ASHA 2009 Convention Program - (Page 105)

PROGRAM SESSIONS 1680 Poster Board 124 FR 3:00PM-4:30PM, Poster, CC/Hall G College Students' Awareness of Communication Wellness & Healthy People 2010 Carolyn Mayo, North Carolina A&T St U, Greensboro, NC; Robert Mayo, U of North Carolina – Greensboro, Greensboro, NC 1681 Poster Board 125 FR 3:00PM-4:30PM, Poster, CC/Hall G Intervention Strategies: A Comparison Study With Children Who Use AAE Lesley Craig-Unkefer, Middle Tennessee St U, Murfreesboro, TN; Stephen Camarata, Vanderbilt U, Nashville, TN Language and Learning in School-Age Children and Adolescents 1682 FR 8:00AM-9:00AM, Seminar 1 HR, CC/244 Implementing Professional Development for SLPs on Reading Instruction & RTI Gretchen Smallwood, U of North Carolina – Greensboro, Greensboro, NC; Bill Bursuck, U of North Carolina – Greensboro, Greensboro, NC; June Bethea, U of North Carolina – Greensboro, Greensboro, NC; Mary Kristen Clark, U of North Carolina - Greensboro, Greensboro, NC; Amy Spencer, U of North Carolina – Greensboro, Greensboro, NC School-based SLPs face challenges with implementation of responsiveness to intervention (RTI). As stakeholders, SLPs should play a role in facilitating reading skills of all students. Unfortunately, a blueprint for making changes in service delivery is often lacking. This study surveyed SLPs' services, knowledge, needs, and opinions to plan and deliver a professional development module on multitiered reading instruction. SLPs were also surveyed after the module. Results and implications for practice will be discussed. FR 8:00AM-9:00AM, Seminar 1 HR, CC/356 Assessing Cohesion & Coherence in English Language Learners' Written Narratives Patricia Abdelal, Bridgewater St Coll, Bridgewater, MA; Sandra Ciocci, Bridgewater St Coll, Bridgewater, MA Cultural and linguistic differences often influence English language learners' (ELL) writing in both observable and subtle ways. Microstructural analysis of written narratives has the potential to provide important diagnostic information concerning ELL lexical choices and organizational patterns. Failure to consider cultural and linguistic diversity may lead the SLP to interpret linguistic variation as a language disorder. Examination of cohesion and coherence from an integrative perspective can contribute to enhanced understanding of the writer's communicative intent. FR 8:00AM-9:00AM, Seminar 1 HR, CC/386-387 The Practice-Based Research Model: ClinicBased, Collaborative, Cost-Effective Jon F. Miller, U of Wisconsin – Madison, Madison, WI; Ann Nockerts, SALT Software, LLC, Middleton, WI Practice-based research (PBR) is gaining prominence in medical fields as a way to pool experience among clinical groups serving specific populations to advance clinical knowledge. PBR has three advantages: research questions arise from clinical practice, it promotes collaboration among clinical groups and researchers, and it provides a low-cost model to address research questions that will improve intervention outcomes. Several PBR projects exemplifying collaboration between practicing SLPs and university-based researchers will be presented. FR 8:00AM-9:00AM, Seminar 1 HR, CC/394 RTI Strategies: Unpacking & Co-teaching the Language Complexities of Reading Jan Norris, Louisiana St U, Baton Rouge, LA; Ashley Meaux, Louisiana St U, Baton Rouge, LA; Christina Tausch, Louisiana St U, Baton Rouge, LA; UG Class 2008, Louisiana St U, Baton Rouge, LA; UG Class 2009, Louisiana St U, Baton Rouge, LA Improving reading fluency and comprehension is dependent on understanding the complex language of grade level text. The relationship between language and readability will be shown. Then the use of PowerPoints (created by LSU students) will demonstrate unpacking the sentences and reconstructing them using animation. Video will show the use of the PowerPoints in a school, with data showing the outcomes on reading and language scores. Strategies for dialect and grammar learning are shown. FR 9:30AM-10:30AM, Seminar 1 HR, CC/270 Research-Based Strategies for Supporting Writing Development in School-Age Children Jenny Larsen, Hearing & Speech Inst, Portland, OR; Donna Boudreau, U of Northern Colorado, Fort Collins, CO Children with language and learning disabilities (LLD) experience significant challenges in learning to write, with both lower level skills (mechanics, grammar, spelling) and challenges in planning, composing, and revising written text. This presentation will summarize writing difficulties experienced by children with LLD and present empirically validated strategies targeting a process approach to writing. Case studies of writing intervention with school-age children using evidence-based practices will be