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Pre-Convention Session Details

Continuing education credit is offered for the following Pre-Convention events scheduled for Wednesday, November 16. Session details, including learner outcomes and agendas, may be found below. Please note that these activities are either ticketed (workshops and symposium) or by invitation only (town meeting). Tickets for the workshops and the symposium may be purchased through registration.

Special Interest Group (SIG) Pre-Convention Workshops

Innovations in Theory of Mind Assessment & Intervention for Children with ASD

Sponsored by SIG 1, Language Learning and Education

Wednesday, November 16
1:00 p.m. – 5:30 p.m.
SDCC, 28DE

This workshop will describe innovative methods for assessing Theory of Mind in children with Autism Spectrum Disorders (ASD) using both parent report and broad based theory of mind measures. Case examples will be used to identify areas of challenge in theory of mind, develop goals and recommend strategies for intervention. The use of social stories, comic strip conversations, video modeling, and thought pictures and emotions will be explained as strategies to facilitate theory of mind and perspective taking in children with ASD. Videotaped examples of theory of mind assessment and intervention will be presented.

Learning Outcomes
After completing this workshop, participants will be able to:

Identify valid and reliable methods for assessing theory of mind in children with ASD
Develop goals for intervention based on data gathered from assessment of theory of mind
Explain two interventions that can facilitate perspective taking in children with ASD

Time Ordered Agenda

1:00 p.m. – 2:30 p.m.	Assessing theory of mind and establishing targets for intervention
2:30 p.m. – 2:45 p.m.	Break
2:45 p.m. – 4:00 p.m.	Strategies for increasing perspective taking: Social stories and Comic Strip Conversations
4:00 p.m. – 4:15 p.m.	Break
4:15 p.m. – 5:30 p.m.	Strategies for increasing perspective taking: Video modeling and Thought pictures and emotions

Presenter Information
Patricia Prelock, PhD, is Dean of the College of Nursing and Health Sciences at the University of Vermont. Her primary academic appointment is Professor of Communication Sciences; she has a secondary appointment in Pediatrics in the College of Medicine. Dr. Prelock is a co-principal investigator for Vermont's Interdisciplinary Leadership Education Program for Health Professionals in Autism Spectrum Disorders and principal investigator for Vermont's State Improvement Grant, Speech-Language Pathologist Distance Education Initiative. Her primary research interests include collaborative, interdisciplinary practice and the nature and treatment of autism including social perspective taking, peer play, emotion regulation, and the neural pathways involved in social discourse. She has served as associate editor for Language Speech Hearing Services in Schools, was named a Fellow of the American Speech-Language-Hearing Association (2000), and was Vice President for Standards and Ethics in Speech-Language Pathology, a Board of Directors position for the American Speech-Language-Hearing Association, from 2008–2010. Dr. Prelock has 110 publications and more than 380 peer-reviewed and invited presentations in the areas of autism, collaboration, language assessment and intervention, and phonology. Dr. Prelock received the 1998 Friends Award through the Vermont Parent Information Center, UVM's Kroepsch-Maurice Excellence in Teaching Award (2000), the first annual Autism Society of Vermont Excellence in Service Award (2000), and the Puppets in Education Autism Award (2011). She was named a University Scholar in 2003. Dr. Prelock earned her bachelor's and master's degrees from Kent State University and her doctoral degree from the University of Pittsburgh. She is a board recognized Child Language Specialist.

Understanding Stuttering Using Cognitive Behavior Therapy (CBT): It's the Thought That Counts

Sponsored by SIG 4, Fluency and Fluency Disorders

Wednesday, November 16
1:00 p.m. – 5:30 p.m.
SDCC, 28A

This workshop introduces participants to CBT and key theoretical models that may help client and clinician develop a shared understanding of the client's experience of stuttering. Models that articulate the relationships among cognitions; emotional, somatic and behavioral responses; the role of early experience in the development of unhelpful core beliefs and assumptions; the role of interpersonal dynamics in maintaining difficulties; and the key mechanisms of social anxiety will be discussed.

Clinical examples, supported by session recordings and written case formulations, will demonstrate how these models can be used in work with children, families, young people and adults who stutter. Emphasis will be given to clinical skills such as the use of Socratic questions, which support the development of a collaborative therapeutic relationship. Participants will have the opportunity to practice key questions used by cognitive therapists and to consider the applicability of CBT to their own clinical practice.

Learning Outcomes
After completing this workshop, participants will be able to:

Explain the core theory and principles of Cognitive Therapy
Describe a generic cognitive model, an interpersonal cognitive model, and the key mechanisms of social anxiety
Explain the principles of guided discovery and questions that are commonly used by cognitive behavior therapists

Time-Ordered Agenda

1:00 p.m. – 1:15 p.m.	Introduction and agenda setting
1:15 p.m. – 2:00 p.m.	Discussion: Overview of CBT theory, principles practice and models and lifespan perspective on stuttering
2:00 p.m. – 3:00 p.m.	Observation of session recordings, practical and experiential work
3:00 p.m. – 3:30 p.m.	Break
3:30 p.m. – 4:00 p.m.	Discussion: Contextualizing the client's experience: the role of early experiences and current interpersonal dynamics. Application to family based and individual work with clients of all ages
4:00 p.m. – 5:00 p.m.	Observation of session recordings and practical work
5:00 p.m. – 5:30 p.m.	Discussion, reflections and key messages

