National Black Association
for Speech-Language and Hearing
The symbol used in the NBASLH's trade mark is from the
country of Zaire (now the Democratic Republic of Congo). It means
:...reach our with the echo of understanding and
speak for all to hear"
PROGRAM DETAIL
Following are abstracts and leaner outcomes for the Convention sessions.
Thursday, April 15
1:00 p.m. - 4:00 p.m.
Keeping it Positive; The Key to Rewarding Therapy, Tisha G Pierce, MCD, Arkansas State University; Merrill Catt, M.S. M.S.P., Arkansas State University
Level of Instruction: Introductory
The basic principles of reinforcement will be revisited along with the introduction of the theory of positive psychology. Attendees will be given creative ways to motivate and uplift their colleagues, students and clients by learning to implement consistent reinforcement and appropriate reinforcement scheduling while using the principles of positive psychology to facilitate targeted change and success. By integrating the principles of positive psychology into interpersonal relationships, professionals are better equipped to identify different personality types, learning styles and collaborate with other professionals. Combining the principles of reinforcement and positive psychology makes therapy a rewarding experience for all involved.
Learner Outcomes: (1) identify three types of reinforcement scheduling. (2) Define positive psychology. (3) Identify two basic personality types. (4) Identify 2 strategies for immediate implementation into their therapy sessions.
1:00 p.m. - 4:00 p.m.
The State of Pragmatic Language Research for Children of Color, Glenda DeJarnette, Ph.D., Southern Connecticut State University; Kenyatta O. Rivers, Ph.D., University of Central Florida; Yvette D. Hyter, Ph.D., Western Michigan University
Level of Instruction: Intermediate
Pragmatic language skills materialize within historical, social, and cultural processes. Demographic shifts show that by 2042 the majority of children in U .S. schools will be children of color, many of whom will be speaking languages other than English. Pragmatic language research on this population significantly lags behind research on Euro-Americans. Speech-language pathologists need current information about pragmatic language of children of color, and scholars are obliged to fill knowledge gaps. Through this short course the authors will present current pragmatic research on children of color, identify research gaps, and establish research agendas inviting participants’ contribution to this effort.
Learner Outcomes: (1) explain the current state of knowledge in pragmatic language development focused on children from diverse cultural and linguistic backgrounds. (2) Identify the gaps in this knowledge. (3) identify research questions and paradigms that will serve to fill gaps in our knowledge about the pragmatic language development of children of color.
Friday, April 16
9:15 a.m. - 12:15 p.m.
SLPs Teaming With Other Related Professionals in Education, Glenda DeJarnette, Ph.D., Southern Connecticut State University
Level of Instruction: Advanced
Best practice in education involves team collaboration. This short coure is designed to share a framework for developing team collaboration among speech-language pathologists, occupational therapists, and physical therapists in school settings. A healthy team attitude is everything to the team process and this seminar shares demonstrations of speech- language pathologists, occupational therapists and physical therapists developing working relationships to achieve openness and receptivity to each other; value and respect for each discipline’s perspective; interdependence and acceptance of a common commitment to comprehensive intervention to meet the needs of the children served; and, willingness to share and take responsibility. Short course participants will apply team building skills to digital presentations and demonstrate skills through practice exercises.
Learner Outcomes: (1) Identify healthy team processes. (2) Demonstrate role release skills in working with professionals from other fields. (3) Demonstrate role exchange skills in working with professionals from other fields. (4) Demonstrate role support skills in working with professionals from other fields.
2:15 p.m. - 5:15 p.m.
Research Grant Writing: An Introduction, C. Melanie Schuele, Ph.D., Vanderbilt University Medical Center; Sharon Moss, Ph.D. FASHA, CRA, VHA Office of Research Oversight
Level of Instruction: Introductory
For many investigators, obtaining external research funds is essential for initiating and building a research career, for funding student research, and for mentoring students for academic/research careers. This session will provide an introductory tutorial on grant writing skills. The target audience includes PhD students and junior faculty who are beginning their research careers. Topics include: sources of research grant funds, developing an idea worth funding, developing and preparing a research grant application, understanding the grant review process, getting the mentoring to get funded and learning to persist and resubmit.
Learner Outcomes: (1) Write an outline for a grant application. (2) Explain how the grant review process informs the writing of the grant application. (3) Identify areas of mentoring needed to prepare a successful grant application. (4) Lst characteristics of competitive grant applications.
2:15 p.m. - 5:15 p.m.
What is New in AAC, Mary Ann Lowe, SLPD, Nova Southeastern University; Lisa Lawrence, M.S., FRS; Andrea Madeya, B.A., PRC; Rick Archer, DynaVox
Level of Instruction: Introductory
Augmentative and Alternative Communication (AAC) is an area of technology that is constantly changing. This hands-on session will present assessment decisions and explore hi-tech communication solutions for children and adults. Speech Generating Devices (SGD) and their access methods will be discussed and demonstrated throughout the presentation.
Learner Outcomes: (1) Participants will be able to discuss three Hi-Tech Speech Generative Devices (SGD). (2) Participants will be able to name 3 different software programs used on SGDs. (3) Participants will have the opportunity for hands-on trial and be able to discuss the benefits of at least 3 SGDs.
Saturday, April 17
9:00 a.m. - 12:00 p.m.
Filling Your Academic-Research Career Shopping Bag, Monique T. Mills, Ph.D., Wasiman Center, University of Wisconsin-Madison; Sharon E. Moss, Ph.D., VHA Office of Research Oversight; Nicole Patton Terry, Ph.D., Georgia State University; Julie A. Washington, Ph.D., University of Wisconsin-Madison
Level of Instruction: Intermediate
The purpose of this short course is to provide individuals with some of the major tools needed to develop and maintain productive research careers. Participants will be taken on a virtual “shopping trip” that highlights a myriad of items that need to be included in “academic-research career shopping bags.” The “shopping trip” will include visits to two malls--- the “core competency” stores and the "professional development" stores. Time will be allowed at the end of the shopping trip to discuss the purchases made.
Learner Outcomes: (1) Identify factors that contribute to a productive academic-research career. (2) Identify skills that are necessary for optimum performance as a researcher. (3) Describe tools and techniques that facilitate conducting and disseminating research within a responsible, ethical framework. (4) List variables key to promotion and tenure.
2:00 p.m. - 5:00 p.m.
Childhood SLI in the Context of English Dialect Variation, Janna B Oetting, Ph.D., Louisiana State University
Level of Instruction: Intermediate
Using data from our lab, I will present findings from studies that focus on the clinical markers of children with specific language impairment (SLI) within the context of three dialects of English (General American English, African American English, and Southern White English). The data for these studies include grammar measures taken from language samples, experimental probes such as non-word repetition, and standardized language tests. With these data, I will show that children with and without SLI, regardless of their English dialect, can be distinguished from each other using empirically-derived combinations of these measures.
Learner Outcomes: (1) Describe some of the across-dialect grammar weaknesses of children with SLI. (2) Describe some of the across-dialect vocabulary weaknesses of children with SLI. (3) describe some of the across-dialect language processing weaknesses of children with SLI. (4) Describe the rationale, method, and benefit of using empirically-derived combinations of measures to assess children in communities where multiple dialects of English are spoken.
2:00 p.m. - 5:00 p.m.
Working With Trachs and Vents With Dysphagia Patients, Mary Spremulli, M.A.
Thursday, April 15
4:15 p.m. - 5:15 p.m.
Starting From Scratch: Developing a Speech-Language Pathology Program for Zambia, Rebecca O. Weaver, Ph.D., CCC-SLP
Level of Instruction: Intermediate
With a population of close to twelve million, forty-three percent who are under the age of fifteen, Zambia presents with approximately seven percent of the population classified as having a disability. There are no speech language pathology services currently being offered in the entire country. The Namwianga project in Zambia is focusing on both the delivery of services to the unserved area and training individuals who currently have a teaching credential the basics of the profession and the therapeutic process.
Learner Outcomes: (1) identify the steps necessary to begin a program to train SLPs in a country that has no communication disorders professionals. (2) Form a plan of action for ways to provide outreach to countries that do not have the SLP resources we have in our own country/countries. (3) Engage in a discussion regarding the importance of cultural sensitivity while participating in an international practicum experience
Friday, April 16
8:00 a.m. - 9:00 a.m.
Non-Mainstream Dialect and the Identification of Risk for Language Impairment, Janice E. Jackson, Ph.D., University of West Georgia; Barbara Zurer Pearson, Ph.D., University of Massachusetts Amherst
Level of Instruction: Introductory
Evidence is presented to show that morphosyntactic features contrastive between AAE and General American English
(GAE) have little diagnostic value for AAE-speakers. An extensive dataset from 1258 children who took the Dialect Sensitive Language Test (DSLT) (Seymour et al., 2000) was analyzed. Among AAE speakers, dialect density was moderately associated with lower test scores, but reliance on contrastive features led to both over- and under-identification of risk for language impairment. Most high-dialect children were typically developing, and some low-dialect children were not. Moreover, accuracy of SLP designations of LI was lower among high-dialect speakers than low-dialect speakers.
Learner Outcomes: (1) Identify morphosyntactic features that confound identification of language impairment in AAE speaking children. (2) Identify non-contrastive morphosyntactic features appropriate for identification language impairment in child speakers of AAE and GAE. (3) List reasons for over- and under-identification of risk for disorder among AAE speaking children.
