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2016 ASHA Convention Content Topic Areas

To learn more about the information covered under each Topic Area, select the links below to read the full descriptions. The Convention Program Committee Members work to select the most informative Convention content based on proposal submissions to each topic area.

Academic and Clinical Education

Topic Chairs: Amanda Stead and Jim Naas

Content Area: General Interest

This topic area accepts submissions that address issues related to models of teaching and learning in higher education, models of undergraduate and graduate academic, clinical, and research preparation, and evidence-based educational and research practices. Proposals addressing cross-disciplinary research or practice should be submitted to the Interprofessional Education and Practice topic area.

Research

  • Translational, applied, or implementation research related to academic and clinical education
  • Ethics in research
  • Statistics, research methodology, data analysis, quantitative and qualitative approaches
  • Securing research funding

Professional Education

  • Scholarship of Teaching and Learning
  • Evaluation, Assessment, and/or Effectiveness of:
    • Academic and clinical programs
    • Academic and education and practice research
    • Student learning
    • Faculty-student collaborations
    • Academic and Clinical Teaching
    • Models of higher education (academic and clinical) and evidence of their effectiveness (e.g., case-based, problem-based, service learning approaches)
    • Technology supported academic and clinical education
  • Descriptions of:

    • Simulation labs, standardized, and virtual patients
    • Innovative curricular modifications of academic and clinical programs
    • Curricular development of clinical doctoral programs in speech-language pathology and audiology
    • Accreditation of academic and clinical educational programs
    • Using assessment to improve academic and clinical teaching
    • Models of distance learning and on-line education
    • Technology supported academic and clinical education and their effectiveness
    • Clinical certification, clinical fellowship, and clinical externship
    • Building campus-community partnerships
    • Ethical issues in supervision

Auditory/Central Auditory Processing

Topic Chair: Kim Tillery

Content Area: General Interest

This topic area addresses issues of interest to audiologists and speech-language pathologists regarding auditory/central auditory processing (both normal and disordered) among children and adults including neuroscientific bases, assessment, intervention, functional impact, service delivery, academic and clinical preparation, and research. Proposals addressing primarily electrophysiological assessment of central auditory function should be submitted to the Hearing Science topic area.

Research

  • Translational, applied, or implementation research related to auditory processing
  • Outcomes research related to auditory processing

Professional Education

  • Screening for auditory processing disorders
  • Development of auditory/central auditory processing skills
  • Age-related changes in auditory/central auditory processing skills
  • Definitions, controversies and issues surrounding auditory/central auditory processing disorders
  • Supervision in auditory processing disorders
  • Assessment of auditory/central auditory processing
  • Management of auditory/central auditory processing disorders
  • Impact of A/CAPD on academics, communication, psychosocial well-being
  • Collaboration between and among SLPs, Audiologists, and related professionals in assessment and intervention
  • Academic and clinical preparation, clinical supervision preparation
  • Technological applications in treatment for auditory/central auditory processing disorders

Augmentative and Alternative Communication (AAC)

Topic Chair: Rajinder Koul

Content Area: Speech-Language Pathology

The Augmentative and Alternative Communication (AAC) topic encompasses a range of populations and issues relating to AAC. People benefitting from AAC range across the lifespan, and individuals may possess a wide range of communication disorders, including both developmental (e.g., autism, cerebral palsy, childhood apraxia of speech, Down syndrome) and acquired (e.g., stroke, traumatic brain injury, primary progressive aphasia) disorders. AAC applications range from no/low tech (e.g., use of objects, manual signs, and basic graphic symbols) through high tech (high end AAC devices and apps). Generally speaking, proposals submitted to the AAC topic do not have a primary focus on hearing loss. Proposals addressing literacy unrelated to AAC should be submitted to the Literacy Assessment and Intervention topic area.

Research

  • Translational, applied, or implementation research related to AAC
  • Translational research related to AAC

Professional Education

  • Language development/facilitation via AAC
  • Language representation (graphics, sign, etc.)
  • Augmented input
  • Technology issues (development, devices/software) related to AAC
  • Funding and policy issues related to AAC
  • Inclusion of AAC users in education, work, and community life
  • AAC applications and acquired disabilities
  • AAC applications and developmental disabilities
  • Consumer and family issues related to AAC
  • Literacy development service delivery models and practices related to AAC
  • Vocabulary selection related to AAC
  • Personnel development and training specifically related to AAC
  • Multicultural/cross-linguistic issues specifically related to AAC
  • Education and training issues specific to AAC
  • Administrative and regulatory issues related to AAC
  • AAC strategies for young children
  • AAC applications for mobile technologies
  • Partner and setting strategies promoting AAC competence
  • Supervision issues related to AAC
  • Psychosocial impact/issues related to need for AAC

Autism Spectrum Disorders

Topic Chair: Tina Veale

Content Area: Speech-Language Pathology

Presentations in this topic area will focus on research and clinical advancements in addressing social-communication needs of individuals with autism spectrum disorder (ASD). Sessions that help practitioners understand differential diagnosis of ASDs, etiologies of the disorders, and assessment and treatment practices will be included. Improving functional outcomes of individuals of all ages with mild to severe autism will be emphasized, including those with cultural linguistic differences or comorbid conditions.