Presenter Information
Frances Cook, MSc Reg MRCSLT (Hons) Certified CT
The Michael Palin Centre, Whittington Health, London, UK
Frances is the Head of Specialty at The Michael Palin Centre (MPC) for Stammering Children in London, the largest combined training, therapy, and research center in the U.K. for children and young people who stutter. She has more than 30 years of experience in the treatment of stuttering. Frances was awarded the IFA Clinician of Distinction Award in 2003 and the Honors of the Royal College of Speech and Language Therapists in 2005. She is an adviser on disorders of fluency to the Royal College of Speech and Language Therapists.

Jane Fry, MSc Reg MRCSLT, PGDip CT
The Michael Palin Centre, Whittington Health, London, UK
Jane Fry MSc Reg MRCSLT, PGDip CT (Oxford). Jane is a specialist speech and language therapist at the Michael Palin Centre for Stammering Children in London, the largest combined training, therapy, and research center in the U.K. for children and young people who stutter. She works with children, young people and adults who stammer.

Katharine G. Butler Symposium in Child Language

Advances in Research: Diagnosis and Treatment of Dyslexia

Wednesday, November 16
1:00 p.m. – 5:15 p.m.
SDCC, 24AB

Jeffrey R. Gruen, a Yale School of Medicine scientist whose discovery of a gene involved in dyslexia was named one of the top 10 scientific breakthroughs of 2005 by the journal Science, will discuss his "imaging-genetics" research which utilizes fMRI to determine how gene variants change the brain's processing of written language. Nickola Wolf Nelson, PhD, Professor at Western Michigan University and Editor of Topics in Language Disorders, will present assessment techniques for differentiating language impairment, dyslexia, and specific comprehension deficits, and will discuss intervention strategies for the dyslexia profile.

Learning Outcomes
Participants will be able to:

Identify ways in which gene variants may change the brain's processing of written language
Identify formal and informal assessment measures which can differentiate dyslexia from related disorders
Select intervention approaches based on an individual's abilities across domains

Time Ordered Agenda

1:00 p.m. – 1:15 p.m.	Welcome and overview
1:15 p.m. – 2:45 p.m.	Dr. Gruen—what we know about genes and written language
2:45 p.m. – 3:00 p.m.	Q and A for Dr. Gruen
3:00 p.m. – 3:15 p.m.	Break
3:15 p.m. – 4:45 p.m.	Dr. Nelson—assessment and treatment for dyslexia
4:45 p.m. – 5:00 p.m.	Q and A for Dr. Nelson
5:00 p.m. – 5:15 p.m.	Summary and wrap-up

Presenter Information
Nickola Wolf Nelson, PhD, CCC-SLP
Dr. Nelson is a professor in the Department of Speech Pathology and Audiology and Director of the PhD program in Interdisciplinary Health Sciences at Western Michigan University. Her publications include Language and Literacy Disorders: Infancy through Adolescence and The Writing Lab Approach to Language Instruction and Intervention. Nelson currently serves as principal investigator of project funded by the U.S. Department of Education, Institute for Education Sciences to validate a Test of Integrated Language and Literacy Skills (TILLS). She is a fellow of the International Academy for Research in Learning Disabilities as well as the American Speech-Language Hearing Association (ASHA). In 2007, Nelson received the ASHA Frank R. Kleffner Lifetime Clinical Career Award, which recognizes outstanding members for their clinical contributions to the field. Nelson is editor of the journal, Topics in Language Disorders, which was founded in 1980 and edited for 25 years by Katharine G. Butler, in honor of whom this conference is named.

Jeffrey R. Gruen, MD
Dr. Gruen is Professor of Pediatrics, Genetics, and Investigative Medicine at the Yale School of Medicine. He has received continuous funding from the NIH for dyslexia research since 1999. He currently has an NIH grant to develop a pre-symptomatic genetic screening panel for identifying children at risk for developing reading disability, utilizing the Avon Longitudinal Study of Parents and Children (ALSPAC), a sample of over 10,000 children collected in the Avon region of the UK. In the 2005 annual breakthrough edition of the journal Science, the discovery of DCDC2 for dyslexia headed by Dr. Gruen, was named the 5th most important breakthrough of the year. In 2009, Dr. Gruen received a generous grant from the Manton Family Foundation to study genetics and dyslexia in minority children.

2011 Researcher-Academic Town Meeting

Wednesday, November 16
6:30 p.m. – 10:00 p.m.
San Diego Marriott Hotel, Marriott Hall, Salons 3-4

The purpose of the Researcher-Academic Town Meeting is to provide an opportunity for new faculty, PhD students, and student awardees to interact with seasoned faculty-researchers in an informal atmosphere. This year's program will feature a presentation and group discussion on the following topic: "Training the Next Generation of Clinical Researchers." Presenters are Mary Pat Moeller, PhD (Boys Town National Research Hospital) and Melissa Duff, PhD (University of Iowa).

Instructional Level
Intermediate