Cullowhee Conference Program with Disclosures
March 14 & 15, 2013
March 14, 2013
Session 1: Aphasia the Movie and Panel Discussion Carl McIntyre and Dr. Nancy
Helm-Estabrooks (1-2:30 pm)
At 7 years post onset, Actor Carl McIntyre debunks the myth of the aphasia
recovery “plateau”. In this session, Mr. McIntyre’s award winning film
“Aphasia: The Movie” will be shown, followed by a description of how this film
led to his new career as an aphasia spokesperson. Dr. Nancy-Helm-Estabrooks
will lead a discussion of aphasia recovery, and determination and
actualization of goals for people with aphasia.
Learner Objectives for this session include:
Participants will be able to:
1. Explain the diversity of recovery patterns in acquired aphasia, and help
debunk the myth of the recovery "plateau" for people with aphasia
(PWA).
2. Describe how the LPAA (life participation approach to aphasia) can
contribute to ongoing communicative recovery and effective practical
outcomes for PWA.
3. Collaborate with clients to identify ambitious yet realistic life
participation goals, and help them to leverage spared strengths in
communication and other skills in attaining these goals.
4.
Disclosure: Financial: Dr. Estabrookes has no relevant financial disclosures to
make relative to this presentation.
Disclosure: Non-Financial: Dr. Estabrooks has no relevant financial disclosures
to make relative to this presentation.
Disclosure: Financial: Mr. McIntyre is the creator of The Aphasia Movie which
tells of his journey after experiencing a stroke. He is receiving an honorarium
for making this presentation, but otherwise has no relevant financial disclosures
to make pertinent to this program.
Disclosure: Non-Financial: Mr. McIntyre is the creator of The Aphasia Movie. He
has suffered a personal experience with aphasia and expresses his experiences
through this movie.
2:30-3:00 pm (break)
Session 2: Poster Sessions (3:00-4:00 pm) {Note that in order to receive CEUs
participants must attend each poster presentation and answer the question(s)
on the learner assessment sheet pertinent to that presentation. Poster
sessions are designed to allow participants 15 minutes with each poster
presentation)
1. Individualized Stuttering Intervention with a School-Aged Child: A Case
Study Derek Taylor, Western Carolina University; David Shapiro, PhD,
Western Carolina University;
This poster session presented information about individualizing
treatment for a school aged child and gave tips for creating
individualized intervention with children who stutter.
Learning objectives for this poster presentation include: Participants in
this program should be able to: 1) Explain how to individualize an
integrated approach to fluency treatment with a school aged child, and
2) Explain why stuttering intervention should be individualized.
Disclosure: Financial: Mr. Taylor is a graduate student in the CSD Program
at Western Carolina University. He has no relevant financial disclosures to
make pertinent to this presentation.
Disclosure: Non-Financial: Mr. Taylor has no relevant non-financial
disclosures to make pertinent to this presentation
Disclosure: Financial: Dr. Shapiro is a faculty member at Western Carolina
University. He has no relevant financial disclosures to make pertinent to this
presentation.
Disclosure: Non-financial: Dr. Shapiro has no relevant non-financial
disclosures to make pertinent to this presentation.
2. Emotional Intelligence in Fluency Therapy Daniel Bower, Western
Carolina University; David Shapiro, PhD Western Carolina University.
This poster session presented information about the 4-Branch model of
emotional intelligence and how emotional intelligence relates to people
who stutter.
Learner objectives included: Participants in this session should be able
to: 1) Explain emotional intelligence in terms of the 4-branch model,
and 2) Describe the concept of emotional intelligence as it related to
persons who stutter.
Disclosure: Financial: Mr. Bower is a graduate student in the CSD program
at Western Carolina University. He has no relevant financial disclosures to
make pertinent to this presentation.
Disclosure: Non-Financial: Mr. Bower has not relevant non-financial
disclosures to make pertinent to this presentation.