Research

  • Basic, applied, or translational research that advances the understanding of ASDs
  • Basic, applied, or translational research related to social-communication concerns of persons with ASDs

Professional Education

  • Speech, language, and social-communication in ASD
  • Theoretical models of ASD
  • Etiological models of ASD and related conditions
  • Neurobiology of ASD
  • Sensory processing disorders associated with ASD
  • Behavioral issues associated with ASD
  • Assessment of social-communicative competence in individuals with ASD
  • Treatment of social-communicative competence in individuals with ASD
  • Adaptive functioning and transitions across the lifespan
  • Cultural and linguistic diversity of individuals with ASD
  • Comorbid conditions relative to ASD
  • The role of the SLP in assessment and treatment of ASDs

Business Management, Ethical, and Professional Issues

Topic Chairs: Mary Casper and Anita Vereb

Content Area: General Interest

Business Management, Ethical and Professional Issues covers a wide range of topics in service delivery, leadership, reimbursement, and business development in speech-language pathology and audiology. Topics in this area come from a wide range of practice environments and appeal to both clinicians and administrators. Proposals addressing issues in telehealth/telepractice, including licensure issues related to telepractice should be submitted to the Telepractice topic area.

Research

  • Translational, applied, or implementation research related to business, management, ethical, and professional issues

Professional Education

  • Service delivery models/systems (e.g., private practice, university clinics, hospital clinics, corporate management, schools): Intra- and interdisciplinary concerns
  • Licensure and independent provider status
  • Marketing and consumer relations
  • Practice development, caseload management, and continuing education
  • Ethics and trust, risk management, legal issues, and quality control
  • Expert witness testimony
  • Budgeting and financial management
  • Billing and reimbursement: coding, managed care, Medicare and third-party reimbursement
  • Human resource management: supervision, performance evaluations, recruitment, retention, and advancement, employee discipline, conflict management, coaching/mentoring, use of support personnel
  • Performance improvement, improvement science, and outcome measurement
  • Government regulatory and compliance issues related to Joint Commission, OSHA, CARF, HIPAA, etc.
  • Leadership program development
  • Project management

Craniofacial and Velopharyngeal Disorders

Topic Chair: Judith Trost-Cardamone

Content Area: Speech-Language Pathology

This topic area will review proposals that address issues relating to the assessment and intervention for children and adults with craniofacial conditions, including the multidisciplinary medical and educational factors impacting communicative function and training of professionals providing research and services in the community. Proposals related to education and training issues specific to clinical competency in evaluation and treatment of resonance and speech disorders associated with cleft palate and craniofacial anomalies should be submitted to this topic area, including those given below. Proposals addressing speech sound disorders unrelated to cleft palate should be submitted to the Speech Sound Disorders in Children topic area. Proposals addressing resonance disorders unrelated to cleft lip and palate and velopharyngeal dysfunction should be submitted to the Voice and Alaryngeal Communication topic area.

Research

  • Translational, applied, or implementation research related to speech/resonance disorders in cleft lip/palate and related craniofacial anomalies

Professional Education

  • Evaluation and management of resonance and speech disorders related to cleft palate, velopharyngeal dysfunction, craniofacial anomalies, and related syndromes
  • Multicultural/cross-linguistic issues affecting cleft palate and other craniofacial populations
  • Language disorders in craniofacial populations
  • Early intervention for children with cleft palate, craniofacial anomalies, and related syndromes
  • Feeding issues related to cleft palate, craniofacial anomalies, and related syndromes
  • Treatment, efficacy, and speech outcomes for cleft palate, and related craniofacial syndromes
  • Role of technology for assessment and treatment of cleft-related speech and resonance disorders
  • Administrative and regulatory issues related to cleft palate speech and craniofacial anomalies
  • Perceptual issues associated with the assessment of cleft palate speech
  • Treatment of speech sound disorders in children with cleft palate and non-cleft velopharyngeal dysfunction
  • Psychosocial issues in cleft lip and palate and related craniofacial disorders

Cultural and Linguistic Issues

Topic Chair: Nate Cornish

Content Area: General Interest

Proposals to this topic area should focus on the influence of cultural and linguistic differences on speech and language development, disorders, professional issues, research, service provision, and training. Proposals should indicate how variables in culture and language impact areas including appropriate practices in assessment and intervention, determining difference vs. disorder, development of speech and language, dialect and language variation, perceptions of communication, perceptions of disability, policy, supervision, and training. Proposals demonstrating a primary focus on other topic areas, (e.g., voice disorders, motor speech, ASD, etc.), and a secondary interest in cultural and linguistic factors should be sent to the appropriate topic committee. Example: A proposal describing general language intervention strategies that are successful with monolingual and dual language learning preschoolers should be submitted to Language in Infants, Toddlers, and Preschoolers.

Research

  • Translational, applied, or implementation research related to the influence of cultural and linguistic differences

Professional Education

  • Impact of cultural and linguistic differences on prevention, assessment, intervention, and other service delivery issues
  • Developmental differences and similarities across cultural and linguistic variables
  • Considerations for responding to the unique cultural and linguistic characteristics of families, including families with internationally-adopted children
  • Communication and sociocultural issues associated with gay, lesbian, transgender, and bisexual individuals and their communities
  • Recruitment, retention, graduation, and career placement of non-international faculty and students whose communities are underrepresented in our professions
  • Competence of professionals, (pre-service and in-service), to identify and respond to relevant cultural and linguistic factors
  • Administrative, professional, and policy issues related to cultural and linguistic differences
  • Working with cultural mediators, interpreters and translators across disciplines in service provision

Fluency

Topic Chair: Courtney Byrd

Content Area: Speech-Language Pathology

Proposals to the topic area should focus on all aspects of speech fluency (both typical and disordered, e.g., stuttering, cluttering), including development, as well as assessment and treatment of disordered fluency. Proposals can include theoretical and experimental studies that elucidate the nature, cause, development or remediation of fluency disorders. They also may address educational training or practice issues in fluency treatment, as well as cultural or linguistic factors that influence fluency or its assessment/treatment.