8:00 a.m. - 9:00 a.m.
Planning is Everything: Using Thematic Units, Merrill Catt, M.S.P., CCC-SLP, Arkansas State University; Tisha G. Pierce, M.C.D., CCC-SLP, Arkansas State University; Arianne F. Pait, M.S., CCC-SLP, Arkansas State University; Sherri Lovelace, Ph.D., CC-SLP, Arkansas State University
Level of Instruction: Introductory
Planning effective activities serves as the basis for therapeutic interaction. Thoughtful, well planned therapy sessions provide a multitude of teachable moments that happen as children make connections between targeted skills and those closely related. By using thematic units, a clinician can manipulate variables in the therapy setting to promote learning within context, incidental learning and generalization. Learning words and concepts in a context gives a child an experience to which new knowledge can be anchored and then later retrieved. Planning and implementing thematic units is an excellent venue to promote a language rich environment with multiple opportunities to succeed.
Learner Outcomes: (1) Define a thematic unit. (2) List 3 elements of a language rich environment. (3) Define incidental learning. (4) Name two thematic units that could be implemented.
8:00 a.m. - 9:00 a.m.
Prenatal Alcohol Exposure, Complex Trauma, and Language Outcomes, Yvette D. Hyter, Ph.D., Western Michigan University
Level of Instruction: Introductory
Both prenatal exposure to alcohol and chronic maltreatment can be overwhelming separate impairments. When they occur together, results can be devastating. Little data exist explaining the combined effects of these traumatic events on language and social communication outcomes for school age children. This presentation will examine the effects of both prenatal alcohol exposure and complex trauma on receptive and expressive language skills, as well as social communication abilities compared to the effects of complex trauma alone. Children affected by both complex trauma and prenatal alcohol exposure were found to have more impaired skills. Specific implications for intervention will be addressed.
Learner Outcomes: (1) Explain the effects of prenatal alcohol exposure. (2) Explain the effects of complex trauma. (3) Explain the combined effects of prenatal alcohol exposure and complex trauma. (4) Identify specific assessment and intervention processes for school age children affected by these traumatic events
9:15 a.m. - 10:15 a.m.
A Critical Approach for Communication Sciences and Disorders, Yvette D. Hyter, Ph.D., Western Michigan University
Level of Instruction: Intermediate
The consequences of globalization have unleashed unevenly distributed forces resulting in transformations in the U. S. including seismic demographic shifts, unequal access to health care, and a new version of illiteracy. Consequently, the field of communication sciences and disorders is challenged to be more socially relevant. The purpose of this presentation is to propose a critical approach to communication sciences and disorders examining the reciprocal relations between communication processes and historical, cultural, political, and economic structures, as well as providing examples of how this perspective can be used to shape research questions, course content, pedagogical methods, and clinical practice processes.
Learner Outcomes: (1) Define a critical approach to speech-language pathology and audiology. (2) Define the concepts that are consistent with a critical approach to communication sciences and disorders. (3) Develop research questions, course units, pedagogical or clinical methods based on this critical approach to communication sciences and disorders.
9:15 a.m. - 10:15 a.m.
Aphasia in America: The Impact of Residence, Race/Ethnicity, and Gender, Charles Ellis, Jr, Ph.D., Medical University of South Carolina; Clara Dismuke, Ph.D., Medical University of South Carolina
Level of Instruction: Intermediate
Recent reports suggest that 21-38% of individuals who experience an acute stroke will be left with aphasia. However, even though residence (US regions), race/ethnicity, and gender are factors critical to the likelihood of experiencing a stroke and general stroke-related outcomes, it is unclear if these same variables are important to the study of aphasia.
Consequently, studies are needed to examine the influence of residence, race/ethnicity, and gender on the prevalence of aphasia. The purpose of this presentation is to use national and state level data to examine the influence of residence, race/ethnicity, and gender on the prevalence of aphasia.
Learner Outcomes: (1) Participants will be able to identify and discuss factors associated with the regional distribution of aphasia in the US. (2) Participants will be able to discuss the contribution of race/ethnicity and gender on the likelihood of experiencing aphasia in the US. (3) Participants will be able to discuss the potential relationship between race/ethnicity and gender on aphasia related outcomes.
10:00 a.m. - 11:00 a.m.
Telepractice As A Service Delivery Model?, Thomasyne H. Smith, Ed.D, Jefferson County AL Board of Education; Lawerence F. Molt Ph.D., Auburn University
Level of Instruction: Intermediate
Technology has become so sophisticated in the last few years. The capabilities and uses of technology are endless. One such area of technolgy that has gained a lot of interest has been in telepractie. Many school sytems and companies are using telepractice as a service delivery model in various ways. It has been used to reach rural and remote areas that have lacked consistent services of a speech-language pathologist and/or audiologist. Telepractice has also been used as a service delivery model to reach consumers who are unable to come into a clinic or facility for services. There have been numerous issues regarding the efficacy of the use of telepractice as well as issues with the service providers' licensure from state to state. This session will examine telepractice as a viable service delivery model for practicing speech-language pathologists and audiologists.
Learner Outcomes: (1) describe various definitions of telepractice. (2) Recognize rules and regulations for licensure regarding telepractice in various states as well as ASHA's position statement on telepractice. (3) Discover ways to integrate telepractice into their therapy. (4) Identify various Voice over Internet Protocol service providers for access to telepractice as a service delivery model.
10:00 a.m. - 12:00 p.m.
Spanish-English Phonology: Research to practice and empowerment through knowledge, Alejandro Emris Brice, Ph.D., University of South Florida St. Petersburg
Level of Instruction: Intermediate
It is estimated that by the year 2050 approximately 50% of the U.S. school population will be Latino, African American, or Asian. Additionally, statistics indicate that 22% of the U.S. population under five years of age is Latino. Limited information exists for Spanish-English articulation and phonology development in young bilingual children living in the United States. Hence, there is a need to describe the phonological skills of Spanish-English speaking children. The purpose of this presentation is to provide current research with regards to appropriate assessment and intervention with regards to Spanish-English articulation and phonological development.
Learner Outcomes: (1) Participants will be able to demonstrate knowledge of typical Spanish and English articulation and phonological differences. (2) Participants will be able to demonstrate knowledge of atypical Spanish and English articulation and phonological differences. (3) Participants will be able to demonstrate knowledge of Spanish and English articulation and phonological assessment strategies. (4) Participants will be able to demonstrate knowledge of Spanish and English articulation and phonological therapeutic strategies.
10:30 a.m. - 11:30 a.m.
Autism 101: Behavior Management, Alayna Evon Townsend, M.A., Howard University; Kellie Hunter, M.A., Helping Hands Center for Special Needs
Level of Instruction: Introductory
Speech language pathologists are on the front lines of servicing children with autism spectrum disorders (ASD). Children with ASDs have exceptionality that may present with unique and challenging behaviors. The speech-language pathologist faces the challenge of providing speech and language services in addition to managing behaviors. This presentation will provide speech-language pathologists with information about the fundamentals of applied behavior analysis and offer practical behavior management strategies for children with ASDs and other developmental disabilities.
Learner Outcomes: (1) The learner will be able to identify potential causes of challenging behavior in children with autism. (2) The learner will be able to identify common intervention strategies that can be used in the behavior management of this population. (3) The learner will be able to list and explain the fundamental principles of applied behavior analysis.
10:30 a.m. - 11:30 a.m.
Prelinguistic Vocalizations: Anatomical Implications for Interaction, Assessment and Treatment, Tisha G. Pierce, MCD, CCC-SLP, Arkansas State University; Merrill Catt, MSP, CCC-SLP, Arkansas State University; Arianne F. Pait, MS, CCC-SLP, Arkansas State University
Level of Instruction: Introductory
Infant vocalizations will be discussed with regard to proposed systems of categorizing the vocalizations and how those early vocalizations are shaped into meaningful speech. Stages and corresponding age expectations will be visited. The vocalizations of infants are often shoehorned into the adult phonetic system. Although having similar properties, infant vocalizations are not failed attempts at adult targets. They are anatomically reflexive and exploratory in nature. Specific prelinguistic precursors are essential to positive interaction. Recognizing an infant’s readiness to interact is essential in establishing early relationships. Strategies for dealing with infants that have aversions to interaction will be addressed.
Learner Outcomes: (1) List three stages of vocal development. (2) Identify the structures in the oral cavity. (3) Identify the signals or readiness to interact. (4) Identify three ways to recognize a stressed infant.
11:15 a.m. 12:15 p.m.
Creating a Successful Distance Education Program: Effectively Using Technology, Tina Thompson Smith, Ph.D., Tennessee State University; Tyese Roller Hunter, M.S., Tennessee State University; Harold Richard Mitchell, Ph.D., Tennessee State University
Level of Instruction: Intermediate
The Department of Speech Pathology and Audiology at Tennessee State University offers a distance education master’s program for persons who otherwise would be prevented from continuing their education due to barriers such as time, location, and transportation. Developing a successful distance education program, however, has had it challenges. The purpose of this presentation is to discuss strategies for solving problems commonly associated with distance education programming. Specifically, this presentation will address ways to improve student support, tips for enhancing student learning, the pros and cons of implementing different types of technologies, and ways to provide clinical experiences for distance students.
