Thursday, April 28 – Day 1

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Introductory: You have little or no familiarity with the literature and professional practice within the areas covered.
Intermediate: You have general familiarity with the literature and professional practice within the areas covered.
Advanced: You have thorough familiarity with current literature and professional practice.
Times subject to change. More workshop information coming soon.

The language used in the descriptions below indicates which language the sessions will be presented in.
1:45 pm – 5:15 pm
Presented By

Teresa Ukrainetz, PhD,

Speech-Language Pathology Communication Health Assistants

Text Comprehension: Scaffolding Active Strategic Reading

Intermediate: Understanding and learning from academic texts involves purposeful, strategic reading. There is considerable evidence on what makes an effective and comprehensive reading instruction program. However, S-LPs need to be strategic about their roles within this large picture. An aspect of this instruction program that is particularly suited to the expertise and resources of S-LPs involves teaching students to use text comprehension strategies, such as text preview, summarization, and comprehension monitoring in their academic reading and learning. This talk presents the research evidence on strategy instruction, including the use of explicit instruction, spoken interactions around text, cognitive modeling, peer learning, classroom connections and disciplinary literacy. The talk focuses on transferring comprehension strategies from teaching tools of the S-LP to learning tools of the student.

Age group: School-Aged

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1:45 pm – 2:30 pm
Presented By

Myriam L.H. Beauchamp, S-LP

Speech-Language Pathology

Bilingualism in Children with Autism Spectrum Disorder

Author: Myriam Beauchamp, S-LP, Université de Montréal, Montreal, QC

Introductory: Autism affects one in 68 children, many of whom present language delays. Consequently, health-care professionals often recommend that bilingual families focus on a single language in order to avoid further delays. However, such recommendations are no longer supported by research and can have negative impacts on children with ASD.

Age group: Pre-School

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2:30 pm – 3:15 pm
Presented By

Richard Welland, PhD

Speech-Language Pathology Communication Health Assistants

Aphasia: Disorder in the Court

Author: Richard Welland, PhD, Brock University, St. Catharines, ON

Introductory: A review of recent Canadian and American court cases involving people with aphasia suggests that neither lawyers nor judges understand the nature of aphasia, the ways to support their testimony in court, or the role of the speech-language pathologist. Potential educational, political and legal solutions are discussed.

Age groups: Adult, Geriatric

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3:45 pm – 4:30 pm
Presented By

Daniel Bérubé, PhD

Speech-Language Pathology

An International Crosslinguistic Phonology Project: A Case and Website Illustration

Authors: Barbara Bernhardt, PhD, R.SLP, University of British Columbia, Vancouver, BC; Daniel Bérubé, PhD, S-LP(C), Université de St Boniface, Winnipeg, MB; Joseph Stemberger, PhD, University of British Columbia, Vancouver, BC

Intermediate: A cross-linguistic study of phonological development is expanding the clinical application of nonlinear phonology. A project website provides new (free) resources and tutorials. A case study of an English-speaking 3-year-old with protracted phonological development will illustrate the application of nonlinear phonology to intervention and introduce the website tutorials/resources.

Age groups: Pre-School, School-Aged, Adult

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4:30 pm – 5:15 pm

Presented By

Diane Pesco, Ph. D., O(C) et Daniela O’Neill, Ph. D.

Speech-Language Pathology Communication Health Assistants

Évaluation de la pragmatique précoce chez les enfants francophones : présentation du LUI-Français

Auteures : Diane Pesco, Ph. D., O(C), Université Concordia, Montréal, QC; Daniela O’Neill, Ph. D., University of Waterloo, Waterloo, ON

Intermédiaire : Le Language Use Inventory (LUI) est un inventaire de la pragmatique pour les parents d’enfants de 18 à 47 mois. Nous présenterons une version du LUI en français canadien, nous expliquerons les données probantes appuyant sa fiabilité et sa sensibilité sur le plan développemental, et nous discuterons de son potentiel pour identifier les retards et évaluer les progrès des enfants.

Groupe d’âge : préscolaire


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