ASHA 2009 Convention Program - (Page 133)

PROGRAM SESSIONS Autism Spectrum Disorders 2151 SA 8:00AM-9:00AM, Seminar 1 HR, CC/288-290 Be Spontaneous! Defining & Teaching Spontaneous Communication Lori Frost, Pyramid Educational Consultants, Newark, DE; Jo-Anne Matteo, Pyramid Educational Consultants, Newark, DE; Catherine Horton, Pyramid Educational Consultants, Newark, DE; Jill Waegenaere, Pyramid Educational Consultants, Newark, DE This workshop is designed for clinicians wanting to develop and refine their practices for teaching spontaneous communication to children with ASD. We will define spontaneity by reviewing the literature on spontaneity, initiation, child-initiated language, and verbal behavior. We describe a variety of techniques for classifying language and communication and present strategies for teaching spontaneity. SA 1:00PM-2:00PM, Seminar 1 HR, CC/283-285 Autism Perspectives: Finding the Middle Ground for Families & Clinicians Erinn Finke, U of Utah, Salt Lake City, UT; Elizabeth Serpentine, Pennsylvania St U, University Park, PA; Kathryn Drager, Pennsylvania St U, University Park, PA There is a wide range of intervention options for individuals with autism spectrum disorders (ASD). The range of interventions differs according to theories of language development, which in turn affects practice. This session will discuss a line of research investigating the factors that affect intervention decision making for parents of children with ASD and clinicians who work with this population, and offer suggestions for how to overcome potential roadblocks to successful teaming and collaboration. SA 9:30AM-9:45AM, Technical, CC/343 Language-Free Motor Speech Assessment for Diffcult-to-Test Populations Banumathy Nagamani, All India Inst of Speech & Hearing, Mysore, India; Shelley Velleman, U of Massachusetts, Amherst, MA; Mary Andrianopoulos, U of Massachusetts, Amherst, MA; Marcil Boucher, U of Massachusetts, Amherst, MA; Liz Thayer, U of Massachusetts, Amherst, MA; Amy Kuck, U of Massachusetts, Amherst, MA The aim of this study was to develop and evaluate a language-free tool for assessing motor speech deficits in young difficult-to-test children, such as children with autism spectrum disorders (ASD). The universal speech stimuli included segments and syllables common to most languages. Results to date suggest the effectiveness of this tool for identifying motor speech differences and the presence of speech symptoms characteristic of motor speech programming deficits in children with ASD. SA 8:00AM-9:00AM, Seminar 1 HR, CC/Ballroom C The Efficacy of Teaching Language Concepts to Children With Autism Howard Shane, Children's Hosp Boston, Boston, MA; James Sorce, Children's Hosp Boston, Boston, MA; Meghan O'Brien, Children's Hosp Boston, Boston, MA; Marie Duggan, Children's Hosp Boston, Boston, MA; Ralf Schlosser, Northeastern U, Boston, MA This seminar will discuss the effectiveness of a recently developed software program, Teaching Language Concepts (TLC), for teaching semantic relations to individuals with autism. TLC is based on the core language intervention approach of the Autism Language Program at Children's Hospital Boston that emphasizes using video and visual supports for language instruction. This study focused on teaching comprehension and expression of sentences containing verbs and prepositions. SA 9:30AM-11:30AM, Seminar 2 HR, CC/278-282 Autism: Attacking Social Interaction Problems: The Basics & Beyond Pamela Wiley-Wells, Los Angeles Speech & Language Therapy Ctr, Culver City, CA; Betholyn Gentry, UAMS/ UALR, Little Rock, AR; Jamie Torres, Los Angeles Speech & Language Therapy Ctr, Culver City, CA This seminar will present a social skills group treatment program designed for working with children diagnosed with autism spectrum disorders (ASD) who are 4 to 12 years of age. Suggestions will be given for implementing social skills groups; planning intervention, including sample lessons for different age groups; and providing parent training and advocacy. SA 9:45AM-10:00AM, Technical, CC/343 Vocalizations in Children Between 18 & 24 Months With Autism Spectrum Disorders Allison Plumb, Auburn U, Auburn, AL; Amy Wetherby, Florida St U, Tallahassee, FL; Stephanie Randall, Florida St U, Tallahassee, FL This technical session will report on findings from the longitudinal research of the FIRST WORDS® Project on the vocalizations of 50 children with ASD, 50 with typical development (TD), and 25 with developmental delays (DD) from 18 to 