Learner Outcomes: (1) Discuss ways to overcome obstacles to faculty participation in distance education and to improve student support. (2) List strategies that can be used to enhance student learning online. (3) Identify the pros and cons of using different types of technologies to enhance learning. (4) Discuss the pros of cons of implementing a clinical program for distance education students in speech-language pathology.
11:30 a.m. - 12:30 p.m.
Autism & AAC: Tips for Facilitating Language Development, Kellie E. Hunter, M.A., Helping Hands Center for Special Needs; Alayna E. Townsend, M.A., Howard University/District of Columbia Public Schools
Level of Instruction: Introductory
There is an overwhelming amount of evidence supporting the use of AAC for children with developmental disabilities. The foundation for spontaneous and novel generative language is utilizing the principles of natural language development. From manual static communication boards to high tech speech generating devices, a child with ASD can learn pragmatics, semantics, morphology, as well as sentence structure. The job of the speech-language pathologist is to play to the strong visual processing skills of this population addressing their critical communication needs. This presentation will provide an overview of AAC methods and their benefits, as well give functional methods of implementation.
Learner Outcomes: (1) The participant will be able to apply the principles of natural language development to AAC.
(2) The participant will be able to identify appropriate "core"/first words to put on an AAC device or board. (3) The participant will be able to list three benefits of using AAC.
1:00 p.m. - 2:00 p.m.
A New Decade with New Directions: Healthy People 2020, Carolyn Marie Mayo, Ph.D., North Carolina Agricultural and Technical State University; Robert Mayo, Ph.D., University of North Carolina at Greensboro
Level of Instruction: Intermediate
In 2010, the USDHHS will launch Healthy People 2020. This document represents the fourth decade of publicizing nation-wide health promotion objectives so that ‘all people live long, healthy lives. The primary goals of HP 2020 eliminate preventable disease, disability, injury, and premature death; achieve health equity, eliminate disparities, and improve the health of all groups; create social and physical environments that promote good health for all; promote healthy development and healthy behaviors across every stage of life. Implications for the NBASLH members developing healthy lifestyle practices, and training future professionals about communication wellness’ will be discussed.
Learner Outcomes: (1) List specific goals and objectives from HP 2020 which are relevant to the profession of speech-language pathology and audiology. (2) Develop or customize a ‘communication wellness’ training module based on a sample teaching/training module developed by the presenters such that the module can be used to train students and the general public. (3) Discuss the importance of developing personal healthy lifestyles as professionals who are highly dependent on the health and well being of numerous bodily systems associated with maintaining effective communication skills.
1:00 p.m. - 2:00 p.m.
Neurological Rehabilitation: Assessment, Treatment, and Management of Language-Based Disorders, Davetrina Seles Gadson, M.S.
Level of Instruction: Intermediate
As a speech language pathologist (SLP) you have to be knowledgeable about the neurological components involved in speech and language production. The lack of blood or oxygen supply to the brain, will allow many patients to experience expressive and receptive language deficits. Disorders most commonly associated with brain tissue damage are Cerebrovascular Attacks (CVA) and Traumatic Brain Injury (TBI). The trademark of our profession is the rehabilitation of these disorders. This session will address current assessment practices, give treatment ideas to facilitate language skills, and use management strategies to increase carryover in the home environment.
Learner Outcomes: (1) Assess patient’s language skills which represent their present level of communication. (2) Give strategies to patients, which target their identified deficits and improve functional communication. (3) Integrate learned strategies into activities of daily living.
1:00 p.m. - 2:00 p.m.
Response to Intervention (RTI), Universal Design (UDL) and AAC - Theory to Practice, Sheila Jonnese Bridges-Bond, Ph.D., North Carolina Central University; Robin Cox Gillespie, Ph.D., North Carolina Central University; Shameka Nicole Johnson, M.Ed., Washington Nursing Facility
Level of Instruction: Intermediate
Response to Intervention (RTI) and Universal Design for Learning (UDL) promote inclusion for students at risk with exceptionalities, learning differences, and those evidencing disorders. While AAC and other forms of assistive technology have proven critical to supporting the learning and communication needs of students from diverse cultural and linguistic backgrounds, they are often overlooked as a viable resource. Children at risk and those with diagnosed disabilities require a method of intervention to better access the curriculum and to prevent lag and/or delays that place them further behind their peers. This session will address RTI, UDL and AAC from theory to practice.
Learner Outcomes: (1) Identify the theory and application of UDL, RTI, and AAC. (2) Establish mutually beneficial partnerships between educators, administrators and speech-language pathologists. (3) Implement strategies to support diverse learners with significant communication needs.
1:00 p.m. - 2:00 p.m.
The Pipeline Is Leaking: Minority Scholars in CSD, RaMonda Horton-Ikard Ph.D., Florida State University; Tempii Champion Ph.D., Long Island University Brooklyn Campus; Julie Washington, Ph.D., Louisiana State University; Brandi Newkirk, Louisiana State University; and Shurita Thomas-Tate, Ph.D., Florida State University
Level of Instruction: Introductory
A number of ASHA initiatives have been directed at increasing the representation of minority students within doctoral level training programs and faculty of color in communication sciences and disorders (CSD). It is believed that by engaging in effective recruitment and retention strategies the minority pipeline in our field will continue to flow. However, the pipeline seems to be leaking. The number of minority scholars seems to be shrinking. The purpose of this presentation will be to present a list of factors that may influence attrition rates of minority scholars in our field and discuss some strategies for resolving this problem.
Learner Outcomes: (1) Upon completion of the seminar participants will be able to identify three challenges that some minority doctoral students face during the initiation and completion of a Ph.D. program. (2) Upon completion of the seminar participants will be able to identify three challenges that minority scholars face as faculty members in university settings. (3) Upon completion of the seminar participants will be able to identify three strategies that have proven to be successful in recruiting and retaining minority students and scholars in other behavioral science fields.
2:15 p.m. - 3:15 p.m.
Establishing Clinician Rapport, Davetrina Seles Gadson, M.S.
Level of Instruction: Introductory
Establishing a relationship with the patient is an important task when providing skilled speech and language therapy. Our colleagues could debate that this interaction with the patient weighs the scale of progress versus no progress. A Speech Language Pathologist (SLP) must assess their personal skills and its contributing role in their ability to establish clinician rapport. A SLP must utilize their interpersonal skills, in order to establish effective diverse relationships with patients/clients. To maintain this technique a speech language pathologist must grade their personal skills and determine the value they hold in the therapeutic process.
Learner Outcomes: (1) Assess your interpersonal skills the pivotal role they play in your career. (2) Convert personal skills to professional skills to enhance career development. (3) Use the evaluation process to apply learned behaviors which help establish clinician rapport.
2:15 p.m. 3:15 p.m.
Gauging Readability of Materials for Client Education, Silvia Martinez, Ed.D., Howard University
Level of Instruction: Introductory
This session presents the results of readability measurements performed on ASHA, AAA and NIH brochures and education materials. Results show how reading levels of most brochures disseminated to the community are inadequate for low literate populations. Therefore, efforts to increase health literacy to address health disparities by using these materials are presumed to be ineffective. The session will also discuss readability measures as they address surface structures, and alternatives for improving the readability of materials used with clients and significant others. Implications for communication with low literate populations, English language learners and persons with disabilities will be presented.
Learner Outcomes: (1) Discuss the readability levels of health education materials published by three organizations. (2) Describe readability measures. (3) List methods for improving readability materials in order to address low literate populations.
3:00 p.m. - 4:00 p.m.
Introductory to Craniofacial, Cleft Palate and VPD, Treatment and the Patients That SLPs Serve, Nancy Marie Gauvin, M.S., Nova Southeastern University
Level of Instruction: Introductory
This presentation will an introductory review the basic anatomy of the oral cavity and the etiologies for cleft lip, cleft palate, and craniofacial anomalies as well as discuss various causes of velopharyngeal port dysfunction (VPD). Etiology of cleft lip and palate and craniofacial anomalies. Diagnose and treat patients with those suffering from the effects of craniofacial anomalies/cleft lip and palate and velopharyngeal dysfunction will be discussed with the focus on patients with cleft palates. Surgical and alternative treatments for cleft palate patients will be reviewed and the case presentation will demonstrate the fabrication of a palatal lift, designed by a pediatric dentist for a patient who no longer was a candidate for surgical intervention.
Learner Outcomes: (1) To know the etiology of cleft lip and palates. (2) To understand what velopharyngeal port dysfunction is. (3) Address how to treat patients that suffer from craniofacial anomalies, cleft lip and palate. (4) Understand several therapy strategies that can be utilized for this population of patients.
3:30 p.m. - 4:30 p.m.
Cultivating Clinicians: Combining Academic Coursework with Clinical Application, Tisha G. Pierce, M.C.D, Arkansas State University; Merrill Catt, M.S.P., Arkansas State University; Arianne Pait, M.S., Arkansas State University; Sherri Lovelace, Ph.D., Arkansas State University
Level of Instruction: Intermediate
An important indicator of good clinical skills is the readiness to take risks, particularly the risk of departing from the previously written “script” to build on those “teachable” moments of energy and drama that arise unexpectedly in therapy. We have developed a “team approach” in which student clinicians, faculty and supervisors work together to understand, plan, observe, analyze, and integrate ‘class and clinic’ in the interest of optimal service delivery to clients. This presentation will discuss the teaming approach, the complexities of the process, and the manner in which students are responsible for translating academic knowledge into clinical skill.