Research

  • Basic, translational, applied, or implementation research related to fluency development
  • Outcomes research in fluency disorders
  • Translational research in fluency disorders

Professional Education

  • Theoretical models of fluency and fluency disorders
  • Development of fluency in individuals with and without disorders
  • Genetic, cognitive, psychological, social, linguistic, and cultural factors related to fluency and fluency disorders
  • Physiological, neurological, acoustic, and perceptual issues related to fluency and fluency disorders
  • Prevention of fluency disorders
  • Education and training issues specific to fluency
  • Assessment and treatment of fluency disorders
  • Computer-based and other instrumentation for assessment and treatment of fluency disorders
  • Consumer issues related to fluency and fluency disorders
  • Multicultural/cross-linguistic issues related to fluency and fluency disorders
  • Effects of various communication disorders on speech fluency
  • Administrative and regulatory issues related to fluency

Global Issues and Practices

Topic Chairs: Brenda Louw and Gina Tillard

Content Area: General Interest

Proposals to this topic committee should focus on matters of global interest pertaining to all aspects of the professions of audiology and speech-language pathology as practiced around the world. Proposals should indicate how their topic focuses on one or more of the issues or practices in the international arena as listed below. Proposals related to aspects of the influence of cultural and linguistic diversity on speech and language development and disorders should be submitted to the Cultural and Linguistic Issues topic area. Proposals that focus on aspects of cultural issues related to academic and clinical education should be submitted to Academic and Clinical Education.

Research

  • Translational, applied, or implementation research related to global issues and practices
  • Research that facilitates global exchange of ideas for effective clinical practices across work settings and across national boundaries
  • Policies, challenges, and strategies that impact research in global communities-
  • Implications of the Multilateral Mutual Recognition Agreement (MMRA) and other issues that impact recognition of credentials across borders

Professional Education

  • General policy and/or service delivery issues regarding populations in countries around the globe, but outside of the United States
  • Reports of prevalence of disorders, education and health care issues and access, attitude, and worldview regarding services in countries outside of the United States
  • Administrative, educational and health care models, and collaboration projects in global contexts
  • Projects that accentuate global health initiatives that include communication sciences and disorders
  • Projects that facilitate student, faculty and/or professional global experiences in speech-language pathology and/or audiology
  • Projects that emphasize facilitation of global cooperation and collaboration among speech-language pathologists, audiologists, speech, language and hearing scientists, affiliates and students who are interested in communication and related disorders with international breadth
  • Implementation science as it relates to global health issues

Hearing, Balance, Tinnitus – Assessment and Intervention: Adults

Topic Chairs: Sherri Smith and Marc Fagelson

Content Area: Audiology

This area, newly configured for 2016, encompasses topics applicable to audiologists and health care professionals providing auditory, tinnitus, and vestibular/balance assessment and intervention services in adult populations. Topics include screening, assessment, and intervention in a variety of occupational and healthcare settings. Topics also include clinical applications of physiologic and behavioral assessment of hearing, tinnitus, and dizziness/balance in adults, as well as advances and/or innovations in prevention, intervention and counseling. In addition, medical evaluation and intervention in cases of adult hearing loss, tinnitus and balance disorders are appropriate for this topic area, including effects of aging and neurodegenerative disease on hearing, tinnitus, and balance. See below for specific topics suitable for this topic area that spans much of audiology’s scope of adult practice. Proposals addressing telehealth and telepractice related to assessment and intervention of adult hearing, tinnitus, and balance disorders should be submitted to the Telepractice topic area. Proposals specific to interprofessional practice regarding adult hearing, tinnitus, and balance disorders should be submitted to the Interprofessional Practice and Education topic area. Proposals specific to adult patients with TBI regarding hearing loss, tinnitus, and balance disorders should be submitted to the TBI topic area.

Research

  • Translational, applied, or implementation research related to assessment of adult hearing, tinnitus, and vestibular/balance disorders
  • Translational, applied, or implementation research related to intervention of adult hearing, tinnitus, and vestibular/balance disorders

Professional Education

  • Case studies regarding adult hearing, tinnitus, dizziness and/or balance
  • Hearing aids, cochlear implants and other implantable devices
  • Adaptive and alternative communication systems for adults with hearing loss and their families
  • Engineering/technological innovations for hearing loss, tinnitus, or balance disorders
  • Communication strategies for adults with hearing loss and their families
  • Adult aural rehabilitation
  • Occupational/industrial hearing conservation programs
  • Ototoxic/vestibulotoxic monitoring programs
  • Counseling adults with hearing loss, tinnitus, or balance problems and their families
  • Effects of aging on hearing and/or balance
  • Effects of co-morbid health issues (other than those related to TBI) on hearing and/or balance
  • Neurodegenerative diseases affecting hearing, tinnitus, and/or balance
  • Multicultural/cross-linguistic factors in the intervention for hearing loss, tinnitus, or balance disorders
  • Impact of hearing loss, tinnitus, or balance disorders on psychosocial function
  • Impact of hearing loss, tinnitus, or balance disorders on vocational function
  • Impact of hearing loss, tinnitus, or balance disorders on family function
  • Prevalence of vestibular dysfunction among adults
  • Vestibular disorders and syndromes affecting adults
  • Assessment of dizziness and balance disorders among adults
  • Innovation in fall prevention programs – inpatient and home health
  • Rehabilitation for balance disorders among adults, including surgical and medical management
  • Noise exposure and ototoxicity among adults
  • Assessment and management of tinnitus
  • End-of-life communication support for adults with hearing loss and their families

Hearing, Balance, Tinnitus – Assessment and Intervention: Pediatrics

Topic Chairs: Sharon Sandridge and Craig Newman

Content Area: Audiology

This area, newly configured for 2016, encompasses topics applicable to audiologists and health care professionals providing auditory and vestibular care to pediatric populations. Topics include screening, assessment, and intervention of auditory and vestibular concerns regarding newborn, pre-school and school age children in a variety of educational and healthcare settings. Topics also include physiologic and behavioral assessment of hearing and balance in children, as well as advances and/or innovations in intervention and counseling. In addition, medical evaluation and intervention of pediatric hearing loss, balance disorders, and tinnitus are appropriate for this topic area, including genetics of hearing loss and balance disorders. See below for specific topics suitable for this very broad topic area. Proposals addressing telehealth and telepractice related to assessment and intervention of pediatric hearing and balance disorders should be submitted to the Telepractice topic area. Proposals specific to interprofessional practice regarding pediatric hearing and balance disorders should be submitted to the Interprofessional Practice and Education topic area. Proposals specific to auditory processing should be submitted to the Auditory Processing topic area.

