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THIRD ANNUAL SCHOOL SPEECH-LANGUAGE PATHOLOGY
CONFERENCE AT VANDERBILT
Sponsored by Department of Hearing and Speech Sciences
& Vanderbilt Bill Wilkerson Center
This conference is sponsored in conjunction with our Personnel Preparation Leadership Grant
from the US Department of Education (H325D140087) and our grant partnership with the Metropolitan Nashville Public Schools. The conference meets the unique professional
development needs of school speech-language pathologists. Across two days, participants attend six 90-minute small group sessions and two lunch-time plenary sessions.
August 3 and 4, 2015
on the Vanderbilt Peabody Campus Registration 8:00 – 8:30 **** Conference 8:30 – 3:15
ASHA CE credit available, 11 hours
REGISTRATION http://vkc.mc.vanderbilt.edu/vkc/ and click on “events”
QUESTIONS
SCHEDULE Monday Tuesday
8:00 – 8:30 Registration Registration
8:30 – 10:00 Session 1 Session 4 10:00 – 10:15 Break Break
10:15 – 11:45 Session 2 Session 5 11:45 – 12:30 Lunch break Lunch Break
12:30 – 1:30 Plenary Session Plenary Session 1:30 – 1:45 Break Break 1:45 – 3:15 Session 3 Session 6
Thank you to our cosponsors! Vanderbilt Kennedy Center and Vanderbilt’s Leadership in Neurodevelopmental Disorders Grant provide assistance in registration and streaming sessions to former training grant trainees. Please plan to park at the Wesley Place Garage (2034 Scarritt Place) or street parking adjacent to the Vanderbilt Peabody Campus. Participants are responsible for their own parking fees. Note that campus police will ticket illegal parking. On the day of the conference, please come to the Commons, a building adjacent to the intersection of 18th Avenue and Horton Ave.
http://www.vanderbilt.edu/traffic_parking/visitor-parking.php
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School SLP Conference at Vanderbilt August 3-4, 2015
SPEAKER INFORMATION
Kristen Arthurs, M.S., CCC-SLP is a Speech-Language Pathologist serving Metro Nashville Public Schools. She earned a B.S. in Speech, Language, and Hearing Sciences from Purdue University and an M.S. in Speech-Language Pathology from Vanderbilt University. She has a particular interest in preschool speech and language, practicing at the Bordeaux Early Learning Center since its opening in August 2014. JoAnne Berns, M.S., CCC-SLP is a Speech-Language Pathologist at Currey Ingram Academy. She earned a B.S. in Elementary Education and an M.S. in Speech-Language Pathology from Vanderbilt. While in her masters program, she was funded on an OSEP Personnel Preparation Grant. She is also a certified K-6 teacher and is trained in S.P.I.R.E® and LiPS® reading programs. Heather Blalock, M.A., CCC-CLP, has spent 20 years working as a Speech-Language Pathologist in Metro Nashville Public Schools. She began working with AAC devices in 1997 and has been part of the Assistive Technology Team for 15 years. Ms. Blalock earned her M.A. in Speech-Language Pathology from the University of Tennessee. Kathryn Blankenship, Ph.D. is an Assistant Professor at Middle Tennessee State University. She received her B.S. from the University of Houston, M.S. from University of Texas at Dallas and her Ph.D. from Vanderbilt University. Kathryn has worked clinically for the past 12 years in various clinical settings from private practice to schools to home health with a variety of children and adults with communication disabilities. Her research interests include speech perception and spoken language development in children who use cochlear implants and clinical supervision/training. Sarah Blumberg, Ed.D., BCBA-D is a behavior analyst and educational consultant at Vanderbilt's TRIAD. She provides training and consultation to school-based personnel and is coordinator of TRIAD's school-age services. She has previously worked in school settings as a teacher and consultant, as well as providing direct intervention to individuals with ASD. Matthew Brown, B. A. is currently in his first year of the M.S.-SLP program at Vanderbilt University and is on the voice specialty track. He is a graduate of the University of California Davis, where he studied French, comparative literature, and music. From 2010-2014 he worked in Lille, France as a teacher of English as a foreign language. His clinical interests include motor speech disorders, craniofacial abnormalities, and voice. Danielle Campbell, M.A., CCC-SLP has been practicing as a school-based SLP in MNPS for 13 years. She has been part of the Assistive Technology Team for 7 years. She obtained her M.S. in Speech-Language Pathology from Southern Illinois University. Melanie Chambers, M.A., CCC-SLP is a Speech-Language Pathologist and has been with the Metro Nashville Public Schools for the past six years. She earned a B.S. in Elementary Education and an M.S. in Speech-Language Pathology from the University of Memphis. Prior to working for MNPS she was in private practice and worked for WAVES in Williamson County where she evaluated and served children for Tennessee Early Intervention Services. Melanie is also a certified K-8 teacher. Angela Chen, B.A. is in her first year of Vanderbilt University's Master of Science in Speech-Language Pathology program. In 2012, she graduated from The College of New Jersey with a Bachelor of Arts degree in Psychology and minors in Spanish and Fine Arts. After graduation, she served as a full-time tutor with Boston Public Schools through City Year, an education-focused nonprofit organization. She decided to return to school in order to learn more about language and literacy and is currently specializing in school speech-language pathology. Working as a tutor at the Kennedy Center Reading Clinic has allowed her to see the intersection between language impairments and literacy and continue defining her role as a future SLP. Sarah Schneck, B.S. is a current graduate student in the M.S.-SLP program at Vanderbilt University. She graduated from Northeastern University with a major in Speech-Language Pathology and Audiology and minors in American Sign Language and Psychology. She is currently working on her Master’s thesis in the Child Language and Literacy Lab at Vanderbilt University under Dr. Schuele, and her clinical interests include motor speech disorders, autism, and aphasia. Nikki Davis, Ph.D. is a Research Assistant Professor of Radiology and Radiological Sciences and Special Education at Vanderbilt working as an Educational Consultant on the Vanderbilt Accelerated Academic Achievement Research Center (funded by IES) studying instructional programs for students with the most severe learning disabilities in grades 3 to 5. She obtained her Ph.D. in neuroscience and communication sciences and disorders at the University of Colorado. Emily Dayle Quinn, M.S., CCC-SLP is a Speech-Language Pathologist specializing in augmentative and alternative communication. She is currently pursuing her Ph.D. in Special Education at Vanderbilt University. Michael de Riesthal, Ph.D., CCC-SLP is an Assistant Professor in the Department of Hearing and Speech Sciences (Vanderbilt University School of Medicine), and Director of Pi Beta Phi Rehabilitation Institute. He received his M.S. and Ph.D. in Hearing and Speech Sciences from Vanderbilt University. His clinical and research interests include the management of neurologic speech, language, and cognitive disorders. Dr. de Riesthal teaches courses on the management of aphasia, motor speech disorders, and traumatic brain injury in the Department of Hearing and Speech Sciences at Vanderbilt University. Allison Drost, M.A., CCC-SLP is a Speech-Language Pathologist for Williamson County Schools (TN). She earned her Master’s in Speech-Language Pathology from Louisiana State University. For 20 years, Allison has worked in a variety of settings including acute care, long-term care, inpatient and outpatient rehabilitation, home health, NICU, and private practice. She also served as a clinical supervisor at University of Louisiana at Monroe and has supervised countless CFY-SLPs in multiple settings.
