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MSHA 2013 Annual Conference

 

April 11 and 12, 2013

Victoria Inn, Winnipeg

 

Thursday April 11th - Conference Day #1

 

Session – 1a & 1b

Full day, Speech-Language Pathology

Speaker – Kathy Kilpatrick, M.A., CCC-SLP, experience as a speech-language pathologist primarily in the area of home health care for 4 decades led to the development of Communication Connection (www.connectionsincommunication.com ) and Memory Fitness Matters. (www.memoryfitnessmatters.com ) She is a national motivational speaker and the author of more the 35 products including her Communication Connection Resource Kit, a series of therapy workbooks, reminiscence puzzles and her popular Memory Fitness Toolkit. Kathryn has articles and blogs she has written on eldercare concerns for ElderCarelink and has created a weekly memory fitness blog series. It provides memory tips for individuals of all ages and groups of older adults. Each week there is a specific area to enhance overall awareness of what matters when it comes to memory fitness and successful aging. For decades Kathryn has been helping those families who have loved ones with Alzheimer's disease or a related dementia to enhance the quality of the journey they walk together as she did with her mother. She provides training on person-directed care, creating a lifestyle care plan and private consultations so others can learn how to meet a person where they are currently able to function to maximize safety and the time they spend together.

 

Topic: Home Sweet Home: Easier Said than Done

 

Abstract:
Most older adults prefer to return to their own home whenever possible after a hospitalization or rehab. In order to maximize the quality of life of all involved, it is essential to make modifications if there are also difficulties with hearing, vision, speech, memory, or cognition. With the increased concerns when an older adult has Alzheimer's disease or a related dementia, being proactive involves taking a look at the bigger picture including the status of the caregiver(s) while addressing safety concerns and activity involvement.

 

 

Session 1c &1d

Full day, Speech-Language Pathology

Speaker – Dr. Rebecca McCauley, Ph. D, CCC-SLP, is a professor at the Ohio State University, a fellow of the American Speech-Language-Hearing Association and a Board-Recognized Specialist in Child Language.  In addition to a considerable number of articles and book chapters, she has authored or co-edited 5 books related to children’s communication disorders, including Assessment of children’s language disorders (2001), Treatment of language disorders with Marc Fey (2006), Interventions for speech sound disorders in children (2010), with Lynn Williams and Sharynne MacLeod, and Treatment of autism spectrum disorders (2012) with Patricia Prelock. Current projects include work on a second edition of her 2006 book and preparation, with Edythe Strand, of the test manual for the Dynamic Evaluation of Motor Speech Disorders, a motor speech assessment for children with limited speech skills. Her interest in evidence-based practice stems from her profound appreciation of how much there is to know related to children’s communication disorders and how enormously challenging it is to translate knowing into doing!

 

Topic: Choosing your path to expertise - Evidence-based practices choices in child language disorders

 

Abstracts:

The overall purpose of this session is to help participants move beyond viewing EBP in child language disorders as a way of accessing professionally endorsed information (external evidence) to thinking about it as providing tools to use in increasing their own expertise and improving their practice outcomes.  The presenter will use case examples to describe a range of well-supported and emerging interventions and the increasing number of avenues by which participants can learn about them.  Nonetheless, the focus of the session will be on discussions and brainstorming activities designed to help participants develop workable strategies for gaining and implementing evidence-based solutions and EBP principles.  Individual and group problem solving activities are incorporated to help participants devise plans that represent a good fit for their own interests, skills, and work environments.

 

Session objectives:

 

Participants will be able to:

(1) Describe their own current areas of expertise and their goals for increasing their expertise in child language disorders

(2) Identify at least 2 strategies they would consider pursuing to increase their access to and use of external evidence, child/family values and preferences, and/or practice-based evidence

(3) List 3 intervention methods currently being researched to improve outcomes for children with language disorders

 

