia, TBI, aphasia, etc.).
Participants will receive “how to” training in a variety of techniques
including spaced retrieval, direct instruction, and strategy training
and will compare techniques for teaching specific training targets and
targeting functional goals across the severity continuum of cognitive-communication
disorders. Learner Outcomes 1. Participants will be able to describe the rationale for learning about instruction and the importance of cross discipline/cross population evidence. 2. Participants will be able to identify a variety of effective instructional practices, such as : explicit practice, orientation to task, teacher presentation of new material, teacher modeling of steps, sequencing, systematic probing and reinforcement, errorless learning, high amounts of correct practice, distributed and spaced practice, forward & backward chaining, effortful processing and self-generation. 3. Participants will be able to describe how to implement the Spaced Retrieval training technique effectively. 4. Participants will be able to describe and contrast the use of instructional techniques, Direct Instruction and Strategy Training. 5. Participants will identify functional goals for a variety of cognitive-communication impairments. Dr. Heidi
Brady is an Associate Professor in Animal and Food Sciences and
is the Director of the Texas Tech Therapeutic Riding Center, a NARHA
Premier Center. This center, now ten years old, is dedicated to teaching,
service and research in the fields of therapeutic riding and hippotherapy.
She teaches both undergraduate and graduate courses in Equine Assisted
Therapy as well as directs the Texas Tech Ranch Horse Center. Dr. Brady
received her Ph.D. from Texas A&M University and is a Diplomate
in Animal Physiology in the American Registry of Professional Animal
Scientists. She is a NARHA Registered Therapeutic Riding Instructor,
serves as the Chair of the Curriculum Task Force for NARHA, and has
been the Editor of the NARHA Higher Education Voice. She was selected
for the USDA Exemplary Teachers in Service-Based Learning National study
and is a member of the Texas Tech Teaching Academy. She has presented
many oral and poster presentations both in the field of Equine Science,
therapeutic riding and hippotherapy. She and her husband Wade live in
Idalou, Texas with their 2 sons, Mark age 23, and Ty, age 10. Abstract Equine Assisted
Therapy at Texas Tech- a Ten Year Perspective. The Texas Tech
Therapeutic Riding Center, a NARHA Premier Center, offers hippotherapy
and therapeutic riding to children and adults. For ten years, we have
offered hippotherapy with area therapists as an integrative part of
undergraduate classes. A review of hippotherapy over these years
will be presented. Speech and Language sessions will be
discussed and videos highlighting riders will be shown. Suggestions
for developing collaboration between therapists and institutions of
higher education will be covered in this interactive session. Learner Outcomes
Angela Haas,
MA, CCC-SLP has 15 years of experience as a member and current director
of the Feeding and Swallowing Program at The Children’s Hospital -
Denver, Colorado. She received her undergraduate degree at the
University of Nebraska-Lincoln and her graduate degree at The University
of Colorado- Boulder. She has co-authored a chapter “Oral Motor Skills
and Swallowing” in “Failure to Thrive and Pediatric Undernutrition”
(Kessler and Dawson), Brooks Publishing, 1999. She had presented at
ASHA and CSHA on feeding treatment models and has provided numerous
feeding and swallowing workshops over the past 9 years nationally and
locally. She is an expert consultant for Gerber Products Company, a
legal expert witness in food product litigation, and is currently an
expert consultant on pediatric feeding and feeding products for RAM/Intertek,
Inc., a consumer product safety corporation. She is also
mom to Ethan, age 5, and Ella age 3, and lives in the Denver area. Abstract Feeding and
Swallowing: Best Practices in Pediatric Assessment, is an intermediate
level course designed for the Speech-Pathologist with a foundational
level of knowledge regarding feeding and swallowing disorders. This
course will briefly highlight the role of the developmental continuum,
common diagnoses, early experiences and their impact on feeding and
swallowing function. Best practices regarding assessment of feeding
and swallowing will be presented and illustrated via multiple video
case studies. Recommendations for next steps following each assessment
will also be highlighted, as well as common diagnostic myths regarding
feeding and swallowing dysfunction. . Course Objectives After participating in this course, participants will: 1. Understand the importance of the typical developmental continuum and its role in feeding assessment; 2. Identify common medical diagnoses and early experiences that contribute to the onset and perpetuation of feeding and swallowing disorders. 3. Differentiate referral criteria for an Upright Modified Barium Swallow Study, feeding assessment, or be able to identify the need for both. 4. Identify best practices and key components of a Feeding Assessment and Upright Barium Swallow study 5. Understand
the common myths associated with feeding and swallowing dysfunction.
Abstract: “Linking Neurology, Physiology and the Treatment of Neurogenic Dysphagia in Adults” This seminar
is designed to review neurologic and physiologic mechanisms underlying
the oral preparatory, oral, and pharyngeal phases of normal swallowing
as well as review techniques that are currently available for providing
treatment of neurogenic dysphagia in adults. Emphasis will be placed
on making connections between currently-available treatment approaches
and the underlying mechanisms that may be targeted by these treatments.
