Daily Schedule

Thursday 05/07

7:30 am - 8:00 am

Breakfast

Join us for breakfast and stay for opening ceremony and keynote presentation.

8:00 am - 9:00 am

The Opening Ceremonies & Keynote Speaker

Times and content subject to change.

9:15 am - 12:30 pm

Criteria and Crucial Conversations About Developmental Language Disorder

The language used in the descriptions reflects the language of the sessions.

Recent international efforts to increase consensus and awareness of developmental language disorder (DLD) have the potential to positively impact families and services. This workshop will consider criteria and challenges for using the term “DLD” in a way that allows for practice setting constraints but achieves reasonable consistency across settings. We will also consider how to share child assessment results indicating DLD with parents. Finally, we will think about the content and talking/thinking tools that can help us succeed with these crucial conversations.

Learning objectives:

  1. Discuss when to use the label DLD.
  2. Understand how to approach sharing this clinical information.

Speaker

Lisa Archibald

Level

Intermediate

Topic for

Speech-Language Pathology

9:15 am - 10:45 am

A Nonlinear Metric for Phonological Assessment Applied to Multisyllabic Words

The language used in the descriptions reflects the language of the sessions.

Authors: Glenda Mason, PhD, RSLP, S-LP(C), The University of British Columbia, Vancouver, BC; Daniel Berube, PhD, RSLP, Université d’Ottawa, Ottawa, ON.

This session will present a whole word metric for the evaluation of phonological accuracy and progress monitoring in multisyllabic words. Participants will have hands-on training and practice in a streamlined software application, i.e. Phon (Hedlund & Rose, 2018), for transcription and analysis of multisyllabic word productions. The presentation will summarize current research using the metric for a sample of mono-English and French-speaking preschoolers and school-aged children, with and without speech sound disorder/protracted phonological development. Finally, it will describe research that is underway with the aim to acquire sufficient normative data for a representative sample of mono- and multisyllabic words.


 

Levels

Intermediate

Topic for

Speech-Language Pathology, Communication Health Assistant

9:15 am - 10:45 am

Diversity, Equity and Inclusion in Professional Practice

The language used in the descriptions reflects the language of the sessions.

Canada’s population is diverse. Speech-language pathology as a profession must evolve to genuinely reflect this diversity and ensure that all individuals across the country have access to culturally competent and safe prevention, promotion, assessment and intervention services. The panel is comprised of four S-LP members of an SAC committee tasked with creating a diversity position statement. 

Learning objectives:

  • Understand the concepts of diversity, equity, and inclusion.
  • Identify ways to make the professions more diverse, and how S-LPs can be more culturally competent.
  • Be able to explain what it means to provide culturally safe services, as well as how to counter systemic and attitudinal barriers to equitable services.


Moderator

  • Elizabeth Kay-Raining Bird

Panelists:

  • Keara Boyce
  • Andrea Coke
  • Farha Hussain

Topic for

Speech-Language Pathology, Communication Health Assistant

9:15 am - 10:45 am

Assessing Entry-To-Practice Competencies: The Changing Canadian Clinical Education Landscape

The language used in the descriptions reflects the language of the sessions.

Authors: Susan Wagner, BSc (SPA), MSc (CD), Reg. CASLPO, S-LP(C); Coord of Graduate Studies, Coord of Clinical Education, Associate Professor, Teaching Stream, Department of Speech-Language Pathology, Faculty of Medicine, University of Toronto, Toronto, ON; Lu-Anne Mc Farlane, BSc, MSc; Associate Professor, Associate Chair, Department of Communication Sciences and Disorders, Faculty of Rehabilitaiton Medicine, University of Alberta, Edmonton, AB; Justine Hamilton, MClSc, Reg CASLPO, MBA; Director of Clinical Education, Assistant Professor, Speech-Language Pathology, School of Rehabilitation Sciences, Mc Master University, Hamilton, ON; Lynn Ellwood, BSc (CD), MHSc, MBA, Reg. CASLPO, S-LP(C), Department of  Speech-Language Pathology, Faculty of Medicine, University of Toronto, Toronto, ON.