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Megan Dunn Davison, Ph.D., CCC-SLP is an Assistant Professor of Linguistics and Communication Disorders at Queens College, CUNY. Her research focuses on the language development and familial factors that may impact the development of early literacy skills, later reading development, and written language abilities in at-risk populations. Jacob Feldman, M.S., CF-SLP is a doctoral student in the Department of Hearing and Speech Sciences at Vanderbilt University and a trainee on OSEP Leadership grant #H325D140087. He is also co-chair of the School SLP Conference at Vanderbilt. He recently graduated from Vanderbilt's MS-SLP program in the School SLP Specialty Track. Rebecca Fischer, Ph.D. is a Professor at Middle Tennessee State University. She received her Ph.D. from Vanderbilt University. Rebecca has taught in the undergraduate Speech Pathology & Audiology program at Middle Tennessee University for 18 years, as an audiologist and teacher of the hearing impaired. Her research interests include clinical supervision/training and auditory processing disorders. Jamie D. Fisher, Ph.D., CCC-SLP is currently working as a travel Speech-Language Pathologist in school districts, rehabilitation centers, and hospitals across the United States. Her clinical interests include speech, language, and literacy. She has presented at the local, regional, and national level. Jamie's doctoral studies were funded by an OSEP Leadership Grant. Heather Gillum, Ph.D. is currently the Learning Specialist at The Covenant School in Nashville. Her prior research, university teaching, and clinical SLP experience has focused on children with oral language disorders as well as language-based learning disabilities that affect reading and writing. Stephen Groner, B. A., is a graduate student studying Speech-Language Pathology at the Vanderbilt University School of Medicine. In 2014, he graduated from Vanderbilt University with a degree in Human and Organizational Development, which taught him how to identify, understand, and solve problems in organizations and among groups of people. As a person who stutters, he happily bears with the untrue assumptions sometimes made about his disability and seeks opportunities to educate others on the nature of stuttering. His goal in life is to always ask more questions than he answers. Lauren Hampton, M.Ed., BCBA is a doctoral student in Early Childhood Special Education and is a Board Certified Behavior Analyst. After completing her Master's at Vanderbilt University in 2010, Lauren worked at the Brown Center for Autism, and returned to pursue her doctorate in 2012. Jack Henderson, M.S., CCC-SLP is a person who stutters and a Speech-Language Pathologist in the Robertson County (TN) School District. He received his bachelor and master's degrees from Vanderbilt University. He also is co-director, alongside Dr. Ellen Kelly, of Vanderbilt Bill Wilkerson Center's Summer Camp for Children who Stutter. He resides in Nashville, TN. Magdalene Jacobs, M.A. (Linguistics) is a doctoral student in the Department of Hearing and Speech Sciences at Vanderbilt University. Her research focuses on the interface between speech perception and phonological development in children with hearing loss, children with dyslexia, and children with specific language impairment. Robin M. Jones, Ph.D., CCC-SLP in an Assistant Professor of Hearing and Speech Sciences at Vanderbilt University. His primary research interest relate to childhood stuttering, with a focus on emotional (caregiver report, behavioral and psychophysiological) and linguistic contributions to stuttering as well as empirical assessment and treatment of stuttering. Stephanie Jordan is, M.S., CCC-SLP a licensed Speech-Language Pathologist who completed her Master's degree from the University Of California, Northridge. Prior to moving to TN, Stephanie worked as an SLPA for a non-profit clinic in California. For the past 5 years she has worked on several of Dr. Ann Kaiser's projects as an interventionist, parent trainer, and assessor. Ellen M. Kelly, Ph.D., CCC-SLP, is Associate Professor in Hearing and Speech Sciences and Director of the Stuttering Foundation Program at Vanderbilt. She diagnoses and treats disorders of speech fluency across the lifespan. She engages in clinical practice, consultation, education, and research generation and dissemination. Ellen obtained her Ph.D. from Syracuse University. Hannah Krimm, M.S., CCC-SLP is a doctoral student in the Department of Hearing and Speech Sciences at Vanderbilt University. Her Master's training was funded on an OSEP Personnel Preparation Grant and she is a trainee on OSEP Leadership grant #H325D140087. Her interests include research methodology and reading and writing development in children with language-based learning disabilities. She is co-chair of the School SLP Conference at Vanderbilt. Sylvia Liang, M.S. is a doctoral student in the Department of Hearing and Speech Sciences at Vanderbilt University. Her research has primarily focused on the identification and prevention of children who are at risk of reading and writing difficulties. She also worked with children having neurological disorders in the past. Lorry Liotta-Kleinfeld, Ed.D., OTR/L, BCP is a Professor in the School of Occupational Therapy at Belmont University. She has nine years of teaching experience in higher education and fifteen years of clinical experience as a pediatric occupational therapist. She co-authored Motor Behavior as part of AOTA's Self-Paced Clinical Course in Neuroscience and Occupation: Links to Practice in 1997. Her research interests include the study of treatment techniques that are used to promote function in children with neurological disorders. Whitney Loring, Psy.D. is a clinical psychologist at Vanderbilt's TRIAD. She provides training and consultation to school-based personnel and community/medical providers and is coordinator of the Families First Program for parents of children with ASD. Her research focuses on using behavioral strategies to address medical needs in individuals with ASD.
