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CASLPA Professional
Development Resource Centre
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Contributed paper sessions
from CASLPA Conferences
CASLPA is pleased to offer new components
of its professional development and continuing education program.
This is a great opportunity for you to access sessions that
fulfill CEE requirements (under Category A, 1.0 CEE per hour
of educational content).
Once your
online registration has been processed, you will receive a separate
email from CASLPA within two business days with the web address
and password for the webcast you registered for.
Each webcast purchased has a
separate and distinct password. This password can only be used
for the webcast purchased. This password is for purchased content,
copyrighted by CASLPA, and should not be shared with others.
CASLPA
Conference Contributed Paper Webcasts
These webcasts
are 45 minutes unless otherwise indicated.
Click on titles for session descriptions
PECS and speech development in children
with autism - register
online
Lynn Carson, M.Cl.Sc (SLP), University of Western Ontario,
Toronto, ON; Janis Oram Cardy, Ph.D.., SL-P (C), University
of Western Ontario, London, ON; Tracie Lindblad, M.Sc., M.Ed.,
Child Development Center of Oakville, Oakville, ON; Julie Theurer,
Ph.D., University of Western Ontario, London, ON; Taslim Moosa,
M.Cl.Sc. SLP (C), University of Western Ontario, London, ON
Following extensive pre-intervention assessment of language,
adaptive functioning, imitation, and symbolic representation
in three children with autism, changes in speech production
were measured over five months of parent-mediated PECS training.
Results suggested that stronger imitation skills pre-intervention
may contribute to collateral effects of PECS training on speech
development.
Lidcombe Program Treatment Time: Applying
benchmarks to linguistically diverse children
- register
online
Kristy Findlay, Montreal Fluency Centre, Montréal,
QC; Rosalee C. Shenker, Montreal Fluency Centre, Montréal,
QC
Established benchmarks for the Lidcombe Program for Stuttering
found that the median number of sessions to Stage 2 is 11 for
English speaking children. This study replicated previous findings
with a file audit of 55 linguistically diverse children. Results
are consistent with benchmark data from the USA, Australia and
UK.
Ottawa Autism Project: Does One Hour
of Parent-Coaching Make Changes?
- register
online
Robin Gaines, Ph.D., CCC-SLP, SLP (C), CASLPO, Children's
Hospital of Eastern Ontario, Ottawa, ON; Yolanda Korneluk, Ph.D.,
Emerging Minds Treatment Centre; Crystal McConkey; Danielle
Quigley; Laurie Vismara; Caroline Desrochers
A ten week model of Parent Coaching Intervention for young
children with at-risk signs of autism was implemented with 15
families. One hour per week of service with a parent coach was
provided in the family's home. Results indicate positive outcomes
in communication growth for the children and increase in parental
feelings of empowerment.
Interprofessional education in the
practice setting: Transforming practicum placements in Atlantic
Canada - register
online
Anne L .Godden-Webster, MSc (Applied), SLP(C), Dalhousie
University, Halifax, NS; Raylene M. Delorey, BSc, MSc, SLP(C),
N.S. Hearing & Speech Centres, IWK, Dalhousie U , Halifax,
NS; Ijeh R. Ozioma, BA (Hon), MSc-SLP(C), Reg. CASLPO, Toronto
East General Hospital, Brampton, ON; Jennifer K. Parker, MSc.,SLP(C),
Nova Scotia Hearing and Speech Centres, Halifax, NS
The development, implementation and outcomes of a sustainable
approach to interprofessional student team experiences in the
practice setting will be discussed from the perspectives of
student, team facilitator, clinical education coordinator and
interprofessional experience coordinator. Strategies employed
to expand this new model across Atlantic Canada will also be
described.
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Parent Assessment of Emergent Literacy
for Multilingual Language-Impaired Preschoolers
- register
online
Jessica L. Lamont, M.H.Sc, University of Toronto, North York,
ON; Luigi E. Girolametto, Ph.D., University of Toronto, Toronto,
ON; Carla J. Johnson, Ph.D., University of Toronto, Toronto,
ON; Xi Chen, MHSc, University of Toronto, Toronto, ON; Patricia
L Cleave, Ph.D., Dalhousie University, Halifax, NS
The emergent literacy skills of dual language learning and
monolingual children with Specific Language Impairment were
assessed using a parent-rated questionnaire and standardized
tests. No significant differences were found between the two
groups. Significant correlations between the questionnaire and
standardized measures indicated the clinical usefulness of an
early literacy questionnaire.
