Convention Recordings

Stephanie Kneedler, SSP, NCSP, Western Psychological Services

Speech and language assessment is a complex process, and the impact of assessment extends beyond the score. Linking assessment data to meaningful intervention in a multi-disciplinary context can be a challenge. This session seeks to support school-based speech-language pathologists in maximizing the potential of assessments and enhance student progress with interventions linked to assessment data. This presentation will provide a platform for conceptualizing the scope of speech and language assessment and intervention and its impact on educational success. Participants will review a variety of formal assessment measures designed to evaluate receptive and expressive language, pragmatic language and articulation, the accompanying theory behind them and how these tools can be used to support intervention in a multi-disciplinary context. Participants will leave with knowledge of numerous speech and language assessment tools, explicit interventions and accommodations that can be used after using these assessments, as well as other resources that can be implemented in the educational setting tomorrow.

Learner Outcomes: At the end of this presentation participants will be able to:

• Describe the function, theory and key administration features of variety of speech and language assessments used to evaluate language articulation and pragmatic skills, such as the Comprehensive Assessment of Spoken Language, Second Edition (CASL-2).
• Support their teams in offering data-based individualized recommendations and interventions.
• Enhance their collaboration with multi-disciplinary team members on assessment and intervention.

Level of Learning: Intermediate

Product Disclosure: CASL-2; ARIZONA-4; CAPs; OWLS-II; PPA

Emily Ciesielski, PhD, CCC-SLP, University of Central Missouri
Kim Stewart, MS, CCC-SLP, University of Central Missouri
Samantha Griesinger, BS, University of Central Missouri

This presentation will highlight an enriched literacy program beginning with the theory of literacy, diagnostic tools utilized in literacy assessment to determine a dyslexia diagnosis, and innovative interventions conducted in a clinical setting and through teletherapy.

Learner Outcomes: At the end of this presentation participants will be able to:

• Explain the introduction to elicit discussion pertaining to the theory of literacy.
• Discuss and demonstrate literacy assessment tools utilized to determine a diagnosis.
• Describe and demonstrate literacy therapeutic interventions using several literacy programs and successful therapy tools utilized in a clinical setting and through teletherapy services.

Level of Learning: Intermediate

Michelle Dampf, MA, CCC-SLP, University of Missouri

Students with autism experience difficulties with communication that can have a negative impact on their ability to advocate for their needs. In addition to teaching our students the communication skills necessary for success, students also need to be taught advocacy skills.     The purpose of IDEA is to provide the education that will prepare our students for further education, employment, and independent living.  Improving communication and advocacy will help students to meet that goal.  This presentation will intertwine best practices for social communication interventions while providing the latest information regarding advocacy and neurodiversity.

Learner Outcomes: At the end of this presentation participants will be able to:

• Recognize the importance of social communication interventions while giving respect to neurodiversity.
• Improve their students’ advocacy skills during IEP meetings and within the general education setting.
• Develop a plan for social communication interventions that includes best practices with respect to students.interests and long-term outcomes.

Time-Ordered Agenda:

0-5 Minutes:  Introduction and Review Disclosures
5-10 Minutes: Autism Review
10-20 Minutes: What Does the Research Tell Us?
20-30 Minutes: Disability Models
30-40 Minutes: Neurodiversity
40-50 Minutes: Social Interventions in Education
50-60 Minutes: Self-Advocacy

Level of Learning: Intermediate

Kelsey Aurand de Razo, MA, CCC-SLP, Truman State University

Many clinicians are beginning to understand the importance of making diverse books available in the spaces where children spend much of their time (i.e., classrooms, therapy rooms, and homes) yet these influential adults may not feel confident in their ability to find and select high-quality diverse children’s books. This presentation seeks to provide resources for clinicians to find and select high-quality diverse children’s books with greater ease and confidence to ultimately increase the broader availability of diverse books to children. We begin by (re)visiting the importance of children having access to diverse books during their childhood. Next, we take a quick peek at the current state of affairs. What types of books are available in our therapy rooms, classrooms, and home libraries? What types of books are we choosing to read and share with children? We then provide resources for finding lists and ideas of high-quality diverse books followed by suggestions regarding how to analyze a book for the quality of its representation. Finally, we discuss ways in which clinicians, educators, and parents can center (or make priority) high-quality diverse books in their daily interactions with children.

Learner Outcomes: At the end of this presentation participants will be able to:

• Identify multiple resources to facilitate locating high-quality books with diverse representation.
• Select children’s literature that offers diverse, equitable, and inclusive representation.
• Explain to stakeholders the value of utilizing diverse literature in the classroom/therapy room.

Level of Learning: Introductory

Product Disclosure: Cooperative Children’s Book Center

Angie DeMoss, MS, CCC-SLP, Lee’s Summit R-7 School District
Pat Jones, MS, CCC-SLP, Liberty Public School District
Kim Stewart, MS, CCC-SLP, University of Central Missouri

This session will update school-based SLPs with current roles and topics, review current language eligibility criteria and educate SLPs regarding the Audiology and Speech-Language Pathology – Interstate Compact. The School Services and Early Childhood Networks meet together three times during the school year per Zoom meetings. Join our committee to receive current ASHA information, share successes and discuss concerns.

Learner Outcomes: At the end of this presentation participants will be able to:

• Explain the current roles and topics of school based speech-language
• Recall language eligibility criteria according to Missouri State Plan.
• Explain the Audiology and Speech-Language Pathology – Interstate Compact.

Level of Learning: Intermediate

Cheryl Livingston, MS, CCC-SLP, Special School District of St. Louis County

Each week Unique Learning’s N2Y provides an article regarding a current event.  You may consider this curriculum an opportunity to address reading written and symbol supported text.  This presentation will discuss supplementing the materials provided each week, with resources to support communication.  We will discuss strategies to promote descriptive teaching with core vocabulary, adding videos and activities to engage all learners and utilize AAC language programs.

Learner Outcomes: At the end of this presentation participants will be able to:

• Create materials to promote communication with N2Y newspapers.
• Identify descriptive teaching strategies.
• Combine resources to increase student engagement.

Level of Learning: Introductory

Product Disclosure:  Unique Learning System’s News-2-You curriculum