Learner Outcomes: (1) Participants will be able to describe the clinical teaming approach. (2) Participants will be able to identify methods of integrating course and clinical work. (3) Participants will be able to implement strategies to facilitate collaboration between students and clinical supervisors.
Saturday, April 17
8:00 a.m. - 9:00 a.m.
Screening Thematic Discourse Markers as Evidence of Cognitive-Communicative Integrity, Joyce L. Harris, Ph.D., University of Texas at Austin
Level of Instruction: Intermediate
Altered cognitive-communicative function is a marker for a latent or emerging neurological condition that warrants medical diagnosis and treatment. Early detection may lessen complications of diseases and disorders. Secondary prevention provides the impetus for the Communication Wellness Check-up©, a screening assessment of speech, language, and cognitive abilities. This normative research study tested the cognitive-communicative performance of African American adults (N=40) on an experimental discourse production task that was analyzed for thematic content. Results were compared with performances of other clinical and nonclinical groups to extend external validity to African American adults.
Learner Outcomes: (1) Describe aspects of primary, secondary, and tertiary prevention. (2) Describe cognitive-communicative alterations for which the Communication Wellness instrument is designed. (3) Describe the rationale for extending external validity of the Communication Wellness instrument to African American adults.
8:00 a.m. - 9:00 a.m.
Swallowing Neurophysiology: Current literature on electrical stimulation, cortical stimulation, aging and
Neurodegeneration, Ianesssa Humert, Ph.D., CCC-SLP, John Hopkins University
Level of Instruction: Intermediate
Normal swallowing is essential to healthy living. Swallowing involves coordination of numerous sensory-motor events that are precisely coordinated to prevent airway invasion. Dysphagia can be a devastating outcome of neurological disease or damage, often resulting in dehydration, malnutrition, aspiration pneumonia, and death. Electrical stimulation is being used to remediate swallowing impairment by Speech-Language Pathologists, with continued controversy surrounding its application in the scientific literature. Also, neurostimulation and neural-imaging techniques are broadening our understanding of swallowing neurophysiology. Dr. Humbert will present her findings on electrical stimulation, brain imaging and stimulation during swallowing along with other current and related scientific findings on these topics.
Learner Outcomes: (1) Describe the effects of surface electrical stimulation on various muscles groups relevant for swallowing. (2) Differentiate between intramuscular and surface electrical stimulation and the relevance of their use for swallowing. (3) Identify the types of patients who might best benefit from electrical stimulation for dysphagia. (4) Describe the basic functional neurophysiology for swallowing.
11:00 a.m. - 1:00 p.m.
Hot Topic: NMES Instrumentation-Is It Safe?, York Wijting
3:15 p.m. - 4:15 p.m.
FAQS About Getting a Ph.D. in Communication Sciences and Disorders, Alayna Evon Townsend, B.S., Howard University; Danielle J. Hayes, B.S., University of Cincinnati; Jamie D Fisher, B.S., Vanderbilt University; Miguelina Zapata, Howard University
Level of Instruction: Intermediate
There is a critical shortage of African Americans choosing to pursue Ph.D.s in Communication Sciences and Disorders (CSD). As the student, clinical, research populations become increasingly diverse, there is a growing need for African Americans and other minorities in academia to meet the needs of these populations. This mini-seminar is tailored to those who are considering the Ph.D. track and designed to generate discussion about the Ph.D. process. The purpose of this mini-seminar is to answer frequently asked questions about research doctoral programs, and to provide an overview of the Ph.D. process from a diverse perspective.
Learner Outcomes: (1) The learner will be able to answer frequently asked questions about the Ph.D. process and research doctoral programs. (2) The learner will be able to identify potential supports and resources to aid them in entering a Ph.D. program, throughout matriculation, and beyond. (3) The learner will be able to design a plan of entry into a Ph.D. program that suits their needs. (4) The participants will be able to describe the necessary steps to pursuing a Ph.D. in Communication Sciences and Disorders
Thursday, April 15
4:30 p.m. - 5:00 p.m.
African American Children's Use of Dialect in Relation to Literacy, Sandra C Jackson, Ph.D., North Carolina Central University; Walt Wolfram, Ph.D., North Carolina State University; Michael Terry, University of North Carolina at Chapel Hill; Jennifer Renn, M.A., University of North Carolina at Chapel Hill
Level of Instruction: Intermediate
This study examined the relationship between African American children’s use of African American English (AAE) forms at 48 months and their language and literacy skills from 48 months to third grade. The use of dialect has been considered to have a potentially negative impact on African American children’s reading achievement. Therefore, it is important to examine this relationship beginning in early childhood. Children who used fewer AAE forms tended to score higher on measures of overall expressive language and letter-word identification.
Learner Outcomes: (1) Give examples of morphosyntactic African American English (AAE) forms used by children at 48 months. (2) Describe analysis methods that may be used for examining the relationship between forms of AAE and language and literacy skills. (3) Explain the relationship between African American children’s use of dialectal forms and their language and literacy skills.
Friday, April 16
8:00 a.m. - 8:30 a.m.
Preterite 'Had' Development in Young African American English Language Learners, Frances A. Burns, Ph.D., University of Massachusetts Amherst; Hadiya Coppedge, B.A., University of Massachusetts Amherst; LaVonette Luciano-Burnett, M.A., University of Massachusetts Amherst; Peter A. de Villiers, Ph.D., Smith College; Jill G. de Villiers, Ph.D., Smith College
Level of Instruction: Introductory
Purpose: To examine the relationship between depth of AAE and preterite had use in young African American children.
Methods: Participants were 100 African American preschoolers from low-income communities. Participants were assessed using a battery of academically-related tasks, including a measure of narrative skills. The battery was administered early in the school year (wave 1) and again 7-8 months later (wave 3). Narratives transcripts were analyzed for preterite had constructions. The relationship between depth of AAE and preterite had use at waves 1 and 3 will be examined. Discussion: Development of preterite had among young AAE speakers will be discussed.
Learner Outcomes: (1) List the functions of had +Ved in young African American English speakers. (2) Describe the relationship between preterite had use and narrative development in young African American English speakers. (3) Identify the rate of had +Ved use relative to the production of other past tense contexts use among young African American English speakers.
8:00 a.m. - 8:30 a.m.
Inspiring and Motivating Student Success in CSD Program, Tracey Booth Snipes, Ph.D., North Carolina Agricultural and Technical State University
Level of Instruction: Intermediate
This interactive presentation will examine the rewards, challenges and personal accounts of educators and students involved in pre-professional training of undergraduates from culturally diverse populations in the field of communication sciences and disorders. The focus of the presentation will be on assisting faculty in enhancing undergraduate programs to be more inspiring and motivating for successful retention and matriculation of students through their programs towards graduate school and professional success. This session will address modern challenges of student and faculty attitudes, expectations and concerns for preparations of future Speech-Language Pathologist and Audiologist.
Learner Outcomes: (1) The participant will be able to identify benifits and challenges of working with undergraduate students in CSD programs from diverse populations in modern culture. (2) Participants will be able to list specific resources for enhancing CSD programs for successful retention and matriculation of students from diverse populations.
(3) The participant will be able to develop a preliminary action plan to enhance the successful matriculation of undergraduates students.
8:30 a.m. - 9:00 a.m.
What is the Relationship Between AAE Use and Vocabulary Development?, Frances A. Burns, Ph.D., University of Massachusetts Amherst; Hadiya Coppedge, B.A., University of Massachusetts Amherst; LaVonette Luciano-Burnett, M.A., University of Massachusetts Amherst; Peter A. de Villiers, Ph.D., Smith College; Jill G. de Villiers Other Ph.D., Smith College
Level of Instruction: Introductory
Purpose: To examine the longitudinal relationship between depth of AAE , vocabulary development, and risk for language-impairment. Method: Participants were 305 African-American and 162 European-American preschoolers matched in age and SES. Participants were assessed using a battery of academically-related tasks, including measures of vocabulary skills. The battery was administered early in the school year (wave 1) and again 7-8 months later (wave 3). Relationships between variables and predictors of vocabulary development at Wave 3 were examined. Results: AAE use and low risk for language-impairment combined are predictors of higher vocabulary skills. Discussion: Vocabulary development among AAE speakers will be discussed.
Learner Outcomes: (1) List the predictors of vocabulary development for young African American English speakers.
(2) Identify the risk factors for poor vocabulary development in young African American English speakers. (3) Identify academic skills that relate to vocabulary development in young African American English speakers.
9:15 a.m. - 9:45 a.m.
Multicultural Bioethics: Implications for Health Care Advocacy, Kay Payne, Ph.D., Howard University
Level of Instruction: Intermediate
Health disparities are well documented for multicultural populations. These differences affect life expectancy, as well as quality of life. Disparities are typically attributed to heredity, diet, lack of access to care, and other practices. This presentation will examine the contribution of religious beliefs to health disparities for African Americans, which are manifested in risk behaviors, failure to follow through on medications and orders, lack of participation in research, less acceptance of prosthetics and missed appointments. Through their sustained and trusted communicative contact, multicultural speech-language pathologists can be critical advocates for improving the health care status of their multicultural clients.
