|
FALL WORKSHOPS
Courtyard Marriott
Columbia, MO
|
|

|
Issues & Answers Workshop
October 15, 2010
Treating "Resistant To Treatment"
Articulation Errors
Invited Speaker: Julie Hoffmann, M.A., CCC-SLP

Julie Hoffmann has been a practicing Speech-Language Pathologist
for 22 Years. She has spent 16 of those years as a faculty member
at Saint Louis University. Julie has taught courses in Clinical
Instruction, Phonological & Articulation Development & Disorders,
and Phonetics. She is a graduate of Truman State University and
currently a Ph.D. student at Saint Louis University. Julie has a
private practice in Columbia, Illinois specializing in speech
disorders, specifically Childhood Apraxia of Speech. She
frequently presents locally, statewide, and for other state
conventions on the topics of Childhood Apraxia of Speech and
Assessment & Treatment of Phonological and Articulation Disorders.
As
practicing speech-language pathologists (SLPs) working with
children with speech disorders, we want to know and use the most
effective and efficient treatment procedures to help our clients,
whether they are three years old or 16 years old. We want to have
a full repertoire of techniques and methods to pull from, as some
children require more than the typical stimulation for producing
new sounds. Management of our articulation cases is a priority,
especially for children with persistent speech errors. Sometimes,
no matter what we do as SLPs, we cannot seem to make headway with
some children with frontal or lateral lisps or children with
vocalic ‘R’ problems unless we "pull out all the stops" with
therapy strategies. Depending on the individual client, producing
certain sounds may be very difficult. For instance, sometimes one
client can achieve /k/ with very little stimulation and another
client may require numerous sessions and tongue manipulations to
even imitate the /k/ in isolation. How do we take on a new
perspective in our attempts to help this child change his/her
speech? How do we help children become intelligible in spontaneous
speech when they have certain issues, such as persistent sound
errors, rate, timing, phonation, resonation and/or prosody issues
that interfere with clear speech intelligibility? We want our
clients to be able to self-monitor and transfer skills learned in
therapy to all situations. This workshop will address cuing
in-depth, including cognitive, tactile, visual and auditory cuing.
The use of compensatory sounds, close approximations of sounds and
compensatory placements can be helpful stepping stones to correct
sound usage. A variety of typical as well as atypical therapy
methods to facilitate consonants and vowels will be presented.
Valuable materials, games, pictures and websites will be reviewed.
Videotape of clients progressing through work on difficult target
sounds will be shown as examples to the treatments discussed in
this workshop.
Learning Objectives
The participant will be able to: List several articulation
treatment techniques that can be used with several types of
disordered sounds, especially "R" and "S." Identify detailed
examples of cuing methods to effectively assist clients with
articulation disorders. Describe compensatory strategies to help
children shape correct sound productions. Describe ways to help
children improve speech intelligibility and self-monitoring for
transfer of skills learned in therapy.
Workshop Schedule
|
8:30-9:30 |
Intro
Universal Articulation Strategies
Compensatory Articulation Strategies |
|
9:30-10:00 |
"R" Treatment |
|
10:00-10:15 |
Break |
|
10:15-11:15 |
"R" Treatment |
|
11:15-12:00 |
"S" Treatment |
|
12:00-1:00 |
Lunch |
|
1:00-2:00 |
"S" Treatment; "Sh, Ch, J" Treatment |
|
2:00-2:15 |
Break |
|
2:15-3:30 |
Alveolars & Velars
Intelligibility & Transfer |
|
3:30-4:00 |
Questions and Answers |
| |
|
Printable Brochure
and Registration
On-Line
Registration
|
|
 |
Early Childhood Workshop
October 16, 2010
The Roots of Literacy: Play and
Language
Invited Speaker: Carol Westby, Ph.D.

Dr. Carol Westby began her professional career
in New York where she initiated the development of the Play Scale.
In New Mexico, she has written and implemented grant projects to
support personnel preparation, clinical service, and research. She
is a Fellow of the American-Speech-Language-Hearing Association
(ASHA) and holds Specialty Recognition in Child Language. She has
received the Distinguished Alumnus Award from Geneva College and
the University of Iowa’s Department of Speech Pathology and
Audiology, the ASHA Award for Contributions to Multicultural
Affairs, and the Honors of ASHA. She has been a visiting professor
at Flinders University in South Australia where she worked on a
language/literacy curriculum, and at Brigham Young University
where she has consulted on an emergent literacy program and the
development of an assessment and intervention protocol for
students with ADHD. Recently, she has been the co-director of
Project PLAY (Play and Language Attunement with Young Children), a
program to support development of infants/toddlers. Dr. Westby has
published and presented nationally and internationally on play
assessment and development, language-literacy relationships,
narrative development and facilitation, assessment and
facilitation of written language, and issues in assessment and
intervention with culturally/ linguistically diverse populations.
Learning to
read and write does not begin when children enter kindergarten, it
begins in infancy. Literacy should be a natural extension of a
child’s language and cognitive development. How can literacy be
promoted in developmentally appropriate ways to young children
from diverse backgrounds and children with disabilities? Literacy
involves more than the ability to decode print. To comprehend,
children must be able to build mental models of the texts that
they listen to or read. Building mental models requires an
understanding of the interrelationships among people, objects and
events in the world. Play provides a way for all children to
develop and demonstrate an understanding of their world that is
essential for both social and academic skills. In this workshop,
attention will be given to the ways that autism, language learning
disabilities and ADHD influence early language, play and literacy
development. This program will present current play theory and
explain the relationships of play to children’s language,
social-emotional skills, self-regulation and literacy from infancy
through early elementary school. Through play, educators can
promote children’s social understanding; stimulate meaningful
language use and nurture children’s ability to interpret and
respond appropriately to the needs, desires and roles of others,
and to use this knowledge to infer the behaviors and thoughts of
others narrative texts.
Learning Objectives
The participant will be able to: Explain the development and
interrelationships of cognition, play, language, social/emotional
skills, and literacy. Evaluate child’s play/language skills. Use
play to promote the cognitive, language, and social-emotional
skills that underlie children’s effective social interactions and
literacy comprehension.
Workshop Schedule
|
8:30-10:00 |
Cognitive Underpinnings of Play and Literacy |
|
10:00-10:15
|
Break |
|
10:15-12:00
|
The Presymbolic Playscale |
|
12:00-1:00
|
Lunch |
|
1:00-2:30
|
Development of Pretend Play Dimensions (17 months – 5
years): Relationship of Play Dimensions to Language and
Literacy Promoting Language Necessary for Literacy |
|
2:30-2:45
|
Break |
|
2:45-4:00 |
Promoting Play |
|
4:00-4:30
|
Questions and Answers |
Printable Brochure
and Registration
On-Line
Registration
|
|