1.
Describe a model of speech production, as a framework for
understandingthe levels of impairment in children who have motor speech
disorders.
2.
Interpret children's responses on structural/functional exams and motor
speech exams to come to a differential diagnosis regarding motor
planning versus phonological deficits versus dysarthria.
3.
Demonstrate knowledge of principles of motor learning and how to
implement them in clinical decisions regarding treatment planning and
treatment “doing”.
4.
Demonstrate knowledge of specific approaches and techniques appropriate
for treating childhood apraxia of speech.
DR. EDYTHE
STRAND
is a consultant in the Division of Speech Pathology, Department of
Neurology at the Mayo Clinic, in Rochester Minnesota, and an Associate
Professor in the Mayo College of Medicine. Dr. Strand’s research has
focused on developmental, acquired and progressive apraxia of speech,
and issues related to intelligibility and comprehensibility in
degenerative dysarthria. She is an experienced clinician who has worked
in the public schools, private practice, and currently practices in a
hospital and clinic setting. Her primary clinical and research
interests include assessment and treatment of children and adults with
neurologic speech, language and voice disorders. Dr. Strand’s
publications include many articles and book chapters related to motor
speech disorders. She frequently gives lectures on the assessment and
treatment of motor speech disorders in children and adults, management
of communication disorders in degenerative neurologic disease, and
neuroanatomy. She is the co-author of the books: Management of
Speech and Swallowing in Degenerative Disease; Clinical
Management of Motor Speech Disorders in Children and Adults; and is
Co-editor of the book, Clinical Management of Motor Speech Disorders
in Children. She is an ASHA fellow.
Workshop#3 “Reading,
Decoding, Fluency and Comprehension”
Reading, decoding,
fluency and comprehension difficulties have very little to do with
written words and almost everything to do with spoken words. Reading
relies on the same areas of the brain that processes speech. Almost all
reading problems arise from difficulties processing spoken words. From
phoneme discrimination and phonemic awareness to auditory reasoning and
listening comprehension, reading is dependent on speech processes.
Well-developed word retrieval and naming skills are essential for
reading fluency. We will examine the speech and language skills that
empower natural reading and practice methods that allow all students to
learn how to read without drill and skill instruction. We will show the
complex relationships between written words to meaningful spoken words.
English is a most
demanding spoken and written language, requiring exceptional language
skills and a fine-tuned auditory system. English is also the most
phonics unfriendly written language. Dramatic progress results when
specific speech processes are identified and speech-based interventions
take place. Participants will leave the seminar with dozens of methods
and new material that they will be able to successfully implement with
struggling students the very next day.
Presented By: Bruce Howlett, M.A.
CEUs: This program is offered for .5 CEUs
Date: Friday, May 4th, 2011, 8:30 am-3:30 pm at Ward Church, 40000 Six
Mile Rd.
Course Objectives: As a result of this activity, the
participants will be able to:
1.
Explain
why reading intervention must include remediation of phonemic and
auditory skills to be effective.
2.
Discuss why English is the hardest language to learn to read using
phonics.
3.
Explain
why post-primary students need highly developed phonemic awareness to
tackle longer, multisyllable words.
4.
Outline simple but powerful interventions for decoding, fluency and
comprehension.
5.
List the three most effective reading comprehension strategies that
students can quickly use.
BRUCE HOWLETT, M.A. has a very personal interest in
literacy as he didn’t learn to read until the third grade and couldn’t
write complete sentences until the fifth grade. Howlett suffered from a
range of auditory issues that made learning about written language
difficult. He spent over a decade in biological research at Cornell
University. He spent the next decade combining a deep interest in reading
research with classroom experience. His quest began when he was asked to
teach a science course to a group of emotionally disturbed teens, none of
whom could read above a fourth grade level. This sparked a decade long
research and teaching project, exploring the neurological and language
issues that cause learning disabilities. He is the author of four reading
programs and Project Director for the Sound Reading software series where
he has overseen a team of speech pathologists, psychologists and reading
teachers. Mr. Howlett is a frequent speaker at state and national
conferences, and an elementary special education teacher. In addition to
degrees in biological science, he holds a Masters in Special Education
from Binghamton University.
Designing effective
classroom intervention means doing a few things extremely well. It means
(1) focusing on functionality, (2) prioritizing the most important
things, (3) designing intervention with and through others, (4) putting
a system in place that works when you’re not there, and (5) "In God We
Trust," all others need data. The program will explore the
characteristics of instructional leadership and consider the necessary
and sufficient conditions that must be in place to create schools that
serve all children. It will showcase the process of classroom
performance assessment and highlight practical ideas for describing
classroom language and learning problems. It will consider procedures
for analyzing classroom language and learning performance with the
Classroom Performance Assessment (CPA). The CPA helps clinicians and
other educators (1) identify classroom patterns that impact overall
classroom learning, (2) relate their findings meaningfully to school
curriculum standards, and (3) show the kinds of high quality
intervention programs that can be developed using the CPA. Participants
will leave with a clear understanding of what “A Few Things Done Well”
means for children, and how this conceptual framework can ensure school
success.
This one day
workshop is focused on treatment of children with childhood apraxia of
speech (CAS) contributing to their speech sound disorder. Topics include
using assessment data to determine the relative contribution of motor
impairment (vs. cognitive and/or linguistic) in children who have speech
impairment. Special attention is given to treatment issues and
techniques important to CAS. Participants learn basic principles related
to motor learning and how these can be incorporated in treatment
planning and implementation. Discussion includes how to design treatment
approaches specific to a particular child’s linguistic, motor planning
and motor execution problems. Techniques for facilitating
assembly/activation of motor plans, as well as methods to facilitate
execution are described and modeled. Individual cases are presented via
video tape for additional discussion of treatment planning and
implementation.