Delaware Speech-Language-Hearing Association Presents A Virtual Conference Series: Registration for Non-Members

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Delaware Speech-Language-Hearing Association Presents A Virtual Conference Series: Registration for Non-Members

Details Price Qty
Non-Member: Bundle $90.00 (USD)   Expired
Non-Member: Day 1 - September 14 $25.00 (USD)   Expired
Non-Member: Day 2 - September 22 $25.00 (USD)   Expired
Non-Member: Day 3 - September 29 $0.00 (USD)   Expired
Non-Member: Day 4 - October 6 $25.00 (USD)   Expired
Non-Member: Day 5 - October 13 $25.00 (USD)  


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  • September 14, 2022 - October 13, 2022
    6:30 pm - 8:30 pm

If you are not currently a member of DSHA, please register here.

Conference Day 1:  Wednesday September 14th, 2022

Empowering the SLP and Raising Awareness for DLD
Elizabeth P. Lucas, MA, CCC-SLP, BCS-CL

6:30 – 7:30 p.m. EST (immediately preceding Karla McGregor’s presentation)

AND

Developmental Language Disorder as a Neurodevelopmental Disability

Karla K. McGregor, Ph.D., CCC-SLP, BCS-CL

Wednesday September 14th, 2022

7:30 – 8:30 p.m. EST (immediately following Liz Lucas’ presentation)

Course Description
6:30 to 7:30p: Many children with DLD are likely already on your caseload and receiving appropriate services. DLD is a diagnosis that is within our SLP scope of practice. Through this experience you will better understand DLD so that you can feel empowered to advocate for individuals with DLD by sharing information and resources with families, teachers, and administrators, who are most likely unaware that DLD exists.

7:30 to 8:30p: This course defines developmental language disorder (DLD) as a neurodevelopmental disability with implications for prognosis, diagnosis, and treatment.

Learning Objectives
Attendees will:

  1. Demonstrate knowledge of the language characteristics of children with DLD
  2. Identify and describe information regarding ways the SLP can use the term DLD
  3. Explain why using the term DLD is important to further advocacy
  4. Access resources for sharing information and resources with families, teachers, and administrators
  5. Define DLD as a neurodevelopmental disability 
  6. Describe how DLD changes from childhood to adulthood 
  7. List 3 implications of the neurodevelopmental disability construct for diagnosis of DLD 

Schedule
6:30 to 6:45 Introduction & Defining DLD
6:45 to 7:00 DLD & SLP Diagnosing
7:00 to 7:20 Advocacy & the Value of the Diagnosis
7:20 to 7:30  Collaboration, Questions and Wrap up
7:30 to 7:40 Traditional views of DLD and the need for new perspectives
7:40 to 7:50 What is a neurodevelopmental disability?
7:50 to 8:10 Defining DLD as an NDD
8:10 to 8:20 Changing manifestations over the course of development
8:20 to 8:30 Implications for diagnosis and treatment

Location
This event will be hosted via Zoom teleconferencing. 

Register
Register online by September 12, 2022: https://dsha.org/events
Members should login before attempting to register in order to get member pricing.

Conference Day 2:  Thursday September 22nd, 2022

Double Trouble: Differences and Similarities between Developmental Language Disorder and Dyslexia
Hope Sparks Lancaster, Ph.D.

Course Description

The overlap between developmental language disorder and dyslexia will be reviewed during this presentation. Both disorders are based in language and frequently co-occur. We focus on the genetic and environmental factors, similarities and differences, and the speech pathologist’s role.

Learning Objectives

  1. Describe the most frequently occurring behaviors for developmental language disorder and dyslexia
  2. Summarize the known genetic and environmental factors associated with developmental language disorder and dyslexia
  3. Compare and contrast developmental language disorder and dyslexia
  4. Evaluate the SLP’s role in aiding families with developmental language disorder and/or dyslexia.

Schedule
6:30 – 6:45: Introduction of speaker and topic; overview of lecture; pretest poll
6:45 – 7:00: What are DLD & Dyslexia: Compare and contrast
7:00 – 7:20: What are the known genetic and environmental factors
7:20– 7:45: What can we do to help: SLP’s role
7:45 – 8:00: What we know helps from evidence-based practice; group brainstorm
8:00 – 8:15: Posttest poll; group discussion about responses
8:15 – 8:30: Q&A; resource roundup

Location
This event will be hosted via Zoom teleconferencing. 

Register
Register online by September 19, 2022: https://dsha.org/events
Members should login before attempting to register in order to get member pricing.

Conference Day 3:  Thursday September 29th, 2022

Curriculum-Based Interventions for Children with DLD
Amanda Owen Van Horne, PhD, CCC-SLP, BCS-CL
Samantha Weatherford, MPH, MS, CCC-SLP

Course Description

Participants will be exposed to core principles for adapting language intervention topics to be embedded in curricular content, with a focus on vocabulary and grammar targets. Participants will have the opportunity to practice selecting targets and integrating goals into science and social study content for elementary-aged children with Developmental Language Disorder.

