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Workshop Title

Presented
Two Reviews for SLPs:  Revised Regs and RTI Spring 2009
Executive Function:  Using Language To Think Spring-Summer 2008
Communication Plans:  Addressing the Needs of Students with Hearing Impairment Summer 2007
Early Intervening Services for Speech-Language Pathologists Fall 2006
Current Issues in School-Based Speech-Language Pathology Spring 2006
Creating Materials Using Microsoft Word and Powerpoint Spring-Summer 2004
The Expanding Role of the SLP:  We're Ready!  Are You? Fall 2003
Goals for the Future:  Yours, Ours, and Theirs Spring 2003
ABCs of Stuttering Fall 2002
Classroom-Based Intervention Strategies for the SLP Spring 2002
Handling Oral-Motor Deficits (3-5 Year Olds) Spring 2002
Expanding Your Speech-Language Service Delivery Fall 2001
Handling Feeding Problems (0-3 Year Olds) Fall 2001
Eligibility Criteria and Due Process:  A Review for SLPs Fall 2000
Mind, Memory, and Learning:  Translating Brain Research for Day Care Fall 2000
Central Auditory Processing Disorder:  Guidelines for Assessment and Intervention . . . Fall 2000
Treatment Options for Developmental Apraxia of Speech (and Other Speech . . . Spring-Summer 2000
Assessment Components and Practical Interventions for the Hearing Impaired Child Fall 1999-Spring 2000
Phonological Analysis:  What To Do With Your Data Fall 1999
Public School Employment:  The Hardest Job You'll Ever Love By Request
Supporting Speech and Language in the Classroom By Request
Selective Mutism:  Finding My Voice By Request
(see list) Miscellaneous Docs

 

Spring 2009

Two Reviews for SLPs:  Revised Regs and RTI

Four and a half hours of this workshop will provide a review of the Arkansas Department of Education’s special education rules and regulations, from referral to dismissal, as they pertain to the provision of speech-language pathology services in the schools. Content will emphasize eligibility criteria for Speech Language Impairment (5-21), due process, program standards and relevant program guidelines.

The remaining hour and a half of this workshop will address the speech-language pathologist’s potential role within the Response to Intervention (RTI) approach to academic assistance. Content will include RTI's place in Arkansas’ recommended model framework for academic assistance (CTAG), potential responsibilities at each level, interventions and resources to consider, budgeting (time and monies), and the benefits and challenges of this systems change.

Session Handouts:

ADE Flow Chart for the Provision of Special Education Services
AAC 101:  Crash Course Relevant Definitions (Regs and RTI)
Augmentative Communication Assessment Required Screening and Evaluation Data At-A-Glance
Augmentative Communication Glossary RTI Resources to Consider
Communication Bill of Rights Two Reviews - Revised Regs presentation
Dynamic Assessment Two Reviews - RTI presentation
Guidelines for Determining CAPD What Is AAC?
North Carolina Assistive Technology Program Communication Questionnaire References that Support the Discontinuation of Cognitive References in Determining Eligibility for Language Services
Oklahoma Assistive Technology Center Evaluation Checklist What is the Communication Matrix?
 

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Spring-Summer 2008

Executive Functions:  Using Language To Think

This workshop, based on training and text by Jill Fahy, CCC-SLP, was designed to explain Executive Function (EF) skills and the difficulties that can occur when development is delayed or when deficits are present as a result of language disorder and/or brain injury.  Topics presented included the underlying cognitive foundation for and components of executive functions, associated impairments, basic anatomy and physiology, normal development, the role of language as it mediates EF development and behaviors, formal and informal assessment options, intervention concepts, and treatment strategies that target specific areas of EF deficit.  This training is also appropriate for psychological examiners, special education teachers, and general education teachers.