24 months of age. Group differences were found in transcribable vocalizations, as well as distress and atypical nontranscribable vocalizations. Communicative vocalizations late in the second year were found to uniquely predict expressive language outcome at age 3. SA 9:30AM-10:30AM, Seminar 1 HR, CC/Ballroom C ASD Screening: Automatic Analysis of Child Vocalizations in Natural Environments Judy K. Montgomery, Chapman U, Orange, CA; D. Kimbrough Oller, U of Memphis, Memphis, TN; Jill Gilkerson, LENA Foundation, Boulder, CO; Jenifer Shubin, Chapman U, Orange, CA; Jeffrey A. Richards, LENA Foundation, Boulder, CO; Dongxin Xu, LENA Foundation, Boulder, CO; Sharmistha Gray, LENA Foundation, Boulder, CO; Umit Yapanel, LENA Foundation, Boulder, CO New technology allows for daylong audio recordings of a child's natural language environment and uses speech recognition technology to automatically analyze the audio. We provide an overview of resulting information on language input and parent-child interaction, including discussion of results from three independent samples: a group of typically developing children, a group of children with developmental delays, and a group of children with autism spectrum disorder. Clinical implications and feasibility of use will be discussed. SA 1:00PM-3:00PM, Seminar 2 HR, CC/278-282 Multimodality Lesson Plans for Functionally Nonverbal Children Colleen F. Visconti, Baldwin-Wallace Coll, Berea, OH; Christie A. Needham, Baldwin-Wallace Coll, Berea, OH This presentation will provide participants with example lesson plans that utilize a multimodality approach to communication for functionally nonverbal children. These activities have been effectively utilized in an intensive group intervention program, with over 50 children ages 3 to 15 years old, diagnosed with disorders including autism spectrum disorders, seizure disorders, cognitive disability, cerebral palsy, cortical vision impairment, and many others. Literacy activities, games, crafts, and songs for a variety of themes will be discussed. SA 10:00AM-10:15AM, Technical, CC/343 Early Motor Control in Toddlers With ASD & Developmental Delays Julie E. Cleary, U of Memphis, Memphis, TN; H. Kathleen Pierce, Florida St U, Tallahassee, FL; Rachel W. Saffo, Florida St U, Tallahassee, FL; Amy Wetherby, Florida St U, Tallahassee, FL The relationship of early motor skills, prelinguistic communication skills, nonverbal and verbal developmental quotients, and autism symptoms in toddlers with ASD, toddlers with developmental delays, and toddlers who are typically developing (TD) was examined. Toddlers with communication delays scored significantly different than the TD group. Clinical implications will be discussed. spEECh-LanguagE pathoLogYv saturday, november 21, 2009 SA 1:00PM-3:00PM, Seminar 2 HR, CC/Ballroom C Pseudoscience Versus Evidence-Based Practice in ASD: What Practitioners Should Know Oliver Wendt, Purdue U, West Lafayette, IN; Lynne E. Hewitt, Bowling Green St U, Bowling Green, OH A wide variety of treatments are proposed for clients with autism spectrum disorders, many of which lack scientific verification and qualify as pseudoscience. Practitioners are increasingly being held accountable for the evidence base that guides their practice, and must protect their clients from potentially harmful interventions. This seminar will teach practitioners to differentiate between scientific and pseudoscientific treatment claims, and to critically appraise treatment efficacy research for informed clinical decision-making and sound treatment recommendations. SA 10:15AM-10:30AM, Technical, CC/343 Voice Characteristics of Autism Marcil Boucher, U of Massachusetts, Amherst, MA; Mary Andrianopoulos, U of Massachusetts, Amherst, MA; Shelley Velleman, U of Massachusetts, Amherst, MA; Jennifer Perkins, U of California – Northridge, Northridge, CA; Lauren Pecora, U of Massachusetts, Amherst, MA The aim of this study is to identify voice characteristics of speech among children with autism spectrum disorders. The results of this study were compared to findings by Perkins, Andrianopoulos, Velleman, and Van Emmerik (2006) of voice differences between children with childhood apraxia of speech and typically developing children. Results support that children with ASD demonstrate voice characteristics that are suggestive of a motor speech disorder, including some features consistent with CAS. 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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