Overcoming the Challenges of Language
Assessment in Multilingual Populations
- register
online
Thandeka T. Maine, University of Kwazulu-Natal, Durban, South
Africa
Multilingualism is the norm globally. Research (Jordaan 2008)
has shown that the caseloads of most speech language pathologists
and audiologists include multilinguals. South Africa is no exception.
It has a multilingual population. Clinical practice in such
a context is a challenge. This paper explores and proposes some
solutions to these challenges.
The Peru Placement Initiative: Incorporating
Social Justice into Clinical Education
- register
online
Taslim N. Moosa, SLP, The University of Western Ontario,
London, ON; Susan Schurr, SLP, The University of Western Ontario,
London, ON
This presentation profiles a supervised international clinical
education experience for Speech-Language Pathology students
that integrates clinical education with service provision in
under-serviced, multicultural, and multilingual communities
in Peru. This clinical education opportunity is offered within
a social justice framework. Program implementation, student
learning, professional challenges, and future directions are
discussed.
Assessing pragmatics and its impact
using the Language Use Inventory
- register
online
Daniela K. O'Neill, University of Waterloo, Waterloo, ON;
Diane Pesco, Concordia University, Montréal, QC
For best sound on this webcast, external
speakers are highly recommended. This presentation will
provide an overview of early pragmatic development in children
from 18-47 months of age using results from the Canadian standardization
of the Language Use Inventory (LUI). The LUI's long-term predictive
validity and relations between early pragmatic competence and
social competence will also be discussed.
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The Impact of Modern Toy Features on
Parent-Child Talk - register
online
Daniela K. O'Neill, University of Waterloo, Waterloo, ON; Julianne
Scott, Ph.D., University of Waterloo, Waterloo, ON; Ashley McKinley,
MASc, University of Waterloo, Waterloo, ON
For best sound on this webcast, external
speakers are highly recommended. In this talk, we will
discuss findings of a study demonstrating that the presence
of more complex and
competing features on children’s toys significantly reduced
the ability of mothers to provide their children with clear
references to the parts of the toy while they built and played
with it together.
Assessment and Treatment of Bilingual
Children Who Stutter - register
online
Rosalee C. Shenker, Montreal Fluency Centre, Montréal,
QC
Few guidelines exist for treating bilingual children who stutter.
This presentation reviews the existing literature, discussing
relevant assessment and treatment issues in that context. Clinical
case studies will provide the methodology to explore some key
questions about evaluating bilingualism in stuttering and offer
some strategies for clinical practice.
Guidelines for Monitoring Early Stuttering
in a Clinical Setting - register
online
Rosalee C. Shenker, Montreal Fluency Centre, Montréal,
QC; Nayiri Tabakian, McGill University, Montréal, QC;
Marie Bourgault Cote, Speech Language Pathologist, Montreal
Fluency Centre, Montréal, QC; Gissella Santayana, Speech
Language Pathologist, Montreal Fluency Centre, Montréal,
QC; Alina Boghen, Speech Language Pathologist, Montreal Fluency
Centre, Montréal, QC
This presentation provides a simple and cost effective way
of monitoring risk of persistent stuttering in young children
to prioritize treatment. An evidence-based model for service
delivery that involves training parents to provide information
on recovery/persistency will be outlined. Participants will
receive materials for implementation of this model.
"It Takes a Village" ...Collaborative
SLP Preschool to School Services
- register
online
Janet P. Simpson, M.S., S-LP(C), CCC-SLP, Winnipeg Regional
Health Authority, Winnipeg, MB; Laurie Scott, M.S. S-LP(C),
Winnipeg Regional Health Authority, Winnipeg, MB; Sharon G.
Halldorson, Sc.D., S-LP(C), CCC-SLP, Seven Oaks School Division,
Winnipeg, MB
This presentation will describe a community-based SLP program
that uses a collaborative approach to integrate preschool and
school age services. Using case study examples, we will contrast
a traditional approach to a community capacity-building approach,
showing differences in outcomes and family confidence.
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Incorporating Participation into Everyday
Rehabilitation - A Case Study
- register
online
Deidre B. Sperry, M.Sc., SLP(C), Choice Therapeutics, Dundas,
ON; Margo Kindree, BHSc., OT, Entwistle Health, Ancaster, ON
As clinical practice evolves to include limitations of participation
it challenges each member of a multi-disciplinary rehabilitation
team. It requires collaboration and cooperation to develop an
effective program. This presentation shares the process and
program developed for an aphasic young man with an acquired
brain injury.
