ASHA 2009 Convention Program - (Page 142)

PROGRAM SESSIONSSA 8:00AM-10:00AM, Seminar 2 HR, CC/383-385 Helping Struggling Adolescent Readers & Writers Kathleen Williams, College Board, New York, NY This session will address the underlying receptive and expressive language skills an adolescent learner needs to become a fluent reader and writer. Techniques for content area reading, developing academic vocabulary, and using self-regulating comprehension strategies, and the connections between reading and writing will be covered. The session will focus on knowledge in each area and activities that can be used later with students and in consultation with parents and teachers. SA 1:00PM-3:00PM, Seminar 2 HR, CC/288-290 Role of Speech-Language Pathologists in Managing Sports-Related Concussion Anthony P. Salvatore, U of Texas – El Paso, El Paso, TX; Bess Sirmon Fjordbak, U of Texas – El Paso, El Paso, TX; Delfina Cisneros-Domínguez, U of Texas – El Paso, El Paso, TX; Justin Sipla, U of Texas – El Paso, El Paso, TX Sports-related TBI is a major public health problem. This seminar will review the history of assessment, diagnosis, treatment, and prevention of sports-related TBI/concussion. Speech-language pathologists in hospital and public school settings find themselves in a position to address the cognitive-communicative sequelae of sports-related concussion, and contributing to returnto-play decisions. Results from the UTEP Concussion Management Clinic will be reviewed. Finally, legislative efforts directed toward pre-participation neurocognitive screening will be discussed. SA 3:30PM-5:30PM, Seminar 2 HR, CC/296 Revisiting Language Samples: The Assessment Method We Love to Hate Robert Owens, SUNY Geneseo, Geneseo, NY; Ling-yu Guo, U of Iowa, Iowa City, IA; Linda Spencer, SUNY Geneseo, Geneseo, NY Language sample analysis can be difficult and time consuming. As a result, although recommended, sampling is often not attempted in schools. Using 180 language samples from typically developing children ages 36-84 months as a basis, the presenters describe new timeefficient methods of sample analysis, using common terms, such as words and sentences, and calculating features common on every computer. This presentation will emphasize practical, easy-to-do techniques with samples from children with language impairment. SA 2:45PM-3:00PM, Technical, CC/343 Referential Communication in Barrier Tasks & Narratives Sophia Lin, William Paterson U, Wayne, NJ; Jennifer Hsu, William Paterson U, Wayne, NJ The purpose of this study was to provide a more unified account of referential communication in school-age children. The study compared performance on a barrier and narrative task in 11 children ranging from 7 to 10 years of age. Although results revealed that the barrier task was a significant predictor of narrative performance, it was concluded that the ability underlying referential communication is developing simultaneously in both tasks. SA 3:30PM-5:30PM, Seminar 2 HR, CC/386-387 Typical Reading Development & Dyslexia: Brain Imaging, Criteria, & Assessment Andrea Handscomb, Gallaudet U, Washington, DC This presentation includes introductory information on typical reading development, dyslexia, and SLPs' roles in treating individuals with reading deficits. Recent brain studies will be summarized. The five areas of reading as defined by the National Reading Panel, as well as typical reading development, will be described. What dyslexia is and is not will be delineated. Formal and informal assessments and ASHA's position on the SLPs' roles in regard to written language will be presented. SA 3:00PM-3:15PM, Technical, CC/343 Perceived Gender Affects Ratings of the Quality of Children's Narratives Benjamin Munson, U of Minnesota, Minneapolis, MN; Vanessa Seppanen, U of Minnesota, Minneapolis, MN We examined how perceived gender affects ratings of the quality of children's narratives. Narratives were produced by 28 boys aged 6 to 12 years. Each was paired with a picture of a girl in one version of the experiment and a picture of a boy in a different version. Naïve listeners rated narratives paired with boys' faces as higher quality than the same narratives paired paired with pictures of girls' faces. spEECh-LanguagE pathoLogY saturday, november 21, 2009 SA 2:30PM-4:30PM, Seminar 2 HR, CC/283-285 What Can We Do to Assess & Treat Selective Mutism? Evelyn Klein, La Salle U, Philadelphia, PA; Elisa ShiponBlum, Selective Mutism Anxiety Research Treatment Ctr, Jenkintown, PA; Emma Petrucci, La Salle U, Philadelphia, PA; Sara Cohen, Haddon Township Pub Sch, Haddonfield, NJ This session presents