Go to:

Hilton Garden Inn Independence

Registration

Dyslexia: In the School Setting

What SLPs Need to Know About Dyslexia

Brochure

Presenters

Continuing Education

 

Workshops

2018 Fall Workshops
October 5-6, 2018
Hilton Garden Inn Independence
Independence, MO 64057

Friday October 5
Dyslexia: In the School Setting

Presented by Various Presenters

Saturday October 6
What SLPs Need to Know About Dyslexia

Presented by Mindy Bridges, PhD, CCC-SLP

 

Hilton Garden Inn Independence

A special room rate of $110 per night will be available until September 5, 2018, or until the room block sells out, whichever occurs first.

To make reservations, call 1-800-445-8667 or 410-350-3000 and reference group code: MFW

Click here to make reservations online. No group code is needed.

 

Registration

Early registrations are available for registrations postmarked by August 28, 2018:

Registration to attend one day:

  • $125 for MSHA Members
  • $190 for Non-Members
  • $50 for Students

Registration to attend both days:

  • $200 for MSHA Members
  • $305 for Non-Members
  • $50 for Students

After August 28, additional fees will apply. Registration will not be processed until the fee is received. On-site registration is strongly discouraged as space and lunch cannot be guaranteed.

Fees include: workshop registration, CEUs, continental breakfast, lunch and breaks.

Online Registration has closed. Please visit the On-Site Registration Desk to register.

Brochure and Printable Registration Form

Refunds/Cancellations: Refunds minus a $30 processing fee must be requested in writing and will be honored if received by September 24. No refunds will be made after this date. Refunds will not be given for no-shows.

 

Friday, October 5 - Dyslexia: In the School Setting

Agenda

8:30 am - 10:30 am Dyslexia Guidance and Recommendations, Kim Stuckey, MEd, LPC
10:30 am -10:45 am Break
10:45 am - 12:00 pm The Role and Function of Speech-Language Pathologists Within a School Multi-Tier System of Supports (MTSS), Part 1, Steven Beldin, MA
12:00 pm - 12:30 pm Lunch (provided)
12:30 pm - 1:15 pm The Role and Function of Speech-Language Pathologists Within a School Multi-Tier System of Supports (MTSS), Part 2, Steven Beldin, MA
1:15 pm - 2:15 pm Dyslexia: The Role of the SLP, Part 1, Eva Trumbower, MS, CCC-SLP; Shirley Patterson, PhD, CCC-SLP
2:15 pm - 2:30 pm Break
2:30 pm - 4:30 pm Dyslexia: The Role of the SLP, Part 2, Eva Trumbower, MS, CCC-SLP; Shirley Patterson, PhD, CCC-SLP

Dyslexia Guidance and Recommendations
Invited Speaker: Kim Stuckey, MEd, LPC

Presentation will cover the developmental characteristics of dyslexia, a dyslexia simulation, review of the Legislative Task Force recommendations and DESE guidance related to addressing students at-risk and classroom supports for students.

Learner Outcomes: At the completion of this session, participants will be able to identify the developmental characteristics of dyslexia and its impact on learning, interpret struggles and define expectations regarding implementation of the dyslexia screening mandate.

The Role and Function of Speech-Language Pathologists Within a School Multi-Tier System of Supports (MTSS)
Invited Speaker: Steven Beldin, MA

A Multi-Tier System of Supports (MTSS) in schools is a prevention-oriented framework intended to increase the likelihood that all students, including students with disabilities and special needs, will make expected progress toward curriculum standards and indicators. Speech-language pathologists (SLPs) have skills and competencies that can be applied effectively within the context of an MTSS to improve student outcomes. This presentation will provide a description and explanation of a viable MTSS structure and process, including the roles and functions of SLPs.

