|
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 |
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:
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:
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:
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
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:
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:
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:
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:
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:
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
Session Handouts: Collaboration
Session Handouts: Reading
Session Handouts: Vocabulary, Spelling, and Writing/Composition
Session Handouts: Miscellaneous
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 |
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 |
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:
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:
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:
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:
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:
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:
Session Handouts:
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:
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:
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:
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:
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: 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