Disclosure: Financial: Dr. Shapiro is a faculty member at Western Carolina
University. He has no relevant financial disclosures to make pertinent to this
presentation.
Disclosure: Non-Financial: Dr. Shapiro has no relevant non-financial
disclosures to make pertinent to this presentation.
3. Performance on a Picture-Word Verification Task by Bilingual Persons
with Aphasia Amanda Young, Western Carolina University; Leigh Odom,
PhD, Western Carolina University.
This poster session presented information about modifications made to
alternative-augmentative communication devices made for bilingual
persons with aphasia.
Learner objectives included: Participants in this session should be able
to: 1) Discuss possible modifications to alternative-augmentative
communication devices for bilingual persons with aphasia, and 2)
Discuss the role of the non-English language in facilitating functional
communication for bilingual persons with aphasia.
Disclosure: Financial: Ms. Young is a graduate student in the CSD Program at
Western Carolina University. She has no relevant financial disclosures to
make pertinent to this presentation.
Disclosure: Non-financial: Ms. Young has no relevant non-financial
disclosures to make pertinent to the presentation.
Disclosure: Financial: Dr. Odom is a faculty member at Western Carolina
University. She has no relevant financial disclosures to make pertinent to
this presentation.
Disclosure: Non-Financial: Dr. Odom has no relevant non-financial
disclosures to make pertinent to this presentation.
4. The Effectiveness of Melodic Intonation Therapy in a Person with Right
Hemisphere Stroke Leigh Odom, PhD, Western Carolina University;
Ashley Swann, Western Carolina University
This poster presentation discussed traditional criteria for
implementing Melodic Intonation Therapy with a patient with aphasia
and explained a rationale for modifying this treatment for a patient’s
after right hemisphere stroke.
Learner objectives for this poster session included: The participants
will be able to: 1) Identify and list the traditional criteria for the
implementation of Melodic Intonation Therapy with persons who have
aphasia, and 2) Explain a rationale for modifying this treatment
approach for persons with right hemisphere dysfunction following
stroke.
Disclosure: Financial: Dr. Odom is a member of the faculty of Western
Carolina University. She has no relevant financial disclosures to make
pertinent to this presentation.
Disclosure: Non-Financial: Dr. Odom has no relevant non-financial
disclosures to make pertinent to this presentation.
Disclosure: Financial: Ms. Swann is a graduate student in the CSD Program
of Western Carolina University. She has no relevant financial disclosures to
make pertinent to this presentation.
Disclosure: Non-Financial: Ms. Swann has no relevant non-financial
disclosures to make pertinent to this presentation.
Session 3: Research to Practice: A Discussion of Critical Issues, Dr. Bill Ogletree
(4:00-5:00 pm)
This session identifies critical components of research evaluation and
presents scenarios that demonstrate how to draw clinical applications from
research.
Learner objectives for this session include: Participants for this session will
be able to: 1) identify four critical components in the evaluation of research—
subject characteristics, measurement, treatment fidelity, and effect size; and
2) draw clinical applications from three research scenarios.
Disclosures: Financial: Dr. Ogletree has no relevant financial disclosures to make
pertinent to this program.
Disclosures: Non-financial: Dr. Ogletree has no relevant financial disclosures to
make pertinent to this program.
March 15, 2013
Session #4: Treatment of Speech and Voice Disorders Due to Cancer. Dr. Jeff Searle.
This session discussed some of the most common causes and clinical presentations of
individuals with oral cancers. It also compared the benefits and drawbacks of the
various medical treatment options on communication
Learner Objectives for this session inclue: Participants will be able to: 1) Describe the
most common causes and clinical presentation for individuals with cancers of
the lips, tongue and oropharynx. 2) Compare the benefits and drawbacks
relative to communication of the medical treatment options (flaps, grafts,
primary closure, radiation, chemotherapy) for cancers of the lips, tongue and
oropharynx.
Disclosure: Financial: Dr. Searle has no relevant financial disclosures to make
pertinent to this program.