Learner Outcomes: At the completion of this session, participants will be able to identify the essential components and processes of a viable MTSS framework, describe the roles and functions of SLPs in an MTSS structure and process driven by response to instruction and intervention data and identify and describe resources and guidance for effective development and implementation of a viable MTSS, including specific examples.

Dyslexia: The Role of the SLP
Invited Speakers: Eva Trumbower, MS, CCC-SLP; Shirley Patterson, PhD, CCC-SLP

It is clear that the speech-language-pathologist (SLP) plays a critical role in the assessment and treatment for children with speech/language disorders, and more recently, there is evidence that the SLP has a significant role in assessment and intervention for children with reading difficulties, including dyslexia. Knowledge of language structure, assessment and intervention provides the SLP the opportunity to contribute to the improvement of literacy. The simple view of reading is one model that will provide direction for the assessment and treatment of students with language learning disabilities.

Content: Disclosure: Examples from Emerging Childhood Language and Literacy Curriculum (ELLC) may be incorporated into the presentation, and will not include information on other similar or related products.

Learner Outcomes: At the completion of this session, participants will be able to describe reading models for pre-kindergarten and older students, describe language/literacy assessment and intervention for decoding based on the simple view of reading model, describe language/literacy assessment and intervention for comprehension based on the simple view of reading model and define the knowledge base of the SLP in language and literacy learning and identify what additional knowledge is needed in the written modality.

 

Saturday, October 6 - What SLPs Need to Know About Dyslexia

Agenda

8:30 am - 10:00 am History and Evolution of the Diagnosis of Dyslexia
10:00 am - 10:15 am Break
10:15 am - 12:00 pm Characteristics of Students With Dyslexia as Compared to Other Students With Reading Impairments
12:00 pm - 1:00 pm Lunch (provided)
1:00 pm - 3:15 pm Assessment: Research and Clinical Implication
3:15 pm - 3:30 pm Break
3:30 pm - 4:30 pm Intervention: Research and Clinical Implications

What SLPs Need to Know About Dyslexia
Invited Speaker: Mindy Bridges, PhD, CCC-SLP

This session will discuss what is meant by the label ‘dyslexia,’ the history of its origin and its evolution as a diagnostic label with a clinical focus on its relevance for assessment and treatment of reading disabilities. The presenter will provide information on where to find online research-based resources in order to implement evidence-base practice. Clinical implications will be presented throughout the presentation. Information provided is particularly relevant for speech-language-pathologists (SLPs) who, as integral members of literacy teams, have the opportunity to impact children with dyslexia.

Learner Outcomes: At the completion of this session, participants will be able to explain the history of the label ‘dyslexia’ and its importance to our field, list ways dyslexia has been defined and how it is defined within today’s educational setting, explain why those with dyslexia are both different and the same compared to others with more diffuse reading impairments and identify appropriate assessments and interventions to use with students identified with dyslexia.

Presenters

Kim Stuckey, MEd, LPC
Prior to joining DESE in the spring of 2016, Kim Stuckey, MEd, LPC, received a bachelorís degree in social work and a masterís degree in education-counseling from University of Missouri. She spent her early career in behavioral health counseling children, adolescents, families and groups. She became interested in dyslexia when her oldest son began to struggle early in elementary school. After training in dyslexia assessment and multi-sensory structured literacy remediation, she spent the last 11 years working with students of all ages and stages of their educational careers. She continues to oversee operations at a dyslexia center in her hometown.

Steven Beldin, MA
Steven Beldin, MA, currently serves as the director of intervention and accountability for the Missouri Council of Administrators of Special Education (MO-CASE). He was previously the director of pupil services in the North Kansas City School District. Steven helped establish a district level response to intervention system which includes early intervention for speech problems and has facilitated the MO-CASE reinvent initiative focusing on district-level implementation of a multi-tier system of supports. He was recognized as the MSHA Outstanding Special Education Administrator in 2009.

