ASHA 2009 Convention Program - (Page 114)

PROGRAM SESSIONS Language in Infants, Toddlers, and Preschoolers 1837 FR 9:30AM-10:30AM, Seminar 1 HR, CC/356 Technology & Intervention With Normal & Atypically Developing Children Fran Hagstrom, U of Arkansas, Fayetteville, AR; Marilyn McGehee, U of Arkansas, Fayetteville, AR; Rachel Burgett, U of Arkansas, Fayetteville, AR; Chlise Hobbs, U of Arkansas, Fayetteville, AR The goal of this session is to examine how technology, learning, and communication can be used to support developmental change in young children. Technology as a specific kind of developmental activity is used as the basis for preventative and primary intervention. Case study data will be used to illustrate how clinical understanding of preventative intervention can lead to innovative interventions with children experiencing atypical development. FR 2:30PM-3:30PM, Seminar 1 HR, CC/255-257 Verbal & Visual-Spatial Short Term Memory in Preschool Children Stephanie Stokes, Curtin U of Technology, Perth, Australia; Thomas Klee, U of Canterbury, Christchurch, New Zealand; Amy Cruickshank, Newcastle U, Newcastle upon Tyne, United Kingdom; Jennifer Pleass, Newcastle U, Newcastle-upon-Tyne, Great Britain Poor performance on nonword repetition tasks may be diagnostically indicative of language impairment in children. While most research on nonword repetition has focused on children aged four and over, we report on a new Test of Early Nonword Repetition (TENR) for children under 4 years and its relation to tests of receptive and expressive vocabulary development in 2-4 year-old children. In addition, a new test of visual-spatial short term memory will be discussed. FR 8:00AM-10:00AM, Seminar 2 HR, CC/293 Parent Report Measures: When? Why? With How Much Confidence? Christine Dollaghan, U of Texas – Dallas, Dallas, TX This session was developed by the Convention Program Committee. Recently, new and retooled parent report measures of children's development have emerged. In this session we will examine the strengths and limitations of a range of formats for soliciting parental reports of communication-related domains in children approximately 2 years of age, empirical evidence concerning the clinical utility of parent report measures, contradictory claims concerning their value, and a systematic approach to soliciting and incorporating parental reports. spEECh-LanguagE pathoLogY FR 10:30AM-11:30AM, Seminar 1 HR, CC/245 Ourselves as Diverse Individuals: Implications for Working With Families Mona Griffer, Marywood U, Scranton, PA; Lilly Cheng, San Diego St U, San Diego, CA This session was developed by the Convention Program Committee. It is crucial for SLPs and audiologists to develop cultural competence to work effectively with families from diverse backgrounds. Developing one's diversity consciousness and implications for understanding culturally diverse families from the perspectives of collectivism and individualism will be discussed. Application will be presented through a multiperspecitve identity activity and case studies and suggestions for creating an optimal language learning environment and experience (OLLEE). FR 3:30PM-4:30PM, Seminar 1 HR, CC/283-285 The Time Is Now in Pre-K: Years 1 & 2 Hillary Harper, U of North Carolina – Chapel Hill, Chapel Hill, NC; Patsy Pierce, U of North Carolina – Chapel Hill, Chapel Hill, NC; Karen Erickson, U of North Carolina – Chapel Hill, Chapel Hill, NC In 2001, the No Child Left Behind Act created the Early Reading First (ERF) Initiative to ensure that children from low-income families start kindergarten with the skills needed for academic success. The Time Is Now in Pre-K ERF project explores the effects of augmenting preschool literacy curricula with interactive reading and multi-turn conversations and adaptations based on individual children's interests and abilities upon measures of children's early literacy, receptive vocabulary, expressive language, and phonological awareness. Friday, november 20, 2009 FR 1:00PM-3:00PM, Seminar 2 HR, CC/271-273 Measuring Child Outcomes: The Role of the SLP Robin Rooney, FPG Child Development Inst, Chapel Hill, NC; Sharon Ringwalt, FPG Child Development Inst, Chapel Hill, NC Under the Individuals With Disabilities Education Act (IDEA), programs serving infants, toddlers, and preschoolers must measure and report child outcomes data to the U.S. Department of Education. SLPs providing speech and language services for children