Learner Outcomes: (1) Recognize traditional religious beliefs that impact the health status of African Americans. (2) Identify ways to become health advocates for clients. (3) Identify approaches to incorporate health improvement behaviors in clients.
3:15 p.m. - 4:15 p.m.
Relationship of Cognitive Style to Metalinguistic Awareness: Ramifications for Reading, Richard Kalunga, Ph.D,, University of the District of Columbia; Kay Payne, Ph.D., Howard University
Level of Instruction: Introductory
Understanding why some readers experience reading difficulties requires examination of the capacities, abilities, knowledge, and experiences that the reader brings to the act of reading, including cognitive style. Although studies have
shown a relationship between cognitive style and broad measures of reading, its effect on metalinguistic awareness remains unclear. This study investigated the relationship between analytic-wholistic cognitive style and metalinguistic awareness. Results show that analytic students systematically perform better than wholistic students on metalinguistic awareness. The findings shed light on the genesis of reading problems in a segment of the population and have implication regarding the minority-majority reading achievement gap.
Learner Outcomes: (1) Describe how cognitive style may affect phonological awareness and other metalinguistic awareness skills. (2) Describe the relationship between cognitive style and culture. (3) Describe the speech-language pathologist's role in early reading intervention.
Saturday, April 17
9:15 a.m. - 9:45 a.m.
Caregiver Training: A Glimpse into the African American Community, Lekeitha R. Morris, M.S., Louisiana State University; Janna B. Oetting, Ph.D., Louisiana State University
Level of Instruction: Introductory
The purpose of the study was to learn more about the language-literacy behaviors of African American (AA) caregivers from low- and middle-income backgrounds as they participated in a three-day caregiver training program that focused on book reading. The results indicated that both low- and middle-income AA caregivers increased their use of the targeted behaviors during the training, but there were differences in the amount of training required between the two groups in order to utilize the targeted behaviors. The findings will provide practitioners information needed to better design caregiver training programs for diverse groups of AA caregivers.
Learner Outcomes: (1) The participant will be able to describe a caregiver training program that was theoretically and empirically derived from the literature. (2) The participant will be able to identify four behaviors that AA caregivers utilized more frequently after a three-day training program. (3) The participant will be able to identify differences between the low- and middle-income caregivers’ use of language-literacy behaviors with their children.
4:00 p.m. - 4:30 p.m.
Effect of Short-Term Auditory Training in Noise, Jessica Renee Sullivan, M.S., The University of Texas at Dallas; Linda M Thibodeau, M.S., The University of Texas at Dallas
Level of Instruction: Intermediate
The purpose of this study is to assess how short-term training (7 hours) in interrupted and continuous noise can benefit speech recognition for children with hearing impairment. The experimental groups participated in computer-based auditory training that adapted based on performance in either interrupted or continuous noise. All participants were administered the HINT in interrupted and continuous noise: pre-training and post-training. All children in the interrupted noise group demonstrated improvements pre-post training on the HINT in interrupted and continuous noise. These data demonstrate auditory training in interrupted noise can led to improvements in speech recognition in noise.
Learner Outcomes: (1) Identify three factors that contribute to the development of auditory training. (2) Discuss the process of glimpsing and how it relates to interrupted noise. (3) Explain how top-down and bottom up processing relate to perceptual training. (4) Discuss benefits of auditory training in noise
4:45 p.m. - 5:15 p.m.
Managing Dysphagia: A Case Study, Davetrina Seles Gadson, M.S., Maryland General Hospital
Level of Instruction: Intermediate
One of our roles as a Speech Language Pathologist (SLP) is to assess swallowing and identify swallowing disorders. To complete this task effectively we must recognize oropharyngeal structures and label abnormalities that may present. During the evaluation process SLP’s may be confronted with the need for additional testing post the initial beside swallow evaluation. In these moments an SLP may obtain a Modified Barium Swallow Study (MBSS) or a Fiberoptic Endoscopic Evaluation of Swallowing (FEES), which can also diagnosis aspiration, without the use of x-rays. After completing a MBSS the SLP must analyze the results and prescribe a therapy treatment plan to remediate the disorder. It is imperative for speech pathologist to review, identify, and discuss issues related to dysphagia in order to remain competent in our growing field.
Learner Outcomes: (1) Review patient history and determine key abnormalities that may negatively impact swallowing, during the bedside swallow evaluation. (2) Identify oropharyngeal anatomical structures involved in a Modified Barium Swallow swallowing during the bedside swallow evaluation. (3) Discuss MBSS results and recommend a treatment plan that addresses the disorder.
Friday, April 16
8:45 a.m. - 9:15 a.m.
Marking Options for Auxiliaries in AAE-Speaking Three-Year-Olds, Brandi L. Newkirk, M.A., Louisiana State University; Janna B. Oetting, Ph.D., Louisiana State University; Ida J. Stockman, Ph.D., Michigan State University
Level of Instruction: Introductory
This presentation takes a systemic approach to the study of typically-developing AAE-speaking children’s auxiliary productions. Specifically, we examined the marking options that 3-year-old AAE-speaking children produce for BE, DO, and modal auxiliary contexts. The data were based on spontaneous language samples from 48 children. Results showed that all three types of auxiliaries were produced by the children, marking options were more variable for BE and DO as compared to modals, and marking options were influenced by the sentential elements and the syntactic structure of the utterances. Clinical and research implications of these findings will be discussed.
Learner Outcomes: (1) Discuss properties of the auxiliary system in AAE. (2) List and give examples of the different marking options that AAE-speaking children produce for BE, DO, and modal auxiliaries. (3) Describe the ways in which AAE-speaking children vary their productions of these marking options as a function of the sentential elements and syntactic constructions of their utterances.
9:15 a.m. - 9:45 a.m.
Prospective Teachers' Attitudes Towards Differing Dialects, Jessica Richardson, B.S., South Carolina State University; Nyota Saunders, South Carolina State University; Regina Lemmon, Ph.D., South Carolina State University; Shannon Mack, South Carolina State University
Level of Instruction: Intermediate
This study sought to determine junior and senior prospective teachers' perceptions of various dialects. Various dialects received unfavorable reactions in situations ranging from the classroom to employment (Garrity and Oetting, 2005). However, there is no literature siting the perceptions of Gullah dialect, which is indigenous to slaves that originated from Sierra Leone, Africa. Fort-six African American and Caucasian-American teacher education majors listened to three recordings of individuals speaking Gullah, Southern English and Standard English. The listeners judged the speakers intelligence, friendliness, consideration, education, trustworthiness, ambition, honest and social status.
Learner Outcomes: (1) The learner will be able to list three characteristics of Gullah dialect. (2) The learner will be able to name the orgin of Gullah dialect. (3) The learner will be able to state three of the perceptions that prospective teachers have about different dialects.
1:00 p.m. - 1:30 p.m.
Story Grammar Elements Used by Kindergarteners in Narrative Retells, Zaneta Rice, Xavier University of Louisiana; Nancy Martino, Ph.D., Xavier University of Louisiana
Level of Instruction: Intermediate
Twenty typically developing African American Kindergarten children who were attending an urban public school were administered a story retelling task from the Strong Narrative Assessment Procedure (SNAP; Strong, 1998). The purpose of this investigation was to determine if there were specific story grammar elements that the children used more often than others. A coding system was developed based on Stein and Glenn’s story grammar elements (1979) and included an introduction, relationship between characters, initiating events, internal responses, attempts, and conclusions. This presentation discusses the story grammar elements that were used as well as their frequencies.
Learner Outcomes: (1) Explain elements that comprise story grammar. (2) Identify various story grammar elements. (3) Describe characteristics of Kindergartners' story grammar abilities.
1:30 p.m. - 2:00 p.m.
The Relationship Between Recognition and Comprehension of Idioms in Urban 5th Graders, Jennifer Samue, State University of New York College at Buffalo; Constance Dean Qualls, Ph.D., State University of New York College at Buffalo
Level of Instruction: Intermediate
The purpose of this study is to analyze the relationship between recognition and comprehension in urban fifth graders. This study is an extension of prior studies looking at comprehension and recognition of idioms, but in isolation. The main goals of this study are: to determine accuracy of recognition of idioms from nonidioms relative to idiom familiarity, to determine the accuracy of comprehension of idioms for fifth graders, and to determine the nature of the relationship between recognition and comprehension of idioms.
Learner Outcomes: (1) Identify and understand the theories of idiom development in school- aged children. (2) Identify the relationship between recognition and comprehension in idiom development. (3) Comprehend the importance of teaching and testing idiom comprehension in school-aged children.
2:00 p.m. - 2:30 p.m.
Speech and Language Development of African American Children representing Low Socioeconomic Strata, Deana Lacy McQuitty, Ph.D., Clinical Director/Instructor & Research Advisor; Candice M Ward
Level of Instruction: Introductory
The purpose of this research study was to examine archival research the relationship between African American children representing low socioeconomic status and the speech and language acquisition process for the birth-3 population. Socioeconomic, as defined by the Oxfoord English Dictionary (1989) derives from both social and economic factors: that combine both factors to provide an indication of a person's or a group's effective social situation. Indicators of low socioeconomic status include family income, parental education, marital status and occupational status. Best practices as well as future research implications will be discussed.