Many clinicians support the clinical education of student learners and mentor newly-graduated clinicians with entry-to-practice competencies. Understanding the new competency-based entry-to-practice Canadian landscape and resultant changes in assessment of learners is thus imperative. This workshop provides an exploration of key features and concepts related to the competency-based education and assessment for learning. The session will augment brief didactic presentations with interactive discussion and reflection. Participants will apply competency-based assessment principles using examples from the new Canadian Assessment of Clinical Competence, which will then enable them to apply these concepts and strategies in their own contexts.

 

Levels

Introductory

Topic for

Speech-Language Pathology, Communication Health Assistant

9:15 am - 5:00 pm

Combining Muscle Performance and Skill-Based Training in Dysphagia Rehabilitation: The Intensive Dysphagia Rehabilitation Approach (IDRA)

The language used in the descriptions reflects the language of the sessions.

In this workshop, the presenter will first review principles of exercise physiology/muscle performance, as well as principles of neuroplasticity and motor learning and their applications and current evidence in dysphagia rehabilitation. We will summarize examples of both muscle performance and skill-based training approaches. Then, we will introduce a new approach developed by the presenter, the Intensive Dysphagia Rehabilitation Approach (IDRA). IDRA is a neuroplasticity-driven intensive treatment approach that combines both muscle performance and skill-based training in addition to adherence-inducing features. IDRA was designed to systematize clinical methods and maximize outcomes in patients with dysphagia. The workshop will discuss the components of IDRA and present data supporting its safety and preliminary effectiveness. The workshop will build a case as to why such combination approaches may be more effective for some of our patients, and will end with case studies where participation of the audience will be integral.

Learning objectives:

  1. Describe principles of exercise physiology, neuroplasticity and motor learning.
  2. Identify the scientific premise of the IDRA components.
  3. Describe how to start implementing some of these components in their practice.

Level

Intermediate
Advanced

Topic for

Speech-Language Pathology

10:45 am - 11:00 am

Morning Break

Join us for refreshments on the trade show floor and meet with the exhibitors.

11:00 am - 12:30 pm

Issues in the Accessibility of Written Information in Public Spaces

The language used in the descriptions reflects the language of the sessions.

In an ideal world, written information in public spaces would be accessible for everyone, thereby fostering public environments that are enjoyable and inclusive. But that is often not the case. For many people with communication difficulties, the confidence and capabilities bolstered within clinical and rehabilitation settings often do not transfer easily into public settings. Some people may avoid public spaces out of fear of spontaneous interactions, having to ask for help, not understanding or being overwhelmed. To add to the growing global awareness of coping with communication difficulties in ‘real world’ environments, this workshop will present and discuss current issues in the accessibility of written information in public spaces. The workshop will focus on what “accessibility of information” means in varying environments for people with various needs. We will discuss common obstacles that render written information illegible, confusing or incomprehensible, as well as the possible consequences that may result in information being misunderstood. We will collaboratively discuss solutions to overcome these obstacles both in situ and in practice. Finally, we will discuss means of implementing and measuring these solutions while identifying possible limitations. The overall goal of this workshop is to open the discussion regarding factors found to reduce accessibility of written information in common social environments.

Learning objectives:

  1. Identify and discuss the obstacles that people may encounter when navigating public spaces.
  2. Discuss possible ways to improve the accessibility of written information in public spaces.

Speaker

Christie Brien

Level

Intermediate
Advanced

Topic for

Speech-Language Pathology, Communication Health Assistant

11:00 am - 12:30 pm

Drawing Conclusions and Making Inferences: Two Sides of the Same Coin

The language used in the descriptions reflects the language of the sessions.

Author: Judith Fuhrman, M.S., CCC-SLP, Riverside Unified School District, Riverside, CA.