shared. spEECh-LanguagE pathoLogY Friday, november 20, 2009 FR 8:00AM-9:00AM, Seminar 1 HR, CC/295 Child Word Finding: Preliminary Research Supports Dual-Focus Vocabulary Instruction Diane German, National-Louis U, Chicago, IL; Jan Schwanke, Oak Grove Sch, Green Oaks, IL; Ruth Ravid, National-Louis U, Chicago, IL A preliminary efficacy study will be reported that supports the use of Tier 2 dual-focus vocabulary instruction in the classroom, teaching of both word meanings and mnemonic retrieval strategies. Theoretical underpinnings of dual-focus vocabulary instruction will be reviewed, data supporting the use of this dual approach to vocabulary instruction in the classroom will be shared, and digital videos demonstrating dual-focus vocabulary instruction in the inclusive classroom for math and science vocabulary will be presented. FR 8:00AM-9:00AM, Seminar 1 HR, CC/392 Characteristics of Specific Language Impairment in Adults Stacy Betz, U of Washington, Seattle, WA; Gerard Poll, Pennsylvania St U, University Park, PA; Andrea Kettler, U of Washington, Seattle, WA; Jessica Eickhoff, U of Washington, Seattle, WA Specific language impairment (SLI) is typically viewed as a childhood disorder; however, studies have shown that SLI persists into adulthood. This session presents the results from three studies suggesting that, similar to children with SLI, sentence imitation and nonword repetition are useful diagnostic measures for adults, and that this disorder impacts not only the oral language skills of adults, but also their written discourse abilities. Implications for both research and clinical practice will be discussed. FR 9:30AM-10:30AM, Seminar 1 HR, CC/286-287 Bam! Spicing Up Your Students' Oral & Written Narrative Goals Anthony Koutsoftas, Arizona St U, Tempe, AZ; Pradyumn Srivastava, Arizona St U, Tempe, AZ This 1-hour seminar is an opportunity for school-based speech-language pathologists to spice up their oral and written narrative language goals to align with academic standards. Narrative and expository samples of fourth and fifth graders with language learning disabilities (LLD) will be used as the touchstone for this presentation. Guided discussions will allow attendees to create treatment goals that target deficit areas, align with academic outcomes, and adhere to evidence-based practice. FR 8:00AM-9:00AM, Seminar 1 HR, CC/298-299 Camp Success: Intensive Language Therapy for Children With Reading Disabilities Michaela Ritter, Baylor U, Waco, TX; Susan Sherman, Baylor U, Waco, TX This presentation will discuss the effectiveness of intensive language interventions used with school-age children who have been identified with reading impairments. Camp Success is a 3-hour summer day camp that provides intensive language and literacy interventions to school-age children. The specific interventions used will be presented and outcomes discussed. FR 8:00AM-9:00AM, Seminar 1 HR, CC/393 Planning Interventions for English Language Learners Using English Test Results Deborah Rhein, New Mexico St U, Las Cruces, NM SLPs are reluctant to use normative data from standardized English assessments when reporting scores of English language learners (ELLs) because of a fear of inappropriately labeling such students as disordered. However, such information can be useful in advocating for increased classroom-based accommodations and interventions. This session will address appropriate ways to report performance of ELLs on standardized assessments in English and will address how such information can be used to develop classroom-based support, including RtI. FR 9:30AM-10:30AM, Seminar 1 HR, CC/295 Impact of Story Complexity on Story Comprehension & Retell Skills Lauren Franke, Private Practice, Seal Beach, CA; Janet Dodd, Los Alamitos Unified Sch Dist/Chapman U, Orange, CA This session will compare and contrast the use of shared book reading dialogic reading and tailored stories in facilitating story comprehension (answering questions) and story retell skills in children with complex language problems. Tailored stories are stories the authors created by adapting existing stories to meet individual needs. ASHA 2009 x Exhibits & pro gr am sEssions guidE

Table of Contents for the Digital Edition of ASHA 2009 Convention Program

ASHA 2009 Convention Program
Contents
Convention Schedule-At-A-Glance
Convention Center Floor Plans
Commercial Exhibitors with Booth Numbers
Commercial Exhibitor Profiles
Career Fair Floor Plan
Career Fair Exhibitors with Booth Numbers
Career Fair Exhibitor Profiles
Short Courses
Audiology
Exhibitor Sessions
Speech-Language Pathology
Presenter Index
Notes
Submit Your Convention CEU's Online

ASHA 2009 Convention Program

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