Learner Outcomes: (1) Define and describe speech and language characteristics of children from low socioeconomic strata. (2) Identify the role of the early intervention team for providing services to African American children representing low socioeconomic status. (3) Identify speech and language assessment and treatment strategies and best practices for children representing low socioeconomic strata.
2:30 p.m. - 3:30 p.m.
Drawing’s Effect on Spoken Language for People With Aphasia, Nicollette Tierra Brown, Buffalo State College; Deborah Insalaco, Ph.D., Buffalo State College
Level of Instruction: Intermediate
Purpose: The purpose is to provide further support for the relationship of drawing to speech production in individuals with aphasia and is based on Farias et al.’s 2005 work. Methods: This will be a single subject, multiple baseline design completed in four phases, pre-testing, baseline collection, ten treatment sessions, and post-testing with two to four participants with severe aphasia. Participants will be administered language measures, drawing, naming, written naming, and copying assessments. Treatment will consist of copying and drawing. Word copying and tracing will serve as a control task. Post-testing will then be performed.
Learner Outcomes: (1) Describe the relationship between semantics and drawing. (2) Identify candidates for drawing treatment. (3) Assess the benefit of drawing treatment for persons with severe aphasia
Saturday, April 17
2:00 p.m. - 2:30 p.m.
Bilingual Intervention: Is assessment in the dominant language most effective in determining language
disorders in bilingual children?, Lauren Alyse Bryant, B.S., Howard University; Tinita Ortega, B.S., Howard University; Brittney D Goodman, B.A., Howard University; Valencia C. Perry, B.S., Howard University; Keisha L. Matthews, B.S., Howard University
Level of Instruction: Intermediate
Research on assessment for determining language dominance in bilingual children shows inconclusive results regarding which method is most effective. Presently, there is no general protocol that is accepted as a standard method for this process. It is important to determine which form of assessment is most valid in determining language disorders in order to avoid misdiagnosis. This study will observe various assessment strategies for bilingual children with language disorders. Using a single-subject design, this study will examine the effectiveness of a proposed method for determining language dominance in two bilingual (English/Spanish) children with language disorders. Further, this study will help determine whether assessment in Spanish is more effective in determining a true language disorder than assessment in English.
Learner Outcomes: (1) Identify existing assessment options for bilingual children with language disorders. (2) Discuss methods of determining language dominance. (3) Identify and explain connections between assessment and their respective impact on test results and discuss the impact of the misdiagnosis of bilingual children. (4) Discuss areas for future research with regard to the assessment of bilingual children with language disorders.
2:30 p.m. - 3:00 p.m.
Bilingual Intervention: Is treatment in the dominant language most effective?, Valencia C. Perry, B.S., Howard University; Tinita Ortega, B.S., Howard University; Lauren Bryant, B.A., Howard University; Keisha L. Matthews, B.S., Howard University; Brittney D. Goodman, B.A., Howard University
Level of Instruction: Intermediate
Several well-substantiated models regarding the treatment of bilingual children with language disorders exist in the field of speech-language pathology. Yet, existing research is inconclusive in regard to whether treatment is most effective in the dominant, or non-dominant language. This study will examine intervention strategies for bilingual children with language disorders. Using a single subject design, the study will determine if a true dominant language is evidenced in the two Spanish-speaking school-age participants. Further, this study will examine whether treatment in Spanish has a greater impact than treatment in English.
Learner Outcomes: (1) Identify existing intervention strategies for bilingual children with language disorders. (2) Discuss methods of determining true language dominance. (3) Identify and explain connections between intervention strategies and their respective impact on treatment goals. (4) Discuss areas for future research with regard to the treatment of bilingual children with language disorders.
Friday, April 16
Assessment of Cross Cultural Adaptability of Graduate Students in CDS, Alec R Perry, Southern Illinois University Carbondale; Shawna Pope M.S., CCC-SLP, Southern Illinois University Carbondale; Kathryn Martin, M.S., Southern Illinois University Carbondale; Linda McCabe-Smith, Ph.D., Southern Illinois University Carbondale
Level of Instruction: Introductory
This study utilized the Cross- Cultural Adaptability Inventory (CCAI) to examine the cultural adaptability of continuing graduate students enrolled in the communication disorders and sciences program at a Midwestern University. The data was ran through SPSS and generated information on cultural adaptability as it relates to participants’ age, ethnicity, education status, and participation in a teacher education program. Graduates overall results suggest that they are able to adapt to cultures other than their own. Failure to incorporate cultural considerations into speech therapy may lead to poor client outcomes.
Learner Outcomes: (1) Identify four essential aspects of culturally adaptability. (2) Discuss the importance of adjusting service delivery to meet the need of clients as it relates to poor client outcome. (3) Recall the increasing rate cultural diversity in the Unites States of America.
A Parent's/Caregiver's Perspective for Creating and Utilizing Adapted Books, Martina Garcella Isaac, B.S., University of Northern Iowa; Kawyanda Twynette Prather, B.S., University of Northern Iowa; Evette Susanne Edmister, Ph.D., University of Northern Iowa
Level of Instruction: Intermediate
The primary purpose of this research project is to determine what information and tools families and caregivers need in order to create and utilize adapted books with a family member who has a significant communication difficulty. Parents/caregivers were interviewed. During the interview, the participants were asked to answer questions about the needs of their family member in regards to communication and literacy. The results of the interview were used to inform professionals of the needs of the parent/caregiver, and to gather information that would assist later development of materials for families.
Learner Outcomes: (1) Identify the tools family members and caregivers report they currently utilize. (2) List the resources parents/ caregivers report most helpful. (3) List some activities that the parent/caregivers would want their family member to be able to do related to literacy and communication
Dialectal Differences in Spanish-Speaking Children, Miguelina Zapata, M.S., Howard University; Silvia Martinez, Ed.D., Howard University
Level of Instruction: Introductory
The purpose of this study is to describe the dialectal differences of Spanish-speaking children. Another purpose is to determine if dialectal differences play an important role when diagnosing children from Spanish-speaking backgrounds.
Participants mainly from El Salvador were selected to participate in the study. Children ranged from 3; 0-5; 11 years old. Two percentages of phonological processes were computed to determine how these dialectal differences affect the assessment of these processes. Findings of this study suggest that children from the Salvadorian background have dialectal differences that account for misdiagnosing this population.
Learner Outcomes: (1) Identify the dialectal differences in Spanish-speaking children. (2) Compare phonological processes when taking and not taking dialectal differences into account. (3) Determine if dialectal differences influence the diagnosis of phonological processes in Spanish-speaking children.
Elicited Infinitival Complement Production by Preschool Children, Jamie D Fisher M.A., Vanderbilt University; C. Melanie Schuele, Ph.D., Vanderbilt University
Level of Instruction: Intermediate
This study examined the production of infinitival complements by preschool children, ages 3 through 5, from families of varying socioeconomic background. Children were engaged in story completion tasks, adapted from Eisenberg (2003), designed to make likely the production of an infinitival complement. We will describe the patterns of performance across groups of children defined by age and family socioeconomic background. Implications for clinical practice will be discussed.
Learner Outcomes: (1) Learner will be able to identify infinitival complements productions by preschool children. (2) Learner will be able to identify complement-taking-verbs used in infinitival complements by preschool children. (3) Learner will be able to recall frequency, productivity and proficiency of infinitival complements.
LLEAD: Language and Literacy Enrichment and Development through Community Service, Kelli Ryanne York, B.A., North Carolina Central University; Rachel Jazmine Dent, B.A., North Carolina Central University; Sandra C. Jackson, Ph.D., North Carolina Central University
Level of Instruction: Introductory
This presentation describes the LLEAD Project (Language and Literacy Enrichment and Development), a community service project that supports underserved children from culturally and linguistically diverse backgrounds through small group book reading and parent support activities. The project helps children to develop the language and literacy skills they will need to succeed in school and it encourages them to enjoy learning. The overall style of book reading and strategies and activities that are used to support language and literacy before, during and after reading each book will be described. The LLEAD Project is supported by the Albert Schweitzer Fellowship.
Learner Outcomes: (1) Identify essential aspects of early literacy intervention programs. (2) Demonstrate knowledge of strategies for supporting literacy development during small group book-reading activities with preschool children. (3) Give examples of book-reading strategies for preschool children that may be used before, during, and after book reading. (4) Explain the relationship between early language and literacy skills and later literacy achievement
Technology Enhancements for Clinical Education, Akilah Rashida Heggs, M.A., University of West Georgia
Level of Instruction: Introductory
Technology has become an essential component in assessment and treatment techniques for individuals with communication disorders. It can also be incorporated into clinical education in supervision of students in speech-language pathology programs. This presentation will explore various technology enhancements that have been infused into the clinical program at the University of West Georgia. It will emphasize the importance of providing students with increased access to innovative technology and equipment and identify potential resources for funding.
Learner Outcomes: (1) Identify a variety of technology enhancements to improve clinical education programs. (2) Develop rationale for use of specific equipment within the clinical setting. (3) Explore internal and external funding opportunities and resources to support technology enhancements in clinical programs.
