Ages and Stages, LLC Workshops for SLP's, OT's, and Others
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TREATMENT OF SPEECH PRODUCTION DISORDERS AND PROBLEM PHONEMES:
GETTING TO CARRYOVER

Instructor: Donna Ridley, M.Ed., CCC-SLP

7 Contact Hours toward Licensure
CA Board of SLP Professional Development Provider: PDP 188
ASHA CEUs: This program is offered for 0.7 CEUs (intermediate level; professional area).

$185 Workshop Registration Fee
DATES,  LOCATIONS, ACCOMODATIONS

For a brochure or to ask questions:
Email: agesandstages@cox.net
Call: 702-845-0642
TO REGISTER: FAX 702-914-3414, MAIL, OR CALL 702-845-0642.
Click REGISTRATION tab above for Registration Form. PURCHASE ORDERS ACCEPTED.
  

ATLANTA, GA - MARCH 9, 2008
Best Western, Peachtree Corners, 7035 Jimmy Carter Blvd. Norcross, GA 30092. Phone: 770-409-0004. Reserve rooms at $69.95 on 3/6, 3/7, 3/8 and 3/9 by stating you are attending the Ages and Stages meeting at the hotel.

CHATTANOOGA, TN - MARCH 11, 2008
Country Inn & Suites, 3725 Modern Industries Blvd., Chattanooga, TN 37419. Phone: 423-825-6100 Limited number of rooms available on 3/10, 3/13 & 3/14 for $89.00. State that you are booking for Ages and Stages meeting

COURSE DESCRIPTION

This 7-hour workshop focuses on difficult, complex speech production disorders (e.g., articulation, dysarthria, dyspraxia, reduced intelligibility for undetermined reasons, etc.) in children. The workshop addresses target selection/goal setting, prognostic factors, modifying therapy schedules to effect better carryover, dealing with burn-out, and using group dynamics. Additional topics and hand-outs include: postural, gestural, tactile-kinesthetic, muscular manipulation, verbal, mechanical, and visual cues/strategies to elicit /r/ and other problem phonemes; phonetic context-based practice materials; useful vs. time-wasting therapy materials; maximum response rate; self-monitoring; use of technology such as ultrasound, palatography, and computer programs; supportive work on oral motor skills; use of a foreign (or invented) language to circumvent resistant-to-change speech errors; and achievement of carryover. Group interactive experiences allow practice of hands-on techniques, which can be used in therapy immediately.

AUDIENCE

Speech-Language Pathologists, Speech-Language Pathology Assistants, Speech-Language Pathology Graduate Students

SCHEDULE

Questions will be answered throughout workshop

7:45 Registration/Sign-In
8:00 Types of Speech Production Disorders/Typical Profile/Unique Aspects of Treatment
8:30 Assessment/Decision Making/Prognostic Factors/Goal Setting
9:00 Structuring Treatment Sessions/Maximizing Response Rate
10:00 Break
10:15 Group Interactive Experience: Video Assessment and Analysis
10:45 Postural/Gross Motor/Oral-Motor Factors
11:30 Good Therapy Materials and Gadgets!
12:00 Lunch (on your own)
1:00 Elicitation Techniques for /r/ and Sibilants
1:30 Group Interactive Experience: Partner Practice Eliciting /r/
2:15 When and How to Use Phonetic Context-Based Materials
3:00 Break
3:15 Self-Monitoring/Carryover/Addressing Overall Intelligibility
4:00 Technology and Off-the-Beaten-Track Strategies
4:30 End of Session/Sign-Out

COURSE OBJECTIVES

During this workshop, participants will:

1. Quickly identify factors that inhibit treatment and ways to accelerate progress.
2. Identify and practice techniques to elicit correct production of /r/, sibilants, and other "problem" phonemes.
3. Identify ways to structure therapy sessions for maximum benefit/response rate, including novel scheduling formats.
4. Identify ways to develop and reinforce self-monitoring skills essential to achieving carryover with specific therapy activities.
5. Identify appropriate therapy materials to avoid the time-wasters.
6. Identify when and how to step "outside the box" when choosing therapy methodology.
7. Identify methods to keep parents and "kids" involved and motivated, while ultimately moving more clients off caseloads -- successfully.

 

FACULTY

Donna Ridley, M.Ed., CCC-SLP has been a speech-language pathologist for over 25 years. For the past 15 years, she has specialized in treating school-aged children with speech production disorders (e.g., articulation disorders, dysarthria, dyspraxia, reduced intelligibility due to undefined issues). Dubbed the "R" Czar by an SLP colleague in Washington, DC, she gained a local reputation as the "SLP to go to" for the most difficult /r/ distortions and other complex speech issues. While doing therapy "in the trenches," when the usual methodology was not working, she developed and refined several innovative treatment methods. These include ultrasound biofeedback with treatment-resistant articulation disorders, treatment of laterally distorted sibilants by means of an invented foreign language, two-week daily intensive therapy, and use of magic tricks and broken toys to teach interrogatives to preschoolers. To learn more about Donna's work see her website.

See article SPEECH PRODUCTION DISORDERS: Intensive Scheduling improves Outcomes in Advance for SLPs (March 12, 2007).

COMMENTS FROM MARYLAND PARTICIPANTS

  • The multiple /r/ techniques and carry-over ideas will be incorporated into my therapy tomorrow.
  • I will use the tx. strategies to improve /s/ and all siblilants.
  • I will be able to incorporate suggested techniques into therapy sessions immediately.
  • Practical suggestions -- outstanding ideas presented.
  • Great appendix materials, videos, and hands-on examples.
  • I liked the video clips and follow-up discussion; guided practice with partners; verbal demonstrations/examples of error sounds; materials/reference section.
  • Suggestions/strategies can be used immediately with my older students with persistent articulation problems. 
  • I feel better prepared to address some of the more difficult sounds. 

COMMENTS FROM NEW JERSEY PARTICIPANTS

  • I liked the videos, analysis, treatment suggestions, and game activities.
  • I liked all aspects, expecially the appendix!
  • Handouts very helpful.  Good tips on saliva retention and jaw stabilizing techniques. 
  • Excellent therapy suggestions.  Speaker is very creative and knowledgeable.  She elicited audience feedback, and hands-on practice was also valuable.
  • I liked the videos, bibliography, and resource materials.
  • Practical techniques that can be "used."
  • I liked the self-monitoring and carry-over techniques.  I will use techniques discussed with my /r/ and /s/ cases. 
  • I will incorporate techniques into sessions with children with various articulation difficulties.  I will inservice my colleagues re. techniques learned today.