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Short courses are ticketed courses with an additional fee of $60 for attendance. You can register for short courses on the convention registration form.
Thursday, November 19
SC01 Medicare Mojo: Add to Your Bag of Charms* (SOLD OUT)
Presentation Time: Thursday, 8:30–11:30
Location & Room: 398
Authors: Bill Goulding, Aegis Therapies, Delafield, Wisconsin
Ann Gilbertson, HCR Manor Care, Etters, Pennsylvania
This session was developed by Special Interest Division 15: Gerontology. Confused about the ambiguity of CPT codes? Short on ideas about the best way to document your skilled services? Learn how to document in confidence, navigating the myriad of confusing rules and regulations. Join us for an informative session about the audit process, the quest for a new Part B reimbursement system, documentation of skilled services, and goal writing.
SC02 Language Intervention to Support Students With AAC Needs* (SOLD OUT)
Presentation Time: Thursday, 8:30–11:30
Location & Room: 397
Authors: Carole Zangari, Nova Southeastern U, Ft. Lauderdale, Florida
Gloria Soto, San Francisco St U, San Francisco, California
Meher Banajee, Louisiana State U, Louisiana, Louisiana
Cathy Binger, University of New Mexico, Albuquerque, New Mexico
This session was developed by Special Interest Division 12: Augmentative and Alternative Communication. Students who use AAC require extensive support to succeed in their classrooms. They face the task of simultaneously learning operational aspects of AAC technologies and developing language skills. This session focuses on strategies for effective use of core vocabulary, more advanced semantic learning, morphology, and narrative skills. Research will be presented along with practical implementation strategies for supporting AAC users within the academic curriculum.
SC03 Screening for Dysphagia
Presentation Time: Thursday, 8:30–11:30
Location & Room: 388–390
Authors: Gary McCullough, University of Central Arkansas, Conway, Arkansas
Stephanie Daniels, Houston VAMC, Houston, Texas
Rosemary Martino, University of Toronto, Toronto, (California)
Debra Suiter, VA Medical Center–Memphis, Memphis, Tennessee
Steven Leder, Yale New Haven Hospital, New Haven, Connecticut
Claire Butler, East Surrey Hospital, Surrey, (Great Britain)
This session is sponsored by the Specialty Board on Swallowing and Swallowing Disorders. In clinical practice, a screening test for oropharyngeal dysphagia has three goals. The first is to establish the presence or absence of a swallowing disorder. The second is to determine the need for further evaluation and the third is to initiate oral intake in those patients without risk of dysphagia or aspiration. This session will discuss the evidence-base for dysphagia screening protocols. Several screening protocols will be presented and discussion will ensue regarding the strengths and weaknesses of each approach.
SC04 Instructional Leadership in Schools: 101 Ways to Help Children Learn (SOLD OUT)
Presentation Time: Thursday, 8:30–11:30
Location & Room: 391
Authors: Wayne Secord, Ohio State University, Columbus, Ohio
Rebecca McCauley, Ohio State University, Columbus, Ohio
Michael Towey, Waldo County General Hospital, Belfast, Maine
Steve Griffin, Reynoldsburg City School, Lewis Center, Ohio
This program will review the nature of instructional leadership; describe a practical matrix or "lens" for viewing classroom performance; examine 20 common classroom problems and how clinicians and teachers can address them collaboratively; and discuss 101 ways clinicians can consult with teachers to improve performance in communication, language, literacy, and executive functions. Participants will leave with a number of practical consultation and intervention strategies they can put to work right away.
SC05 Resonance Disorders & Velopharyngeal Dysfunction: Low Tech and "No Tech"
Presentation Time: Thursday, 8:30–11:30
Location & Room: 399
Author: Ann Kummer, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
This session was developed by the Convention Program Committee. Practical information regarding children with cleft palate and/or abnormal resonance will be presented. Anatomy and physiology of velopharyngeal structures will be reviewed and discussion of the characteristics of velopharyngeal dysfunction will be included. Specialized diagnostic procedures will be briefly described. Simple low tech and "no tech" assessment procedures for clinical and school settings will be presented. Treatment options and specific therapeutic techniques will be described and demonstrated.