Session Handouts:

Associated Impairments Executive Function Questionnaire
Behavior Checklists and Formal Assessment Measures Informal Assessment of Executive Function Skills
Chart - Executive Function Deficits by Disorder Selected References

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Summer 2007

Communication Plans:  Addressing the Needs of Students with Hearing Impairment

This training was developed and presented in collaboration with Gillis Ward, Director of Local Education Agency Support System for the Hearing Impaired.  Following the guidance of the National Association of State Directors of Special Education (NASDSE) and states that have made this a requirement (i.e. Colorado, Iowa), these presenters introduced a model Communication Plan for addressing the speech, language, and listening needs of students with hearing impairment (HI).  The purpose of the communication plan’s four essential components, along with sample responses for each, were discussed.  A review of Arkansas’ evaluation requirements for assessing speech language impairment (SLI) versus HI incorporated general testing guidelines, suggested tests and tools, and demonstration of a functional listening assessment.  The session closed with suggestions for planning appropriate intervention services for students with hearing impairment which included a discussion of instructional and classroom modifications and accommodations.

Session Handouts:

Appropriate Tests and Where To Get Them Hearing Technology Daily Performance Check
Arkansas Communication Plan Selecting Components of the Evaluation
Arkansas Communication Plan - Example Teaching Order for Consonants
Continuum for Auditory Skill Development Therapeutic and Classroom Objectives
Functional Listening Evaluation (Colorado) Typical Speech Errors

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Fall 2006

Early Intervening Services for Speech-Language Pathologists (ArCEC Session)

Early Intervening Services (EIS) are designed to help students K-12 who have not been identified with disabilities, but who require additional academic and behavioral supports to succeed in the general education environment.  These services may decrease unnecessary student referrals to special education for struggling children who can benefit from modified instructional techniques, short-term remediation, or hearing assistive technology.  Providing EIS allows SLPs to work with a wider range of students, including those who have not been identified as speech and language disordered.  It provides an opportunity to demonstrate the value of speech-language services in the general education environment, as well as the expertise of the SLP, especially in the area of literacy.  This session will present options for implementing EIS.

Session Handouts:

Early Intervening Services:  Suggested Reading

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Spring 2006

Current Issues in School-Based Speech-Language Pathology

Similar to the regional meetings of years past, this Winter-Spring workshop, titled “Current Issues in School-Based Speech-Language Pathology”, will review national and state issues currently faced by school-based SLPs.  During the morning segment, through lecture and small group activities, participants will be presented introductory information regarding rationale and practical implementation of evidence-based practice (EBP) in the schools.  Responsiveness-to-Intervention (RTI), the SLP’s role, and its impact on SLPs workload will also be reviewed and discussed.  Participants will also be asked to share and discuss their roles in local and state literacy initiatives.

Session Handouts:

Access Center's Research Continuum Pairs Read
ASHA article "EBP:  Myths and Realities" Pairs Read Task Organizer
NASDSE order form - "RTI:  Policy Considerations and Implementation" Social Skills Resource List by Nita Stillwell

Test-Taking Vocabulary Lessons by Karen Hicks - ArkSHA presentation, Lesson Plan, Yes-No, Match, Define, Compare, Short Answer, Cafeteria example.

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Spring-Summer 2004

Creating Materials Using Microsoft Word and Powerpoint

This computer lab workshop included hands-on experience with creating data sheets, schedules, announcements, games, worksheets, flash cards, motivators, graphic organizers, talking books, and simple presentations using Microsoft Word and Powerpoint.

Session Handouts:

Table Tool Basics - Data Sheet How To Create Game Boards
How To Create Announcements How To Create A Talking Book
How To Create Reward Coupons How To Create A Simple Inservice Presentation
How To Create Flash Cards Jeopardy template
Examples:  data sheet, announcement, reward coupons, flash cards, game board, simple inservice

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Fall 2003

The Expanding Role of the SLP:  We're Ready!  Are You?

As in general education, best practices in school-based speech-language pathology services have been calling for dramatic change during the past 10-20 years. Meanwhile, fiscal constraints and increased paperwork have made it more challenging for the speech-language pathologist (SLP) to provide effective services through traditional methods (primarily pull-out service). In order to appropriately utilize your SLP and his/her services, it is important to understand and consider these changes in the development and management of a school-based speech-language program. The current roles and responsibilities of the school-based SLP need clarification, expansion, and readjustment to meet the challenges of No Child Left Behind and the impending reauthorization of IDEA 1997.

This session, presented in conjunction with Bryan Ayres, M.Ed., will target reasons for the SLP’s expanding role in schools and the consequences of continuing to serve increasing numbers of S/L students within the traditional pull-out model. State data regarding service models currently employed by SLPs, and their views on the benefits and barriers to more integrated models of service will be included. The major changes in the roles and responsibilities of school-based SLPs and the trainings that have been provided to prepare them will be discussed. The kinds of support necessary from administrators and teachers to implement changes in your speech-language program will conclude the session.