The abilities to draw conclusions and to make inferences require the same basic mental processes. What are the required skills and how can you help students to develop them? This hands-on session will provide fun teaching ideas that you can implement tomorrow in your therapy sessions. The skills easily transfer to the classroom and will help you to bridge the gap between clinical and educational settings.

Speaker

Judy Fuhrman

Level

Introductory

Topic for

Speech-Language Pathology, Communication Health Assistant

11:00 am - 12:30 pm

Supporting Mental Health and Well-Being: Accommodations for Equitable and Accessible Learning in Clinical Placements

The language used in the descriptions reflects the language of the sessions.

Authors: Emily Balkam, M.Sc., S-LP(C), Dalhousie University, Faculty of Health, School of Communication Sciences and Disorders, Halifax, NS; Lynn Ellwood, BSc(CD), MHSc, MBA, S-LP(C) Reg. CASLPO, University of Toronto, Faculty of Medicine, Department of Speech-Language Pathology, Toronto, ON; Sarah Mason, AuD, CCC-A, Aud(C), Dalhousie University, Faculty of Health, School of Communication Sciences and Disorders, Halifax, NS; Susan Wagner, B.Sc. (SPA), M.Sc. (CD), Reg. CASLPO, S-LP(C), University of Toronto, Faculty of Medicine, Department of Speech-Language Pathology, Toronto, ON.

Disabilities that hinder learning are complex. Recently, there has been increasing recognition of invisible disabilities such as mental health issues. This workshop focuses on the trends, terminology and processes used in determining and employing formal accommodations to optimize student learning. It will introduce a model that includes contextual factors, partnerships and systematic processes. The majority of the session will use brief didactic presentations augmented by interactive discussion and reflection. Participants will apply this knowledge to authentic case studies, and receive strategies and tips that can be applied in their own contexts.

Levels

Introductory

Topic for

Speech-Language Pathology

12:30 pm - 1:30 pm

Lunch in Exhibit Hall

Join us for lunch on the trade show floor and meet with the exhibitors.

 

Sponsored by Yardstick Assessment Strategies

 

1:30 pm - 3:00 pm

Advocacy & Speech-Language Pathology: How Can You Be a Change-Maker?

The language used in the descriptions reflects the language of the sessions.

Speech-language pathologists and communication health assistants are in a strong position to advocate for their role on interprofessional teams and for the needs of their patients/clients, yet many professionals don’t feel equipped to promote their role to decision-makers, other professionals or, most importantly, the general public. 

This session will provide an overview of advocacy: what it is and strategies which will allow you to become a better advocate for your profession. Participants will have the opportunity to work through a case study in a hands-on exercise and prepare their own advocacy toolkits.

Speaker

Emily Banzet

Level

Introductory

Topic for

Speech-Language Pathology, Communication Health Assistant

1:30 pm - 5:00 pm

Service Delivery Models for Children with Speech Sound Disorders: Beyond Speech Production

The language used in the descriptions reflects the language of the sessions.

Children with speech sound disorders present with deficits in speech sound production as well as difficulties with phonological awareness, speech perception and language. This session will review the benefits and evidence of inclusion of these elements in speech production intervention. A variety of service delivery models exist for preschoolers and school-age children with speech sound disorders, but it may be difficult to determine how much therapy is most beneficial. This session will provide data regarding treatment dosage and frequency for this population. It will also demonstrate application to clinical practice through three service delivery models and encourage audience participation.

Learning objectives:

  1. Discuss additional phonological processing, language and literacy weaknesses often seen in children with speech sound disorders.
  2. Describe the combination of dose and frequency associated with greatest gains in children’s speech abilities.
  3. Describe three models of service delivery for preschoolers and school-age children with speech sound disorders.

Level

Intermediate

Topic for

Speech-Language Pathology, Communication Health Assistant

1:30 pm - 3:00 pm

Un-date-ed?: Identifying Inflectional, Derivational and Compound Morphology in Language Samples

The language used in the descriptions reflects the language of the sessions.