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Keely McMahan, M.S., CCC-SLP is a Speech-Language Pathologist at Pi Beta Phi Rehabilitation Institute (PBPRI) at the Vanderbilt Bill Wilkerson Center. Her clinical interests include the management of neurologic speech, language, and cognitive disorders. Keely is one of the primary clinicians at PBPRI working with students who experience cognitive-communicative disorders following traumatic brain injury. Jennifer Muckala, M.A., CCC-SLP is the senior Speech-Language Pathologist at the Vanderbilt Voice Center at Vanderbilt University School of Medicine. Jennifer was an Adjunct Instructor of Music at Belmont University for ten years and has extensive experience in the evaluation and rehabilitation of a variety of voice disorders. Jane-Ann Myers, M.S. has been a SLP for 21 years, spending the majority of her professional life working in independent schools as both a learning specialist and an administrator. Carolyn Novaleski, M.S. is a Ph.D. candidate in the Department of Hearing and Speech Sciences at Vanderbilt University School of Medicine. She serves as a research assistant in the Laryngeal Biology Laboratory where her research focuses on voice science and voice disorders. Maureen Sanger, Ph.D. is a pediatric psychologist who has worked with children and adolescents in medical settings for the past 25 years. She conducts neurocognitive evaluations of youths who have had strokes or who have a chronic disease. She also helps school personnel identify appropriate accommodations for children with medical needs. Rae Schaper, M.Ed., is the author of mulitple language-based preschool literacy curriculums. She received her B.A. in Special Education from the University of Wisconsin-Oshkosh, and has a M.Ed. in Early Childhood Education. Her background includes classroom teaching, and college instruction. She currently provides early childhood professional development seminars across the nation. C. Melanie Schuele, Ph.D., CCC-SLP is an Associate Professor in the Department of Hearing and Speech Sciences at Vanderbilt University School of Medicine. Her research focuses on early literacy development and complex syntax acquisition. She is project director for OSEP Leadership Grant #H325D140087. Sarah Schneck, B.S. is a current graduate student in the M.S.-SLP program at Vanderbilt University. She graduated from Northeastern University with a major in Speech Language Pathology and Audiology and minors in American Sign Language and Psychology. She is currently working on her Master’s thesis in the Child Language Lab at Vanderbilt University under Dr. Schuele, and her clinical interests include motor speech disorders, autism, and aphasia. Elizabeth Smith, M.S., CCC-SLP is the clinical coordinator at Middle Tennessee State University. She received her B.S. from MTSU and her M.S. from UT Knoxville. Elizabeth's areas of expertise include clinical administration and supervision, pediatric language intervention, pediatric oral motor and feeding, autism spectrum disorders, preschool and school age children communication assessment and early identification assessment for dyslexia. Janie Sommer, M.S., CCC-SLP is a Speech-Language Pathologist in Metro Nashville Public Schools. She earned a B.S. in Spanish and Biology from Olivet Nazarene University and an M.S. in Speech-Language Pathology from Vanderbilt. Janie has served as a supervisor to graduate students. While in her masters program, she was funded on an OSEP Personnel Preparation Grant. Suzanne Thompson, M.Ed., BCBA is an Educational Consultant for Kidtalk working across projects as both an interventionist and an assessor. She has a Bachelor's Degree in Communication Disorders, a Master's Degree in Early Childhood Special Education, and is a Board Certified Behavior Analyst. Suzanne has been with Kidtalk since October 2009 and enjoys working in an environment where she is able to directly apply research to the clinic and home settings. Lisa Wallace, M.S., CCC-SLP has worked with children with autism and their families, caregivers, and educators over the past 20 years. She is currently the treatment team coordinator for an NIH-funded grant studying treatment intensity and delivery style in toddlers with autism. She also teaches a course on Autism and Communication at the Vanderbilt Bill Wilkerson Center. Krystal L. Werfel, Ph.D., CCC-SLP is an Assistant Professor in Communication Sciences and Disorders and director of the Written Language Laboratory at the University of South Carolina. Her research focuses on the influence of spoken language on written language outcomes for children with hearing loss and children with language impairment. Her doctoral studies were funded by an OSEP Leadership Grant and she was funded on an IES research grant for her postdoctoral studies. Courtney Wright, Ph.D., CCC-SLP is a speech language pathologist currently working as a Research Associate in Special Education. Her specializations include early childhood, augmentative and alternative communication, and Down syndrome. Hatun Zengin-Bolatkale, M.A., CCC-SLP is a doctoral student in Hearing and Speech Sciences, Vanderbilt University. Her primary research interests include use of social emotional and cognitive neuroscience methods to investigate developmental stuttering.
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AU
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Presenter(s)
Title Learning O
bjective(s) A
bstract Topic
Time and Location
1 M
egan Dunn
Davison, P
h.D.,
CC
C-S
LP
Instructional S
upport for R
eading and W
riting in English
Language Learners
1. To describe instructional strategies that support E
LLs content area know
ledge in the classroom
.
Many students w
ho are English Language Learners (E
LLs) reach the m
iddle grades (4-8) lacking the language and literacy skills required to achieve grade level content know
ledge. How
ever, there are few program
s that are designed specifically for adolescent struggling readers w
ho are also E
LLs. This session investigates the features of instruction and scaffolds that facilitate learning for E
LLs using classroom
content areas (e.g., oral language development,
direct vocabulary instruction, reading comprehension, w
riting).
ELL, Literacy
Day 1, S
ession 1: M
onday, 8:30-10:00 A
.M.
Kennedy C
enter, 241
2 Jane-A
nn Myers,
M.S
. S
LPs, R
eading A
ssessments, and
Finding New
Friends
1. Explain reading
assessment results.
Speech P
athologists are uniquely qualified to help children develop the skills necessary for reading. In this session w
e will
review the underpinnings of the process of learning to read,
the skills tapped in both decoding and comprehension, and the
components of a typical standardized reading assessm
ent. We
will outline the skills assessed and reasoning behind choosing
those skills.
Literacy, A
ssessment
Day 1, S
ession 1: M
onday, 8:30-10:00 A
.M.
Com
mons,
Multipurpose R
oom
#2 3
Kathryn
Blankenship,
Ph.D
. R
ebecca Fischer, P
h.D.
Speech
Perception and
Language Abilities
in Children w
ith H
earing Loss: P
ractical A
pplication
1. Identify the relationship betw
een speech perception and language skills in children w
ith hearing loss. 2. List the contributions of audition, vision, and touch for perception of the speech com
ponents of m
anner, place, and voicing. 3. U
se specific strategies to develop auditory skills w
ithin the context of speech and language developm
ent in the school setting.
Children w
ith any degree of hearing loss are at risk for having poor speech perception, and, therefore, struggle to develop typical language skills (Jerger, 2007). Y
et, in order to m
aximize the developm
ent of language, speech-language pathologists m
ust develop auditory skills so that children with
hearing loss have the opportunity to use the auditory sense m
odality to comprehend and m
onitor speech and language production. The purpose of this presentation is to present current inform
ation regarding the relationship between speech
perception and language development in children w
ith hearing loss, detail how
audition, touch, and vision interface to provide a m
ore complete com
posite of speech stimuli, and provide
practical treatment techniques and strategies to develop
auditory and language skills in children with hearing loss.
Hearing Loss
Day 1, S
ession 1: M
onday, 8:30-10:00 A
.M.
Com
mons 335
4 Jack H
enderson, M
.S., C
CC
-SLP
S
upport Groups
for Parents of
Children w
ho S
tutter: Case
Exam
ple and Feasibility in the P
ublic Schools
1. Describe the benefits of
engaging parents in support of childhood stuttering outside the IE
P
meeting room
and discuss feasibility and logistic challenges inherent in conducting these in the public school setting.