SC06 SLPs Involved in Reading & Writing: We Are Still SLPs* (SOLD OUT)
Presentation Time: Thursday, 1:30–4:30
Location & Room: 391
Authors: Sally Ann Giess, Chapman University, Anaheim Hills, California
Lisa Keane, Broward County Public School, Fort Lauderdale, Florida
Maureen Staskowski, Macomb Intermediate School District, Clinton Twp, Michigan
This session was developed by Special Interest Division 16: School-Based Issues. SLPs in schools continually explore their roles related to reading and writing. Determining responsibilities and collaborating effectively in these roles is an ongoing process. This session will review the reciprocal relationships between written and spoken language development and disabilities. Ways SLPs use written language to advance language competence will be presented, along with curriculum-relevant assessment and intervention strategies. SLPs' contribution to the literacy efforts of a school, plus team make-up and dynamics will be explored.
SC07 Embracing Complexity: Relational & Reflective Practice in Speech-Language Pathology
Presentation Time: Thursday, 1:30–4:30
Location & Room: 399
Author: Elaine Geller, Long Island University, Brooklyn, New York
The goal of this short course is to embed a mental health perspective into the clinical practice of speech-language pathologists. This short course will identify factors that can promote change and growth in clients and families (and providers) by using relationship-based principles and reflective practice. The objective is to infuse a mental health perspective into the expertise of speech-language pathologists so that they become more psychologically minded and relationally informed.
SC08 Getting Funded: Introduction to Grant Writing (SOLD OUT)
Presentation Time: Thursday, 1:30–4:30
Location & Room: 398
Authors: Susan Thibeault, University of Wisconsin–Madison, Madison, Wisconsin
Holly Storkel, University of Kansas, Lawrence, Kansas
C. Melanie Schuele, Vanderbilt University, Nashville, Tennessee
Karen Kirk, Purdue University, West Layfayette, Indiana
Kris Tjaden, University at Buffalo–State University of New York, Buffalo, New York
Sponsored by ASHA's Research and Scientific Affairs Committee. This session is directed at individuals who are at the introductory level in their pursuit of obtaining funding from an external funding agency. Issues important for writing a grant and obtaining funding will be discussed, including grantmanship; grant review; and do's and don'ts for parts of grants, including abstract, specific aims, background, preliminary data, and design. Examples from submitted grants will be used throughout the session.
SC09 How the Brain Thinks in Autism: Implications for Language Intervention (SOLD OUT)
Presentation Time: Thursday, 1:30–4:30
Location & Room: 388–390
Authors: Nancy Minshew, University of Pittsburgh, Pittsburgh, Pennsylvania
Diane Williams, Duquesne University, Pittsburgh, Pennsylvania
This session was developed by the Convention Program Committee. Over the past decade, researchers have made major strides in understanding the mind and brain in autism and the disturbances in brain development that result in autism. Behavioral, neurologic, and genetic findings are converging to produce an integrated model of autism. We will review the major findings that define what is different about how individuals with autism perceive and think about the world. We will also discuss the substantial implications of these findings for intervention.
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Friday, November 20
SC10 Crossing the Creek From the Clinic to the Classroom*
Presentation Time: Friday, 8:30–11:30
Location & Room: 399
Author: Donna Smiley, Arkansas Children's Hospital & Conway Public Schools, Conway, Arkansas
This session was developed by Special Interest Division 9: Hearing and Hearing Disorders in Children. As school-aged clients leave the audiology clinic and head back to their classrooms, the managing audiologist is often left to wonder whether school personnel will appropriately use the hearing aids and other hearing assistive technology to benefit the student in his/her educational environment, especially if there is not a school-based audiologist to bridge the gap. This session is particularly for those audiologists who see ANY school-aged clients in their clinical practice.
SC11 Designing Your Courses for More Significant Learning* (SOLD OUT)
Presentation Time: Friday, 8:30–11:30
Location & Room: 397
Author: L. Dee Fink, Self-Employed, Norman, Oklahoma
This session was developed by Special Interest Division 10: Issues in Higher Education. L. Dee Fink, author of Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, will systematically walk through his Integrated Course Design model of instructional planning that will enable participants to design high-quality learning for their courses.
