Scientific Program

Conference Series Ltd invites all the participants across the globe to attend International Conference on Speech Language Pathology Las Vegas, Nevada, USA.

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Day 2 :

ISLPC 2017 International Conference Keynote Speaker Stephen N. Calculator photo
Biography:

Stephen Calculator is a consulting Speech-Language Pathologist and Emeritus Professor in the Department of Communication Sciences and Disorders at the University of New Hampshire, USA. Since earning his Doctorate in Communicative Disorders from the University of Wisconsin-Madison in 1980, he has published and lectured extensively in the areas of augmentative and alternative communication (AAC) and inclusive services for individuals with severe disabilities, drawing upon his ongoing experiences as a consultant to numerous schools and other agencies in the USA and beyond. His greatest contributions have been devoted to enhancing our understanding of the role communication and assistive technology can play in fostering the participation of individuals with severe disabilities in their communities.

Abstract:

Individuals with severe disabilities, particularly those identified as Beginning Communicators, present special challenges to speech-language pathologists (SLPs) in terms of the severity and breadth of their communication challenges. This is related in part to the numerous factors (e.g., intellectual, communication, language, motor, sensory and behavioral) underlying these disabilities. Given the fact that many of these individuals are unable to use speech as a primary method of communication and various forms of Augmentative and Alternative Communication (AAC) become the method of choice. These often include combinations of aided (e.g., speech generating devices) and unaided (e.g., natural gestures and sign language) forms of communication. This presentation will focus on unaided methods of communication. More specifically, it will describe and then explore the efficacy of a system found to be useful in developing inventories of communicative behaviors, Enhanced Natural Gestures (ENGs). Unlike other unaided forms of communication such as natural gestures and sign language, ENGs are by their nature easily taught to individuals and readily understood by unfamiliar communication partners. They build upon behaviors individuals are already demonstrating in their interactions with objects and participation in events. This workshop will begin with a brief overview of enhanced natural gestures. It will then focus on the steps used to teach them. Two primary instructional methods, mand-model with time delay and molding-shaping will be described. The workshop will conclude with a review of recently published studies that have validated the efficacy of this approach. Implications for future research and practice will be described.

Keynote Forum

Paul Fogle

University of the Pacific, USA

Keynote: Sports-Related Concussions in Children and Adolescents

Time : 09:40-10:20

ISLPC 2017 International Conference Keynote Speaker Paul Fogle photo
Biography:

Paul Fogle has been a Speech-Language Pathologist since 1971 specializing in Neurological Disorders in adults and children, stuttering and voice disorders. He is a Professor Emeritus and for 35 years taught courses on anatomy and physiology of speech, neurological disorders in adults and children, motor speech disorders, dysphagia/swallowing disorders, gerontology, cleft palate and oral-facial anomalies, voice disorders and counseling skills for speech-language pathologists. He has worked extensively in hospitals, including VA, university, acute, sub-acute and convalescent hospitals and has maintained a private practice since 1981. He has presented numerous seminars, workshops and short courses on a variety of topics at state, national and international conventions and conferences and all-day workshops in cities throughout the U.S. and in countries around the world. His primary publishing has been textbooks and clinical materials.

Abstract:

Mild traumatic brain injury (concussion) is a relatively new area of concern for many SLPs, although concussions have occurred in children and adolescents for as long as they have played sports, fallen out of trees or had other mild head injuries. The U.S. Center for Disease Control (2007) estimated that 1.6 to 3.8 million sports-related mTBIs in children and adolescents occur each year in the U.S. Reports of youth concussions spiked by 71% between 2010 to 2015, according to a study of nearly 937,000 health insurance claims gathered by Blue Cross and Blue Shield. However, incidence and prevalence studies may significantly underestimate the actual numbers of boys and girls with concussions because many individuals suffering from mild or even moderate TBI to not seek medical services. This presentation will discuss several aspects of concussion, including the neuroanatomical effects (e.g., tearing, shearing and twisting of axons and dendrites and destruction of neurons); physical symptoms (e.g., being dazed and dizzy, headaches, nausea, drowsiness and sleep problems); cognitive effects (e.g., attention, memory, orientation, reasoning, judgment, problem solving and executive functions) and the behavioral, emotional and social effects (e.g., agitation, aggression, anger, low tolerance for frustration, emotional lability, egocentrism, disinhibition, impulsivity and decreased social skills). In addition, the risk factors, such as history of concussions and gender of the athlete will be discussed. The signs and symptoms of concussion observed by adults and those reported by children and adolescents will be presented. The role of speech-language pathologists working with concussed youth in both medical and school settings will be discussed. Intervention and management (particularly by school-based SLPs) will be an emphasis in this presentation.