a new model for speech-language assessment and treatment for children with selective mutism. Evaluation results from 33 children diagnosed with SM will be reviewed. In addition, a new treatment approach to improve social communication and decrease anxiety (using transitions that help the child move from non-communicative to communicative in both responding and initiating tasks) will be presented. SA 3:30PM-5:30PM, Seminar 2 HR, CC/Ballroom AB Progress Monitoring Tools for SLPs in RTI: Preschool Through Adolescence Sandra Gillam, Utah St U, Logan, UT; Ronald Gillam, Utah St U, Logan, UT; Laura Justice, Ohio St U, Columbus, OH; Barbara Ehren, U of Central Florida, Orlando, FL This session was developed by the Convention Program Committee. It outlines RTI measures for use by SLPs to monitor progress in oral and written language development for children ranging in age from preschool to adolescence. Progress monitoring tools designed to measure narrative microstructure and macrostructure and specific areas of literacy and academic achievement will be described. We will highlight the importance of using valid and reliable progress monitoring tools. SA 3:15PM-3:30PM, Technical, CC/343 Scaffolding Arithmetic Word Problems in Children With Low Oral Language Vicki Samelson, U of Wisconsin – Eau Claire, Eau Claire, WI Nine first-graders with low normal language (LN) and 11 with language impairment (LI) solved orally presented word problems under four conditions: traditional wording, traditional wording + gesture, rewording, rewording + gesture. The LN group benefited from problem rewording. Gesture was marginally facilitative. The LI group did not benefit from rewording or gesture scaffolds. Although gesture and rewording did alter some children's representations of problem structure, incorrect solution strategies were still used. Classroom implications will be discussed. SA 4:00PM-4:15PM, Technical, CC/343 Measurement of Partial Word Knowledge Growth in Children With SLI Stacy Wagovich, U of Missouri, Columbia, MO; Betsy Clifford, U of Missouri, Columbia, MO; Janine Ingram, U of Missouri, Columbia, MO Children with SLI frequently have difficulty acquiring vocabulary through reading. Nonetheless, reading is a potentially powerful means of acquiring new words in the school-age years. This presentation explores the sensitivity of a multiple choice posttest for detecting partial word knowledge growth of three types (syntactic, emotional content, and general semantic domain) following an encounter with new words through story reading. Participants were 16 school-age children with SLI and age- and gender-matched peers. (Funding: NIDCD/R03) SA 3:30PM-5:30PM, Seminar 2 HR, CC/286-287 Embedding Intervention & Integrating Therapy: A Team Approach Perry Flynn, U of North Carolina – Greensboro, Greensboro, NC; Sandy Steele, U of North Carolina – Chapel Hill, Chapel Hill, NC; Vivian James, North Carolina Dept of Pub Instruction, Raleigh, NC; Lauren Holahan, North Carolina Dept of Pub Instruction, Chapel Hill, NC; Laurie Ray, U of North Carolina – Chapel Hill, Chapel Hill, NC A growing body of research suggests that embedding and integrating therapeutic intervention into the daily classroom routines of speech-language impaired students is resulting in distinctly positive outcomes for these students. This presentation provides theoretic rationale while demonstrating exactly how to accomplish this type of service delivery model in collaboration with teachers and occupational and physical therapists. SA 2:30PM-2:45PM, Technical, CC/343 Communicative Repairs in Fragile X Syndrome, Down Syndrome, & Autism Gary Martin, FPG Child Development Inst, U of North Carolina – Chapel Hill, Chapel Hill, NC; Katharine Bouser, FPG Child Development Inst, UNC Chapel Hill, Chapel Hill, NC; John Sideris, FPG Child Development Inst, U of North Carolina – Chapel Hill, Chapel Hill, NC; Joanne Roberts, FPG Child Development Inst, U of North Carolina – Chapel Hill, Chapel Hill, NC This study compared repair skills of children with fragile X syndrome with and without autism spectrum disorder, children with Down syndrome, children with ASD without FXS, and typically developing children during a picture description task. Repairs elicited through stacked requests for clarification were coded for strategy type. Findings will be presented, along with implications for practice. Supported by NICHD (5R01 HD038819-07 & 2R01 HD044935-06A1), March of Dimes, National Fragile X Foundation, and Ireland Family Foundation. 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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