Session – 1e & 1f

Full day, Audiology

Speaker - Dr. Richard Tyler, Ph.D, was trained as a clinical audiologist at The University of Western Ontario and completed a Ph.D. in Psychoacoustics and The University of Iowa.   He worked initially at the Institute of Hearing Research in the United Kingdom.  Rich has been a visiting scholar in China, South Africa, Australia, Sweden, Poland, Germany and France, and is now a Professor in Audiology at the University of Iowa.  His scientific work includes the quantification of tinnitus, necessary for clinical trials.  Rich sees tinnitus and hyperacusis patients weekly, and hosts an annual Tinnitus Treatment Workshop.  He edited the first text book on tinnitus, The Tinnitus Handbook; a clinician’s guide, Tinnitus Treatment - Clinical Protocols; and a self-help guide, The Consumer Handbook on Tinnitus. The Workers Compensation Code in the State of Iowa has been changed such that workers with tinnitus and/or hyperacusis are compensated, independent of hearing loss, based on Rich’s testimony.  He is currently on a Veteran’s  Administration committee attempting to increase awareness of the disabilities caused by tinnitus and hyperacusis.

 

Topic: Current and Future Directions for Tinnitus and Hyperacusis Treatment

 

Abstract:

Tinnitus can be devastating in many patients, causing with emotional, hearing, sleep and concentration problems.  Psychophysical procedures such as Minimum Masking Level are helpful for treatments focused on reducing the magnitude of the tinnitus.   Questionnaires such as the Tinnitus Handicap Questionnaire and a new Tinnitus Primary Activities Questionnaire, are helpful for treatment focused on reducing reactions to tinnitus.  There are no medications or dietary supplements that have been shown to reduce the magnitude of the tinnitus. Several counseling and sound therapies have been shown to reduce the reactions to tinnitus.  We utilize a picture-based Tinnitus Activities Treatment.  A variety of new sound therapies show promise.  For decades, the use of electricity presented to the cochlea has been shown to reduce tinnitus in some patients, and there are several ongoing trials to suppress tinnitus in the cochlea and in the brain.   Magnetic stimulation of the brain can also suppress tinnitus in some patients, but its clinical application is uncertain.   Finally, there is now a greater appreciation that there are different subgroups of tinnitus patients, and the careful selection of subgroups is now being applied to new drug trials.                                                 

 

 

Friday April 12th - Conference Day #2

 

 

Session – 2a & 2b

Full day, Speech-Language Pathology

Speaker – Sean Sweeney, M. Ed. M.S. is an SLP and technology specialist working in private practice at the Ely Center in Newton, MA, and consults to local and national organizations on technology integration in speech and language interventions. He is a regular contributor to The ASHA Leader and CASLPA Communiqué regarding thoughtful and creative use of technology in therapy. His blog, SpeechTechie (www.speechtechie.com), looks at technology "through a language lens."

 

Topic: “Outside the Box” iPad for SLPs- Apps Through a Language Lens!

 

BRINGING A TABLET OR LAPTOP IS RECOMMENDED FOR THIS SESSION, WIFI WILL BE AVAILABLE

 

Abstract: Many great apps were developed specifically for speech and language interventions, but countless treasures in the App Store were designed for other purposes and can be applied creatively in our therapies! This workshop will cover key iPad functions for clinical use, a selection of great “dedicated” apps for speech and language therapy, and models of “repurposing” apps for therapeutic activities. A framework for evaluating apps will be presented, as well as examples of apps that can be used to target clinical objectives in categories such as gaming, visual exploration, organization, interactive reading, and creation.  Apps related to professional development and strategies for finding apps will also be reviewed. This workshop will be primarily geared towards clinicians who work with school-aged children, however, much of the information can be generalized to older student populations.

 

Learning Objectives

Participants will be able to:

  • Analyze Apps and utilize task analyses to isolate speech and language objectives in context.
  • Apply criteria to evaluate Apps for clinical use.
  • Design therapy sessions using Apps, with Pre- or Post- activities targeting speech and language objectives in context.
  • Access a reading list of free online resources for further learning and exploration.

 

Agenda

  • Top Tech Tips and “Inside the Box” Apps Dedicated to Speech and Language Intervention
  • The Language Lens and FIVES Criteria for Evaluating Apps: Free, Interactive, Visual, Educationally Relevant, and “Speechie” (related to speech and language goals) with examples of iOS apps.
  • Grading Game Apps and Varying Visual Exploration Apps

Break

  • Orchestrating Organization Apps and Converting Creation Apps

Lunch     

  • Interacting with Book Apps
  • The “POP” activity for Pre/Post App use in Therapy Sessions (...or, EBP and Apps)
  • “Appy Hour”- Collaborative Play with Apps, Activity Design and sharing
  • Apps for Professional Development and Finding Apps on Your Own