Applying the ICF-CY in paediatric
S-LP - register
online
Karla N. Washington, Ph.D., S-LP(C), Bloorview Research Institute,
Toronto, ON
In 2007 the World Health Organization introduced a new framework
for use with the paediatric population, the International Classification
of Functioning, Disability, and Health - Children and Youth
version (ICF-CY). The clinical and research utility of this
framework in speech-language pathology for children with communication
disorders is described.
The Importance of Early Intervention
for Children with Hearing Loss
- register
online
Noreen R. Simmons, Ph.D., S-LP (C), BC Family Hearing Resource
Centre, Surrey, BC; Tamara Pelletier, M.Sc., SLP (C), BC Family
Hearing Resource Centre, Surrey, BC
This presentation will increase SLPs' awareness of the benefits
of early intervention services for infants and babies with hearing
loss. Knowledge on comprehensive and coordinated services offered
by a team of professionals (e.g., speech pathologists, teachers
of persons who are deaf) with expertise in early intervention
and hearing loss will be highlighted.
Cued
Speech and the Child with Down Syndrome
- register
online
Marianne Flanagan, B.Ed.,MA, Calgary, AB
Cued Speech is an easy to learn, multisensory, phonemically-based
communication system that makes the spoken language clear
through vision. Children with Down Syndrome frequently have
hearing loss and auditory processing problems. Their teachers'
and parents' Cued Speech will be understood accurately by
these visual learners. When the children cue, their unintelligible
speech can be understood accurately.
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of this page
Teaching Phonological
Awareness Skills to a French Language-Impaired Child (this
session was presented in French) -
register
online
Daphne A. Ducharme, Professeur adjointe, Universit‚
d'Ottawa, Ottawa, ON; Judith Lafleur, Orthophoniste; Lisabelle
Lemay, Orthophoniste; Véronique Quann, étudiante,
Universit‚ d'Ottawa, Ottawa, ON; Dominique Pelland, étudiante,
Universit‚ d'Ottawa, Ottawa, ON; Maude St-Pierre, étudiante,
Universit‚ d'Ottawa, Ottawa, ON
This study explores the improvement of phonological awareness
skills over a 14-month period, with two eight-week intervention
programs. The study is a single subject case study with a French-English
bilingual six-year-old boy whose diagnosis was severe SLI. His
phonological awareness skills were assessed with the N-EEL (Nouvelles
Épreuves pour l'Examen du Langage), before and after
eight weeks of intervention. This protocol was repeated one
year later. Sessions took place three times a week in the child's
home, during the summer months. The results suggest that with
practice, a child with SLI can develop strong phonological awareness
skills, despite a severe oral language deficit.
Understanding Perspectives In Linguistically
And Culturally Diverse Clinical Interactions
- register
online
Noreen R. Simmons, Ph.D., S-LP (C), BC Family Hearing Resource
Centre, Surrey, BC; Jeff A. Small, Ph.D., University of British
Columbia, Vancouver, BC
This study will discuss some of the challenges encountered and
strategies used by monolingual English speaking SLPs during
their clinical encounters with Indo-Canadian adult aphasic clients.
Clients, family members, and interpreters' perspectives of the
interaction will also be enunciated.
Clinical Research in Adult Motor Speech
Disorders and Fluency
- register
online
Sarah Smits-Bandstra, Ph.D., McGill University, Montreal,
QC; Kim Bauerly, M.Sc., University of Toronto, Toronto, ON;
Robert Kroll, Ph.D., University of Toronto, Toronto, ON; Vince
Gracco, Ph.D., McGill University, Montreal, QC; Luc De Nil,
Ph.D., University of Toronto, Toronto, ON
Results of several multi-site studies with adults who stutter
and adults with Parkinson's disease suggest that minor adjustments
to already established treatment programs may serve to maximize
learning, retention, and individual benefits of treatment. Designing
and implementing clinical research for this purpose will be
the focus of the presentation.
Development and Implementation of the
Communikit - For Individuals with Impaired Communication
- register
online
Holly Sloan, Speech-Language Pathologist, Trillium Health
Centre, Mississauga, ON
The speech-language pathology service at Trillium Health Centre
developed a comprehensive, portable tool kit to facilitate effective
communication. This presentation will review the development
and implementation of the CommuniKit in an acute care hospital
and its transferability across the continuum of care.
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Contributed paper webcasts
$20 for one session, 2nd session free
Register
online