Learning Objectives

After participating in this session, attendees will be able to

  1. Participants will be able to explain how impairments associated with DLD influence access to the academic curriculum
  2. Participants will be able to name core strategies needed for embedding language targets in curricular content
  3. Participants will be able to name and describe high quality instructional practices for grammar intervention
  4. Participants will be able to name and describe high quality instructional practices for vocabulary intervention.

Schedule
6:30-6:45 Overview of DLD and functional impairments
6:45-7:00 Review of interventions that support academic success
7:00-7:30 Discussion of how to embed vocabulary into social studies and science content
7:30-8:00 Discussion of how to embed grammar into social studies and science content
8:00-8:20 Evidence that children can learn both language and academic content simultaneously
8:20-8:30 Q&A

Location
This event will be hosted via Zoom teleconferencing. 

Register
Register online by September 26, 2022: https://dsha.org/events
Members should login before attempting to register in order to get member pricing.

Conference Day 4:  Thursday October 6th, 2022

Bilingual considerations for DLD
Raúl Rojas, Ph.D., CCC-SLP

Course Description

This seminar focused on considerations for providing clinical services to bilingual children who present with developmental language disorder (DLD). Heterogeneity, one of the hallmarks of the DLD spectrum, is amplified in children acquiring two languages. This seminar provided evidence-based recommendations spanning from assessment to intervention of bilingual children with DLD. 

Learning Objectives

  1. Participants will be able to describe the relevance of demographic patterns to changing clinical caseloads.
  2. Participants will be able to report the differences in dual language development profiles.
  3. Participants will be able to specify how to use converging evidence to properly assess the speech and language skills of dual language learners.
  4. Participants will be able to determine with what clients to use the bilingual and or the cross-linguistic approaches to intervention. 

Schedule
6:30-7:00 Overview, Demographics, and Bilingualism
7:00-7:30 Show and Tell
7:30-8:00 Service Delivery: Converging Evidence
8:00-8:20 Service Delivery: Intervention
8:20-8:30 Conclusion and Q&A

Location
This event will be hosted via Zoom teleconferencing. 

Register
Register online by October 3, 2022: https://dsha.org/events
Members should login before attempting to register in order to get member pricing.

Conference Day 5:  Thursday October 13th, 2022

Language Screening to Improve the Identification of Developmental Language Disorder and Promote Academic Achievement for All Students
Suzanne M. Adlof, Ph.D.

Course Description

Case examples of children with DLD with varying academic profiles will be presented as a background for discussing the contributors to and consequences of the under-identification of DLD. The rationale for implementing language screens, method for selecting screening tools, and use of screening and other data for educational planning will be discussed. 

Learning Objectives

After participating in this session, attendees will be able to

  1. Explain how developmental language disorder (DLD) impacts achievement in reading and other curricular areas across the school grades.
  2. Describe factors that contribute to lower rates of identification and clinical services for children with developmental language disorder (DLD).
  3. Describe the contexts in which conducting a language screen may be helpful.
  4. List the properties that should be considered in selecting a screening tool and evaluate existing screening tools based on these properties.
  5. Discuss the use of language screening information in combination with other data for educational planning to promote successful literacy attainment.

Schedule
6:30 to 6:50 – Introduction, Charting the educational trajectories of children with DLD
6:50 to 7:10 – Why is DLD difficult to identify?
7:10 to 7:30 – The case for conducting language screening, When to skip the screen
7:30 to 7:50 – What to consider when selecting a screening tool, Review of available tools
7:50 to 8:10 – Using screening and assessment data for educational planning and decision-making
8:10 to 8:30 – Q & A and Wrap Up

Location
This event will be hosted via Zoom teleconferencing. 

Register
Register online by October 10, 2022: https://dsha.org/events
Members should login before attempting to register in order to get member pricing.

A link will be sent to registered attendees only, the day before the event.
Partial credit will not be awarded, attendance will be monitored throughout the presentation.
A post-test will be sent to all attendees during the event and must be completed and returned to DSHA within 48 hours of the event in order to receive a certificate of attendance. 

Additionally, in order to receive a certificate of attendance, an attendee must be a registered DSHA member or, pay the non-member registration fee in advance of the event. Failure to meet one of these conditions will result in the attendee not receiving their certificate of attendance and their attendance will not be reported to ASHA.

DSHA will not contact attendees to obtain fees or send reminders regarding completion of post-tests. If you are uncertain of your DSHA membership status please reach out to kelanderson05@yahoo.com


Speaker Biographies

Elizabeth Lucas is a practicing school-based clinician and a current ABCLLD Board member. For over 30 years, Lucas’ experiences included working in public schools, early intervention, and higher education settings. Her areas of specialization include evaluation and treatment of children with complex needs in the areas of child language, speech sound disorders, and fluency. Supporting the students’ by addressing linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure, or those who struggle in school settings (ASHA 2010) are critical components of the SLP’s practice to support communication, literacy development and academic achievement.