Research

  • Translational, applied, or implementation research related to assessment of infant and child hearing and balance
  • Translational, applied, or implementation research related to intervention/habilitation for infants and children with hearing loss, balance disorders, or tinnitus

Professional Education

  • Case studies regarding pediatric hearing, tinnitus, dizziness, and/or balance
  • Hearing screening and follow-up procedures for newborns, infants, and children
  • Physiologic screening and assessment of auditory system function in infants and children
  • Behavioral screening and assessment of hearing in infants and children
  • Balance screening and assessment of infants and children
  • Computer-based and other instrumentation used in hearing screening and assessment of infants and children
  • Prevalence of hearing loss, auditory dysfunction and balance disorders in infants and children
  • Congenital etiologies (genetic and non-genetic), delayed onset etiologies (genetic) and acquired etiologies (non-genetic) of hearing and balance disorders in infants and children
  • Syndromes associated with hearing loss and balance disorders (congenital and delayed onset) in infants and children
  • Surgical and medical interventions for hearing and balance disorders in infants and children
  • Pre-service, in-service education, and supervision issues specific to hearing and balance screening or assessment of infants and children
  • Multicultural/cross-linguistic issues specifically related to assessment and intervention of hearing and balance disorders for infants and children
  • Early intervention services for infants/toddlers who are deaf/hard of hearing
  • Administrative, ethical, and regulatory issues related to compliance with Early Hearing Loss Detection and Intervention (EHDI)
  • Educational issues/interventions for children with hearing loss in the mainstreamed setting
  • Education and training of parents/professionals working with children who are deaf/hard of hearing
  • Psychosocial impact of pediatric hearing loss including counseling for clients and families
  • Ototoxicity, vestibulotoxicity and noise exposure in pediatric populations
  • Candidacy, selection, and fitting protocols for children receiving hearing devices (e.g., hearing devices, FM systems, and implantable devices)
  • Assistive listening devices (ALDs)/Hearing assistive technology (HAT) for children with hearing loss
  • Candidacy, selection, and fitting of hearing protection devices (HPDs) for children
  • Administrative and regulatory issues related to: a) hearing aids, cochlear implants, and other hearing devices, b) childhood hearing loss rehabilitation, and c) education of children with hearing loss.
  • Auditory and speech/language development of children who are deaf/hard of hearing
  • Communication options, including manual communication systems and cued speech
  • Vestibular disorders and syndromes affecting school-age children
  • Rehabilitation of vestibular dysfunction in children
  • Surgical and medical management of pediatric vestibular disorders
  • Education and training specific to pediatric vestibular/balance assessment and intervention
  • Promotion of hearing loss prevention for the school-age child

Hearing and Balance Science

Topic Chair: Patrick Feeney

Content Area: Audiology

The Hearing Science topic area, reconfigured for 2016, focuses on basic science aspects of hearing (including tinnitus), speech perception, auditory and vestibular neuroscience, as well as neurophysiological, electrophysiological, and imaging studies of auditory and/or vestibular pathways from periphery to cortex. Submissions to this topic area may include human and animal studies. Proposals addressing clinical applications of neurophysiological or electrophysiological tests of hearing and balance and/or management of hearing loss, balance disorders, and tinnitus should be submitted to the Hearing, Balance, Tinnitus – Assessment & Intervention: Adult, or the Hearing, Balance, Tinnitus – Assessment & Intervention: Pediatric topic area.

Research

  • Translational, applied, or implementation research related to neuroanatomy and neurophysiology of auditory and vestibular function
  • Translational, applied, or implementation research related to auditory and vestibular sciences
  • Investigation regarding basic scientific principles of hearing and balance
  • Computer-based and other research technologies for rehabilitation interfaces for hearing and balance
  • Multicultural /cross-linguistic issues and research in auditory and vestibular science
  • Theoretical models of auditory and vestibular function

Professional Education

  • Physiologic and electrophysiologic procedures to study auditory or vestibular systems
  • Evoked potentials, PET, fMRI, V/ENG, otoacoustic emissions
  • Acoustics and psychophysics
  • Acoustic calibration and National/International standards
  • Animal models of hearing and balance function
  • Vestibular/Balance science
  • Speech perception and psychoacoustics
  • Neural plasticity related to hearing and balance
  • Educational and professional issues specific to auditory and vestibular sciences
  • Models of hearing development across the lifespan
  • Models of vestibular development across the lifespan
  • Neuroscientific advances with implications for hearing and balance impairment

Interprofessional Education and Practice

Topic Chair: Nancy Lewis

Content Area: General Interest

Interprofessional Education and Practice (IPE/IPP) is relevant to both disciplines within the profession. This topic area addresses interprofessional education, practice and research across the lifespan and scope of practice. The World Health Organization defines IPE as: "...when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes." The four core competencies for interprofessional collaborative practice are values/ethics for interprofessional practice, roles/responsibilities, competency domain, interprofessional and communication teams and teamwork. Proposals should demonstrate incorporation of core tenants and competencies associated with IPE/IPP across the continuum of care that results in high quality, safe, patient-centered, evidence-based collaborative practice. Though IPE/IPP emerged from the health care arena, application of IPP core competencies is relevant among all speech-language pathology and audiology clinical settings and such proposals will be considered.

