ASHA 2009 Convention Program - (Page 81)

PROGRAM SESSIONSTH 1:00PM-3:00PM, Seminar 2 HR, CC/392 A Systematic but Flexible Therapy Format in Early Intervention Rachel Arntson, Kids Express Train, LLC, Maple Grove, MN As speech-language pathologists working with young children, our job is to not only provide direct speech and language intervention to children, but also to teach those same skills to parents and others who are connected with them. This therapy format includes seven communication skills and nine techniques that can be implemented immediately in your speech and language intervention. This session will be practical and filled with videos and specific examples of hands-on therapy. TH 3:30PM-5:30PM, Seminar 2 HR, CC/393 Center on Social-Emotional Foundations for Early Learning: Resource for SLPs Pamelazita Buschbacher, PPATCHWork Children's Therapy Svcs, Land O Lakes, FL The Center on Social and Emotional Foundations for Early Learning (CSEFEL) is a federally funded, national center focusing on promoting the social and emotional development and school readiness of young children and infants from birth to age 5. The presenter will provide participants with an understanding of the framework for the CSEFEL Pyramid Model, its relevance to speechlanguage pathologists, and an overview of the practical and evidence-based resources available on the Web site. TH 9:15AM-9:30AM, Technical, CC/270 Predictors of Longitudinal Vocabulary Acquisition in Children With Intellectual Disabilities Joke Vandereet, Experimental Otorhinolaryngology K.U.Leuven, Leuven, Belgium; Bea Maes, Ctr for Disability, Special Needs Edu, and Child Care, K.U.Leuven, Leuven, Belgium; Dirk Lembrechts, MODEM, Communication & Computer Ctr, Antwerp, Belgium; Inge Zink, Experimental Otorhinolaryngology K.U.Leuven, Leuven, Belgium Literature suggests several factors (e.g., prelinguistic comments and requests) predicting vocabulary acquisition in children with intellectual disabilities (ID). However, most studies described so far use two-wave test-retest designs in order to identify predictors of later language. This study applied a multi-wave longitudinal design in order to describe expressive vocabulary acquisition and examine commenting and requesting, as well as vocabulary comprehension and cognitive skills, as predictors of subsequent vocabulary acquisition in children with ID. 1279 Poster Board 224 TH 8:00AM-9:30AM, Poster, CC/Hall G A Case Study of Early Behavioral Development With Quadruplets Kristen Lewandowski, U of Florida, Gainesville, FL; Kenneth Logan, U of Florida, Gainesville, FL spEECh-LanguagE pathoLogY Thursday, november 19, 2009 1280 Poster Board 225 TH 8:00AM-9:30AM, Poster, CC/Hall G Phonological Awareness Role in the Treatment of Phonological Disorders Nydia Bou, U del Turabo, Gurabo (PR) 1281 Poster Board 226 TH 8:00AM-9:30AM, Poster, CC/Hall G Narrative Skill in Preschool Children With Language Delay Ai-Ju Wu, Natl Taipei Coll of Nursing, Taipei, Taiwan; Pao chuan Torng, Natl Taipei Coll of Nursing, Taipei, Taiwan 1282 Poster Board 227 TH 9:30AM-9:45AM, Technical, CC/270 The Role of Gestures in Language Development Eileen Brann, Private Practice, Oak Park, IL Gestures' role in the development of children's language skills has been established, but this skill is usually not assessed in speech-language evaluations. This pilot research study correlated the number of gestures that children used with the Rossetti Infant Toddler Language Scale. TH 8:00AM-9:30AM, Poster, CC/Hall G Comparison Between Child Care Providers & Parents on Report Measures Kaitlin Alfermann, MIssouri St U, Springfield, MO; Linda Barboa, MIssouri St U, Springfield, MO 1283 Poster Board 228 TH 3:30PM-5:30PM, Seminar 2 HR, CC/Ballroom AB Empowering