Cullowhee Conference Program with Disclosures

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 StutteringIntervention with a School-Aged Child: A Case StudyDerek 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.

1. 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.

1. 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.

1. 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

1. 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.

1. 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.

1. 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.

1. 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. Apply principles of video game design to clinical intervention.
2. Associate multiple features of word learning into a complex web of knowledge.
3. Analyze how current semantic knowledge can be used to improve future word learning.
4. Evaluate the current literature base on semantic interventions in order to make evidence-based decisions.