This session will present a case exam
ple of a monthly support
group for parents of students who stutter held in the public
school system. M
eeting were led and facilitated by an S
LP
employed in the district. B
enefits and evidence based rationales for creating this group w
ill be discussed. Video clips
and/ or transcriptions of the discussions in the meetings w
ill be presented. Logistical issues related to scheduling, location, and outreach w
ill be discussed.
Fluency, P
arental Involvem
ent
Day 1, S
ession 1: M
onday, 8:30-10:00 A
.M.
Com
mons, Tow
ers C
onference Room
!!
6!
# P
resenter(s) Title
Learning Objective(s)
Abstract
Topic Tim
e and Location 5
Lisa Wallace,
M.S
., CC
C-S
LP
The AB
Cs of
Improving
Com
munication in
Students w
ith A
SD
1. Learners will be able to
apply the principles of A
pplied Behavior A
nalysis in the context of teaching new
comm
unication skills to students w
ith AS
D
This session will briefly describe a functional assessm
ent process S
LPs can use in school settings to develop goals for
their students with A
SD
. The majority of the session w
ill focus on using the principles of A
BA
to address those com
munication goals in a school setting.
AS
D
Day 1, S
ession 1: M
onday, 8:30-10:00 A
.M.
Com
mons,
Multipurpose R
oom
#1 6
C. M
elanie S
chuele, Ph.D
., C
CC
-SLP
Vanderbilt
Schools S
LP
Track Preceptors:
Mentoring
Graduate
Students
Com
mitted to
School S
LP
Careers (by
invitation only)
1. Describe critical
experiences that promote
students' comm
itment to
and preparation for a career as a school S
LP
This is a special session for FSS
D and M
NP
S S
LPs w
ho serve as preceptors for V
anderbilt Masters S
LP students.
Attendance is by invitation only.
Supervision
Day 1, S
ession 1: M
onday, 8:30-10:00 A
.M.
Library Room
7 H
eather Gillum
, P
h.D.
What's Language
Got To D
o With It?
1. Learn strategies for identifying the linguistic underpinnings of classroom
activities and leveraging this insight to help students w
ith language-based learning differences.
This session will focus on the language dem
ands of specific classroom
activities for the purposes of language intervention goal-setting, planning supports in the classroom
, and consideration of accom
modations and m
odifications.
Language D
ay 1, Session 1:
Monday, 8:30-
10:00 A.M
. H
obbs, 100A
8 K
athryn B
lankenship, P
h.D.
Rebecca Fischer,
Ph.D
. E
lizabeth Sm
ith, M
.S., C
CC
-SLP
Clinical
Supervision of
Student C
linicians in a S
chool S
etting: How
to M
ake it Effective
and Fun
1.Identify the skills necessary to be an effective clinician. 2.List qualities of a successful clinical supervisor. 3.A
pply specific strategies that enable student clinicians to attain skills necessary for the school setting. 4.S
umm
arize the laws
applying to practice within
the school setting.
Today's school Speech-Language P
athologist has to have strong analytical/problem
-solving skills, effective interaction skills for responding to and developing children's utterances, the ability to com
municate inform
ation effectively both in w
ritten and spoken form, and the ability to locate, organize,
synthesize, as well as critically evaluate the vast accum
ulating know
ledge. So the question is: H
ow do w
e prepare student clinicians to acquire the necessary skills to be an effective and com
petent clinician? This presentation will discuss som
e ways
to guide, support, and empow
er students in their journey to becom
e excellent professionals and clinicians in such a varied and changing field.
Supervision
Day 1, S
ession 2: M
onday, 10:15-11:45 A
.M.
Com
mons 335
9 K
rystal Werfel,
Ph.D
., CC
C-S
LP
Em
ergent Literacy in C
hildren with
Hearing Loss
1. Define em
ergent literacy and its relation to later literacy achievem
ent 2. D
escribe patterns in em
ergent literacy achievem
ent in children w
ith hearing loss 3. Identify w
ays to increase emergent
literacy achievement in
children with hearing loss
Literacy achievement for children w
ith hearing loss is notoriously poor. E
ven children with hearing loss w
ho use am
plification and spoken language continue to exhibit deficits in reading and w
riting. Literacy deficits emerge during the
preschool years in emergent literacy: oral language,
phonological awareness, and print know
ledge. This session w
ill (a) provide an overview of em
ergent literacy and its relation to later literacy achievem
ent, (b) discuss emergent
literacy achievement deficits in children w
ith hearing loss, and (b) provide ideas for increasing em
ergent literacy skills in children w
ith hearing loss. The session will include hands-on
practice putting into practice the principles discussed.
Literacy, H
earing Loss D
ay 1, Session 2:
Monday, 10:15-
11:45 A.M
. K
ennedy Center,
241
!!
7!
# P
resenter(s) Title
Learning Objective(s)
Abstract
Topic Tim
e and Location 10
Heather G
illum,
Ph.D
. For C
Fs Only: A
Focus on C
urriculum and
Collaboration from
the First D
ay
1. Explain the language
demands of som
e typical curricular activities. 2. E
xplain how learning
more about the classroom
curriculum
can facilitate an S
LP’s collaborative skills.
School speech-language pathologists are expected to
collaborate with other educators in order to provide speech-
language services that support children’s academic
achievement and that incorporate curricular m
aterials. Dr.
Gillum
will use her experience as a speech-language
pathologist and learning specialist to help clinical fellows think
about how they can be curriculum
-focused and collaborative in this challenging first year as a school speech-language pathologist.
CFY
s D
ay 1, Session 2:
Monday, 10:15-
11:45 A.M
. H
obbs, 100A
11 JoA
nne Berns,
M.S
., CC
C-S
LP
Janie Som
mer,
M.S
., CC
C-S
LP
Improving Literacy
Through Speech-
Language Therapy
1. Describe w
hy it is im
portant for SLP
s to address literacy and practical w
ays to incorporate literacy skills (e.g., reading, w
riting, spelling) into therapy sessions.
This session will offer evidence-based strategies for teaching
reading, writing, and spelling. The im
portance of addressing these skills in speech-language therapy w
ill be discussed. P
resenters will share several real-life exam
ples of how they
address literacy in therapy with students in grades K
-6.
Literacy D
ay 1, Session 2:
Monday, 10:15-
11:45 A.M
. C
omm
ons M
ultipurpose Room
#2
12 W
hitney Loring, P
sy.D.