Families: The Art of Early Intervention Jennifer Collier, Jennifer Collier Speech Language Svc, Sebring, FL Families with communication-impaired young children face many challenges and frequently feel overwhelmed by the task of helping their children. While the role of SLPs has been child-centered, focusing on remediating the deficit, a family-centered approach may be more effective in facilitating language development. This session is designed to introduce family-centered therapy and demonstrate implementation within the child's natural environment. TH 9:00AM-9:15AM, Technical, CC/270 Elicited Infinitival Complement Production by Preschoolers: Age & Socioeconomic Influences Jamie Fisher, Vanderbilt U, Nashville, TN ; C. Melanie Schuele, Vanderbilt U, Nashville, TN This study examined the production of infinitival complements by preschool children, ages 3 through 5, from families of varying socioeconomic background. Children were engaged in story completion tasks, adapted from Eisenberg (2003), designed to make likely the production of an infinitival complement. We will describe the patterns of performance across groups of children defined by age and family socioeconomic background. Implications for clinical practice will be discussed. TH 9:45AM-10:00AM, Technical, CC/270 Total Communication Therapy With a LanguageDelayed ESL Child Sydney Woods, U of Memphis, Memphis, TN; Linda Jarmulowicz, U of Memphis, Memphis, TN; Marion Hammett, U of Memphis, Memphis, TN Antonio, a language-delayed 2-year old, received therapy for 12 weeks. Spanish was spoken at home; English was spoken by the clinicians. This case study describes changes in Antonio's speech and language and examines the effects of language therapy assisted with sign language. Antonio rapidly learned manual signs and began imitating English words. The study revealed that a command of a child's native language is not a requirement to facilitate the child's ability to communicate. TH 8:00AM-9:30AM, Poster, CC/Hall G Relationship Between Teachers' Use of Language Strategies & Children's Language Jenni Ohmer, U of Cincinnati, Cincinnati, OH; Sandra Combs, U of Cincinnati, Cincinnati, OH; Nancy Creaghead, U of Cincinnati, Cincinnati, OH 1284 Poster Board 229 TH 10:00AM-11:30AM, Poster, CC/Hall G Conversational Recasts Versus Imitation Intervention: An Examination of Experimental Evidence Molly Millard, East Tennessee St U, Johnson City, TN; Sundeep Kumar Venkatesan, East Tennessee St U, Johnson City, TN; Lynn Williams, East Tennessee St U, Johnson City, TN 1285 Poster Board 230 1277 Poster Board 222 TH 8:00AM-9:30AM, Poster, CC/Hall G Linking Family-Centered Early Intervention Practices to Child & Family Outcomes Amy Guimond, Arizona St U, Tempe, AZ; M. Jeanne Wilcox, Arizona St U, Tempe, AZ; Dawn Cosgrove Greer, Arizona St U, Tempe, AZ TH 10:00AM-11:30AM, Poster, CC/Hall G A Language Screening Parent Survey for Preschool-Age Spanish Speakers Mark Guiberson, U of Northern Colorado, Greeley, CO 1286 Poster Board 231 1278 Poster Board 223 TH 8:00AM-9:30AM, Poster, CC/Hall G Receptive Vocabulary & Psycholinguistic Abilities in Children With Phenylketonuria Dionísia Aparecida Lamônica, U de São Paulo, Bauru, Brazil; Mariana Germano Gejão, U de São Paulo, Bauru, Brazil; Amanda Tragueta Ferreira, U de São Paulo, Bauru, Brazil; Greyce Kelly Silva, U de São Paulo, Bauru, Brazil TH 10:00AM-11:30AM, Poster, CC/Hall G The Assessment of Urban Preschool Children's Emerging Print Awareness Skills Elisabeth McCourt, Wayne St U, Detroit, MI; Heather Balog, Wayne St U, Detroit, MI; Karen O'Leary, Wayne St U, Detroit, MI; Maryellen Liening, Wayne St U, Detroit, MI 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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