Disclosure: Non financial: Dr. Searle serves as the Director of Education for the
Florida Laryngectomee Association. This is an unpaid position that requires he sit
on it’s Board of Directors. He briefly discusses this organization in his talk along
with several other organizations as potential sources of information for practicing
SLPs.
Session #5; Poster Sessions
5. Advice from Past Students Rebekah Woodard, Western Carolina
University; Margo Peck, Western Carolina University; Abby Waller,
Western Carolina University; Karen Cuthbertson, Western Carolina
University; Ashleigh Maynard, Western Carolina University; Peggy
Searcy, Western Carolina University; Jamey Freeman, Western Carolina
University; Georgia Hambrecht, PhD, Western Carolina University.
This poster presentation discussed information relevant to the
interview and resume process for students currently engaged in a grant
program at Western Carolina University for serving persons with
severe disabilities and how this preparation relates to job
readiness/employability.
Learner objectives for this session include: Participants for this session
will be able to: 1) Identify at least one piece of advice for completing the
interview and/or resume writing process for employment related to
serving individuals with severe disabilities, and, 2) Identify how course
information completed in the grant program specifically connects to
their job duties.
Disclosure: Financial: Ms. Woodard is a graduate student at Western
Carolina University. She has no relevant financial disclosures to make
pertinent to this presentation.
Disclosure: Non-Financial: Ms. Woodard has no relevant non-financial
disclosures to make pertinent to this presentation.
Disclosure: Financial: Ms. Peck is a graduate student at Western Carolina
University. She has no relevant financial disclosures to make pertinent to
this presentation.
Disclosure: Non-Financial: Ms. Peck has no relevant non-financial
disclosures to make pertinent to this presentation.
Disclosure: Financial: Ms. Waller is a graduate of Western Carolina
University. She has no relevant financial disclosures to make pertinent to
this presentation.
Disclosure: Non-Financial: Ms. Waller has no relevant non-financial
disclosures to make pertinent to this presentation.
Disclosure: Financial: Ms. Cuthbertson is a graduate student at Western
Carolina University. She has no relevant financial disclosures to make
pertinent to this presentation.
Disclosures: Non-Financial: Ms. Cuthbertson has no relevant non-financial
disclosures to make pertinent to this presentation.
Disclosure: Financial: Ms. Maynard is a graduate of the CSD program at
Western Carolina University. She has no relevant financial disclosures to
make pertinent to this presentation.
Disclosure: Non-Financial: Ms. Maynard has no relevant non-financial
disclosures to make pertinent to this presentation.
Disclosures: Financial: Ms. Searcy is a graduate student at Western Carolina
University. She has no relevant financial disclosures to make pertinent to
this presentation.
Disclosures: Non-Financial: Ms. Searcy has no relevant non-financial
disclosures to make pertinent to this presentation.
Disclosure: Financial: Ms. Freeman is a graduate student at Western
Carolina University. She has no relevant financial disclosures to make
pertinent to this presentation.
Disclosure: Non-Financial: Ms. Freeman has no relevant non-financial
disclosures to make relevant to this presentation.
Disclosure: Financial: Dr. Hambrecht is a faculty member in the CSD
program at Western Carolina University. She has no relevant financial
disclosures to make pertinent to this presentation.
Disclosure: Non-Financial: Dr. Hambrecht has no relevant financial
disclosures to make pertinent to this presentation.
6. Phonetic Usage by Graduate Students in Practicum Sites Hannah Painter,
Western Carolina University; Georgia Hambrecht, PhD, Western
Carolina University
This poster session presented four overarching components in four
common clinical activities (assessment, treatment, session notes, and
reports/letters) and the frequency of use of each of these over various
clinical placement settings.
Learner objectives for this presentation include: Participants will be
able to: 1) Describe the relationship between the four overarching
components used in four clinical activities, and 2) Identify the
frequency of use of each of the four overarching components across
various clinical placement locations.
Disclosures: Financial: Ms. Painter is a graduate of Western Carolina
University. She has no relevant financial disclosures to report pertinent to
this presentation.