ISLPC 2017 International Conference Keynote Speaker France Weill photo
Biography:

France Weill is an Associate Professor at the Graduate School of Speech Language Pathology at Touro College, NY. She holds a professional license both in New Jersey and New York State. Previously, she has worked as a speech language pathologist in Israel for 5 years, established and directed a large college-based speech and language clinic, and maintained an active private practice in Jerusalem. Besides her academic work, she is currently running a private practice in Teaneck, NJ and serving as consultant in various French-American schools and programs. She is regularly running professional workshops related to language, play and cognition. Her research interests include the role of memory in language development of toddlers. She has extensive clinical and teaching experience in the areas of early language development, the role of cognition and metacognition in learning, play and language, Autism Spectrum Disorders, online education and implementation of EMR in professional training programs. She is fluent in French, English and Hebrew.

Abstract:

Introduction: The ability of children to learn new words at a very fast pace and with minimal exposure develops during their second year of life and depends on working memory and on existing word knowledge.

Aim: To identify toddlers at risk for language disorders.

Methods: Subjects for this study included 44 typically developing, monolingual English speaking toddlers ranging in age from 24 to 30 months. Children were recruited from local communities through recruitment fliers posted in daycare centers and businesses and through recruitment e-mails posted on local list serves. All subjects enrolled in the study were from New York City or from Bergen County, NJ.

Measure of Vocabulary Size: Vocabulary size was assessed through the Mac Arthur Communicative Development Index (MCDI), a parental questionnaire considered a valid and reliable instrument for measuring children’s language development. The MCDI examines many aspects of early language development: Use of gestures, play, acquisition of vocabulary and development of syntax and of sentences. It provides separate receptive and expressive language scores. However, in the context of this research, only the Expressive Vocabulary Checklist of the Toddler’s version of the MCDI (MCDI-T) was used for measuring vocabulary size. The MCDI-T is considered to give an accurate account of size of vocabulary, as reported by the parents.

Results: Nineteen (19) children provided a complete set of data for this study, ranging in age from 24 to 30 months (M=26.3, SD=1.8). Results showed a statistically significant moderate to strong correlation (r=0.71, p<0.01) between the phonological loop capacity and the size of productive vocabulary. Visual inspection suggested that no outlier was present in this sample.

Discussion: Our study showed that toddlers 24 to 30 months-old with a large phonological loop capacity tend to have a larger vocabulary than toddlers with a small phonological loop capacity. As the phonological loop mediates word learning and vocabulary development, our findings suggests that children with better verbal working memory are more efficient in remembering words they have never heard before. Our findings are further supported by the findings of Stockes (2009), who showed that the strongest predictor to vocabulary knowledge is phonological loop capacity in toddlers 24 to 30 months. Hoff, Core and Bridges (2008) bring a longitudinal perspective to our hypothesis by showing that phonological loop capacity and vocabulary development are closely related in 20 to 24 months old toddlers.

  • Augmentative and Alternative Communication | Language Disorders | Literacy Assessment and Intervention | Speech and Language Science | Speech Sound Disorders | Swallowing and Swallowing Disorders
Location: Hall 1
Biography:

Sandra M Grether is a Speech-Language Pathologist III at Cincinnati Children’s Hospital Medical Center in the Division of Developmental and Behavioral Pediatrics and Adjunct Associate Professor at the University of Cincinnati, College of Allied Health Sciences. She is responsible for interdisciplinary student leadership training and research in prelinguistic communication with individuals with significant intellectual disabilities, impact of cognition on language in pediatric hearing loss and cognitive disabilities, childhood apraxia of speech and augmentative communication. She has been with CCHMC and UC for 17 years and a Practicing Clinician for 43 years.

Abstract:

For students to have future academic and personal success, it is important for them to be competent using both oral and written communication. This workshop will focus on using a core language system to support students in developing language to be competitive in the classroom. Participants will learn how to incorporate core language using both low and high tech augmentative and alternative communication (AAC) systems. Case studies will be shared and participants will have the opportunity to collaborate with other participants applying this core language approach with learners across settings. Additional interventions and strategies will focus on teaching students with special needs emergent and conventional literacy skills.

Kerri Phillips

Louisiana Tech University, USA

Title: Supervision of Support Personnel

Time : 14:00-14:30

Biography:

Kerri R Phillips is a Professor and Program Director of the Graduate Program in Speech-Language Pathology at Louisiana Tech University, USA. She holds the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association (ASHA) and is licensed to practice Speech-Language Pathology in the State of Louisiana. She has practiced as a speech-language pathologist in a variety of settings including public schools, hospital/rehab, private practice and higher education. She is a Past Member of the Louisiana Licensure Board, having served as Chair and Vice Chair. Currently she serves on the ASHA Continuing Education Board. She is a Member and Past-President of the Board of Directors of the National Council of the State Boards of Examiners for Speech-Language Pathology and Audiology. She has been actively engaged in state and national associations where she has served in various leadership capacities.