SC12 Historical Perspective of Voice Assessment: Informing Our Current Practice*
Presentation Time: Friday, 8:30–11:30
Location & Room: 388–390
Authors: Daniel Boone, University of Arizona, Tucson, Arizona
Jody Kreiman, University of California, Los Angeles School of Medicine, Los Angeles, California
Ronald Scherer, Bowling Green State University, Bowling Green, Ohio
Ingo Titze, University of Iowa, Iowa City, Iowa
Diane Bless, University of Wisconsin, Madison, Wisconsin
This session was developed by Special Interest Division 3: Voice and Voice Disorders. Assessment of dysphonia involves perceptual, acoustic aerodynamic, and laryngeal imaging. Throughout the decades, the role of these measures has enhanced our clinical impressions and therapeutic planning. Hypotheses for dysphonia are streamlined with a comprehensive evaluation, and the speech pathologist plays a vital role in assessment and management. This preeminent team of researchers will address the changes in dysphonia assessment as well as future directions for the clinician.
SC13 Scientific Literacy & Ethical Practice: Time for a Check-Up? (WITHDRAWN)
Presentation Time: Friday, 8:30–11:30
Location & Room: 398
Authors: David L. Maxwell, Emerson College, Boston, Massachusetts
Eiki Satake, Emerson College, Boston, Massachusetts
Scientific literacy is necessary for advancing knowledge and promoting evidence-based practice. This session will review the components of research articles and the skills needed for their critical evaluation. Current policies and publication guidelines for ASHA's journals will be evaluated and recommendations for change will be highlighted, particularly in reference to reporting statistical data. The relevance of scientific literacy to ethical practice will also be emphasized.
SC14 CCC for Medical Necessity (SOLD OUT)
Presentation Time: Friday, 8:30–11:30
Location & Room: 391
Authors: Joanne Wisely, Genesis Rehabilitation Services, Kennett Square, Pennsylvania
Alison Brothers, Genesis Rehabilitation Services, Spring Hill, Florida
Mary Lea Habegger, Genesis Rehabilitation Services, Loveland, Ohio
Clinically appropriate documentation is a foregone conclusion. Assurance of complete documentation is an early lesson learned. Current best practice and regulatory requirements have presented us with the latest challenge within the health care continuum: documentation that meets compliance for medical necessity. Did you know there are over 70 documentation criteria for medical necessity?! Would you like to know what they are? Could you use strategies to assure documentation is "clinically appropriate, complete, and compliant"?
SC15 A Functional Account of Language Development, Situated in Human Evolution
Presentation Time: Friday, 1:30–4:30
Location & Room: 398
Author: John Locke, Lehman College, City University of New York, Bronx, New York
If we look at how language was put together in evolution, we improve our understanding of how it comes together in development and fails to do so when delayed. I offer a new theoretical framework, one that emphasizes interactions in evolution and development, and enables us to locate functions and benefits in each developmental stage.
SC16 Tools for Success: Effective Leadership & Team Building Across Settings*
Presentation Time: Friday, 1:30–4:30
Location & Room: 391
Authors: Sherry Curtiss, Nash Health Care Systems, Rocky Mount, North Carolina
Rosemary Griffin, HealthQuest, Poughkeepsie, New York
Kathy L. Coufal, Wichita State University, Wichita, Kansas
Rosalind R. Scudder, Wichita State University, Wichita, Kansas
Julie Scherz, Wichita State University, Wichita, Kansas
Laurie Hughey, Wichita State University, Wichita, Kansas
This session was developed by Special Interest Division 11: Administration and Supervision. In this interactive session, participants will learn about leadership principles in an innovative way. Participants will learn how to overcome the barriers that keep people from communicating and listening for best success and be given tools for building effective work teams. The Clifton StrengthsFinderTM will be presented with ways in which the strengths-based approach can be used in administration and supervision.
SC17 Teaching Vocabulary in Early Childhood Classrooms* (SOLD OUT)
Presentation Time: Friday, 1:30–4:30
Location & Room: 388–390
Author: Shelley Gray, Arizona State University, Tempe, Arizona
This session was developed by Special Interest Division 1: Language Learning and Education. Strong vocabulary growth during early childhood is critical for oral language development, emergent literacy, and subsequent reading and writing skills, yet vocabulary is not systematically taught in preschool or elementary school classrooms. Curricula frequently include only cursory vocabulary instruction. When it is included, the words taught and the methods used to teach words vary widely. This short course will consider research leading to best practices for vocabulary instruction.