under IDEA can play a critical role in the data collection. This session will provide an overview of the federal mandate for child outcomes data, the various state approaches to meeting this requirement, and how SLPs should and must participate. FR 10:30AM-11:30AM, Seminar 1 HR, CC/283-285 Engaging Children With Communication Disorders in Meaningful Conversations Rebecca Umstead, Syracuse City Sch Dist Early Childhood Programs, Syracuse, NY; Caterina Pastore, Syracuse City Sch Dist Early Childhood Programs, Syracuse, NY Research by Hart and Risley (1995), Dickinson and Tabors (2001), and others suggests that frequent and extended conversations with children may promote vocabulary growth and text comprehension skills. This presentation addresses ways that speech-language pathologists and classroom teachers can facilitate the participation of children with a wide range of communication needs in meaningful and extended conversations. Video clips will be used to illustrate these strategies in inclusive early childhood classrooms. FR 3:30PM-4:30PM, Seminar 1 HR, CC/291-292 Dennis the Menace & the SLP Sherry Sancibrian, Texas Tech U Hlth Scis Ctr, Lubbock, TX; Donise Pearson, U of Texas – Dallas/Callier Ctr, Dallas, TX Children, especially those with limited communication skills, may use challenging behavior to influence people in their environment. Learn how to use elements of positive behavior support (PBS) to handle problem behaviors. Ideas to be reviewed include prevention strategies (e.g., graduated guidance, visual schedules), replacement skill instruction (e.g., photo/icon exchange), and consequential strategies (e.g., pivot, redirect). FR 2:30PM-4:30PM, Seminar 2 HR, CC/392 How Visual Processing Affects Speech-Language Learning Skills Dana Merritt, Merritt Speech & Learning, Jacksonville, FL Current research has proven that healthy infants use visual input to match vowel sounds to facial presentations, but according to Elsevier, the role of visual speech in language development remains unknown. Come and learn about the development of visual processing and how to recognize the signs and symptoms of poor visual processing skills. Review current literature, including The McGurk Effect in Infants and Auditory-Visual Integration for Speech by Children With and Without Specific Language Impairment. FR 11:00AM-12:00PM, Seminar 1 HR, CC/288-290 Learning Theory: Another Evidence Base for Our Practice Mary Alt, U of Arizona, Tucson, AZ This session will present an overview of some of the general concepts of learning theory (implicit learning, the role of variability, statistical learning) and explain how they can be applied to treatments for children with language needs. Even though these may seem like abstract concepts, we will examine data that show that these seemingly esoteric concepts can have a strong influence on how we learn language. FR 4:00PM-5:00PM, Seminar 1 HR, CC/294 PASS: A Phonological Awareness Program for Young At-Risk Learners Froma P. Roth, U of Maryland, College Park, MD; Gary Troia, Michigan St U, East Lansing, MI; Colleen Worthington, U of Maryland, College Park, MD This seminar will present an overview of the PASS program designed specifically for at-risk preschool children, as well as efficacy and effectiveness data collected over multiple years in both clinical and preschool settings. PASS has three main instructional areas: rhyming, blending, and segmentation. Findings reveal significant gains in phonological sensitivity among 3- to 5-year old children, indicating that phonological awareness is beneficial for children at a point earlier than typically judged to be therapeutically appropriate. FR 3:30PM-5:30PM, Seminar 2 HR, CC/393 Play: Pathway to Improving Language & Literacy: Theory & Practice Carol Westby, Bilingual Multicultural Svcs, Albuquerque, NM; Irene Torres, HASC@Remsen, Brooklyn, NY Presenters will describe the theoretical bases for the use of play in promoting language, literacy, and social-emotional development in preschool children. The development and role of intersubjectivity/theory of mind in social, language, literacy, and play will be explained. A dynamic systems theoretical approach to language learning will be described. Participants will learn how to implement a play-based curriculum for preschool children based on current theories of language and learning. 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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