Karla McGregor, Ph.D., CCC-SLP, completed her graduate work at Purdue University. She was a tenured associate professor at Northwestern University and is Professor Emerita at the University of Iowa. She currently directs the Center for Childhood Deafness, Language & Learning at Boys Town National Research Hospital where she also serves as a senior scientist conducting research on Developmental Language Disorder in children and adults. Her research is supported by the National Institutes of Health and the National Science Foundation.

Hope Sparks Lancaster, Ph.D., is research scientist at Boys Town National Research Hospital. She is leader of the Etiologies of Language and Literacy Lab. Her research examines the genetic and behavioral commonalities between speech sound disorders, developmental language disorder, and dyslexia.

Dr. Amanda Owen Van Horne received her master of science in communication disorders from the University of Texas at Dallas in 1999 and her PhD in audiology and speech sciences from Purdue University in 2004. She is a professor at the University of Delaware, director of the TELL lab, and Editor-in-Chief of Language, Speech, and Hearing Services in the Schools.  She is interested in using treatment research to better understand how language learning works in children at-risk of language learning difficulties for a variety of reasons.

Samantha Weatherford is the Clinical Research Manager for the TELL Lab. She received a bachelor of arts in communication disorders from Truman State University in 2010, a master of science in speech-language pathology from Missouri State University in 2012, and a master of public health from The George Washington University in 2019. She had eight years of clinical experience prior to her work with the TELL Lab.

Dr. Raúl Rojas – Professor, University of Kansas, Speech-Language-Hearing
Dr. Rojas’ research focuses on child language from a longitudinal and processing perspective, specifically dual language development in typically developing children and in children with language impairments.  He is particularly interested in dual language growth, language sample analysis, and in validating paradigms to index processing load and early language learning in bilingual children.  Dr. Rojas, a nationally certified Speech-Language Pathologist, has provided bilingual (Spanish-English) speech-language pathology services in multiple settings, including schools and early intervention.

Suzanne M. Adlof, Ph.D. is an Associate Professor in the Department of Communication Sciences and Disorders at the University of South Carolina where she directs the SC Research on Language and Literacy (SCROLL Lab). Her research investigates relations between spoken language and reading development and disorders (e.g., dyslexia, developmental language disorder) with the long-term goals of improving the identification and treatment of language and learning difficulties to promote positive outcomes. This research has been supported by research grants from the National Institutes of Health, the Institute for Education Sciences, and private foundations, including the American Speech-Language Hearing Foundation. In 2019, she was awarded the Presidential Early Career Award for Scientists and Engineers (PECASE). Dr. Adlof currently serves as an Editor for the journal, Language Speech and Hearing Services in Schools.

 

DISCLOSURE: The DSHA conference committee members have no financial or non-financial relationships to disclose. Elizabeth Lucas is a board certified member of the American Board Child Language & Language Disorders and is a RADLD Ambassador. She will receive honorarium from DSHA for this presentation.

Dr. McGregor receives a salary from Boys Town National Research Hospital. Her research is grant funded through the National Institutes of Health and the National Science Foundation. She is a board member of DLDandme.org. She will receive honorarium from DSHA for this presentation. The DSHA conference committee members have no financial or non-financial relationships to disclose.

The DSHA conference committee members have no financial or non-financial relationships to disclose. Dr. Sparks Lancaster is employed by and receives salary from Boystown National Research Hospital. She will receive honorarium for this presentation. Dr. Sparks Lancaster has no nonfinancial relationships to report.

Dr. Van Horne’s research is grant funded through the National Institutes of Health and the National Science Foundation. Dr. Van Horne and Samantha Weatherford are employed by the University of Delaware, and Samantha Weatherford draws salary from the grants that fund this research. Dr. Van Horne is a board member of DLDandme.org and is a RADLD Ambassador. Samantha Weatherford is the volunteer Continuing Education Administrator for the Delaware Speech-Language-Hearing Association. These speakers will not receive honorarium for this presentation.

The DSHA conference committee members have no financial or non-financial relationships to disclose. Dr. Rojas has no financial or non-financial relationships to report. He will receive an honorarium for this presentation.

The DSHA conference committee members have no financial or non-financial relationships to disclose. Dr. Adlof receives salary from Department of Communication Sciences and Disorders at the University of South Carolina. Her research is funded through the National Institute of Deafness and Other Communication Disorders (R03DC013399 and R01DC017156). She will receive honorarium for this presentation.

 

Continuing Education Units

These courses will be offered for 0.1 ASHA CEUs each (total 0.2 for attending full event)

Both courses: (Intermediate level; Professional area)

The Delaware Speech-Language-Hearing Association is approved by the Continuing Education Board of the American Speech-Language-Hearing Association to provide continuing education activities in speech-language pathology and audiology. See course information for number of ASHA CEUs, instructional level and content areas. ASHA CE Provider approval does not imply endorsement of course content, special products , or clinical procedures.

An annual ASHA CE Registry fee is required to register for ASHA CEUs.  Contact the ASHA CE Division (1-800-498-2071 ext. 4219) for  CE Registry fee subscription information.

 

 


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