SC18 The Future of our Specialty: Clinicians Designing Good Dysphagia Research*
Presentation Time: Friday, 1:30–4:30
Location & Room: 397
Authors: Catriona Steele, Toronto Rehabilitation Institute, Toronto, (Canada)
Paula Leslie, University of Pittsburgh, Pittsburgh, Pennsylvania
James Coyle, University of Pittsburgh, Pittsburgh, Pennsylvania
This session was developed by Special Interest Division 13: Swallowing and Swallowing Disorders (Dysphagia). Bridging the chasm between academia and clinic requires interaction and support. This short-course is intended for front-line clinicians who want to learn more about designing and conducting clinical dysphagia research studies. We have extensive experience collaborating with clinicians undertaking clinical research. We will address developing and refining a good research question, literature reviews, choosing feasible research designs, navigating the ethics review, avoiding bias and ensuring good data quality, and disseminating findings.
SC19 Stigma: An Obstacle to Intervention for People With Communicative Disorders*
Presentation Time: Friday, 1:30–4:30
Location & Room: 399
Jean-Pierre Gagne, University de Montréal, Montréal, (Canada)
Elizabeth Mauze, Washington University School of Medicine, Saint Louis, Missouri
Pam Millett, York University, Toronto, (Canada)
Kenneth Southall, Centre de recherche-Institut universitaire de geriatrie de Montreal–Universite de Montreal, Montreal, Quebec
Nancy Tye-Murray, Washington University School of Medicine, Saint Louis, Missouri
Catherine Schroy, Washington University School of Medicine, Saint Louis, Missouri
Mary Beth Jennings, University of Western Ontario, London, (Canada)
This session was developed by Special Interest Division 7: Aural Rehabilitation and Its Instrumentation. There is stigma associated with many communicative disorders. Most people with communicative disorders perceive stigma (stereotype awareness) associated with their disorder, while some people experience self-stigma (e.g., stereotype agreement, self-esteem decline). This short course will propose a conceptual framework of self-stigma, provide examples of self-stigma in communicative disorders, and propose treatment approaches that may be used to overcome self-stigmatization.
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Saturday, November 21
SC20 Cultural & Linguistic Diversity in Stuttering Treatment: Embracing the Challenges*
Presentation Time: Saturday, 8:30–11:30
Location & Room: 399
Authors: Rosalee Shenker, The Montreal Fluency Center, Montreal, (Canada)
Jennifer Watson, Texas Christian University, Fort Worth, Texas
This session was developed by Special Interest Division 4: Fluency and Fluency Disorders. This short course will explore specific cultural and linguistic issues that clinicians may consider when treating children and adults who stutter, including individuals who speak more than one language. Practical clinical strategies for the assessment and treatment of stuttering while considering cultural background and bilingualism will be presented, along with case examples.
SC21 Telepractice in Speech-Language: Idea to Implementation
Presentation Time: Saturday, 8:30–11:30
Location & Room: 398
Author: Jeanne Juenger, On Point Speech & Language Services, La Crosse, Wisconsin
Telepractice in speech-language, the application of telecommunications technology to deliver diagnostic and intervention services at a distance (ASHA, 2005), is supported by ASHA when judiciously implemented in accordance with the Code of Ethics. Explore virtual service technology options while examining state and federal mandates that impact IEP-based teleservice delivery. After discussing limitations and benefits of telepractice models, assess your district's potential to develop a viable telespeech program and draft a scalable implementation plan.
SC22 From Symptom to Function: Voice Therapy in the 21st Century
Presentation Time: Saturday, 8:30–11:30
Location & Room: 397
Author: Marina Gilman, Emory Voice Center, Atlanta, Georgia
There has been a dramatic paradigm shift in voice therapy approaches from earlier symptom- and psychology-based to physiology-based treatment. Improved imaging technology and recent acoustic and aerodynamic research accelerated this change. The push toward evidence-based therapy further promoted this paradigm shift. Therapy protocols are now based on vocal fold function. This workshop will discuss the shift in thinking and then explore the implications of this shift through case study examples.