Eva Trumbower, MS, CCC-SLP
Eva Trumbower, MS, CCC-SLP, is a speech-language pathologist whose 40 years of practice have included work in public and private schools and preschools, head start programs, medical settings, university clinical programs, private practice and grant implementation. Currently, Ms. Trumbower resides in Columbia, Missouri, and is a consultant to the Center for Family Policy and Research (CFPR) at University of Missouri at Columbia. She is a certified instructor for the Emerging Language and Literacy Curriculum and guest-teaches classes for the Departments of Communication Science and Disorders and Human Development and Family Studies at the University of Missouri at Columbia. She recently represented MSHA on the Missouri Legislative Task Force on Dyslexia.

Shirley Patterson, PhD, CCC-SLP
Shirley Patterson, PhD, CCC-SLP, holds a masterís degree and Certificate of Clinical Competence in speech-language pathology and a doctorate in special education-learning disabilities from the University of Missouri at Columbia. Dr. Patterson worked more than 45 years on behalf of children with special needs. She served on the American-Speech-Language-Hearing Association (ASHA) legislative council for many years and served in numerous offices in her state professional organization, including that of president. Among Dr. Pattersonís awards are the honors of the Missouri Speech-Language-Hearing Association and the award of Fellow of the ASHA.

Currently, Dr. Patterson resides in Columbia, Missouri where she is a consultant for non-profit agencies, schools and programs that serve young children. She is a consultant for the Institute for Professional Development at the Center for Family Policy and Research at the University of Missouri, and she occasionally guest-lectures at the University of Missouri-Columbia in the School of Health Professions and Human Development and Family Studies. She is a master certified instructor for the Emerging Language and Literacy Curriculum.

Mindy Sittner Bridges, PhD, CCC-SLP
Mindy Sittner Bridges, PhD, CCC-SLP, is an assistant professor at the University of Kansas Medical Center. Prior to receiving her PhD, Dr. Bridges was a speech-language pathologist working in early childhood and elementary school settings. This clinical experience has led to her interest in research that translates directly to educational and/or clinical practice. Her research interests include the identification and prevention of reading disabilities and the use of response to intervention in educational settings. Past research includes collaborating on longitudinal investigations examining early predictors of later reading disabilities in young children and developing language-focused instructional curricula for preschool-third grade students.

 

Continuing Education

logo
This program is offered for up to 1.35 ASHA CEUs
(Intermediate level, Professional area)

Presenter Disclosures:

Relevant Financial Relationships: Kim Stuckey will be referencing her place of employment, Department of Elementary and Secondary Education, where she receives a salary.
Relevant Non-Financial Relationships: Kim Stuckey has a family member or child that is affected by dyslexia.

Relevant Financial Relationships: Steven Beldin will be referencing his place of employment, Missouri Council of Administrators of Special Education (MO-CASE), where he receives a salary.
Relevant Non-Financial Relationships: Steven Beldin has no non-financial relationships to disclose.

Relevant Financial Relationships: Eva Trumbower will be referencing her book, Emerging Language and Literacy Curriculum, where she receives royalties from Dynamic Resources, Inc. and is receiving lodging support from MSHA.
Relevant Non-Financial Relationships: Eva Trumbower has no non-financial relationships to disclose.

Relevant Financial Relationships: Shirley Patterson will be receiving lodging support from MSHA.
Relevant Non-Financial Relationships: Shirley Patterson has no non-financial relationships to disclose

Relevant Financial Relationships: Mindy Bridges will be referencing her work, University of Kansas Medical Center and actual case studies from her place of employment and is receiving lodging support from MSHA.
Relevant Non-Financial Relationships: Mindy Bridges has no non-financial relationships to disclose.

 
©2010 Missouri Speech-Language-Hearing Association | All rights reserved.
Missouri Speech-Language-Hearing Association
2000 East Broadway, PMB 296
Columbia, MO 65201-6009
1-888-729-6742 | 1-888-729-3489 (fax)
msha@showmemsha.org