The Correlation of the "Three P's" - Parenthood, Professionalism, Productivity, Gwendolyn Marie Palmer, B.S., North Carolina Central University
Level of Instruction: Introductory
This presentation will celebrate the rewards and challenges of individuals who actively engage in the fine act of balancing parenthood, professionalism, and productivity. Each realm serves as a revolving principal priority. Parenthood often becomes the main priority as many graduate students pursuing a Masters degree in Speech-language Pathology or a related field have dependent children. However, these individuals must equally allocate their concentration among attaining professional standards, i.e., academic coursework and clinical practices. This presentation will report the attitudes and opinions regarding parenthood and graduate studies of first and second year graduate students pursuing a Masters degree in Communication Disorders. Through this presentation individuals pursuing a Masters degree in Speech-language Pathology or a related field will be aware of the challenges of balancing the three P’s: parenthood, professionalism, and productivity.
Learner Outcomes: (1) Participants will learn which of the demands of the program for students pursuing a Master degree in Speech-Language Pathology. (2) Participants will learn that each of the three P’s are equally important to the working professional. (3) Participants will learn tips on how to balance parenthood, professionalism, and productivity.
ASHA's Minority Student Leadership Program: Fostering Diversity and Leadership Skills, Jamie D. Fisher, M.A., Vanderbilt University; Jessica Sullivan, M.S., University of Texas-Dallas; Vicki Deal-Williams, M.A., American Speech-Language-Hearing Association; Melanie Johnson, American Speech-Language-Hearing Association
Level of Instruction: Introductory
The Minority Student Leadership Program (MSLP) established by the American Speech-Language-Hearing Association
(ASHA) is a leadership development program for racial/ethnic undergraduate senior and graduate students enrolled in communication sciences and disorders programs. This poster aims to report and capture the MSLP program statistics, as well as exhibit the leadership and accomplishments of former participants.
Learner Outcomes: (1) Learner will be able to identify how the MSLP fosters leadership skills. (2) Learner will be able to identify how the MSLP builds and enhances minority student’s leadership skills. (3) Learner will be able to identify how the MSLP provides an opportunity for minority students to interact with leaders in the professions of audiology, speech-language pathology and speech, language and hearing science.
Cerebral Palsy and Associated Effects on Speech, Language and Hearing; Deborah Almaroof, B.A., North Carolina Agricultural and Technical State University; Deanna Lacy McQuitty, Ph.D., North Carolina Agricultural and Technical State University
Level of Instruction: Introductory
The current study examined Cerebral Palsy and the effects of this disorder on the speech, language and hearing development of children, birth to three years of age. Currently about 8,000 babies and infants are diagnosed with cerebral palsy each year. In addition, some 1,200 - 1,500 preschool age children are recognized each year to have cerebral palsy.
Cerebral Palsy is a common disorder, occurring in about 2 to 2.5 per 1,000 live births; with a 1.3:1 ratio of boys to girls. The impact of Cerebral Palsy on speech and language development is particularly evident in expressive language abilities. Depending on which areas of the brain have been damaged, one or more of the following may occur: muscle tightness or spasticity, involuntary movement, disturbance in gait or mobility, difficulty in swallowing, problems with speech and pragmatic deficits. Speech Language Pathologists and Audiologists are an integral part of the early intervention team, providing the most efficacious assessment and treatment strategies. This current research will explore best practices and future research implications.
Learner Outcomes: (1) Identify the common characteristics of speech and language development associated with Cerebral Palsy. (2) Describe the incidence and prevalence of cerebral palsy. (3) Identify speech and language assessment and treatment strategies for children diagnosed with cerebral palsy.
Comparing Discourse Among Healthy, Older African Americans and Caucasians, Michele L. Norman, Ph.D., Longwood University; Nicole E. Eide, MS.Ed., Longwood University
Level of Instruction: Intermediate
Oral narratives are used in clinical evaluations for measuring discourse and organizational skills within a broad unrestrained context. There is a lack of research providing normative data on the communication styles and discourse differences between culturally and linguistically diverse populations (Payne-Johnson, 1992). This study will determine if there are differences in the content of language used by healthy, older African Americans and Caucasians during a picture description task. It is expected that there will be a difference in performance because the narratives of many African Americans are influenced by their use of vernacular (Craig & Washington, 2004; Smitherman, 2000).
Learner Outcomes: (1) List three factors to consider when evaluating language across culturally and linguistically diverse populations. (2) List three conclusions about the discourse of healthy older adults. (3) identify interpretive content units within language samples during an analysis.
Confidence, Clinical Knowledge, Preparedness, and Future Education Implications of Speech- Language
Pathologist Evaluating, Managing and Treating Patients With Tracheostomy in North Carolina, Frederick L. Turner, North Carolina Central University
Level of Instruction: Introductory
This study will assess the confidence, clinical knowledge, and preparedness of speech-language pathologist working with
tracheostomy patients in North Carolina. This will reinforce the importance of proper training of individuals who wish to specialize in this area. It is incumbent upon speech language pathologist to have a solid command of the knowledge about tracheostomy care to make rational decisions. In addition, the training of those individuals who consider themselves to be specialist in this area will be evaluated. This study also serves as a standard for how academic programs should train students who wish to specialize in this area.
Learner Outcomes: (1) To what degree do the confidence levels and clinical knowledge skills vary among speech pathologist. (2) What are the speech pathologist recommendations for educational training for students aspiring to speech pathologist who wish to specialize in this population. (3) How serious do speech pathologists feel their skills are valued in the interdisciplinary team for tracheostomy management.
Cri du Chat: A Language, Play and Speech Case Study, Billye Jo Reid, M.A., North Carolina Central University; Emily Joy Vonderhaar, B.A., North Carolina Central University; Thomas Layton, Ph.D., North Carolina Central University
Level of Instruction: Introductory
This study was conducted to obtain data on the play, language and speech of a child with Cri du Chat through the administration of a battery of formal and informal assessments. The child's results were then compared with normative data. Therefore, information regarding the manner in which our subject's level of performance compares with children her age who do not present the disorder would also be yielded from this study.
Learner Outcomes: (1) At the culmination of this poster session, participants will be able to explain the organic basis of Cri du chat. (2) At the culmination of this poster presentation, participants will be able to describe language delays associated with Cri du chat. (3) At the culmination of this poster presentation, participants will be able to describe speech characteristics associated with Cri du chat.
Need Title - Fragile X Syndrome, Tierrah Monet Jackson, North Carolina Agricultural and Technical State University; Deana L McQuitty, Ph.D., North Carolina Agricultural and Technical State University
Level of Instruction: Introductory
This current research study examined is about communication behaviors in children with fragile x syndrome. Fragile X syndrome is an X linked genetic condition, which is the most common inherited cause of mental retardation affecting 1 in every 4,000 individuals (Crawford, Acura, &Sherman, 2001, Turner, Webb & Robinson 1996.) Fragile X syndrome results in significant impairments in development and adaptive function. This research also examined the distinct characteristics that Fragile X infants may possess in the Birth to Three populations. A parent resource, The National Fragile X foundation (NFXF) has been helping individuals with Fragile X, their families, and the professionals who work with them since 1984. Best practices for Speech –Language pathologists as well as future research implications will be discussed.
Learner Outcomes: (1) The participant will understand the importance of early intervention in the birth to three populations. (2) the participant will be able to identify early signs and symptoms of fragile x syndrome. (3) The participant will be able to identify oral musculature features that distinguish fragile -x syndrome.
Relations Between Maternal Education and Children’s Production of Sentence Structure, Natara Andrews, M.S., University of Arkansas at Little Rock & University of Central Arkansas; Donna Kelly, Ph.D., University of Arkansas at Little Rock; Lorraine McKelvey, Ph.D., University of Arkansas at Little Rock
Level of Instruction: Intermediate
Explores relations between 3 levels of maternal education, 3 types of sentence structures (i.e. declaratives, questions, & imperatives), and 3 types of play tasks. Ninety 36-month- old children interacted with their mothers during semi-structured play; dyadic language productions by the mothers and children will be analyzed for sentence structure types across the play tasks. The children reside in low-income households as defined by the Early Head Start guidelines; half of the children were African American and half were European American. Findings will add to research, concerning relations between SES factors and grammatical development, recently published by Vasilyeva et al. (2008).
Learner Outcomes: (1) Identify proportions of sentence structure types (i.e., declarative, questions, imperatives) used by low-SES mothers and their children during 3 play tasks. (2) Identify and describe the relations between play tasks and type of sentence structure used by mothers and their children. (3) Identify relations between maternal education level and the proportion of sentence structure types produced by the mothers. (4) Identify relations between the proportion of sentence types produced by the mothers and selected indices of grammatical development exhibited by the children.
Saturday, April 17
Fetal Alcohol Syndrome: Implications of Speech and Language on Development, Ashley D. Blodgette, North Carolina Agricultural and Technical State University ; Deana L McQuitty, North Carolina Agricultural and Technical State University
Level of Instruction: Introductory
This current research examined archival research addressing speech and language development for the B-3 population for children diagnosed with Fetal Alcohol Syndrome. This study identified assessment, intervention, parental involvement and efficacy issues as well as incidence and prevalence of Fetal Alcohol Syndrome in the United States and how FAS impacts the child once school-aged. The findings suggest that receptive and expressive language are impacted by prenatal alcohol abuse including reading comprehension, syntactic structure and semantic development. Best practices for speech-language pathology services as well as future research implications will be discussed.
Learner Outcomes: (1) Define and describe the characteristics of Fetal Alcohol Syndrome. (2) Identify speech and language characteristics of children with Fetal Alcohol Syndrome. (3) Identify trends regarding incidence and prevalence among children identified with Fetal Alcohol Syndrome.
