Best Practices 2015 – Participant Objectives
Session/Presenter
The Leader in You!
Lissa Power-deFur, PhD, CCC-SLP
Professor , Longwood University,
VA
Vice President of Standards and
Ethics, ASHA 2014-15
“Dealing With Difficult People:
Working With YOU is KILLING
Me!”
Keynote Speaker:
Shari Robertson, PhD, CCC-SLP
Professor and Dean’s Associate,
Indiana University of Pennsylvania,
PA,
Vice President for Academic
Affairs, ASHA 2014-2015
Stress-Free Strategies for Building
Better Readers for the Savvy SLP
Shari Robertson, PhD, CCC-SLP
Professor and Dean’s Associate,
Indiana University of Pennsylvania,
PA
Poster Sessions
Learning Objectives
 The participant will identify 3 traits common to effective leaders.
 The participant will identify 3 leadership opportunities.
 The participant will identify 3 rewards of pursuing volunteer opportunities within the
profession.
 The participant will identify 3 educational and advocacy tools available through ASHA.
As a result of this seminar, participants will be able to:
 Describe how difficult people think, what they fear, and why they act the way they do
 Discuss the dimensions of human behavior and how this relates to the behavior of
difficult people
 Implement strategies to neutralize the behavior of difficult people in any professional
setting
As a result of this seminar, participants will be able to:
 Summarize the key elements of the research base related to language and literacy
 Identify appropriate children’s literature and web resources that support language and
literacy development.
 Utilize evidence-supported intervention strategies to support oral and written language
development for children across a broad spectrum of age and ability levels.
Each individual poster session will provide learning objectives
Georgia SLPs
Assessment of English Learners
for the Speech-Language Program
Sandra Wagner, Ed.S., CCC-SLP
Gwinnett County School District,
Suwannee, GA
Using Technology Assisted
Intervention & Video Modeling to
Promote Pragmatic Language
Jennifer Jacobs, MS, CCC-SLP
SLP, Social Skill Builder, Leesburg,
VA
As a result of this seminar, participants will be able to:
 Explain how to use data gathered during pre-referral for appropriate test selection
 Identify test selection from available sources as well as guidelines for using interpreters
 Identify administration variations for appropriate tests
 Identify best practice procedures throughout the assessment and how to write a
comprehensive report
After completing this session, participants will be able to:
• Describe 5 different approaches of social skill instruction currently used today.
• Discuss 5 research projects that support the effectiveness of video modeling and its uses
in pragmatic therapy.
• Describe the benefits of video modeling over other methods of social skill instruction and
the target audiences most likely to benefit from the method.
• Discuss the reciprocal relationship between video modeling and generalization of social
skills into a student’s natural environment.
• Discuss the latest technology used in do-it-yourself video modeling and ways to produce
the best videos.
• Dissect short video sequences using the hierarchy of social learning to help students
understand the verbal and non-verbal cues of social language and behavior
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Writing IEP Goals Related to the
Curriculum: A Step-by Step
Process
Recognize prerequisite skills for common language skill areas
Identify and align CCGPS to common language skill areas
Work through a step-by-step process to develop skill-based IEP goals
Elissa Kilduff, MS, CCC-SLP
Instructional Support Teacher
(Lead SLP), Fulton County School
District, Hapeville, GA
Lydia Kopel, Ed. S., CCC-SLP
Lead SLP, Fulton County School
District, Hapeville, GA
Practical Tools for Dealing with
Ethical Dilemmas in Schools
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Lissa Power-deFur, PhD, CCC-SLP
Professor , Longwood University,
VA
Vice President of Standards and
Ethics, ASHA 2014-15
Articulation Connections: From
Capability to Carryover
Compensation Therapy
Char Boshart, MA, CCC-SLP
Speech-Language Pathologist,
Fannin County Schools, Elijay, GA
and
President of Speech Dynamics, Inc.
School-Age Stuttering: A Practical
Approach
J. Scott Yaruss, Ph.D., CCC-SLP
Associate Professor, University of
Pittsburg, PA
Treatment Dilemmas and
Strategies for Auditory Processing
Disorders
Gail Richard, Ed.D., CCC-SLP
Professor, Department of
Communication Disorders &
Sciences, Eastern Illinois
University, IL
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The participant will be able to explain the four Principles of Ethics in the ASHA Code of
Ethics
The participant will identify approaches for resolving ethical dilemmas using a variety of
vehicles: the ASHA Code of Ethics, special education policy, and other state
requirements
The participant will describe an ethical decision-making model.
The participant will apply an ethical decision-making model to construct alternative
resolutions to ethical dilemmas.
As a result of attending this course, each participant will be able to:
 Discover the seven elements for deep-analysis of speech sound production.
 Apply several sequential strategies to generate oral capability for speech sound
production.
 Learn how to systematically facilitate compensation therapy for and around oral
differences.
 Discover the two essential therapy methods to stimulate speech production carryover.
 Understanding the importance of gathering pre-referral data
 Understanding the repercussions of inappropriate referrals and how to address ELL
student needs in the classroom
 Acquiring fundamentals of appropriate ELL referrals
 Completing throughout assessment and writing comprehensive report
Participants will be able to
 Differentiate aspects of auditory processing disorders to confidently focus treatment
goals
 Evaluate strengths / limitations of treatment methodologies for APD
 Discuss the trends apparent in evidence-based research regarding treatment for APD
 Incorporate games and other treatment strategies to address APD
Teaching Social Thinking to Foster
Learning the Common Core and
Related Social Skills
Michelle Garcia-Winner, CCC-SLP
Founder of Social Thinking, San
Jose, CA
iPad Accessibility &
Severe/Multiple Disabilities:
Addressing Early Literacy &
Language Instruction
Pati King DeBaun, CCC-SLP
SLP/AAC Consultant, Creative
Communicating, Park City, Utah
Developing Generative Writing
Skills for Beginning
Communicators with
Severe/Multiple Disabilities
Pati King DeBaun, CCC-SLP
SLP/AAC Consultant, Creative
Communicating, Park City, Utah
What’s New in Special Education
Law?
 Describe how social thinking/social perspective taking is at the heart of any information
that requires social processing (reading comprehension of literature, social skills,
narrative language, written expression, etc.)
 Define at least six groups of clues we teach students to help them engage in socially
based interpretation for a variety of uses (e.g., reading comprehension, playground
activity, etc.)
 Explain 3 core factors that are part of the Cascade of Social functioning, which contribute
to Social Attention and how Social Attention contributes to interpretation of language.
 Describe 3 different levels of the social mind and how these different levels impact a
students’ ability to process and respond to social and academic information.
 Describe 3 treatment strategies to foster basic perspective taking skills to encourage
social interpretation.
 Participants will be able to list at least 3 different Apps that appropriate for Language
learning.
 Participants will able to list at least 3 unique tools that can be used with the iPad’s.
 Participants will describe the difference between dedicated switch access and apple
access.
 An Integrated Model of Communication for Student’s with Severe and Multiple
Disabilities for Paper to iPads and/or High Tech Systems.
 Participants will be able to describe and define the three areas of the Integrated Model
of Communication Instruction.
 Participants will be able to list at least three instructional activities that provide
beginning communicators with motivating, early generative writing and language
experiences.
 Participants will be able to describe at least three motivating factors for starting with
communication first strategies rather than language first for students with CNN and
multiple disabilities and its implications for successful generative language.
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Julie J. Weatherly,
Special Education
Attorney/Consultant,
Resolutions in Special Education,
Mobile, AL
To be familiar with the current legal requirements applicable to the education of
students with disabilities
To be aware of what the courts and agencies are saying in the area of special education
law