Proposals appropriate for this topic area focus on advancing the knowledge, skills, values, and attitudes needed to make competent judgments in domains of role clarification, interprofessional communication and collaborative leadership within patient-centered and family-centered clinical care. Proposals focused on IPE will demonstrate innovative learning environments that support academic and clinical training required for building interprofessional competencies in the emerging clinical workforce along with faculty development required to sustain a culture in which IPE is recognized as necessary to achieve optimum clinical outcomes. Proposals focused on IPP will demonstrate ways that speech-language pathologists and/or audiologists are members of teams of service providers from different professional backgrounds providing comprehensive healthcare or educational services by collaboratively working with individuals and their families, caregivers, and communities to deliver the highest quality of care across settings. IPE/IPP is distinct from multidisciplinary and interdisciplinary approaches and proposals should reflect this distinction.

Research

  • Translational, applied, or implementation research related to interprofessional education and/or practice
  • Evaluation studies examining methods of assessing IP competencies in graduate students
  • Treatment outcome studies in which services are delivered within an IPP framework

Professional Education

  • Demonstrate how audiologists and speech-language pathologists, as uniquely qualified communication specialists, contribute to policy making, patient safety, and overall improved health and educational outcomes by participating on interprofessional teams
  • Identify the barriers to implementation of interprofessional learning and how academic institutions can address these barriers through innovative curricular design
  • Demonstrate state-of-the-art technologies, use of clinical skills and simulation strategies, novel team-based clinical placements and creative solutions to institutional and accreditation challenges associated with IPE/IPP
  • Pedagogy for the domains of interprofessional education: values/ethics, roles and responsibilities, interprofessional responsibilities, and teams/ teamwork
  • Share best practices and lessons learned for people with advanced levels of interprofessional education and practice endeavors
  • Advance the body of knowledge that informs interprofessional education and interprofessional practice
  • Describe the motivation for and development of interprofessional learning models connecting students with community-based programs and services
  • Address the gap between academic settings, practice settings and oversight bodies in the context of IPE/IPP
  • Share successes associated with scheduling interprofessional education activities in health sciences schools
  • Describe factors pertaining to development of faculty leadership for IPE/IPP

Language in Infants, Toddlers and Preschoolers

Topic Chair: Heather Ramsdell

Content Area: Speech-Language Pathology

Proposals appropriate for this topic area focus on advancing knowledge and clinical practice in early communication and language development for young children, including consultation with and education for families, caregivers, preschool teachers, and other professionals. Proposals will reflect the range of research and professional services, including, but not limited to, the nature of early communication and language disorders; prevention; screening, evaluation, and assessment; service delivery models and intervention methods; communication and language efficacy and effectiveness research; and scientific advances in the knowledge base that have implications for early communication and language development. Proposals that address these topics and also infuse multiple, cross-linguistic and diversity issues, are appropriate for this topic area. Proposals that focus primarily on policy and professional issues when serving diverse populations should be submitted to the Cultural and Linguistic Issues topic area. Proposals that address use of telepractice in service delivery to these populations should be submitted to the Telepractice topic area.

Research

  • Translational, applied, or implementation research related to language in infants, toddlers, and preschoolers

Professional Education

  • Developing language systems in oral and/or alternative modes by young children, including children from culturally and linguistically diverse backgrounds
  • Social and cognitive bases of communication and language acquisition in young children
  • Comparisons of communication and language abilities of young children with typical and atypical language
  • Prevalence of developmental language disorders
  • Screening for developmental language disorders in infants, toddlers, and preschoolers
  • Evaluation of developmental language disorders in infants, toddlers, and preschoolers
  • Treatment of developmental language disorders in infants, toddlers, and preschoolers
  • Etiologies of children's language disorders (including genetics) and the association with related conditions
  • Issues regarding service delivery models for infants, toddlers, and preschoolers
  • Issues related to family systems and natural environments for infants, toddlers, and preschoolers
  • Personnel preparation issues specific to language in infants, toddlers, and preschoolers
  • Supervision in language assessment and intervention
  • Psychological impact of early childhood language disorders on children and their families
  • Administrative and regulatory issues related to language in infants, toddlers, and preschool children

Language and Learning in School-Age Children and Adolescents

Topic Chair: Allison Haskill

Content Area: Speech-Language Pathology

This topic area focuses on aspects of spoken language and learning in school-age children and adolescents and also includes supports and services for individuals with histories of childhood language disorders (e.g., Down syndrome, Fragile X). Proposals addressing telepractice for service delivery should be submitted to the Telepractice topic area. Submissions addressing auditory processing disorders as they relate to language and learning should be submitted to the Auditory/Central Auditory Processing topic area. Proposals addressing literacy should be submitted to the Literacy Assessment and Intervention topic area.