Sarah B
lumberg,
Ed.D
., BC
BA
-D
Teaching P
ragmatic
Language Skills to
Children w
ith A
utism S
pectrum
Disorders
1. Understand how
to use a com
bination of evidence-based practices to teach pragm
atic language skills, such as conversation skills, to children w
ith autism
spectrum disorders
In teaching pragmatic language skills to children w
ith Autism
S
pectrum D
isorders, it is important to use a com
bination of evidence-based strategies that prom
ote concrete understanding of these behaviors, paired w
ith opportunities for repetition and use of reinforcem
ent. This session will focus on
how to use a com
bination of practices, such as visual supports, naturalistic teaching, and discrete trial teaching, to w
ork on pragmatic language goals.
AS
D
Day 1, S
ession 2: M
onday, 10:15-11:45 A
.M.
Com
mons,
Multipurpose R
oom
#1
13 Lauren H
. H
ampton, M
.Ed.
BC
BA
S
uzanne Thom
pson, M.E
d., B
CB
A
Stephanie Jordan,
M.S
., CC
C-S
LP
Teach-Model-
Coach-R
eview: A
M
ethod for Training P
arents in N
aturalistic Interventions
1. Describe how
to incorporate parents into language intervention sessions using research-based adult learning strategies.
Parents play an im
portant role in their child's language developm
ent through the frequency of input, meaningful
responsiveness, and through social interactions. A recent
meta-analysis determ
ined that interventions delivered by both a parent and a clinician w
ith children with autism
are more
effective that interventions delivered by a clinician or parent alone, regardless of dosage. The teach-m
odel-coach-review
(TMC
R) m
ethod of parent training utilizes adult teaching strategies to support parent learning. In this session, w
e will
teach the components of TM
CR
, give specific examples using
a naturalistic language intervention, and discuss measuring
implem
entation fidelity in this triadic intervention model.
AS
D,
Parental
Involvement
Day 1, S
ession 2: M
onday, 10:15-11:45 A
.M.
Com
mons, Tow
ers C
onference Room
14 S
ylvia Liang, M.S
. Jacob Feldm
an, M
.S., C
F-SLP
Back to B
asics: R
ecreating the E
mergent
Reading
Experience
1. Participants w
ill be able to describe the experiences and em
otions of typical- and atypical-em
ergent readers in the classroom
.
This session will involve a hands-on analysis of a language
sample from
a first grader with specific language im
pairment.
We'll consider som
e quantitative analysis (eg. MLU
, accuracy on gram
matical m
orphemes) com
plemented by a qualitative
analysis (i.e. Sem
antic and Pragm
atic Qualitative A
nalysis (Lucas, 1984)).
Literacy D
ay 1, Session 3:
Monday, 1:45-3:15
P.M
. C
omm
ons, Towers
Conference R
oom
!!
8!
# P
resenter(s) Title
Learning Objective(s)
Abstract
Topic Tim
e and Location 15
Stephen G
roner, B
.A.
Angela C
hen, B.A
. M
atthew B
rown,
B.A
., Sarah
Schneck, B
.A.
Clinical C
ase C
onference Hour
(and a Half)
Including:
Hum
an Biases:
Exam
ples in S
ervices to a B
oy who
Stutters
(Groner);
Phonological
Aw
areness Training for C
hildren with
Language Im
pairments
(Chen);
and C
hildhood A
praxia of S
peech: Best
Practices in the
Face of Evolving
Research
(Brow
n)
1. Define and identify
strategies for reducing biases. 2. Identify the key factors of effective phonological aw
areness training. 3. Identify the diagnostic features of C
AS
and distinguish those w
ith the greatest sensitivity and specificity. 3. Identify current treatm
ent approaches for C
AS
with
the current best evidence base.
Groner: The rise of an extensive psychological literature on the
presence of implicit biases in decision-m
aking has been slow
to enter clinical practice in speech-language pathology. Implicit
biases consistently have been shown to have m
easurable effects on behaviors involved in com
municating and interacting
with other people. Far from
being morally reprehensible,
implicit biases are usually helpful, tim
e-saving tools. How
ever, w
hen they are incorrect, they can severely affect the quality of services provided to the students w
e serve. In this presentation, the influence of a num
ber of implicit biases w
ill be discussed in relation to speech services provided to a 2nd grade boy w
ho stutters. Prom
ising and feasible strategies for bias reduction w
ill be shared. C
hen: This presentation delves into the research in phonological aw
areness training, including those pertaining to the language im
pairment population. It discusses factors to
consider when teaching phonological aw
areness, such as intensity and sequence, and offers exam
ples of activities. The speaker draw
s upon her experiences tutoring a child with a
language impairm
ent in reading and shares the successes and challenges she encountered. B
rown: S
ince the release of AS
HA
’s position statement on
Childhood A
praxia of Speech in 2007, the research has been
evolving quickly to establish a diagnostic protocol for the disorder. This presentation w
ill provide an overview of the
changes in diagnostics as well as a look at the differences
between clinical perception and the research literature. A
brief review
of the treatment literature w
ill also be presented to show
the treatment approaches that currently have the m
ost evidence in their favor.
Fluency D
ay 1, Session 3:
Monday, 1:45-3:15
P.M
. C
omm
ons 320
16 K
rystal Werfel,
Ph.D
., CC
C-S
LP
Fatigue and Learning in S
chool-Age
Children w
ith H
earing Loss
1. Understand the im
pact of fatigue on language-based learning in children w
ith hearing loss
School-age children w
ho experience fatigue often have a num
ber of negative social and psycho-educational problems,
which m
ay impact learning. R
ecent research shows that
children with hearing loss experience increased fatigue relative
to peers with norm
al hearing. This session will discuss a study
on the fatigue in school-age children with cochlear im
plants. W
e will discuss how
parent's reports of their child's fatigue com
pare to the child's self-reported fatigue, as well as the
impact of fatigue on language and literacy skills. Finally, w
e w
ill explore how fatigue can influence language interventions,
and discuss implem
enting language interventions with children
experiencing fatigue.
Hearing Loss
Day 1, S
ession 3: M
onday, 1:45-3:15 P
.M.
Com
mons 335
!!
9!
# P
resenter(s) Title
Learning Objective(s)
Abstract
Topic Tim
e and Location 17
Magdelene
Jacobs, M.S
. It's all G
reek to M
e: Applying
Research to
Practice
1. Identify methods of
efficiently identifying clinically relevant findings from
recent correlational and experim
ental studies. 2. Identify innovative m
ethods of adapting these findings to clinical practice.
Clinicians are encouraged to stay up to date on current
research findings in speech language pathology. How
ever, it is not alw
ays possible to find studies that report results from
controlled interventions; rather, research studies often report findings from
correlational or experimental studies w
ithout clear suggestions of how
these findings can be applied to clinical practice. In this session, w
e will explore novel
approaches to bridging the gap between evidence and
practice. This exploration will involve discussions of how
to locate, evaluate, and adapt innovative experim
ental results to novel interventions. The session w
ill focus on examples from
research on w
ord learning by children with hearing loss.