Abstract:

Practicing speech-language pathologists and audiologists have an opportunity to assume positions that require a leadership role in clinical supervision/clinical education for support personnel. The practitioner has a challenging task of converting doing skills into leading skills. Unfortunately, many professionals typically evolve from the role of supervisee to supervisor without any formal instruction or training in supervision. In theory, supervision seems easy; in reality, it is far from easy. Many times supervisors’ find that interactions in the supervisory process may feel like a constant battle of the wills and those you supervise are not speaking in the same language. There are many challenges to being a good supervisor. Understanding your role in supervising support personnel is crucial in order to be an effective supervisor.

Biography:

Li-Hsin Ning has received her PhD in Linguistics at the University of Illinois at Urbana-Champaign. She formerly worked at Google as a Speech Data Evaluator and currently is an Assistant Professor in the Department of English (Linguistics Track) at National Taiwan Normal University. She has her expertise in phonetics and psycholinguistics. Her research primarily investigates the internal models for tone in native speakers of Mandarin and second language learners of Mandarin. She used the pitch-shift paradigm to examine the reflex-like responses represented by point estimation and F0 contours. She is additionally interested in speech technology (such as speech recognition) and sentence processing (both in the behavioral level and the neurophysiological level).

Abstract:

Adult second language learners of Mandarin have to acquire new perceptual categories for discriminating and identifying lexical pitch variation of lexical tones, along with new sensorimotor skills to produce the rapid tone changes. Pitch-shift paradigm in which a short and artificial change in pitch is fed back to speakers during vocalization has been used to investigate how sensory information affects the way we control our speech motor activities. The pitch-shift response (i.e., vocal responses to auditory perturbation, PSR for short) is a reflex-like auditory-vocal response elicited by artificial shifts in auditory feedback. Speakers typically respond to the pitch stimulus by shifting the fundamental frequency (F0) of their voice in a compensatory direction. The pitch-shift paradigm can also be used to understand the stability of internal models for tone production. Controversy exists in the literature regarding whether this rapid response can be volitionally suppressed, which would suggest speakers can modulate the reflex-like aspects and reduce short-term pitch fluctuations. My previous research suggests that native Mandarin speakers demonstrate reduced PSR gain when producing Mandarin tones and even non-linguistic vowel vocalizations relative to native English speakers. The results suggest that Mandarin speakers have more stable internal models for tones, as their ability to control F0 is in general (in both linguistic and nonlinguistic domains) superior to native English speakers. The L2 learners bear some resemblance to Mandarin speakers in terms of PSR suppression. However, they may require more learning in order to reshape their internal models and make them more native-like. Trained vocalists reduced PSR gain compared to non-musicians. However, although trained vocalists have the potential to produce tonal contours, regulation of voice F0 in a linguistic domain may still require intensive tone training. On the other hand, online visual F0 feedback on the magnitude and timing of the PSR could facilitate suppression of the PSR. The results show that augmenting F0 feedback via online visual monitoring contributes to suppression of the PSR in both Mandarin and English speakers. Apparently, the auditory-vocal integration system of the human brain can be modified rapidly to suppress F0 fluctuations in comparison with typical auditory feedback conditions. Visual F0 feedback offers opportunities for pitch control that may have application to musical training and language learning.

Biography:

Stephen Calculator is a consulting Speech-Language Pathologist and Emeritus Professor in the Department of Communication Sciences and Disorders at the University of New Hampshire, USA. Since earning his Doctorate in Communicative Disorders from the University of Wisconsin-Madison in 1980, he has published and lectured extensively in the areas of augmentative and alternative communication (AAC) and inclusive services for individuals with severe disabilities, drawing upon his ongoing experiences as a consultant to numerous schools and other agencies in the USA and beyond. His greatest contributions have been devoted to enhancing our understanding of the role communication and assistive technology can play in fostering the participation of individuals with severe disabilities in their communities.

Abstract:

This presentation will highlight functional assessment (e.g., circles of communication partners, ecological inventories and discrepancy analysis) and intervention strategies (e.g., vision statements, skill clusters and instructional matrices) that have been found to be highly useful in fostering communication, educational and related skills in individuals with severe disabilities. Particular emphasis will be placed on those with accompanying severe intellectual challenges. Limitations of standardized testing will be discussed and viable alternatives (i.e., non-standardized approaches) presented. While the greatest emphasis will be placed on the role of Augmentative and Alternative Communication and that of the speech-language pathologist, content will be readily applicable to other related services as well as overall instruction. Authentic assessment and intervention will be discussed with multiple practical examples of how these principles can be applied to foster functional and meaningful abilities. Overarching themes of the workshop will be participation, membership and inclusion. Rather than examining communication (i.e., AAC) as an isolated skill, this presentation will frame it as an essential component of an integrated program in which the broader objectives relate to functional life skills and quality of life. Strategies discussed will be those found to contribute to individuals’ establishment and maintenance of relationships with others (i.e., friendships) as well as increased levels of participation in educational, vocational, leisure and other events. Emphasis will be placed on practices that foster, rather than hinder individuals’ self-determination and independence. Practical considerations for selecting and then addressing instructional goals will be reviewed, once again emphasizing approaches that target communication skills in broader contexts. These include school and other community settings that support inclusive practices.