Strategies for examining the benefits of treatment approaches and for
further contributing to the body of clinical evidence will be discussed. Learner Outcomes Upon completion of this seminar, participants will: 1) identify typical etiologies and underlying characteristics of neurogenic dysphagia in adults; 2) describe treatment approaches that are currently used in treating neurogenic dysphagia in adults; 3) describe possible underlying physiologic mechanisms targeted by currently-available treatments; and 4) describe
strategies for enhancing the body of clinical evidence for treatment
of neurogenic dysphagia in adults. Jane Korsten has an undergraduate degree in elementary education from the University of Kansas, a M.A. in Speech Pathology and Audiology from the University of Illinois and has taken additional post graduate courses at University of Kansas, University of Missouri at Kansas City, University of Nebraska, Hamline University, Ottawa University and Research Institute for Assistive and Training technologies (RIATT), University of New Mexico. She has worked as a speech pathologist and AT resource with individuals from “birth to earth” having significant sensory motor differences and autism. She has worked in public schools, supported living settings for adults and private practice developing alternate communication systems for individuals who are non-verbal. She was the principal investigator on an Innovative Research Grant funded through the National Institutes of Health. This three-year research project led to the development of Every Move Counts: a sensory based approach to communication. In addition to Every
Move Counts and Every Move Counts, Clicks and Chats,
Jane is a co-author on How Do You Know It? How Can You Show
It? Making Assistive Technology Decisions (2002 - Reed, Bowser
and Korsten). She is a founding member of QIAT (Quality Indicators
for Assistive Technology), a member of QILT (Quality Indicators Leadership
Team) and a board member of the NATE Network (National Assistive Technology
in Education). Since 1989, Jane has provided professional development
on a variety of topics in 30 states. Abstract The
session will present non-traditional assessment and intervention strategies
appropriate for the development of communication in individuals having
significant sensorimotor differences, developmental differences, and/or
autism. Information is relevant to the needs of those individuals
who are currently unable to communicate their wants and needs spontaneously
in their environment, regardless of age or severity of physical and/or
cognitive differences. Techniques incorporate current research in the
areas of communication, education and sensory processing. Learner Outcomes Participants will be familiar with strategies to:
Dr. Michele
L. Steffens is the only educational audiologist in the Las Cruces
Public Schools in Las Cruces, New Mexico, with a population of 24,000
students. She created and continues to develop the Audiology Department
for the Las Cruces Public Schools. She has 21 years experience as an
Audiologist working in a variety of settings. Previously she was
an assistant professor at New Mexico State University in Las Cruces,
where she taught 13 different courses and initiated and developed University
based and community outreach clinical Audiology and Aural Rehabilitation
programs. Michele obtained her B.S. at Western Michigan University
in Speech-Language Pathology, Audiology and Elementary Education.
Dr. Steffens received her M.S. at the University of South Florida in
Audiology and her doctoral at the University of Miami in Applied Developmental
Psychology. She received her CCC in Audiology from ASHA in 1986.
Michele enjoys her two greyhounds, making jewelry, ethnic vegetarian
food and would like to learn to play the cello. Abstract Audiologists
and Speech-Language Pathologists; Hearing Technology For All Our Clients.
Many hearing technologies exist that may benefit clients of both audiologists
and speech-language pathologists. This presentation will focus
on how to access such technologies, including “hands-on” manipulation
of signaling and alerting devices, simple headsets that amplify voice,
amplified and picture phones, different types of FM systems, and the
latest in hearing aid styles, etc. Learner Outcomes Participants will be able to: 1) Correctly identify the types of signaling and alerting devices currently available and be able to describe their appropriate use to prospective clients, 2) Briefly describe the current types of amplification available to clients and summarize their advantages and disadvantages, and 3) Successfully manipulate an FM system from a “hearing aid only” to an “FM plus hearing aid” position. Jaime Thomas,
M.S., CCC/SLP received her B.S. in Special Education in 1990 and her
M.S. in Speech-Language Pathology in 1991 from Baylor University.
Jaime spent 5 years in the Birdville School District as a Speech-Language
Pathologist. She has spent the last 11 years coordinating and
supervising speech therapy, occupational therapy, physical therapy,
music therapy and autism supports in the Birdville Public Schools in
Haltom City, Texas. She conducts staff development and training
for BISD personnel and started a pilot program for preschoolers with
a speech impairment. Jaime has presented numerous times across
Texas, is a former Task Force Member and Chair for School SLP Appraisals
and for Supervision, attended an ASHA Task Force on Preparing SLPs for
the CFY, was trained by ASHA as Trainer in the Workload/Caseload initiative,
was published in ASHA’s M Power Box for School Services, is an Articulation
Template Trainer for TSHA, is a Task Force Member for Evidence-Based
Practice for TSHA and is an ASHA Task Force Member and Trainer for Professional
Performance Review Instrument. Abstract “Professional Performance Review Instrument for the School-Based Speech-Language Pathologist” Educational
research paved the way for professional evaluation approaches such as
self- reflection, empowerment, open dialogue, formative processes, and
summative evaluations conducted in a nonpunitive, nonthreatening manner.
The PPRI builds upon this evidence-base and offers a process that is
meaningful for the SLP and useful for the outside reviewer. Learner Outcomes 1. Participants will be able to summarize the evidence-based literature related to approaches used for the purpose of professional performance review. 2. Participants will be able to make connections between the evidence-based literature and the components of the Professional Performance Review Instrument process for the School-Based Speech-Language Pathologist. 3. Participants will be able to identify how the Professional Performance Review Instrument process may be used to address quality assurance, professional development, performance improvement and feedback for renewal. 4. Participants will be able to review and practice using the Self-Reflection and the Performance Review sections of the Professional Performance Review Instrument. Baby Pictures
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