Research to
Practice
Day 1, S
ession 3: M
onday, 1:45-3:15 P
.M.
Hobbs, 100A
18 M
aureen Sanger,
Ph.D
. M
aking Intelligent U
se of Intelligence Testing
1. Identify what intelligence
tests measure and w
hat IQ
scores mean.
Intelligence tests are widely used in school settings to aid in
identifying students with learning disabilities and to help
teachers tailor instruction to a student's unique profile of cognitive strengths and w
eaknesses. The goal of this session is to dem
ystify intelligence testing. Topics to be addressed include: (1) w
hat IQ tests m
easure, (2) how to interpret IQ
scores, (3) factors that m
ay affect IQ test perform
ance, and (4) how
IQ test results can inform
classroom interventions.
IQ,
Assessm
ent D
ay 1, Session 3:
Monday, 1:45-3:15
P.M
. C
omm
ons, M
ultipurpose Room
#1 and 2
19 M
ichael de R
iesthal, Ph.D
., C
CC
-SLP
K
eely McM
ahan, M
.S., C
CC
-SLP
Return to S
chool Follow
ing C
oncussion: A
ssessment,
Treatment, and
Strategies
1. Describe 3 strategies for
addressing cognitive-com
municative issues
when a student w
ho experiences a concussion returns to school.
Until recently, m
uch of the literature on sports-related concussion has focused on successful return to play. The idea of "return to learn", or successful return to school follow
ing concussion, is beginning to receive m
ore attention. This presentation w
ill address assessment, treatm
ent, and strategies related to successful return to school for students w
ho experience a concussion.
TBI
Day 1, S
ession 3: M
onday, 1:45-3:15 P
.M.
Kennedy C
enter, 241
20 H
eather Blalock,
MA
., CC
C-S
LP
Danielle,
Cam
pbell, MA
., C
CC
-SLP
AA
C S
olutions for S
chool-Based
SLP
s: Evaluation
and Im
plementation
1. Learn various AA
C tools
to evaluate students that are nonverbal/ lim
ited verbalizations or have unintelligible speech. 2. To obtain strategies for successful im
plementation
of an AA
C device in the
classroom.
This session will cover a variety of low
tech -to -high tech solutions that are available to assist the S
LP w
hen evaluating a student that is prim
arily nonverbal or has unintelligible speech. It w
ill also cover strategies to support IEP
teams w
ith im
plementing the use of an A
AC
device throughout the student's school day.
AA
C
Day 2, S
ession 1: Tuesday, 8:30-10:00 A
.M.
Com
mons
Multipurpose R
oom
#1
21 Jam
ie D. Fisher,
Ph.D
., CC
C-S
LP
Classroom
-Based
Intervention for S
peech, Language, and Literacy
1. Identify research regarding classroom
based intervention (C
BI), design
and implem
ent CB
I, and to collaborate w
ith teachers to provide effective C
BI.
The role of the school-based Speech-Language P
athologist (S
LP) is not only to select effective therapeutic m
ethods and approaches for students, but also to select an effective m
ethod of service delivery in the least restrictive environm
ent. As
support towards inclusion increases in school districts across
the country, SLP
s are expected to utilize classroom-based
intervention (CB
I) as an inclusive method of service delivery.
To equip SLP
s with know
ledge and strategies for CB
I, this session w
ill address CB
I research, designing and im
plementing C
BI, and collaborative team
ing.
Inclusion D
ay 2, Session 1:
Tuesday, 8:30-10:00 A
.M.
Com
mons 335
!!
10!
# P
resenter(s) Title
Learning Objective(s)
Abstract
Topic Tim
e and Location 22
Melanie
Cham
bers, M.A
., C
CC
-SLP
A
llison Drost,
M.A
., CC
C-S
LP
Jack Henderson,
M.S
., CC
C-S
LP
JoAnne B
erns, M
.S., C
CC
-SLP
K
risten Arthurs,
M.S
., CC
C-S
LP
For CFs O
nly: P
lanning for S
uccessful CF
Mentoring
1. Formulate a plan for their
CF year that specifies w
hat they w
ould like to gain from
the supervision aspect of their C
F experience.
In this session, three recent CFs and tw
o SLP
s who provide
CF supervision in the schools w
ill talk about their ideas for successful C
F mentoring. The first 45 m
inutes will be devoted
to a brief presentation by each panelist; the last 45 minutes w
ill be devoted to questions, answ
ers, and discussion. This is a special session planned to address the needs of new
school S
LPs w
ho will be com
pleting their CF in 2014-15 or w
ho are in the m
iddle of their CF.
CFY
s D
ay 2, Session 1:
Tuesday, 8:30-10:00 A
.M.
Com
mons, Tow
ers C
onference Room
23 C
. Melanie
Schuele, P
h.D.,
CC
C-S
LP
Intensive P
honological A
wareness
Program
: A Tier 2
Standard
Treatment
Protocol
1. Explain the benefits of a
standard protocol. 2. D
escribe the sequence of phonological aw
areness intervention.
This session will describe the essential com
ponents of a Tier 2 phonological aw
areness intervention. Intervention strategies to scaffold learning w
ill be practiced. D
r. Schuele is the author of The Intensive P
honological A
wareness P
rogram and receives royalties from
Brookes
Publishing.
Literacy, A
ssessment
Day 2, S
ession 1: Tuesday, 8:30-10:00 A
.M.
Kennedy C
enter, 241
24 N
ikki Davis, P
h.D.
The Science of
the Dyslexic B
rain 1. G
ain knowledge about
the neurobiological correlates of reading disability. 2. O
btain tools they need to critically evaluate current and future research findings in this area (and to evaluate their ow
n understanding of the findings).
In 2003, the first research article was published indicating that
the brain activation of individuals with reading difficulty
changed after receiving language-based intervention. I was
curious about these findings. In my experiences, people w
ith dyslexia continued to struggle w
ith reading, despite receiving years of language-based intervention. C
ould the brain change and the behavior stay the sam
e? Was there a difference in the
brain changes associated with accuracy and those associated
with fluency? A
desire to know the answ
ers to these questions set m
e on a path that I am still on today. This talk is a
summ
ary of what I have learned so far. R
esearch on this disability is dispersed through the fields of neuroscience, psychology, language, and education. The m
ost powerful
approach for the investigation of reading disabilities is a com
prehensive one that considers the neural, cognitive, and linguistic com
ponents of reading skill.
Dyslexia,
Neuro-
science
Day 2, S
ession 1: Tuesday, 8:30-10:00 A
.M.
Com
mons,
Multipurpose R
oom
#2
25 Jennifer C
. M
uckala, M.A
., C
CC
-SLP
C
arolyn K.
Novaleski, M
.S.