Session Handouts:

Continuum of Collaboration

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Spring 2003

Goals for the Future:  Yours, Ours, and Theirs

This workshop included lecture and activities that explored classroom and curriculum-oriented assessment tasks that lead to student-specific, curriculum-linked goals and objectives.  ASHA's workload analysis approach to caseload management, the knowledge and skills needed to address literacy, and maintaining professional vitality were also discussed.

Session Handouts:

Adverse Affects of a Language Disorder Kid Watching:  A Naturalistic Assessment Technique
Approaches to Phonics Instruction Observation Log
Case Study Observational Profile of Classroom Communication
Checklist for an Informal Assessment of Language Overview of Classroom Difficulties
Classroom Observation Checklist for Use by SLPs Social Interaction Observation Guide
Coding Taxonomy for Reading Miscue Analysis Structured Tasks and Observational Protocols
Collecting Informal Assessment Data Ten Principles of Grammatical Intervention for Children with SLI
Goal Writing Worksheet  

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Fall 2002

The ABCs of Stuttering

This workshop, based on information obtained from ASHA's Fluency Boot Camp on July 11, 2002 in Nashville TN, included a brief review of assessment principles, suggestions for therapy planning, and discussion of the components necessary for a balanced intervention program.

Session Handouts:

The School-Age Child Who Stutters: Information for Educators What Pops?
Multidimensional Characteristics of People Who Stutter What's True About School?
Multidimensional Therapy Goals for Children Who Stutter Parent Questionnaire
References for Assessment Teacher Questionnaire
Chart - Likelihood of Need for Treatment A-19 Scale for Children Who Stutter
Goal Planning Worksheet Communication Attitudes Test - Revised
ASHA's Preferred Outcomes for Therapy Modified Erickson Scale of Communication Attitudes
Six Concrete Behaviors for Improving How We Listen . . .  
Materials added since original presentation:
CALMS Rating Scale for School-Age Children Who Stutter Assessment of the Child's Experience of Stuttering (draft 2006)

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Spring 2002

Classroom-Based Intervention Strategies for the SLP

This workshop included lecture and activities that explored specific strategies for intervention that enhance classroom performance, adaptation of goals and objectives, grouping/ scheduling decisions, use of informally collected data, and models of collaborative teaching.

Session Handouts:  Assessment

Guidelines for Using Portfolios in Assessment and Evaluation Performance Assessments in Reading and Language Arts
Using K-W-L for Informal Assessment Rubrics for Performance Assessment
Active Responding in Content Classrooms (Multiple Response Technique) Readability Formula for Short Passages                               Story Retelling as a Screening Tool

Session Handouts:  Collaboration

Addressing Speech and Language Deficits Through Collaborative Classroom-Based Intervention Questions to Ask in the Planning Process with the General Education Teacher
Co-Teaching Quiz Definition and Models of Co-Teaching
Developing a Co-Teaching Program:  A Five-Year Plan Time, Time, Time
“Let’s Talk” – A Communication Guide for Co-Teachers  

Session Handouts:  Reading

Context Instruction:  A Metacognitive Approach for At-Risk Readers Elaborative Interrogation: Using “Why” Questions To Enhance the Learning from Text
Merging Reading and Cooperative Strategies Through Graphic Organizers Flag Words for Efficient Thinking, Active Reading, Comprehension, and Test Taking
Developing Strategic Learners Creating Mapping for Content Reading
Guided Reading Procedure Mapping
Teaching Literacy and Learning Strategies Through a Modified Guided Silent Reading Procedure Reading Comprehension Instruction for At-Risk Students:  Research-Based Practices That Make a Difference
OK, A Reading Strategy Students Can Really Use Shared Reading
Reciprocal Question-Answer Relationships (ReQAR): An Instructional Technique for At-Risk Readers Talk Throughs: A Strategy for Encouraging Active Learning Across the Content Areas
Think Alouds for Reading Comprehension Working with At-Risk Learners

