Click on the session title to view the abstract, learner outcomes and level of learning.

8:30 am - 10:00 am

Session 59
FoldAbility, Patty Relojo, MA, CCC-SLP; Christina Brock, MA, Ed, CCC-SLP

SESSION DETAIL

Saturday, February 18

8:30 am - 10:00 am
Session 59
FoldAbility
Patty Relojo, MA, CCC-SLP; Christina Brock, MA, Ed, CCC-SLP
Level of Instruction: Intermediate

This session will help you meet the diverse needs of all school-age students.  We will show how hands-on manipulatives can be developed to focus on speech-language goals and curriculum content.  Turn a simple piece of paper into a dynamic design that will develop comprehension, thinking, and expressive language skills to meet the individual needs of all students. Participants will need to bring a set of colored pencils or markers to use in this make and take session.

At the end of this session, participants will be able to, create manipulatives that are specially designed to meet individual needs of student's communication goals, generate manipulatives that will integrate content, list the names of websites and product that will assist them in creating content curriculum based materials for students.

8:30 am - 12:00 pm
Session 60
Management of the Fluent Aphasias: A Context-Based Approach
Robert Marshall, PhD, University of Kentucky
Level of Instruction: Advanced

The context-based approach is a dynamic, social, client-centered conversational treatment for use with persons with fluent aphasias. This non-traditional treatment is well-suited for persons with aphasia at risk of “falling through the cracks of our health care system. The presenter has used context-based treatment for more than 40 years. This session will provide empirical support clinical rationale, assessment techniques, specific treatment techniques and  discussion on clinical outcome measures applicable to context-based treatment.

At the end of this session, participants will be able to, explain the use of a context-based approach for management of clients with fluent aphasias, utilize the context-based approach in a variety of treatment settings, develop and use appropriate measures for assessing outcomes of context-based treatment.

8:30 am - 12:00 pm
Session 61
Language Acquisition Through Motor Planning (LAMP)
Julie Adkins, CCC-SLP, BCBA, The Center of AAC and Autism

Language Acquisition through Motor Planning (LAMP) is a therapeutic approach using motor learning principles and a voice output communication aid to give non-verbal individuals with autism and other developmental disabilities a method to develop independent and spontaneous communication.  Strategies to teach language/communication skills within this framework will be discussed.

Learner Outcomes: At the end of this session, participants will be able to list the five key elements of LAMP, give examples of motor planning, identify beginning/core vocabulary for starting a LAMP program.

Instructional Level: Intermediate

8:30 am - 12:00 pm
Session 62
Brain Development and its Impact on Child Development, Normal Developmental Milestones and How to Deliver Difficult News
Mark H. Deis, MD

The first hour will concentrate on basic principles of prenatal and early child brain development, and how they impact later child development.  The second hour will review normal developmental milestones as well as "red flags" for developmental delays in the areas of gross motor, fine motor, speech, and social/ emotional skills, in addition to providing cues on how to remember them.  The last hour will include a review of key principles on how to present difficult news to parents, and conclude with a review of case studies and how they might be approached by both a medical team and a speech/language pathologist.
This is an approved First Steps session!

Learner Outcomes: At the end of this session, participants will understand basic principles of brain development, will understand ways in which brain development impacts child development, will be able to list normal developmental milestones for children, will be able to list "red flags" for developmental delays.