A P
ractical Guide
on Voice
Disorders in the
School-B
ased S
etting
1. To describe three voice therapy techniques that can be im
plemented w
ith school-age children.
School S
peech-Language Pathologists often find it challenging
to determine their role in evaluating and treating students w
ith voice disorders. This session w
ill provide a comprehensive
overview of w
orking with voice disorders in the school-based
setting. Topics will include a review
of the perceptual evaluation of voice, distinguishing phonatory voice versus resonance disorders, proper referral procedures, and fundam
ental principles of voice therapy techniques. Video
examples w
ill be presented of anatomically and physiologically
based voice disorders comm
on in children. Em
phasis will be
placed on educationally relevant justification for speech services. A
ctive participation and group practice of voice therapy techniques is encouraged.
Voice
Day 2, S
ession 2: Tuesday, 10:15-11:45 A
.M.
Com
mons
Multipurpose R
oom
#2
!!
11!
# P
resenter(s) Title
Learning Objective(s)
Abstract
Topic Tim
e and Location 26
C. M
elanie S
chuele, Ph.D
., C
CC
-SLP
Language S
ampling 101:
Analysis P
ractice
1. Decide and im
plement
quantitative measures of
spontaneous language. 2. C
onduct and interpret sem
antic and pragmatic
qualitative analysis.
This session will involve a hands-on analysis of a language
sample from
a first grader with specific language im
pairment.
We'll consider som
e quantitative analysis (eg. MLU
, accuracy on gram
matical m
orphemes) com
plemented by a qualitative
analysis (i.e. Sem
antic and Pragm
atic Qualitative A
nalysis, Lucas, 1984).
Language, A
ssessment
Day 2, S
ession 2: Tuesday, 10:15-11:45 A
.M.
Kennedy C
enter, 241
27 Lorry Liotta-K
leinfeld, Ed.D
., O
TR/L, B
CP
OT and S
LP
Collaboration for
Handw
riting S
uccess
1. Describe three w
ays to prom
ote handwriting
competencies w
ithin therapy and in collaborations w
ith classroom
teachers.
Children use the sensory and m
otor skills necessary to write
while they sim
ultaneously use the cognitive and com
munication skills to express their ideas on paper. C
hildren w
ho struggle with handw
riting, may benefit from
collaborative O
T and SLP
intervention. During this session, exam
ples of O
T/SLP
collaborative activities to foster pre-writing skills and
writing skills including pencil grasp, positioning, digital control,
directionality, line production, and expressive language skills w
ill be explored Participants w
ill engage in collaborative case-based problem
solving and share treatment ideas.
Literacy D
ay 2, Session 2:
Tuesday, 10:15-11:45 A
.M.
Com
mons, Tow
ers C
onference Room
28 E
mily D
ayle Q
uinn, M.S
., C
CC
-SLP
C
ourtney Wright,
Ph.D
., CC
C-S
LP
Teaching C
omm
unication, N
ot Just Language, U
sing the iP
ad
1. Be able to describe the
value of and demonstrate
modeling language using
voice output com
munication aids or
other low-tech visual aids.
The iPad is a new
and exciting technology being used more
and more in classroom
s and therapy rooms everyw
here. This presentation w
ill focus on using the iPad to increase functional
comm
unication. Research-based strategies including
modeling, tim
e delay strategies, and using natural consequences w
ill be introduced and demonstrated through
video clips.
AA
C
Day 2, S
ession 2: Tuesday, 10:15-11:45 A
.M.
Com
mons 335
29 R
obin Jones, P
h.D., C
CC
-SLP
Jack H
enderson, M
.S., C
CC
-SLP
What I W
ish My
School S
LP K
new
about Working
with S
tudents W
ho Stutter
1. Discuss the im
portance of addressing affective and cognitive aspects of stuttering for the school-age child.
The presenters for this webinar are certified S
peech-Language P
athologists who stutter, both of w
hich have a special interest in stuttering. The purpose of this session is to present and discuss insights and inform
ation for school-based Speech-
Language Pathologists on w
orking with children w
ho stutter. These insights, inform
ation, and reflections will be organized in
affective, behavioral, and cognitive aspects of stuttering. The presenters w
ill provide suggestions that the school Speech-
Language Pathologist can im
plement in the clinical setting.
Fluency D
ay 2, Session 2:
Tuesday, 10:15-11:45 A
.M.
Com
mons,
Multipurpose R
oom
#1
30 E
llen M. K
elly, P
h.D.
Hatun Zengin-
Bolatkale, M
.A.,
CC
C-S
LP
Case S
tudies in C
hildhood S
tuttering
1. To identify the steps in a com
prehensive case assessm
ent of children w
ho stutter for determ
ination of therapy goals and procedures.
Children w
ho stutter, from preschoolers to teenagers, present
with a com
plex mix of behavioral, attitudinal, em
otional and possible concom
itant (e.g., language, speech, pragmatic,
behavioral, etc.) concerns. In this session, four different cases w
ill be presented involving children who are of (1) preschool,
(2) elementary, (3) m
iddle school/junior high, and (4) high school age w
ith different profiles of disfluencies and other sym
ptoms/ concerns. The decision processes used in each
case to determine strengths, needs, and therapeutic goals and
procedures will be presented and discussed w
ith input from
attendees. D
r. Kelly’s w
ork if funded by the Stuttering Foundation of
Am
erica.
Fluency D
ay 2, Session 3:
Tuesday, 1:45-3:15 P
.M.
Com
mons,
Multipurpose R
oom
#1 and 2
!!
12!
# P
resenter(s) Title
Learning Objective(s)
Abstract
Topic Tim
e and Location 31
Hannah K
rimm
, M
.S., C
CC
-SLP
D
ata-Based
Therapy: Applying
Single-C
ase R
esearch Design
in the Schools
1. To be able to apply single-case research design principles to inform
clinical decisions.
School S
LPs m
ust write and m
onitor progress on specific, m
easureable goals. SLP
s can apply the principles of single-case research design to m
onitor progress and support treatm
ent decisions. This session will offer an overview
of single-case design and its applicability for school-based S
LPs.
Specific exam
ples in relation to targeting speech sound production skills w
ill be discussed. Attendees w
ill practice applying principles of single-case research design to clinical practice.
Research to
Practice
Day 2, S
ession 3: Tuesday, 1:45-3:15 P
.M.
Com
mons, Tow
ers C
onference Room
32 K
rystal Werfel,
Ph.D
., CC
C-S
LP
Language-Based
Spelling
Assessm
ent and Intervention for S
chool-Age
Children
1. Explain how
spoken language know
ledge and skills influence spelling achievem
ent. 2. Develop
individualized language-based spelling assessm
ents. 3. Identify language-based spelling intervention strategies.