Language Development of Infants Exposed to Lead: A Literature Review, Deanna Lacy McQuitty, Ph.D., North Carolina Agricultural and Technical State University; Zhykia Antoinette Johnson, North Carolina Agricultural and Technical State University
Level of Instruction: Introductory
The purpose of this research was to examine the effects of postnatal exposure to lead and mercury poisoning and its relationship with the development of speech and language among the Birth to Three population. Archival research was utilized to examine the incidence and prevalence in the United States. This research study indentified assessment and intervention procedures that should be utilized by the speech language pathologist in collaboration with the early intervention team. Best practices will be discussed as well as future research implications.
Learner Outcomes: (1) The participant will be able to identify the incidence prevelance of lead and poisioning in the birth to three population. (2) The participant will be able to identify speech and language assessment and intervention strategies. (3) The participants will be able to describe the effects of postnatal exposure to lead and mercury and speech and language outcomes.
Seizure Disorders in Birth- 3 Population: Impact on Speech-Language, Melissa Marlene Ross, North Carolina A&T State University; Deana Lacy McQuitty, Ph.D., North Carolina A&T State University
Level of Instruction: Introductory
This current research examined the impact of seizure disorders among the early intervention population and the speech and language acquisition process. Research findings revealed speech and language deficits by exhibited children diagnosed with seizure disorders include delays in prelinguistic communication as well as later developing language skills which include phonological awareness deficits, morphology, semantic and pragmatic deficits. The role of the Speech Language Pathologist during the early intervention process is critical to addressing such communication deficits. This research will discuss best practices, assessment and treatment strategies as well as discuss future research implications.
Learner Outcomes: (1) Identify best practices regarding speech and language assessment and treatment strategies for children diagnosed with Seizure Disorders. (2) Describe the speech and language characteristics of children diagnosed with Seizure Disorders. (3) Identify the incidence and prevelance of Seizure Disorders among the Birth to 3 population.
Sensory Integration, Ayesha Victoria White, B.A., North Carolina Central University
Level of Instruction: Introductory
Sensory Processing Disorder is an immature development of the nervous system that affects the ability to understand the environment. Sensory integration involves the ability to organize, integrate, and use information from the body and the environment. Symptoms of sensory processing disorder can affect speech and language. In order for speech and language skills to develop, the sensory and motor portions of the brain must have efficient neural connections with the speech-language areas of the brain. A poster presentation demonstrating the awareness of sensory integration therapy is important for speech-language pathologists to decide usefulness as part of speech and language therapy.
Learner Outcomes: (1) The participants will be able to explain sensory integration. (2) The participants will be able to Develop therapy sessions that utilize and support sensory integration techniques. (3) The participants will be able to determine clients that will benefit from sensory integration. (4) The participants will be able to explain sensory integration coping strategies to others as needed.
The Efficacy of Treatment of Pediatric Feeding and Swallowing Disorders, A.B. Mayfield-Clarke Ph.D., North Carolina Agricultural and Technical State University; Tyisha Orlena Chapman, North Carolina Agricultural and Technical State University
Level of Instruction: Introductory
Feeding and swallowing disorders are prevalent in the pediatric population. 25-45% of normally developing children and
80% of children with disabilities present with feeding and swallowing difficulties yeach year. In addition to feeding and swallowing, these children also present with a number of various concominant disorders. The purpose of this study is to review and define the causes of pediatric feeding and swallowing disorders as well as discuss the efficacy of assessment and treatment of feeding and swallowing issues in this population.
Learner Outcomes: (1) The participant will be able to identify the causes and types of feeding and swallowing disorders in the pediatric population. (2) The participant will be able to identify the incidence and prevalence of pediatric feeding and swallowing disorders. (3) The participant will identify various assessment and treatment techniques for this population.
African Americans with Diabetes: Preventing Disorders using Talking Fotonovelas, Silvia Martinez, Ed.D, Howard University; Elizabeth Bertera, Ph.D., Howard University
Level of Instruction: Introductory
Diabetes continues to be prevalent among African Americans, putting them at risk for communication problems. Hearing loss may stem from abnormal levels of keratin protein, deterioration of the epithelial tissue in the ear, and neuropathy.
Cardiovascular diseases caused by hypertension may eventually lead to strokes, the leading cause of death in this population. Finally, cognitive deficits such as processing speed, receptive vocabulary retrieval, and auditory comprehension of sentences may occur from neuropathies. This federally funded research gauges the efficacy of Talking Photonovelas for the prevention of diabetes in the elderly African American population with diabetes.
Learner Outcomes: (1) Name consequences of diabetes on communication skills to include hearing, vascular and cognitive. (2) Describe the use of photonovelas in prevention education practices wtih elderly african american adult populations. (3) Discuss the design and preliminary results of a federally funded research testing the efficacy of "Talking Photonovelas"
Applied Behavior Analysis: A Methodological Overview and Analysis of Success, Amanda Ladd, B.A., North Carolina Central University; Whitney Jay, B.A.., North Carolina Central University
Level of Instruction: Introductory
The purpose of this poster is to gather and present current information on the behavioral approach known as Applied Behavior Analysis (ABA) as it correlates to the language development of Autistic children. Increased awareness will significantly impact the preparedness of Speech-language pathologists whom provide services to autistic clientele. Research has shown that ABA improves cognitive, language and adaptive behaviors within this population through several techniques. The following presentation will incorporate the history of ABA, research statistics and current perspectives to conclude upon which methodologies most contribute to the effectiveness of ABA within Autistic children.
Learner Outcomes: (1) Define Applied Behavior Analysis (ABA) in relation to language development in Autistic children, and explain the knowledge and skills critical to the delivery of services. (2) Discuss and critique all teaching methodologies associated with ABA in terms of effectiveness to speech therapy. (3) Identify the specific needs and abilities of Autistic children whom may benefit from ABA. (4) Explain the role and responsibilities of the SLP when utilizing this behavioral learning approach.
Job Satisfaction Survey and Contributing Factors of School-Based Speech Language Pathologists, Vanessa Coleman-Lebby, South Carolina State University; Corlyn Doolittle, South Carolina State University; Autumn Hayden, South Carolina State University; Shalonda Washinton, South Carolina State University; Meredith Reaves, South Carolina State University
Level of Instruction: Introductory
There is an increasing necessity for speech language pathologists in the public school systems especially in South Carolina. The purpose of this study is to further examine job satisfaction and contributing factors. It is believed that SLPs are dissatisfied in the areas of caseloads and salary. However, the overall impression is that the benefits of participants work setting outweigh the negative components, and the SLPs are generally satisfied. A survey consisting of 24 items were completed by a total of 130 participants including 127 women and 3 men. The items on the survey were all related to the speech language pathologists’ satisfaction of working in the public school setting. The included items ranged from salary satisfaction to support system satisfaction. The findings revealed that salary, caseload, and paperwork are the three areas that display the greatest amount of dissatisfaction among school-based SLPs. These findings concur with the hypothesis.
Learner Outcomes: (1) The participants will list significant challenging aspects of being school-based speech therapists. (2) The participants will list significant rewarding aspects of being school-based speech therapists. (3) The participants will identify contributing factors of job satisfaction of school-based speech therapists.
Speech Language Professionals’ Perceptions of the Efficacy of Oral Motor Exercises in Treating Speech Sound Disorders, Allison Bonnette, South Carolina State University; Mynita Harrison, South Carolina State University; Kendall Jackson, South Carolina State University; Roberta Woods, South Carolina State University; Regina Lemmon, Ph.D., South Carolina State University
Level of Instruction: Introductory
This paper examines Speech Language Professionals’ (SLPs) perceptions of oral motor exercises (OME) in treating speech sound disorders (SSDs). A ten questions survey was emailed via SurveyMonkey.com to 600 Speech Language Professionals currently on the South Carolina Speech Hearing Association’s listserv. Eighty one percent of respondents stated that they used OMEs during therapy sessions. Of the survey participants, 71% observed improved speech production as a result of using OMEs. Overall, 47% of respondents perceive OMEs as an effective form of therapy to correct SSDs, while 34% of respondents believe their effectiveness is situational. Of all respondents, 19% perceive OMEs to be ineffective. The results of this survey support SLPs’ perceptions of the effectiveness of OMEs as a method of treatment.
Learner Outcomes: (1) The learner will be able to discuss the perceptions other SLPs have on the efficacy of OMEs. (2) The learner will be able to identify the populations SLPs typically use OMEs. (3) The learner will be able to identify the population SLPs perceive OMEs to be most effective.
The Benefits of Clinical Ladders for SLP and SLT's Job Satisfaction, Kandance Blake, South Carolina State University; Rashonda Carson, South Carolina State University; Charity Goings, South Carolina State University; Jennifer Harze, South Carolina State University; Frownietta Randolph, South Carolina State University; Regina Lemmon, Ph.D., South Carolina State University
Level of Instruction: Introductory
The Effectiveness of Phonological Awareness Tasks With Preschool Children; Brittany Calcutt, South Carolina State University; Jasmine Long, South Carolina State University; Larissa Pickney, South Carolina State University; Emily Morris, South Carolina State University; James Walker, South Carolina State University; Regina Lemmon, Ph.D., South Carolina State University
Level of Instruction: Introductory
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