Disclosure: Non-Financial: Ms. Painter has no relevant non-financial
disclosures to report pertinent to this presentation.
Disclosure: Financial: Dr. Hambrecht is a faculty member at Western
Carolina University. She has no relevant financial disclosures to make
pertinent to this presentation.
Disclosure: Non-financial: Dr. Hambrecht has no relevant non-financial
disclosures to make pertinent to this presentation.
7. Career Changers: Supports and Barriers Georgia Hambrecht, PhD,
Western Carolina University; Tracie Rice, AuD, Western Carolina
University; Trish Davis, MS, Western Carolina University; Laura
Trivette, MS, Western Carolina University
This poster session explored characteristics exhibited by persons who
changed careers and went back to school to enter a CSD master’s
program and those factors that were common to them.
Learner objectives for this presentation include: Participants will be
able to 1) Describe 2 characteristics of students who change careers
and enter a CSD master’s program, and 2) Identify 2 of the favorite
parts about being back in school that these students gave.
Disclosures: Financial: Dr. Hambrecht is a faculty member at Western
Carolina University. She has no relevant financial disclosures to make
pertinent to this presentation.
Disclosure: Non-Financial: Dr. Hambrecht has no relevant non-financial
disclosures to report pertinent to this presentation.
Disclosure: Financial: Dr. Rice is a faculty member at Western Carolina
University. She has no relevant financial disclosures to make pertinent to
this presentation.
Disclosure: Non-Financial: Dr. Rice has no relevant non-financial disclosures
to make pertinent to this presentation.
Disclosure: Financial: Ms. Davis is a faculty member at Western Carolina
University. She has no relevant financial to make pertinent to this
presentation.
Disclosure: Non-Financial: Ms. Davis has no relevant non-financial
disclosures to make pertinent to this presentation.
Disclosure: Financial: Ms. Trivette is a faculty member at Western Carolina
University. She has no relevant financial disclosures to make pertinent to
this presentation.
Disclosure: Non-Financial: Ms. Trivette has no relevant non-financial
disclosures to report pertinent to this presentation.
8. Parent Grief and How it Relates to Collaborative Relationships Jamey
Freeman, Western Carolina University, and Kimberly C. Lackey, PhD,
Western Carolina University.
This poster session reviewed research that has revealed that parents of
children with disabilities experience grief, which can often negatively
impact collaboration with service providers. Professionals must
understand the grief process and related issues to facilitate positive
relationships. This presentation highlights research that explored grief
and potential for professionals’ growth in understanding the grief
process:
Learning objectives for this session include: 1) Participants will be able
to describe risk factors for children when parents are experiencing
grief as a result of the child’s disability, and 2) Participants will be able
to describe strategies for service providers to support parents through
the grief process.
Disclosure: Financial: Ms. Freeman is a graduate student at Western
Carolina University. She has no relevant financial disclosures pertinent to
the presentation.
Disclosure: Non-Financial: Ms. Freeman has no relevant non-financial
disclosures to report pertinent to this presentation.
Disclosure: Financial: Dr. Lackey is a faculty member at Western Carolina
University. She has no relevant financial disclosures to make.
Disclosure: Non-Financial: Dr. Lackey has no relevant non-financial
disclosures to make pertinent to this presentation.
Session #6: Dr. Tim Brackenberry. “From Angry Birds to Adding Words:
Applying Features of Game Design to Semantic Intervention”
This session discussed the application of the principles of video game design
to clinical intervention. It also discussed identified the multiple features of
word learning and how current semantic knowledge could be used to improve
future word learning. Current literature was discussed as a basis for making
evidence-based decisions.
Participants will be able to:
1.
2.
3.
4.
Apply principles of video game design to clinical intervention.
Associate multiple features of word learning into a complex web of
knowledge.
Analyze how current semantic knowledge can be used to improve future
word learning.
Evaluate the current literature base on semantic interventions in order to
make evidence-based decisions.