Recent research has confirm
ed the linguistic basis of spelling achievem
ent. How
ever, spelling assessment and intervention
continues to be heavily focused on rote mem
orization of words
rather than linguistic properties of words. This presentation w
ill provide (a) an overview
of how spoken language know
ledge and skills, including m
etalinguistic knowledge, im
pacts spelling achievem
ent and (b) a discussion of how to select and/or
develop appropriate spelling assessments and interventions
for children on your caseload. The session will include hands-
on experience putting to practice the principles discussed.
Literacy D
ay 2, Session 3:
Tuesday, 1:45-3:15 P
.M.
Kennedy C
enter, 241
33 R
ae Schaper,
M.E
d. The B
enefits of U
sing Literature and R
epetition for Y
oung Children
with A
utism and
Language Delays
1. Give ten exam
ples of how
to use repeated recitations of fam
iliar literature to effectively elicit expressive speech w
henever possible and facilitate the com
prehension of foundational concepts.
Young children w
ith autism thrive in an environm
ent filled with
visual cues, familiarity and predictability. W
hen these three factors are com
bined with repeated readings of fam
iliar children's literature, cognitive learning and language skills flourish. There are specific strategies for com
bining literature w
ith repetition that have been proven to be successful in helping children w
ith autism and language delays m
ake significant gains in speech and language. This presentation w
ill outline and give examples of those strategies. A
ctivities and techniques w
ill be presented that can be shared by therapists and classroom
teachers. M
s. Schaper is the author of m
ultiple curricula in which she
has a financial interest.
AS
D,
Language D
ay 2, Session 3:
Tuesday, 1:45-3:15 P
.M.
Com
mons 335
!
RoomVanderbilt Kennedy Center, Room
241The Com
mons,
Multipurpose Room
#1The Com
mons,
Multipurpose Room
#2Tow
ers Conference RoomCom
mons 335
Comm
ons 320Hobbs 100A
Hobbs 100BLibrary Room
# seats75
7550
2050
2050
50M
onday
8:30 - 10:00
1). Dunn Davison: Instructional Support for Reading and W
riting in English Language Learners
5). Wallace: The ABCs of
Improving Com
munication
for Children with ASD
2). Myers: SLPs, Reading
Assessments, and Finding
New
Friends
4). Henderson: Support Groups for Parents of
Children who Stutter: Case
Example and Feasibility in
the Public Schools
3). Blankenship: Speech Perception and Language Abilities in Children w
ith Hearing Loss: Practical
Application
7). Gillum: W
hat's Language Got To Do W
ith It?
6). Schuele: Vanderbilt Schools SLP Track Preceptors:
Mentoring Graduate Students Com
mitted to School SLP
Careers (by invitation only)
10:15 - 11:45
9). Werfel: Em
ergent Literacy in Children w
ith Hearing Loss
12). Loring & Blum
berg: Teaching Pragm
atic Language Skills to Children
with Autism
Spectrum
Disorders
11). Berns & Som
mers:
Improving Literacy through
Speech-Language Therapy
13). Hampton et al: Teach-
Model-Coach-Review
: A M
ethod for Training Parents in N
aturalistic Interventions
8). Blankenship et al: Clinical Supervision of Student
Clinicians in a School Setting: How
to Make it Effective and
Fun
10). Gillum: For CFs O
nly: A Focus on Curriculum
and Collaboration from
the First Day
12:30-1:30Lunch Talk
1:45 - 3:15
19). de Riesthal & M
cMahan:
Return to School Following
Concussion: Assessment,
Treatment, and Strategies
14). Liang & Feldm
an: Back to Basics: Recreating the
Emergent Reading Experience
16). Werfel: Fatigue and
Learning in School-Age Children w
ith Hearing Loss
17). Jacobs: It's all Greek to m
e: Applying Research to Practice
Tuesday
8:30 - 10:00
23). Schuele: Intensive Phonological Aw
areness Program
: A Tier 2 Standard Treatm
ent Protocol
20). Blalock & Cam
pbell: AAC Solutions for School-Based
SLPs: Evaluation and Im
plementation
24). Davis: The Science of the Dyslexic Brain
22). Chambers et al: For CFs
Only: Planning for Successful
CF Mentoring
21). Fisher: Classroom-Based
Intervention for Speech, Language, and Literacy
10:15 - 11:45
26). Schuele: Language Sam
pling 101: Analysis Practice
29). Jones & Henderson:
What I W
ish my School SLP
Knew about W
orking with
Children who Stutter
25). Muckala &
Novaleski: A
Practical Guide on Voice Disorders in the School-Based Setting
27). Liotta-Kleinfeld: OT and
SLP Collaboration for Handw
riting Success
28). Dayle Quinn &
Wright:
Teaching Comm
unication, N
ot Just Language, Using the iPad
12:30-1:30Lunch Talk
1:45 - 3:15
32). Werfel: Language-Based
Spelling Assessment and
Intervention for School-Age Children
31). Krimm
: Data-Based Therapy: Applying Single Case Research Design in the Schools
33). Schaper: The Benefits of Using Literature and Repetition for Young Children w
ith Autism and
Language Delays
30). Kelly & Zengin-Bolatkale: Case Studies in Childhood
Stuttering
Plenary Lunch Session
Schuele et al: Alphabet Soup: Does it Matter w
hat we Call Children w
ith Learning Disabilities?
SCHOO
L SPEECH-LANGU
AGE PATHOLO
GY CON
FERENCE AT VAN
DERBILTAUGUST 3-4, 2015
18). Sanger: Making Intelligent Use of Intelligence Testing
15). Groner, Chen, Brown &
Schneck: Clinical Case Conference Hour (and a Half)
Please keep and use this map for the duration of the conference.
SCHOOL SPEECH-LANGUAGE PATHOLOGY CONFERENCE AT VANDERBILT AUGUST 3-4, 2015
Peabody Campus Map
1. The Commons Center
x Commons Multipurpose Room 1 will be used for: i. Sign in both mornings
ii. Lunch sessions both days iii. Sessions numbered: 5, 12, 18, 20, 29, and 30.
x Commons Multipurpose Room 2 will be used for: i. Sign in both mornings
ii. Lunch sessions both days iii. Sessions numbered: 2, 11, 18, 24, 25, and 30.
x Towers Conference Room 233 will be used for sessions numbered: 4, 13, 14, 22, 27, and 31. x Commons 335 will be used for sessions numbered: 3, 8, 16, 21, 28, and 33. x Commons 320 will be used for session 17.
2. Hobbs Human Development Lab x Hobbs Room 100A will be used for sessions numbered: 7, 10, and 15.
3. Vanderbilt Kennedy Center x The Kennedy Center Room 241 will be used for sessions numbered: 1, 9, 19, 23, 26, and 32.
4. Peabody Library x Session 6 will be held in the Peabody Library
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