ASHA 2009 Convention Program - (Page 106)

PROGRAM SESSIONSFR 9:30AM-10:30AM, Seminar 1 HR, CC/345 Questions & Answers About Bilingualism & Developmental Disabilities Elizabeth Kay-Raining Bird, Dalhousie U, Halifax, CA; Patricia L. Cleave, Dalhousie U, Halifax, CA; Natacha Trudeau, U de Montréal, Montréal, CA; Ann Sutton, U de Montréal, Montréal, CA Can children with developmental disabilities learn two languages? Does learning a second language affect how well they can learn a first language? When is the best time to introduce a second language? Clinicians have many questions about bilingualism and developmental disabilities. This seminar will attempt to answer some of these questions using case studies and drawing from the literature on typical bilingual development and bilingual development in people with intellectual and/or language disorders. FR 11:00AM-12:00PM, Seminar 1 HR, CC/294 Cognitive Rehabilitation for Children & Youth: What Do We Do? Juliet Haarbauer-Krupa, Children's Healthcare of Atlanta, Atlanta, GA Cognitive rehabilitation has long been known as an effective intervention practice for remediation of the cognitive deficits following brain injury. For children whose recovery crosses medical and educational models, inclusion of multiple stakeholders and consideration of developmental processes is critical. This session presents evidence-based principles for children's programs. Skill-based and compensatory strategy techniques are described. spEECh-LanguagE pathoLogY FR 9:30AM-10:30AM, Seminar 1 HR, CC/357 Contextual High School Language Intervention: The Communication & Broadcast Program Megan Kwiatkowski, Southeastern Louisiana U, Hammond, LA; Bridget Seals, Jefferson Parish Sch, Metaire, LA; Roxanne Stoehr, Southeastern Louisiana U, Hammond, LA This presentation will outline an engaging multimedia broadcast intervention setting for special needs high school students. Implementation of this program resulted in measurable improvement in communication skills for all of the children served in this nontraditional format. Details concerning the development and implementation of the program, equipment and materials needed, and student outcomes will be outlined. In addition, the presentation will include a demonstration of a typical broadcast event. Friday, november 20, 2009 FR 11:00AM-12:00PM, Seminar 1 HR, CC/298-299 The Language-Literacy Connection: A Collaborative Enterprise Lindsay Peaster, Morgan Co Primary Sch, Madison, GA; Monica Semrad, Morgan Co Primary Sch, Madison, GA; Yolanda Keller-Bell, U of Georgia, Athens, GA It is a wonderful, exciting, and yet uncertain time for school-based SLPs! In our presentation, you will hear from an SLP and general education teacher about our collaborative reading/language arts classroom designed for early elementary-age students at risk for or with speech-language disorders. You will leave with helpful and practical information as we discuss our beginnings, classroom design, collaboration, student selection, challenges, and successes. We will also summarize recent research analyzing our students' progress. FR 11:00AM-12:00PM, Seminar 1 HR, CC/394 Rapid Language Shift in Early Second Language Immersion Linda Jarmulowicz, U of Memphis, Memphis, TN; D. Kimbrough Oller, U of Memphis, Memphis, TN; Todd Gibson, U of Memphis, Memphis, TN; Leslie Reese, California St U – Long Beach, Long Beach, CA; Claude Goldenberg, Stanford U, Stanford, CA; Amy Powers, U of Memphis, Memphis, TN; Rebeca Mejia-Aruaz, ITESO U, Tlaquepaque, Mexico; Antonio Ray Bazan, ITESO U, Tlaquepaque, Mexico We examine the beginning of language shift, revealing remarkable changes in kindergarten (K) for Spanishspeaking children entering school in the USA. Receptive vocabulary scores in Spanish are similar to those for monolingual Spanish speakers; however, expressive scores are much lower, reflecting a robust receptiveexpressive gap on L1 standard scores. Similarly, bilinguals' pronunciation of English words makes rapid gains during K, while pronunciation of Spanish words deteriorates notably, as indicated by phonetic transcriptions and acoustic analyses. FR 9:30AM-10:30AM, Seminar 1 HR, CC/395 Global Literacy: Striving for Reading Success for All Learners Gail Gillon, U of Canterbury, Christchurch (NZ) Contributing