Session Handouts:  Vocabulary, Spelling, and Writing/Composition

30 Ways to Practice Your Spelling Words Mnemonics Relieve Homophone Misuse
Classwide Peer Tutoring (CWPT): Teaching Students with Mild Mental Retardation in Inclusive Classrooms Enhancing the Spelling/Meaning Connection Through Crossword Puzzles
Organizing Vocabulary Accommodation Strategies for Students with Writing Disorders
Stickwriting Stories: A Quick and Easy Narrative Representation Strategy Using Index Card Improvisations To Review Plot Structure

Session Handouts:  Miscellaneous

Constructivist Strategies in Phonological Intervention Selecting Quality Children's Books:  A User's Guide
Sample Goals and Objectives Learning by Listening
What Can Be Done About Listening:  Top Ten Bad Listening Habits Differentiated Instruction: An Overview and One Classroom’s Transformation
Perspective Cube Tips for Taking Notes

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Handling Oral-Motor Deficits (3 to 5 Year Olds)

Based on Elizabeth Mackie's "Oral-Motor Activities for Young Children," this workshop addressed basic oral anatomy and terminology, use of appropriate food consistencies, awareness of oral sensitivity, assessment components, levels of skill complexity, and a recommended sequence for intervention.  The M.O.R.E Model for determining the usefulness of toys, materials, and activities was also reviewed.

Session Handouts:

Activity Review Strategy

M.O.R.E. Toy Complexity Ratings

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Fall 2001

Expanding Your Speech-Language Service Delivery

This workshop included a review of the current movement toward integrated service provision, discussions/activities that explore the benefits of and barriers to these service delivery options, a look at the professional skills needed for success, and strategies for implementing an integrated speech/language program.

Session Handouts:

Language Literacy Lab:  A Collaborative Service Delivery Model The 3:1 Service Model in Portland Public Schools: Changing the Way We Make a Difference
RTI and Instructional Consultation Teams:  The SLP's Role The 3:1 Service Model:  Frequently Asked Questions

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Handling Feeding Problems (0-3 Year Olds)

This workshop presented a review of basic anatomy and terminology (including oral structure, phases of the swallow, experiential difficulties, and sensory and feeding processes), recognizing signs of difficulty in infants, and problems with the feeding processes in toddlers and young children.

Session Handouts:

   
   

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Fall 2000

Eligibility Criteria and Due Process:  A Review for Speech-Language Pathologists

This workshop presented a review of the current regulations and required paperwork, from referral to dismissal, regarding provision of speech and language services in Arkansas public schools.

Session Handouts:

   
   

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Mind, Memory, and Learning:  Translating Brain Research for Day Care

This workshop, presented in conjunction with Don Boyd, addressed key brain-based principles of human learning, such as uniqueness, the impact of high stress/threat, developmental stages of readiness, the nature of enrichment, emotions critical to learning, and memory and retrieval pathways, as well as methods of indirect language stimulation, and reward alternatives.

Session Handouts:

   
   

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Central Auditory Processing Disorder:  Guidelines for Assessment and Intervention in the Schools

This workshop, developed and sometimes presented in conjunction with Marsha Opauski, presented newly developed Arkansas guidelines for assessment and remediation of Central Auditory Processing Disorder.  It included basic criteria for diagnosis, characteristics of four subprofiles of CAPD, evaluation components, appropriate use of assistive listening devices, and suggestions for direct intervention for the speech-language pathologist.

Session Handouts:

Auditory Processes Important in Language and Learning Log for Daily FM Check
CAPD Bibliography Overview of Remediation Activities for CAPD
CAPD Test Descriptions and Processes Assessed Simple FM System Performance Summary
Cover Sheet for Classroom Modifications and Instructional Adaptations Referral Characteristics and Programming Suggestions by APD Subprofile
Sorting Out Processing Disorders:  Auditory or Language - Ferre & Richard Role of Auditory Processing in Language and Learning - Geffner presentation
Instructional Adaptations Language Assessment Instruments for CAPD
Instructions for Daily FM Check Websites of Interest (Soundfield Systems)
Interventions Considerations for Preschool Age Children Guidelines for Determining CAPD
Clinical Decision Making in CAP Evaluations - Ferre  

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Spring-Summer 2000

Treatment Options for Developmental Apraxia of Speech (and Other Speech Production Disorders)

This workshop addressed a variety of techniques and approaches useful in the remediation of various speech sound production disorders, including DAS, phonological disorders, and severe articulation deficits. 