Research

  • Translational, applied, or implementation research related to language and learning in school-aged children and adolescents
  • Evidence-based practice and outcomes research for language disorders in school-age children and adolescents

Professional Education

  • Psychometric properties of instruments designed to measure basic abilities or changes in spoken language; including standardized testing and progress monitoring tools
  • Second-language acquisition and/or use in school-age children and adolescents; multicultural/cross-linguistic issues in school-age children and adolescents
  • Prevalence of language disorders and language-learning disabilities in school-age children and adolescents
  • Etiologies of language disorders and language-learning disabilities
  • Language disorders in school-age children and adolescents with co-morbid disorders (psychiatric, genetic, maltreatment, etc.)
  • Prevention of language disorders and language-learning disabilities
  • Language assessment, intervention, supports, and long-term outcomes for individuals with histories of language disorders in childhood
  • Pedagogy and clinical education aspects of curriculum and training specific to preparing professionals to work effectively with school-age children and adolescents with language disorders
  • Administrative and regulatory issues related to language and learning in school-age children and adolescents including but not limited to Response to Intervention and facilitating achievement of Common Core Standards
  • Models of collaboration and multi-disciplinary teaming, problem-solving models
  • Family-centered practice in supporting school-age children and adolescents with language disorders
  • Transition planning for school-age children and adolescents with language disorders
  • Use of technology to support language learning in school-age children and adolescents with language disorders

Language Disorders in Adults

Topic Chairs: Maura English-Silverman and Will Hula

Content Area: Speech-Language Pathology

This topic area covers the description, assessment, comparison, treatment, and prevention of the acquired neurogenic language and cognitive disorders of adults, including the effects of normal aging processes, mild cognitive impairment, focal and diffuse brain damage due to stroke (left/right hemisphere; cortical/subcortical, focal/diffuse) or degenerative diseases (e.g., ALS, dementia, Parkinson’s, PPA, PSP, etc.). Intervention approaches include behavioral, client-/caregiver-focused, computer-based, cross-linguistic, environmental, multi-cultural, pharmacological, surgical, and others. Proposals dealing with cognitive linguistic disorders associated with traumatic brain injuries, associated motor speech disorders, AAC or the use of telepractice in delivery of service should be submitted to those specific topic areas.

Research

  • Translational, applied, or implementation research related to language disorders in adults
  • Outcomes research
  • Qualitative and ethnographic studies of disordered adult language and cognition

Professional Education

  • Language and cognitive abilities in adults with communication disorders
  • Changes in language and cognitive abilities associated with healthy aging, MCI, and early AD
  • Progressive neurological diseases, and neurological syndromes resulting in acquired cognitive or language disorders
  • Comparisons of language and cognitive behaviors in adults with neurogenic disorders Prevention of adult language and cognitive disorders
  • Assessment of language, cognitive, and communication disorders associated with aphasia, right hemisphere syndrome, prefrontal damage, and dementia
  • Behavioral, social, environmental, neuromodulatory, pharmacological, surgical, and other interventions for adult language and cognitive disorders
  • Innovative treatment strategies including group and family/caregiver-focused approaches
  • Innovative service delivery models for adults with language and cognitive disorders
  • Teaming issues (multidisciplinary, with neurology OT, PT, etc.) specific to language and cognitive disorders in adults
  • Education and training issues specific to language and cognition in adults, including supervision
  • Multicultural/cross-linguistic issues in acquired language and cognitive disorders in adults

Literacy Assessment and Intervention

Topic Chair: Barbara Moore

Content Area: Speech-Language Pathology

This topic focuses on assessment, development, and intervention as relevant to literacy in children who are typically developing, at risk, or exhibit literacy-related disabilities. Areas of interest span such constructs as phonological awareness, print awareness, word recognition, orthography and spelling, and reading comprehension. Professionals are encouraged to submit proposals on topics listed below. Proposals addressing use of telepractice in literacy assessment and intervention should be submitted to the Telepractice topic area. Proposals addressing normal acquisition of spoken or written language should be submitted to the Speech and Language Science topic area. Proposals addressing literacy issues secondary to auditory processing dysfunction should be submitted to the Auditory/Central Auditory Processing topic area. Proposals addressing aspects of spoken language and learning and learning in school-age children and adolescents and supports or services for individuals with a history of child language disorders should be submitted to the Language and Learning in School-Age Children and Adolescents topic area.

Research

  • Translational, applied, or implementation research related to literacy assessment and intervention

Professional Education

  • Screening, assessment, intervention, and supports, including Response-to-Intervention approaches, for linguistic and metalinguistic aspects of reading, spelling, and writing disorders
  • Theoretical models of written language development and use in school-age children and adolescents
  • Comparisons of written language, metalinguistic and/or cognitive development of school-age children and adolescents with and without disorders
  • Psychometric properties of instruments designed to measure basic abilities or changes in reading and writing; including standardized testing and progress monitoring tools
  • Assessment of pre-literacy and language-based literacy skills, including phonological awareness
  • Prevention of written language problems by fostering language acquisition and emergent literacy
  • Identification of children and adolescents with (or at risk for) reading and writing problems
  • Assessment of reading and writing abilities and the relation to spoken communication, academic achievement, and other areas
  • Effective intervention for problems involving reading and writing
  • Assistance to general education teachers, families, and students; advocating for effective literacy practices
  • Disorders of language and literacy and their relationships to each other and to other communication disorders
  • Nature of writing involving spelling and composing skills that includes writing processes and written products
  • Emergent literacy contributions to literacy development, including spoken language interactions, environmental exposure to print, interactions with books and shared book reading, experiences with writing tools and pretend writing for different purposes, and adult modeling of literacy
  • Reciprocal relationships among listening, speaking, reading, writing, and thinking
  • Development of phonological awareness, alphabetic principle, decoding and spelling, comprehension of written language, and writing processes
  • Impact of cultural-linguistic diversity on written language learning from preschool through postsecondary years
  • Curricular materials, subject specific curriculum content, and language/literacy standards from preschool through post-secondary education
  • Language bases of disorders of reading, spelling, and writing, as well as risk factors (genetic as well as environmental)
  • Heterogeneity among spoken-written language disabilities
  • Impact on reading and writing development of various conditions, such as language-learning disabilities, ASD, cognitive disabilities, hearing impairments, infectious or traumatic brain impairments, or severe speech impairments and AAC needs
  • Assessment and treatment issues dealing with emerging and early literacy in infants, toddlers and preschoolers

Motor Speech Disorders

Topic Chair: Heather Clark

Content Area: Speech-Language Pathology

This topic area is appropriate for proposals examining the etiologies, nature, assessment or treatment of apraxia of speech and/or dysarthria in either the pediatric or adult populations. Proposals focused on theories or production of normal speech motor control or development should be submitted to the Speech and Language Science topic area. Proposals addressing speech disorders secondary to traumatic brain injury should be submitted to the Traumatic Brain Injury (TBI) topic area.