 

 

Session 2c and 2d

Full day, Speech-Language Pathology

Speaker: Elizabeth Petersen M.A, has been a speech-language pathologist for over 15 years. She began her professional career at Rancho Los Amigos Medical Center in California where she focused on brain injury, stroke and progressive neurological disease cases. She later expanded her experience to school age and adolescent populations. When she relocated to New York City in 2002, Elizabeth began to address corporate speech and voice topics including accent reduction and executive speech and voice improvement training. She currently resides in Denver and has a small private practice.  In 2008, she became a consultant for the TBI team for the Cherry Creek School District and in 2009, became a board member for the Colorado Speech-Language Hearing Association. Ms. Peterson understands the high demands of speech therapists in all markets and has taught courses nationwide for over 10 years. All courses focus on short-term, functional, strategy based programs. Please visit her website to learn more about her background, publications, products, private practice or view her national speaking schedule at www.SpeechAndVoice.com.

 

Topic: Accent Reduction 101 - The Most Comprehensive Program Anywhere for Assessment, Training and Business Start Up (Intermediate level, Professional area) .6 ASHA CEUs

 

Abstract:

Nationwide there is tremendous opportunity for speech and language professionals to grow their career and income by offering accent reduction services and becoming a corporate communication specialist.  Accent Reduction 101 fully outlines how to identify accented patterns and provides a full step-by-step guide on how to offer accent reduction programs. Our program motto is, “By Monday, you will be ready for your first client.”

Learning Outcomes, Day One (.55 ASHA CEUs)

By the end of day one, participants will demonstrate the ability to:

  • List and contrast accented habits across cultures.
  • Describe how to eliminate accented traits.
  • Understand how American intonation is the foundation for accent reduction
  • Explain how to teach consonant and vowel sounds.
  • Assess and profile accented speech samples.
  • Explain resonance and vocal pitch relationships.

Summarize how to launch a business with the ability to:

  • Demonstrate techniques for presenting fees with confidence. 
  • List insider tips for approaching corporations.  
  • Summarize marketing and advertising strategies that work.
  • Summarize other aspects of corporate communication opportunities.

 

Intended for: Speech-Language Pathologists and Teachers of English as a Second Language

Agenda for Day 1

8:00-8:30      Registration

8:30-9:00      Accented behaviors across cultures

9:00-9:30      How clients can use their skills functionally in the real world

9:30-10:15    Intonation: The foundation for accent reduction

  • Slowing down fast speech
  • Eliminating facial and laryngeal tension
  • Oral resonation application
  • Eliminating foreign speech traits

10:15-10:30    Break

10:30-11:00    Practicum: Teaching intonation and reducing muscular tension

11:00-12:00    Assessing and profiling regional and foreign speech

  • Analyzing auditory and videotaped accented speech samples

12:00-1:00     Lunch (on your own)

1:00-2:30       Pronunciation of consonant sounds         

  • The expanded /R/ and /L/ program

2:30-2:45    Break

2:45-3:30    Teaching vowel sounds to clients

3:30-4:30    Turn your skills into cash! How to start a small business

  • Building clientele and practice management
  • Marketing and advertising skills
  • Techniques on presenting fees with confidence

 

 

Session 2e & 2f

Full day, Speech-Language Pathology

Speaker: Dr. Charles W. Haynes, Ed. D., CCC-SLP is a Professor and Clinical Supervisor in the Communication Sciences and Disorders Department at the MGH Institute of Health Professions in Boston, Massachusetts.  An expert in spoken-written language relationships and written expression, he has delivered more that 130 theoretical and practical presentations across North America,  as well as in South America, Asia, Africa, Europe and the Middle East.  With colleagues at the Landmark School, Dr. Haynes helped to found the first intervention program in the United States to target the learning needs of students with dyslexia and concomitant expressive language disorders.  He has received numerous awards and honors for his teaching skills as well as his service to children and adults with dyslexia and related language learning differences.

 

Topic: Helping Students to Get their Words Out and on Paper: Diagnostic and Teaching Strategies for School Age Oral and Written Language Expression

 

Abstract: This interactive, case-based, practical workshop will provide speech-language therapists with diagnostic and remedial strategies for aiding school age children who struggle with oral and written expression.  Predictors of oral and written language comprehension and expression will be reviewed and "mini-cases" will be employed to aid clinicians' diagnostic pattern analysis skills. Then, theme-centered strategies for scaffolding narrative and expository expression at the word, sentence and paragraph levels will be explored via lecture, small-group discussion and hands-on activities.