Author: Bonita Squires, M.Sc, PhD (ABD)

Advanced academic vocabulary is largely made up of multi-morphemic words, such as ‘geographical’, ‘inequality’ and ‘expressionism’. To assess and intervene on vocabulary development, clinicians may consider identifying multi-morphemic words and morphemes that children already produce in language samples. In this mini-seminar, participants will learn about language sampling and the development of different types of morphology. Next, they will practice the systematic identification of multi-morphemic words in the language sample of a child who is deaf or hard-of-hearing. Finally, attendees will brainstorm ways to use this information in setting goals and developing stimuli for intervention.

Speaker

Bonita Squires

Level

Introductory

Topic for

Speech-Language Pathology, Communication Health Assistant

1:30 pm - 2:15 pm

Clinical Reasoning: Developing a Remediation Program to Help Practicing Professionals

The language used in the descriptions reflects the language of the sessions.

Authors: Alexandra Carling, Doctor of Philosophy, Speech Language Pathologist, College of Audiologists and Speech Language Pathologists of Ontario, Toronto, ON; Sarah Chapman-Jay, Speech Language Pathologist, College of Audiologists and Speech Language Pathologists of Ontario, Toronto, ON.

A clinical reasoning remediation program for healthcare professionals can help ensure quality service and protection of the public. The assumption is that all practicing clinicians use clinical reasoning when providing service, however, a small number of clinicians are in need of help with these skills.  This presentation will describe the Clinical Reasoning Remediation Program developed by the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO). The remediation program has been designed to meet the needs of experienced professionals using adult learning principles, as well as established methodologies to promote critical thinking and problem solving.  The remediation program also allows for post-remediation evaluation using CASLPO’s Clinical Reasoning Tool. This presentation will help participants understand the complexities of and specific requirements for effectively helping practicing clinicians improve their clinical reasoning when providing service.

Levels

Intermediate

Topic for

Speech-Language Pathology

2:15 pm - 3:00 pm

Receptive and Expressive Language in Early French Immersion

The language used in the descriptions reflects the language of the sessions.

Authors: Ann Sutton, PhD, Université d'Ottawa, Ottawa, ON; Frédéric Downing-Doucet, S-LP student, University of Ottawa; Émilie Drouin, S-LP student, University of Ottawa; Magali Gauthier-Gagnon, S-LP student, University of Ottawa; Julie Rodrigue, S-LP student, University of Ottawa; Fardous Sahouli, S-LP student, University of Ottawa; Myriam Talbot, S-LP student, University of Ottawa; Christina Charles, research assistant, University of Ottawa; Genessee, F., Kay-Raining Bird, E., Chen, X. University researchers, PhD, Oracheski, J., Pagan, S.; School Board team, PhD.

This study explored receptive and expressive language in children with and without speech or language impairments in early French immersion (EFI). Participants were 21 grade 4 English-speaking children (11 with and 10 without speech or language impairments), in EFI since kindergarten. On standardized tests of receptive vocabulary, sentence comprehension, sentence production and a story-telling task, scores were higher in English than French and the response pattern differed across languages. There were no significant differences between children with and without impairments, suggesting no negative impact of EFI. Further studies should explore more fully differences related to impairment type and severity.

Speaker

Ann Sutton

Level

Intermediate

Topic for

Speech-Language Pathology

3:00 pm - 3:30 pm

Afternoon Break

Join us for refreshments on the trade show floor and meet with the exhibitors.

3:30 pm - 4:15 pm

Motivating the Challenged Eater to Expand Food Choices

The language used in the descriptions reflects the language of the sessions.

Authors: Chantal Lessard, M.H.Sc.(C), reg CASLPO, CHEO, Ottawa, ON; Carrie Owen, OT, Reg Ontario, CHEO, Ottawa, ON.