Session Handouts:

   
   

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Fall 1999/Spring 2000

Assessment Components and Practical Interventions for the Hearing Impaired Child

This workshop, presented in conjunction with Gillis Ward, addressed evaluation requirements for speech/language impaired versus hearing impaired, components of audiometric assessment, discussion and/or demonstration of auditory assessment measures, composition and incorporation of auditory goals and objectives, and appropriate auditory intervention activities.

Session Slides and Notes:

Notes to Accompany Slides Early Childhood Screening Comparison
Changing Communication Focus School-Age Evaluation Comparison
Daily Listening Check School-Age Screening Comparison
Early Childhood Evaluation Comparison Testing Modifications

Session Handouts:

Additional Tests General Testing Guidelines
Brief Description of Communication Methods Hearing Aid Check Daily Log
Classroom Modifications Informal Assessment of Auditory Skills
Continuum for Auditory Skill Development Instructional Adaptations
Description of Remedial and Classroom Objectives Selecting Components of the Evaluation
Evaluation Data Comparison (preschool) Teaching Order for Consonants
Evaluation Data Comparison (school-age) Testing Strategies
Examples of Objectives from Level of Performance Typical Speech Errors

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Fall 1999

Phonological Analysis:  What To Do With Your Data

This workshop addressed phonological sampling procedures and transcription, various analysis procedures, phonological process identification, rule-governed deficits vs. motor programming/sequencing deficits, and using your data for remediation planning and target selection.

Session Handouts:

   
   

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By Request

Public School Employment:  The Hardest Job You'll Ever Love

This workshop was developed to provide SLP students with information about public school (PS) employment.  The presentation includes a review of state resources and supports, discussion of various work settings, information regarding the shortage of SLPs and its impact of school-based services, and current national, state, and local incentives for school employment.  Interview/Talking points and personal priorities for selecting a first professional position are discussed.  Examples of school-based starting salaries across the state (based on teacher pay scale) are included.

Session Handouts:

ASHA 2006 Schools Survey - Caseload Characteristics Flow Chart for the Provision of Special Education Services

ASHA 2006 Schools Survey - Salary Report

Commissioner's Memo on Tuition Reimbursement for Speech

Rewards and Challenges of PS Employment As Reported by Arkansas SLPs (2004)
Communication and Leadership Styles Speech-Language Services in Public Schools by Dixie Branscum
2008 Arkansas Rules and Regulations Governing Special Education and Related Services

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Supporting Speech and Language in the Classroom

The teacher who understands speech and language and how students are using it can give clear, accurate, and organized information about sounds, words, and sentences.  The teacher who understands speech and language will understand why students say and write the puzzling things that they do. The teacher who understands speech and language will be able to judge what a particular student knows and needs to know about the printed word.  Literacy is an achievement that rests on all the levels of linguistic processing – from the elemental sounds to the most overarching structures of text.  If you are unsure of your knowledge of speech and language or feel that your skills are inconsistent or splintered, then being able to utilize and learn from the expertise of your SLP becomes invaluable.

Session Handouts:

   
   

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Selective Mutism:  Finding My Voice

This workshop is presented in conjunction with Lory Greer, M.S., Licensed Psychological Examiner with the Easter Seals Outreach Program  The content includes a definition and diagnostic characteristics of selective mutism, as well as associated behaviors and personality traits, suggestions for appropriate interaction, and treatment options. 

Session Handouts:

   
   

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Miscellaneous Documents and Handouts

Hearing Impairment:  Language Development in Children Who Are Deaf:  A Research Synthesis

VPD:  Speech Therapy for Characteristics of Velopharyngeal Dysfunction

VPD:  Speech Therapy for Sequelae of Velopharyngeal Dysfunction

VPD:  Resonance Disorders and Velopharyngeal Dysfunction:  Assessment and Intervention Strategies for School-Based SLPs

VPD:  Resonance Disorders and Velopharyngeal Dysfunction:  Part I. Types, Causes and Characteristics

VPD:  Resonance Disorders and Velopharyngeal Dysfunction:  Part II.  Assessment and Intervention

VPD Text Information:  Cleft Palate and Craniofacial Anomalies - The Effects on Speech and Resonance

 

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