ASHA 2009 Convention Program - (Page 80)

PROGRAM SESSIONS Language in Infants, Toddlers, and Preschoolers 1262 TH 11:00AM-12:00PM, Seminar 1 HR, CC/275-277 Infants Around More Talk Become Toddlers With Better Language Skills Judy K. Montgomery, Chapman U, Orange, CA; Jill Gilkerson, LENA Foundation, Boulder, CO; Jeffrey A. Richards, LENA Foundation, Boulder, CO; Dongxin Xu, LENA Foundation, Boulder, CO This session reports findings from a longitudinal study investigating the relationship between language environment during infancy and subsequent early childhood language skills. Applying automatic speech recognition technology to daylong recordings, we found that children exposed to more words between two and six months of age demonstrated more advanced language skills longitudinally. Implications for early intervention will be discussed, focusing on the importance of assessment in natural environments as well as measuring parental compliance with intervention strategies. spEECh-LanguagE pathoLogY TH 8:00AM-9:00AM, Seminar 1 HR, CC/283-285 Language Through Science/Science Through Language: Fostering Emerging Literacy Skills Catherine Gottfred, LEAP Learning Systems, Chicago, IL; John Lybolt, Leap Learning Systems, Chicago, Il This session was developed by the Convention Program Committee. Science and math standards are now outlined for preschool classrooms. Presented with hands-on materials and guidance from speech-language pathologists, parents, early interventionists, and teachers can help preschool children observe, investigate, form hypotheses, and derive conclusions. Coupled with language stimulation, science activities pique children's creativity, imagination, vocabulary, conversation, hypothesis construction, and narratives. A hands-on process for developing activities integrated with emergent literacy activities will be demonstrated. Thursday, november 19, 2009 TH 3:30PM-4:30PM, Seminar 1 HR, CC/295 Reinforcement for Language Intervention: Corrosive Dogma Steven Cloud, U of Southern Mississippi, Hattiesburg, MS; John Muma, U of Southern Mississippi, Hattiesburg, MS Many books and articles in the field of communication sciences and disorders endorse reinforcement in language intervention. The implicit assumption of these publications is that reinforcement provides effective and presumably efficacious language intervention. There are, however, ample reasons to question this assumption and to determine whether the use of reinforcement in treatment is corrosive to language acquisition. TH 9:30AM-10:30AM, Seminar 1 HR, CC/393 The Use of Humor in Language Intervention With Children Eva Nwokah, U of North Carolina – Greensboro, Greensboro, NC This presentation reviews current theories and evidence on the developmental stages of laughter and humor in children, discusses recent finding on humor and laughter in atypical populations, and provides suggestions for a clinical assessment of humor and affect in children and caregivers. Finally, ideas and resources will be shared that can support humor appreciation and humor expression in children. TH 2:30PM-3:30PM, Seminar 1 HR, CC/298-299 Pre-School RTI Model: Description & Implementation Results Froma P. Roth, U of Maryland, College Park, MD; Patricia Rogers, Chesapeake Children's Therapy Ctr, Springfield, VA This seminar will describe a 3-year full implementation of a response to intervention (RTI) program designed specifically for preschool children at high risk for literacy failure. Assessment, professional development, curricula, and instructional programs and activities will be presented for Tiers 1, 2, and 3. Initial results for participating children and teachers will be presented. Challenges for bringing a preschool RTI model to scale will be discussed. TH 9:30AM-11:30AM, Seminar 2 HR, CC/283-285 Genetics & Language: Young Children With Fragile X & Autism Elizabeth Berry-Kravis, Rush U Med Ctr, Chicago, IL This session was developed by the Convention Program Committee. With the substantial overlap between characteristics of fragile X syndrome and other developmental disorders such as autism, Dr. Berry-Kravis will focus on care and management of children with neurogenetic and developmental problems, emphasizing fragile X and other genetic causes of autism, including neurobiological mechanisms underlying communication impairments. The management of neurological, medical, behavioral, and genetic issues will highlight findings from clinical research studies. TH 9:30AM-10:30AM, Seminar 1 HR, CC/298-299 Contributing Factors in Children At Risk for Speech-Language Delays Kimberly Fitzgerald, Truman St U, Kirksville, MO; Megan Safley, Truman St U, Kirksville, MO The purpose of this project was to determine, using regression analysis, the factors that have the greatest impact on whether a child is at risk for a speech-language delay, as determined by the Fluharty-2 Preschool Speech and Language Screening Test. Parent participants were asked to complete the Child Behavior Checklist, the Ages and Stages Questionnaire, and a background information questionnaire. The high-risk factors and implications for speech-language pathologists, preschool personnel, and parents will be discussed. TH 3:30PM-4:30PM, Seminar 1 HR, CC/394 Effects of Spanish Literacy Training on Toddlers With Communication Disorders Raquel Strauss, North Carolina Central U, Durham, NC Toddlers from Spanish-speaking families were given preliteracy or literacy training. All toddlers were either speech or language impaired and received intervention specific to their disorders. All children improved, but toddlers who were also given literacy training improved much more. TH 1:00PM-3:00PM, Seminar 2 HR, CC/265-268 Visual Phonics for Treatment of Speech, Language, & Literacy Deficits Tina Veale, Eastern Illinois U, Charleston, IL; Jean Smitley, Eastern Illinois U, Charleston, IL; Angela Anthony, Eastern Illinois U, Charleston, IL See the Sound/Visual Phonics (VP), a technique to make sounds accessible to children, will be described. VP has been extended to treat speech, language, and literacy deficits of at-risk preschoolers. Evidence demonstrating effectiveness of VP and video samples of its use in the treatment of articulation/phonological and language disorders will be presented. Facilitation of early literacy skills will also be demonstrated. TH 11:00AM-12:00PM, Seminar 1 HR, CC/393 Understanding the Role of Poverty in Early Language Development Emily Rusnak, Bowling Green St U, Bowling Green, OH; Tim Brackenbury, Bowling Green St U, Bowling Green, OH Poverty is a multifactorial environmental risk factor that has been demonstrated to affect child development, including early language skills. Research in the language development of low-income (LSES) children has provided some information on both the mechanisms of risk for development and child language outcomes. An in-depth review of the literature on poverty and early language development before age 6 will be presented, including discussion on assessment and evidence-based interventions with this population. TH 3:30PM-4:30PM, Seminar 1 HR, CC/288-290 Music & Autism: Connections in a Disconnected World Rachel Arntson, Kids Express Train, LLC, Maple Grove, MN Using music to teach children with autism is a widely accepted approach, but there is little research proving its power. Music is often one of the few tools that connect children with autism to others. This presentation will include an overview of current music research, case studies on the effects of using music with children with autism, and specific songs and techniques that emphasize speech and language goals. This seminar will be engaging and fun! TH 1:00PM-3:00PM, Seminar 2 HR, CC/288-290 Closing the Vocabulary Gap in Young Low SES Children? Ragan McLeod, Peabody Coll of Vanderbilt U, Nashville, TN; David Dickinson, Peabody Coll of Vanderbilt U, Nashville, TN; Howard Goldstein, Ohio St U, Columbus, OH; Robyn Ziolkowski, Ohio St U, Columbus, OH Laura Justice, Ohio St U, Columbus, OH Vocabulary development is a keystone of both language and literacy. This session presents research on vocabulary interventions for low SES children. The presenters address four key questions: 1) What are the characteristics of effective interventions to improve vocabulary? 2) Who benefits most from these interventions? 3) What modifications of early vocabulary interventions are most likely to yield better outcomes for the children most at risk? 4) What evidence-based recommendations can be made for practice? 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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