Research

  • Translational, applied, or implementation research related to motor speech disorders
  • Outcomes/efficacy research in motor speech disorders

Professional Education

  • Application of theory to motor speech disorders
  • Developmental disorders in motor speech control
  • Changes in motor speech disorders associated with aging
  • Comparison of normal and disordered motor speech control
  • Dysarthria in children and adults
  • Identification, assessment, and treatment, and theoretical models of childhood apraxia of speech (CAS)
  • Acquired and Progressive Apraxia in adults
  • Motor speech disorders associated with progressive and degenerative neurologic disease
  • Intelligibility and comprehensibility in motor speech disorders
  • Instrumental/objective assessment of motor speech disorders
  • Neurologic syndromes resulting in motor speech disorders
  • Behavioral interventions in motor speech disorders
  • Pharmacological, surgical, behavioral, and other interventions in motor speech disorders
  • Multicultural/cross linguistic issues in motor speech disorders
  • Administrative and regulatory issues in motor speech disorders

Speech and Language Science

Topic Chair: Ignatius Nip

Content Area: General Interest

The Speech and Language Science topic area, reconfigured for 2016, focuses on normal aspects of language comprehension and expression and speech production. Proposals addressing use of techniques in neurogenic language or speech disorders should be submitted to the Language Disorders in Adults, the Motor Speech Disorders, or the Traumatic Brain Injury (TBI) topic areas.

Research

  • Investigation of basic scientific principles of communication science including speech, and language
  • Translational, applied, or implementation research related to speech and language science
  • Computer-based and other research technologies for interfaces among speech, language, and socio-cognitive/socio-linguistic processes
  • Multicultural /cross-linguistic issues and research in language and speech science
  • Interface of sensorimotor and cognitive processes in speech and language
  • Theoretical models of spoken language development and use in school-age children and adolescents

Professional Education

  • Acoustics and Psychophysics
  • Speech perception
  • Psycholinguistics of language in school-age children and adolescents
  • Cognitive foundations of later language development
  • Language, metalinguistic and/or cognitive development of school-age children and adolescents
  • Neural plasticity related to speech, language and cognition
  • Normal speech/language processes: spoken and written language
  • Normal speech motor control
  • Theories and models of language and its disorders
  • Second language learning and use in adults and children: speech, language and hearing implications
  • Educational and professional issues specific to speech science
  • Theoretical models of language development and use across the lifespan
  • Models of typical speech development through the lifespan (i.e., typical acquisition and age-related changes through senescence)
  • Neuroscientific advances with implications for communicative impairment
  • Neural correlates of typical production and perception (e.g., speech motor control)
  • Instrumentation for analysis of speech including articulation, neural imaging, respiration, modeling
  • Genetic basis of typical speech production and perception
  • Cross-linguistic factors in speech production and perception
  • Theories and models of speech production and perception including animal models
  • Pedagogy in speech science
  • Educational and professional issues associated with speech science

Speech Sound Disorders in Children

Topic Chair: Jonathan Preston

Content Area: Speech-Language Pathology

Proposals for this topic area should focus on the causes, characteristics, and management (prevention, assessment, and intervention) of speech sound disorders in children. Appropriate topics include, but are not limited to, those listed below. Proposals on motor speech disorders in children, such as childhood apraxia of speech, should be submitted to the Motor Speech in Adults and Children topic area. Proposals on speech sound disorders related to cleft palate or other craniofacial anomalies should be submitted to the Craniofacial and Velopharyngeal Disorders topic area.

Research

  • Translational, applied, or implementation research related to speech sound disorders in children

Professional Education

  • Theoretical models of articulatory and phonological development in children with speech sound disorders
  • Genetic bases of speech sound disorders in children
  • Characteristics of children with speech sound disorders
  • Prevention of speech sound disorders in children
  • Assessment and diagnosis of speech sound disorders in children
  • Technological/methodological advances in assessment and treatment of speech sound disorders in children
  • Identification, assessment, and treatment of speech sound disorders in special populations of children
  • Multicultural/cross linguistic issues related to speech sound disorders in children
  • Phonological awareness and literacy in relation to speech sound disorders in children
  • Methods of service delivery for children with speech sound disorders
  • Supervision in service delivery for children with speech sound disorders
  • Policy, regulatory and program administration issues specific to speech sound disorders in children
  • Public awareness of speech sound disorders in children

Swallowing and Swallowing Disorders

Topic Chair: Laurie Sterling

Content Area: Speech-Language Pathology

Proposals to the Swallowing and Swallowing Disorders topic area relate to normal and abnormal swallowing across the lifespan. Research, clinical and instrumental dysphagia assessment, treatment approaches, and service delivery issues related to persons with dysphagia are appropriate submissions to this topic area.