SC23 Management of Motor Speech Disorders in Degenerative Neurologic Disease (SOLD OUT)
Presentation Time: Saturday, 8:30–11:30
Location & Room: 391
Author: Edythe Strand, Mayo Clinic, Rochester, Minnesota
Clinicians face particular challenges in managing motor speech disorders in degenerative neurologic disease. This short course focuses on understanding the neurologic mechanisms and the dysarthrias and/or progressive apraxia of speech associated with motor neuron disease, multiple system atrophy, progressive supranuclear palsy, multiple sclerosis, Parkinson's disease, and cortico-basal degeneration. Participants will gain understanding of the nature of each disease process and how to manage communication problems in these individuals, even with progressive symptomatology.
SC24 Strategic Practice Management
Presentation Time: Saturday, 1:30–4:30
Location & Room: 399
Authors: Robert Traynor, Audiology Associates, Inc., Johnstown, Colorada
Robert Glaser, Audiology and Speech Associates of Dayton, Inc., Dayton, Ohio
This course will conducted in three components of interest to the Audiologists or Speech Language Pathologists in private practice: Employee, Patient and Referral Source Management, Professional Selling Techniques and Marketing to the Baby Boomer Population.
SC25 Respiratory Muscle Strength: What, Who, How, & Why*
Presentation Time: Saturday, 1:30–4:30
Location & Room: 391
Authors: Christine Sapienza, University of Florida, Gainesville, Florida
Bari Ruddy, University of Central Florida, Orlando, Florida
Teresa Pitts, Malcom Randall VAMC, Gainesville, Florida
This session was developed by Special Interest Division 2: Neurophysiology and Neurogenic Speech and Language Disorders. Respiratory muscle strengthening programs are either inspiratory or expiratory and typically use handheld devices. Training durations typically examined have been between 4 and 8 weeks. Training trials usually take 20–30 minutes/day. Training frequency varies across studies, and detraining outcomes are important to examine as part of clinical trials. This presentation will define the program that answers the protocol and population questions.
SC26 Challenging Case Studies in Velopharyngeal Management*
Presentation Time: Saturday, 1:30–4:30
Location & Room: 398
Authors: Lynn Marty Grames, St. Louis Children's Hospital, St. Louis, Missouri
Mary O'Gara, Shriners Hosp for Children, Chicago, Illinois
Dana Collins, University of Minnesota–Duluth, Duluth, Minnesota
This session was developed by Special Interest Division 5: Speech Science and Orofacial Disorders. Finding solutions to the problems posed by patients with atypical anatomy or velopharyngeal function are among the many challenges faced by clinicians across a number of clinical settings. Since open discussion of challenging cases offers the opportunity for new thoughts and new ideas on treatment, this session will offer such cases for review.
SC27 Influence of SES on Students With Potential/Identified Language Impairments*
Presentation Time: Saturday, 1:30–4:30
Location & Room: 397
Author: Celeste Roseberry-McKibbin, California State University–Sacramento, Sacramento, California
This session was developed by Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations. Increasing evidence converges upon the fact that students from low-SES backgrounds struggle academically and linguistically. This session addresses issues that impact the oral and written language skills of low-SES students and that affect their school performance. There is a specific focus on practical strategies for increasing these students' academic and linguistic skills to increase their chances of becoming successful, contributing members of society. Strategies for young children and their families will specifically be discussed.
*Several short courses were developed by Special Interest Divisions, and if you are an affiliate of any Division you can purchase tickets for $30 to those courses. To join a Special Interest Division, call ASHA Action Center at 1-800-498-2071.
**Short Courses sell out quickly. If a course is sold out when you register:
- Payment by credit card—your card will not be charged
- Payment by check—you can select another course at the same price by calling 301-694-5243 or receive an ASHA check refund in the mail after Convention.
To add a short course after receiving your registration materials, you can call 301-694-5243 no later than Oct. 19. After Oct. 19, you may purchase any available tickets at the registration area in the Convention Center, Hall E Lobby.
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