to a global literate society necessitates successful reading outcomes for all learners. Despite our current best efforts, we have not yet met the challenge of ensuring that all children reach their potential in reading. This presentation discusses a framework that integrates a variety of research-informed strategies, including home literacy, initial teacher education, classroom teaching, specific intervention, and progress-monitoring strategies to promote early reading success for children most at risk of underachievement. FR 11:00AM-12:00PM, Seminar 1 HR, CC/392 Strategic Writing Instruction for Adolescents With Language-Learning Disabilities Penelope Webster, U of New Hampshire, Durham, NH Adolescents with LLD often struggle to write well enough to demonstrate their knowledge of the expanding curriculum in middle and high school. One of the chief reasons for their struggle is their failure to apply selfregulatory strategies in each phase of the writing process. This presentation will provide attendees with a rationale for strategic instruction, along with a compilation and description of research-validated writing strategies appropriate for use with adolescents with LLD. FR 11:00AM-12:00PM, Seminar 1 HR, CC/396 Oral Narratives as a Curriculum-Based Measure for Bilingual Children John Heilmann, East Carolina U, Greenville, NC; Raúl Rojas, Temple U, Philadelphia, PA; Jon F. Miller, U of Wisconsin – Madison, Madison, WI; Aquiles Iglesias, Temple U, Philadelphia, PA; Ann Nockerts, SALT Software, LLC, Middleton, WI Effectively organizing oral narratives is an essential skill for building foundations for literacy and is directly related to the academic curriculum. This presentation will provide an overview of the Narrative Scoring Scheme (NSS) and document its use in assessing narrative organization skills in Spanish-speaking English language learners. The analyses revealed a complex interaction among language spoken, NSS components, and language level. Use of the NSS as a curriculum-based measure will be discussed. FR 11:00AM-12:00PM, Seminar 1 HR, CC/291-292 Just Another Bag of Tricks Monica Dorman, Sunshine Cottage Sch for Deaf Children, San Antonio, TX; Brandilyn Harper Gardner, Sunshine Cottage Sch for Deaf Children, San Antonio, TX; Jessie Ritter, Sunshine Cottage Sch for Deaf Children, San Antonio, TX Ideas for organizing data and goals, language sampling, and strategies for therapy sessions are useful to speechlanguage pathologists new to the field and experienced speech-language pathologists. This presentation will demonstrate tricks that speech-language pathologists have found useful in our daily schedules of assessing and treating speech and language goals. FR 11:00AM-12:00PM, Seminar 1 HR, CC/393 Effects of Reading & Writing Instruction on 4th Graders' Language Outcomes Megan Dunn Davison, Temple U, Philadelphia, PA; Linda Mason, Pennsylvania St U, University Park, PA For low-achieving students, remediation of language and reading deficits is critical. The purpose of this study was to examine the effects of a successful intervention for reading comprehension and informative writing on vocabulary and syntax. Analyses of written language outcomes of low-achieving 4th grade students indicated that students receiving intervention outperformed a control group on semantic measures and a multi-structural index of sentence complexity, which suggest the importance of oral language in reading and writing interventions. FR 1:00PM-2:00PM,Seminar 1 HR, CC/293 The SLP & Literacy: Training for Educators & Parents Michaela Ritter, Baylor U, Waco, TX; Susan Sherman, Baylor U, Waco, TX This presentation will provide a variety of ways that the speech-language pathologist can be both directly and indirectly involved in working with children who present with language and reading impairments. The Department of Communication Sciences and Disorders at Baylor University has had the opportunity to be directly involved in the prevention, identification, and treatment of reading disabilities in children. Baylor has been indirectly involved by providing monthly trainings emphasizing evidencebased practices for educators and parents. 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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