The presentation will outline the effectiveness of an interprofessional approach for expanding children's food choices and review parent's perceptions of a group approach. It will discuss the impact of an interprofessional group approach on wait lists and introduce practical strategies for addressing food restrictive behaviours.

Levels

Intermediate

Topic for

Speech-Language Pathology

3:30 pm - 5:00 pm

The 3 M’s: From Mentee to Mentor to Management

The language used in the descriptions reflects the language of the sessions.

“Oh the places you’ll go!” – Dr. Seuss

Have you ever thought about branching out in your practice? Are there positions that interest you but you are not sure if you are a good fit? Is the landscape in your area changing and you wonder how it will impact your service? How do S-LPs evolve?

In this session, we will explore the career paths of speech-language pathologists who have taken on differing roles in their careers: that of SAC mentee, SAC mentor, private practitioner, manager and administrator. Each panel member will provide insight into their career path choices as well as the supports and experiences that led them to their current roles. Panel members will also discuss how S-LPs can leverage their unique skill sets to assume a variety of roles.

Moderator

  • Sarah Sark

Panelists:

  • Caitlin Buchel
  • Pamela Coulter
  • Jennifer O'Donnell
  • Susan Rafaat

Topic for

Speech-Language Pathology, Communication Health Assistant

3:30 pm - 4:15 pm

Discourse Analyses in the Assessment of Monolingual and Bilingual Children

The language used in the descriptions reflects the language of the sessions.

Authors: Patricia Cleave, PhD, S-LP(C), Dalhousie University, Halifax, NS; Bonita Squire, MSc, S-LP(C), Dalhousie University, Halifax, NS; Vincent Bourassa Bédard, MSc, Université de Montréal, Montreal, QC; Stefano Rezzonico, PhD, Université de Montréal, Monteal, QC; Elizabeth Kay-Raining Bird, PhD, S-LP(C), Dalhousie University, Halifax, NS.

Diagnosing a language disorder in monolingual children is challenging, but it is especially difficult in bilingual children. Discourse measures are recommended as a more appropriate way to evaluate the language skills of bilingual children, as they are more naturalistic and less likely to be biased. An ongoing project is developing a Canadian database of discourse skills in monolingual and bilingual children aged 7-12. This mini-seminar will discuss issues involved in collecting discourse data and their implications for clinical assessment, introduce the database that will result from our project, and discuss the use of databases in clinical practice.

Topic for

Speech-Language Pathology

4:15 pm - 5:00 pm

Research for Practice: Embracing the Power of Partnership

The language used in the descriptions reflects the language of the sessions.

Research-practice partnerships have been proposed to facilitate incorporating research evidence into clinical practice. Members of PRECISe Western, a group of researchers who conduct practice-based research in speech-language pathology, will lead this seminar. Through case discussion, we will describe the various paths by which partnerships are formed, the potential roles that speech-language pathologists may fill within these partnerships and the varied clinical problems that a practice-based research approach can address. By attending this mini-seminar, speech-language pathologists will develop an awareness of research-practice partnerships, and the ways in which their clinical expertise can transform the research evidence within the profession.

Levels

Introductory

Topic for

Speech-Language Pathology

4:15 pm - 5:00 pm

Research-School Collaboration to Support Adolescents With Developmental Language Disorder

The language used in the descriptions reflects the language of the sessions.

Adolescents with a developmental language disorder (AwDLD) face learning and integration challenges in various contexts, including school. Meanwhile, teachers feel insufficiently trained to support AwDLD. This research-school collaboration addresses this gap by designing and implementing a teacher-led and S-LP-supported school intervention to improve communication and social abilities of AwDLD. The interactive seminar will outline the 16 in-class activities as well as the steps of the project, from the logic model to the implementation of the intervention. These will be embedded in the general principles of integrated knowledge transfer that served as a framework for the project.

Level

Intermediate

Topic for

Speech-Language Pathology

5:00 pm - 6:30 pm

Welcome Reception

Times and content subject to change.