Live
broadcast (one-time viewing only): NEW DATE: April 30, 2024,
12:00–2:00 p.m. Eastern time
Last
chance to sign up: April 30, 2024, 11:00 a.m., Eastern
time
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Description:
Children
with developmental language disorder (DLD) can demonstrate a range of
characteristics and challenges, which can appear not only in their language
abilities but also in their cognitive and motor abilities. This webinar will
give SLPs a deeper understanding of the common characteristics associated with
DLD as well as individual differences among children with the disorder. The
webinar will share examples of how to tailor vocabulary and reading
interventions for children with DLD.
Learning
Outcomes
You will
be able to:
- List the strengths and
weaknesses within each key area of language (and related cognitive/motor areas)
for a child on your caseload
- Apply your understanding of the
characteristics of a child with DLD to modify a treatment
goal/strategy/approach for a child on your caseload
- Conduct a conversation with the
parent/caregiver of a child with DLD to explain the characteristics of the
disorder specific to their child
Contents
-
Defining DLD in broad terms
- How individual profiles
of children with DLD
could differ
- Differences
between children with DLD and
those with typically developing language abilities (phonology,
semantics, syntax, pragmatics, and spoken
and written
language)
- Differences
between children with DLD and
those with typically developing language abilities in cognitive/motor areas (working
memory, motor skills, executive function,
attention, and risks for emotional
health)
- Case studies
illustrating strengths/weaknesses of children with DLD
- How an
understanding of the DLD profile
could be applied to vocabulary and reading interventions
Presenter
Information
Hope
Sparks Lancaster, PhD (she/her/hers) is research scientist at
Boys Town National Research Hospital. She is leader of the Etiologies of
Language and Literacy Lab. Her research examines the genetic and behavioral commonalities
between speech sound disorders, developmental language disorder, and
dyslexia.
Financial
Disclosures:
- Financial
compensation from ASHA for this presentation
- Salary
from Boys Town National Research Hospital
Nonfinancial
Disclosures:
Katherine
Gordon, PhD (she/her/hers) completed her doctoral work at the
University of Minnesota in child psychology, focusing on language development
and word learning in preschool-age children. She completed her postdoctoral
work at the University of Iowa, focusing on word learning in children with
developmental language disorder. During her postdoctoral work, she became
interested in how memory processes, both short-term and long-term memory,
affect word learning. She is currently a research scientist at Boys Town
National Research Hospital. In her laboratory, she is focused on two key areas
of interest. The first is to identify effective and efficient clinical
treatment approaches for children with DLD to both learn and remember
school-based words (i.e., words with abstract meanings). Specifically, she is
interested in treatment approaches that foster the best post-training retention
of words learned. In her second line of research, she focuses on how background
noise in classroom spaces affects word learning and language processing in
children with typical development and DLD. Her overall goal is to inform
clinical and educational practices that foster both learning and long-term
retention of taught language input.
Financial
Disclosures:
- Salary from Boys Town National Research Hospital
Nonfinancial
Disclosures:
Ron
Pomper, PhD, is a postdoctoral research fellow working
with Karla McGregor in the Word Learning Lab at Boys Town National Research
Hospital. Pomper studies how children learn language, including children with
typical language development, developmental language disorder, and autism
spectrum disorder. Pomper uses behavioral responses, eye-tracking, and
neuroimaging methods to measure different aspects of children’s
ability to learn new words. Pomper's recent work investigates how children form
detailed representations of the sounds that form words.
Financial
Disclosures:
- NIH stipend for postdoctoral grant
Nonfinancial
Disclosures:
Allyssa LaRose, MS, CCC-SLP (she/her/hers) is a school-based and medical speech-language pathologist. She works with birth through adult populations with a variety of diagnoses but specializes in language and literacy disorders as well as behavior management. Allyssa was awarded ASHA's Distinguished Early Career Professional Certificate in 2022, recently graduated from ASHA's Leadership Development Program in February 2024, and is pursuing Board Certification in Childhood Language and Language Disorders. She is currently employed with Boys Town National Research Hospital, working in their school programs serving K-12, inpatient units, and outpatient clinics, and consults on various teams within the organization.
Financial
Disclosures:
- Salary from Boys Town National Research Hospital
Nonfinancial
Disclosures:
Assessment
Type
Self-assessment—Think
about what you learned and report on the Completion Form how you will use your
new
knowledge.
To earn
continuing education credit, you must complete and submit the learning
assessment by May 2, 2024.
Program
History and CE Information
Live
webinar: April 30, 2024
12:00–2:00 p.m.
Eastern time
This course is offered for 0.2 ASHA CEUs (Intermediate level, Professional area).
