At the end of this presentation, attendees will be able to:
1. Describe characteristics of students with AS, ASD, and related learning challenges and how they impact learning.
2. Identify supports that can be used throughout the student's day.
3. Be able to create a comprehensive plan for student programming.

The second part of this presentation will address the hidden curriculum and its applicability to individuals on the autism spectrum. The hidden curriculum is comprised of items that are not typically taught to neurotypical children and youth, but are assumed and expected knowledge.

At the end of this presentation, participants will be able to:
1. Define the hidden curriculum
2. Explain the hidden curriculum's applicability to school, community, and home
3. Identify hidden curriculum areas and items across preschool, middle school, high school, and adulthood

Sponsored by Newfoundland & Labrador Credit Union

Intermediate: This session will provide an overview of strategies that support the success of individuals with autism spectrum disorders. These skills serve as building blocks in adulthood. Myriad strategies will be discussed, including regulation, social, problem-solving, daily living, and organization. In addition, a model for looking at behavioral challenges including the cycle of tantrums, rage, and meltdowns.

At the end of the sessions, attendees will be able to:
1. Describe skills used across the lifespan.
2. Identify supports that can address life skills.
3. Match learner needs to skills.

Sponsored by FDMT

Intermediate: A curriculum-relevant model of language levels (sound/word and sentence/discourse) by modalities (listening, speaking, reading, and writing) can bring order to planning language and literacy interventions. Curriculum-based language assessment and intervention and a classroom-based writing lab approach can connect spoken and written language intervention to meeting core curriculum standards.

After attending these sessions, participants will be able to:
1. Use a language levels by modalities model to describe a student's language intervention strengths and needs.
2. Describe at least two curriculum-relevant techniques for assessing sound/word and sentence/discourse skills.
3. Describe methods for collaborating with a classroom teacher to set up a writing lab approach to language assessment and intervention.
4. List examples of expected outcomes when a writing lab approach is used to provide spoken and written language intervention

Sponsored by Supportive Hearing Systems Inc.

Intermediate: Speech-language pathologists are frequently required to conduct dysphagia assessments in facilities where instrumental tests, like videofluoroscopy, are not easily accessible. In this session, we will review the goals and methods of clinical swallowing assessment and will discuss recent evidence regarding the power of non-instrumented tests to detect swallowing problems.

Sponsored by Nestlé Health Science

Introductory: This presentation will review current clinical research and the use of visual feedback in speech habilitation, with a special focus on the use of ultrasound as a clinical tool.
Speech therapy with visual feedback tools as adjuncts to therapy have proven to be successful in the long term. The procedures developed with older students will be reviewed, with a focus on treating 'r' with ultrasound. These methods have the potential to eliminate the need for years of speech therapy later.

Keywords: speech habilitation, electropalatography, ultra sound, speech, visual feedback

Introductory: "The mediocre supervisor tells, the good supervisor explains. The superior supervisor demonstrates, but the best SUPER2visor inspires!" Adapted from W.A. Ward. The clinician's transformation into the role of supervisor is eased when he or she received training that is recognised by various professional associations. Speech-language pathologists and audiologists are invited to discover this process and to assess their own needs within it!

An Outcome Measure for Young Children with Severe Speech Delay - Erica C. Woolridge, MSc S-LP, R.S-LP, S-LP (C), Memorial University of Newfoundland, Mount Pearl, NL; Megan M. Hodge, Professor, University of Alberta, Edmonton, AB; Shayna Scott, MSc S-LP, R.S-LP

Intermediate: Analyses of phonetic and phonologic scores for a 30-word imitative task (TOCS-30) for 30 three year-old children (age-typical speech; speech sound disorders with and without suspected childhood apraxia of speech) indicated that TOCS-30 provides a relatively stable sample of speech behaviour that distinguishes children by level of speech disorder severity.