Research

  • Translational, applied, or implementation research related to swallowing and swallowing disorders in children and adults

Professional Education

  • Normal swallowing physiology in infants, children, and adults
  • Multicultural/cross-linguistic issues specifically related to swallowing
  • Prevention/screening of dysphagia in infants, children, and adults
  • Innovative technologies for the assessment and treatment of dysphagia
  • Diagnosis of dysphagia in infants, children, and adults
  • Esophageal disorders
  • Behavioral management of dysphagia in infants, children, and adults
  • Management of dysphagia in special populations (e.g. Down Syndrome, ALS)
  • Pharmacological, surgical, and other non-behavioral interventions for dysphagia
  • Nutritional management of persons with dysphagia
  • Palliative care and quality of life issues related to dysphagia
  • Interdisciplinary and team issues related to the assessment and management of dysphagia
  • Outcomes, efficacy, and effectiveness related to the treatment of dysphagia
  • Professional education issues specific to dysphagia
  • Ethical issues specific to dysphagia
  • Complex medical issues and swallowing function across the lifespan such as tracheostomy/ventilator dependence
  • Education, training and supervision issues specific to swallowing and swallowing disorders
  • Administrative, legislative and regulatory issues related to dysphagia

Telepractice

Topic Chair: Melissa Jakubowitz

Content Area: General Interest

Proposals to this topic area should focus on all aspects of telepractice as a model of service delivery for speech-language pathologists and audiologists in a variety of settings: schools, medical centers, rehabilitation hospitals, community health centers, outpatient clinics, universities, clients’/patients’ homes, residential health care facilities (including private practice), childcare centers, and corporate settings. Proposals related to the use of augmentative and alternative communication (AAC) technology, devices, and applications should be submitted to the Augmentative and Alternative Communication (AAC) topic area.

Research

  • Translational, applied, or implementation research related to telepractice

Professional Education

  • Licensure, ethical, legal, security, and privacy issues related to telepractice
  • Issues related to reimbursement for services delivered via telepractice
  • Telepractice service delivery types and models
  • Issues related to identifying, understanding, selecting, applying, and managing technology and hardware used to deliver services via telepractice
  • Issues related to the identification and selection of clients/patients/students to receive assessment and intervention services via telepractice
  • Cultural and linguistic variables affecting the identification, assessment, treatment, and management of communication disorders/differences in individuals receiving services via telepractice
  • Identification and selection of assessments and interventions appropriate for use with telepractice
  • Training and use of support personnel in delivering services via telepractice
  • Evaluating effectiveness of services delivered via telepractice; outcome measures cost/benefit analysis

Traumatic Brain Injury

Topic Chair: Bess Sirmon-Taylor

Content Area: General Interest

This topic area includes the description, assessment, treatment, prevention, service delivery, and education of individuals with speech, motor, language, hearing, vestibular and cognitive disorders associated with traumatic brain injury across the lifespan. Proposals dealing with any aspect of traumatic brain injury should be submitted to this topic area. Proposals related to issues of balance and dizziness related to TBI, concussion, head injuries or blast injuries should be submitted to this topic area.

Research

  • Translational, applied, or implementation research related to TBI
  • Basic and applied research related to TBI, including treatment outcome measures, single subject designs, and translational research

Professional Education

  • Subgroups of the population include but are not limited to individuals with postconcussion syndrome, mild TBI, moderate or severe TBI, chronic traumatic encephalopathy, veterans and active duty military, elderly with TBI, and pediatric TBI
  • Speech, language, and cognitive assessment and treatment that includes but is not limited to cognitive rehabilitation therapy, care‐provider education and support, rehabilitation across the continuum of care (acute to community), interdisciplinary management, behavioral management, or use of technology
  • Service delivery models that include but are not limited to school‐based programs, intensive care unit services, inpatient and outpatient rehabilitation, community support groups, or transitional programs
  • Differential diagnosis and management of individuals with TBI and co‐morbidities, e.g., balance and dizziness, mental health issues, PTSD, visual and hearing impairments, learning disabilities, tinnitus, or sleep disorders
  • Effects of co-morbid health issues related to TBI on hearing and/or balance
  • Reimbursement issues
  • Management of dysphagia after TBI
  • Language, speech, and hearing assessment, intervention, and support for children with traumatic brain injury

Voice and Alaryngeal Communication

Topic Chair: Laura Purcell Verdun

Content Area: Speech-Language Pathology

This topic area covers normal and disordered aspects of phonatory function including the assessment and management of voice and related laryngeal disorders in children and adults. Proposals addressing resonance issues related to craniofacial anomalies should be submitted to the Craniofacial and Velopharyngeal Disorders area.

Research

  • Translational, applied, or implementation research related to voice and alaryngeal communication
  • Outcomes research in voice disorders and related laryngeal conditions (i.e. alaryngeal, chronic cough, PVFM, etc.)

Professional Education

  • Basic science in voice production and perception
  • Normal and abnormal voice production across the life span
  • Epidemiology of voice disorders and related laryngeal conditions (i.e. alaryngeal, chronic cough, PVFM, etc.)
  • Prevention, evaluation, and management of pediatric and adult voice disorders and related laryngeal conditions (i.e. alaryngeal, chronic cough, PVFM, etc.)
  • Objective (acoustic, aerodynamic, imaging etc.) and subjective (perceptual, self-report) assessment of voice and related laryngeal disorders (i.e. alaryngeal, chronic cough, PVFM, etc.)
  • Role of technology in evaluation and management of voice and related disorders (i.e. alaryngeal, chronic cough, PVFM)
  • Assessment and management of special populations (e.g. singers, transgender, occupational voice, etc.)
  • Evaluation and management of resonance anomalies affecting voice quality
  • Tissue engineering and vocal fold biomaterials
  • Interdisciplinary team development
  • Multicultural/cross-linguistic issues in voice and alaryngeal communication
  • Administrative and regulatory issues related to voice and alaryngeal communication
  • Education, training, and supervision issues specific to developing competency in voice disorders and related laryngeal conditions (i.e. alaryngeal, chronic cough, PVFM, etc.)
  • Psychosocial impact of voice disorders on daily activities and participation in social contexts