ASHA 2017 Convention Program - 155

ORA L SEMIN AR S * FR IDAY

INTERVENTION/REHABILITATION
OF HEARING AND BALANCE
DISORDERS IN CHILDREN (AUD)
Research to Practice: Meeting the Needs
of Family-to-Family Support in the 21st
Century
FR 1:00PM-3:00PM
CC/306AB (Lvl 2)

Session: 1406
2 Hrs

Level: Intermediate Type: Professional Education
Presented by: Teresa Caraway, Hearing First;
Wendelyn Demoss, Hearing First; Marge Edwards,
Edwards AVT Consulting, Consultant to Hearing First
This interactive session will explore recent
research on family to family support and
discuss practical strategies to provide
diverse opportunities for family support
as a critical component of AV Practice.
Participants will learn how best practices
in comprehensive family support can
be implemented in their practice so
that families can connect with and gain
knowledge from other families in their
role as their child's most important
teacher and advocate.

LANGUAGE AND LEARNING
IN SCHOOL-AGE CHILDREN
AND ADOLESCENTS (SLP)
21st Century Academic School-Age
Language Evaluations
FR 1:00PM-3:00PM
CC/502B (Lvl 2)

Session: 1407
2 Hrs

Level: Intermediate Type: Professional Education
Presented by: Jayne Brandel, West Virginia U;
Douglas Petersen, U of Wyoming

Language, Literacy, & the Common Core
Standards: SLPs to the Rescue!
FR 1:00PM-3:00PM
CC/Petree C (Lvl 1)

Session: 1408
2 Hrs

Level: Intermediate Type: Professional Education
Presented by: Robert Pieretti, California St U,
Sacramento
This session is developed by, and
presenters invited by, Special Interest
Group 16 - School‑based Issues,
Literacy Assessment and Intervention,
and Language and Learning in School‑
Age Children and Adolescents. The

Targets, Time & Treatments for Syntax
Problems in Older Students with
Language Disorders
FR 1:00PM-3:00PM
CC/501ABC (Lvl 2)

Session: 1409
2 Hrs

Level: Intermediate Type: Research Submission
Presented by: Cheryl Scott, Rush U; Catherine
Balthazar, Governors St U; Nickola Nelson,
Western Michigan U
Considerable evidence indicates that
syntax problems continue to characterize
the older student with spoken and
written language disorders and that
there are academic consequences. We
pose clinical questions that arise when
designing treatment protocols to address
these problems and draw on available
evidence, including our own, as answers.
Topics include choosing focused targets
and methods, time‑in‑treatment or
dosage considerations, and how these
targets and dosage decisions apply in
school settings.

Treatment of Word-Finding Difficulties:
Answers to Clinician's Top 10 Questions
FR 1:00PM-3:00PM
Marriott/Gold 2

Session: 1410
2 Hrs

Level: Intermediate Type: Professional Education
Presented by: Karole Howland, Boston U; Diane
German, Nat'l Louis U

What Does the New Supreme Court
Ruling on Special Education Mean for
School-Based SLPs?
FR 1:00PM-3:00PM
Marriott/Platinum E

Session: 1411
2 Hrs

Level: Intermediate Type: Professional Education
Presented by: Lesley Sylvan, Montclair St U;
Francine DeMarco, San Francisco Unified Sch Dist
What does the recent supreme court
ruling on special education mean for
school based-SLPs? For the first part
of the presentation, we will review the
details of this case and discuss possible
implications. In the second half, we will
present case studies of high-profile
cases from our own experience in
public schools. We will present best
practice for school‑based SLPs who
seek to both protect themselves from
litigation and to handle challenging
cases with confidence.
WITHDRAWN What Works? EvidenceBased Practice for Vocabulary
Intervention in Early Elementary Grades

FR 1:00PM-3:00PM
Marriott/Gold 3

Session: 1412
2 Hrs

Level: Intermediate Type: Professional Education
Presented by: Dawna Duff, U of Pittsburgh;
Melissa Brydon, U of Pittsburgh
This seminar will update professionals'
knowledge of evidence‑based practice
for vocabulary intervention, with
opportunities to practice intervention
planning. Direct vocabulary instruction
and a metalinguistic approach to
vocabulary development will be
included, along with principles for
selecting target words. Specifically,
this presentation will review two
evidence based methods of selecting
target vocabulary words (Biemiller,
2010; Beck, McKeown & Kucan,
2002, 2008) and two evidence
based approaches to vocabulary
intervention (Beck et al, 2002, 2008;
Nash & Snowling, 2006).

Is a Word Finding (WF) diagnosis
enough to provide service? How do you
differentiate formulation/organizational
difficulties from WF difficulties? How do
you write measurable goals and progress
monitor? Is WF intervention the same for
all? Which words do you treat? Answers
to these and other questions inform
diagnosis/treatment of WF.

2017 ASHA Convention Program Book

|

155

ORAL SEMENARS * FRIDAY

School‑based SLPs evaluate a range
of language skills related to academic
performance. This course will help
them to critically examine standardized
language tests in accordance with
academic curriculum and teach them
how to effectively pair tests with
efficient research-tested activities for
accurate diagnosis and development of
academically relevant goals.

Common Core Standards emphasize
the relationship between language
development and the successful
acquisition of reading and writing.
There has also been renewed emphasis
in several states on recognizing the
impact of language‑based reading
problems, including dyslexia, on
students' ability to succeed in school. This
session will provide SLPs with practical,
collaborative strategies for participating
in multidisciplinary language‑literacy
assessment in school‑based settings
and review appropriate remedial
language targets, multidisciplinary
service delivery, and evidence‑based
treatment methodology.



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