 

 

Session 2g & 2h

Full day, Audiology

Speaker – Dr. Kathy Pichora-Fuller Ph. D. is a Full Professor in the Department of Psychology at the University of Toronto Mississauga. She is also an Adjunct Scientist at the Toronto Rehabilitation Institute and a Guest Professor at Linköping University in Sweden. She worked as a clinical audiologist and then the Supervisor of Audiology at Mount Sinai Hospital in Toronto where she was involved in research on hearing rehabilitation. She returned to complete a Ph.D. in Psychology at the University of Toronto (1991). Until 2002, she was a faculty member in the School of Audiology and Speech Sciences and Director of the Institute for Hearing Accessibility Research at the University of British Columbia.  She combines her clinical experience in rehabilitative audiology with experimental psychology and has earned an international reputation for her interdisciplinary approach in linking research on auditory and cognitive processing during communication in everyday life. She is now applying her lab-based research on communication in healthy aging to try to find solutions to the communication problems of the increasing number of older adults who suffer from both hearing and cognitive impairments. She has been a President of the Canadian Association of Speech Language Pathologists and Audiologists (1984-87), and she served on the executive boards of the Canadian Acoustical Association (1998-2002, 2011-present), the International Collegium of Rehabilitative Audiology (1997-2003), the Canadian Academy of Audiology (2002-2004) and she was the Canadian representative to the International Society of Audiology (2004-2010). She is presently on the editorial boards of the International Journal of Audiology and Ear and Hearing.

 

Title: How hearing better relates to aging better

 

Abstract/Timeline:

Part 1 (morning):

Aging ears and brains: Differences in how younger and older adults listen

 

1.5 hours: Auditory aging: More than one type of presbycusis

The existence of different sub-types of presbycusis has been known for at least a half century. Over the last two decades, laboratory research in human and animals has culminated in new knowledge about sensory, metabolic and neural presbycusis. This lab-based research is ready to be translated into clinical practice. New possibilities for differential diagnosis include the use of oto-acoustic emissions, ERP testing, as well as profiles based on audiometry and questionnaires. The selection of rehabilitative options includes new issues related to hearing signal processing as well as counseling and training. Current knowledge about the sub-types of presbycusis will be reviewed and new clinical approaches to presbycusis will be discussed.

 

1.5 hours: Cognitive aging and everyday listening

Listening in the complex and noisy situations of everyday life requires both auditory and cognitive processing.  There are age-related declines in cognitive processing, including certain aspects of memory, attention and speed of processing; however, knowledge can remain stable be used to by older listeners to compensate for difficulties in hearing. Indeed, over decades, it seems that the brain reorganizes as aging adults learn how to listen in new ways. Examples of age-related changes in cognition will be reviewed and related to listening behaviours that are relevant to hearing health care. 

 

Part 2 (afternoon):

When an older adult has both hearing impairment and cognitive impairment or dementia: Screening, assessment and management

 

1.5 hours: Hearing screening is important for health professionals testing cognition, but is cognitive screening important for audiologists?

Mounting research points to the connection between hearing loss and dementia; however, the mechanisms underlying the connection remain unknown. Possible connections will be described. Recently published diagnostic guidelines regarding mild cognitive impairment (MCI) and dementia will be reviewed. The need to include hearing testing in protocols for screening and assessing MCI and dementia will be discussed. Conversely, ongoing research regarding the potential advantages of including cognitive screening in audiology protocols will be presented.

 

1.5 hours: Rehabilitative options for individuals and caregivers when a person has dual hearing and cognitive impairments

There is great interest in finding ways to stave off or slow down the onset of dementia. Whether hearing loss prevention and/or hearing rehabilitation could reduce the risk of dementia is an important question for researchers and clinicians. The issues to be covered will consider question such as: Can individuals with dementia benefit from hearing aids and/or other forms of audiologic rehabilitation? Does hearing rehabilitation alter the outcome of cognitive rehabilitation for individuals with MCI or dementia? How could audiologists offer help to caregivers for individuals with dual hearing and cognitive impairments?