2018 National Conference Adelaide
Speech Pathology Australia 2018 National Conference Adelaide
The Speech Pathology Australia 2018 National Conference is the premier event of the speech pathology profession. The National Conference aims to provide attendees with updates, recent research results and the knowledge to enable them to tackle the challenges ahead. The conference boasts a program of over 157 presentations. Please read further to view the full conference program and visit our website www.speechpathologyaustralia.org.au for regular updates!
Registration Brochure 27–30 May 2018 Adelaide Convention Centre
Invitation from the Conference Planning Committee (CPC)
This keynote address is also timely as Speech Pathology Australia is launching the process to develop a Reconciliation Action Plan at the conference. Please note that new workshops have been added to the conference program in sessions M2A and T1C where previously Marion was to have presented her workshop. Please read the conference program section of this brochure for the details of these workshops. Dr Ron Gillam has an impressive and growing body of research, is proactive in bridging research and practice, and has taken the science and practice of speech pathology into new and immensely beneficial directions. This makes him a most fitting speaker for this conference where research is encompassed within the I N S P I RE theme. Ron will inspire us to connect research and practice and embed research outcomes in practice. Ron’s masterclass will focus on narrative assessment and delve into norm referenced and progress monitoring measures and how they can be used to inform an understanding of children’s narratives and inform intervention decisions and practices. In his keynote address Ron will summarise a large-scale study and discuss the implications of a new understanding of the factors that moderate and mediate language comprehension for conducting informative language assessments and for selecting interventions that are likely to yield the most functional outcomes for school-aged children and young people. Ron will co-present the seminar with Sandra (Sandi) Gillam. This seminar will describe a narrative program called Supporting Knowledge in Language and Literacy (SKILL) of which Sandi and Ron are co-authors. The instructional strategies in the program have been demonstrated, in a series of single-subject, multiple-baseline studies and a small scale RCT, to be beneficial to children with developmental language disorders, children learning English as a second language, and children with Autism Spectrum Disorders. Ron and Sandi are co-primary investigators of a current three-year, multi-site RCT to test the outcomes of the intervention and potential generalisation to reading comprehension and writing. Professor Elizabeth (Liz) Ward, invited presenter of the 2018 Elizabeth Usher Memorial Lecture, will connect to the area of practice innovation incorporated within the I N S P I RE theme. She will inspire us to embrace new practice and service delivery models to ensure a continued strong professional identity and capacity to
meaningfully contribute in the modern education and healthcare landscape. She will discuss the benefits, issues and impacts of extended scope of practice initiatives and new models of care. In her presentation Liz will draw on insights gained within the public health service in Queensland. The CPC has worked hard to produce a program with an excellent range of high quality presentations in a range of topic areas that will be of interest to a wide cross-section of the profession. This was a particularly challenging process given the number of high quality submissions that were received. The information provided by reviewers greatly assisted the selection process and the CPC is grateful for the important contribution they made. In addition to the presentations by the keynote and invited speakers, the conference program features oral presentation, workshops, forums, presented e-posters (PePs) and posters. PePs will be five minutes and are peppered (excuse the pun!) through the oral sessions. Questions can be directed to all presenters during the interactive question time allocated at the end of these sessions. The 2018 conference sees the return of paper posters and interactive sessions with poster presenters. Posters will be on display within the exhibition hall each day with dedicated times during lunch on Monday and Wednesday for authors to speak to their posters and discuss their work with delegates. Delegates will have access to a PDF of the paper and PeP posters through the conference app. On Tuesday there is an exciting forum session on speech pathology in education. This forum includes both submitted presentations and presentations invited by Speech Pathology Australia. The forum is bound to stimulate questions and discussion about service provision in schools as we progress the vision of Speech Pathology 2030. The conference sessions conclude on Wednesday with an I N S P I RE -ing panel session! The conference is being held at the Adelaide Convention Centre (ACC) which has been completely transformed since our last conference there in 2009. In the heart of the city we’ll be using rooms at the western end of the complex adjacent to Adelaide BioMed City. The Welcome Reception is being held at the nearby National Wine Centre. (continued next page)
Come to Adelaide for a conference that will I N S P I RE you! I N S P I RE is about I N S piring P ractice I nnovation, R esearch and E ngagement. Through this conference the 2018 Conference Planning Committee (CPC) wants you to be inspired by the vision captured in Speech Pathology 2030: Making Futures Happen to: • develop quality services by staying informed of and actively engaging with practice innovations and advances, • take an active part in undertaking research to develop and refine the evidence base, • ensure the rapid translation of evidence to practice, • engage, connect and partner with others – people, communities and other professionals. The I N S P I RE theme of this conference: • captures the cycle of connection between practice and research: research informing practice and practice informing research • advocates for innovative practices to continuously improve outcomes for those with communication and swallowing disorders. Presentations by the keynote and invited speakers will connect with the 2030 vision and reflect the I N S P I RE theme. The CPC is fortunate to have secured Professor Dennis McDermott at short notice to present the keynote address on Monday morning. This follows the withdrawal of Professor Marion Kickett from the conference program due to unforeseen personal circumstances. In his keynote address Dennis will highlight the focus on engagement embedded within the I N S P I RE theme of the conference. In keeping with the Speech Pathology 2030 project Dennis brings knowledge and perspectives from beyond speech pathology to inform and guide our work. Most of the speech pathology workforce is Non-Indigenous. Dennis’ keynote address will address the critical question of how we effectively engage with Indigenous health issues, cultures, clients and communities to improve health and education outcomes for Aboriginal and Torres Strait Islander Australians. As speech pathologists we have a significant role to play. Dennis will challenge and inspire us in this important endeavour.
The Guild Insurance Conference Dinner to be held in the Panorama Ballroom takes advantage of the outlook across the River Torrens to the Adelaide Oval and surrounding parklands and will provide a sparkling conclusion to the conference. For activities outside the program there are plenty of fabulous and diverse places to eat and relax with your friends and colleagues. You will be spoilt for choice! Information about restaurants is included in the delegate satchel (which is selected with the environment in mind as it's reusable) and is also accessible through a link in the website and conference app. The Adelaide Oval is a short walk from the ACC across the footbridge where you can check-out the Bradman exhibition. The cultural precinct along North Terrace and shopping in Rundle Mall are also within easy walking distance or readily accessible by public transport that stops right outside the ACC. Further afield South Australia’s wonderful wine regions such as the Barossa, Adelaide Hills and McLaren Vale are waiting to be explored. So much to do! The CPC commends the conference program to you and recommends you read it thoroughly before proceeding to the online registration process. This will enable you to view the sessions on offer prior to making your selections when you register. Please note that some topics such as hearing, tele- practice and justice are embedded throughout the program rather than streamed separately. Workshop presenters have set attendance numbers and capacity of some sessions will be limited by room size. Remember that registering is the only way to secure your place. Also, the CPC encourages you to keep up to date with the latest conference news by monitoring the National Conference 2018 website. The CPC gratefully acknowledges and thanks the sponsors and exhibitors who are an integral part to the success of the conference. The CPC warmly invites you to Adelaide in May to share, engage, showcase, challenge, problem-solve, create, look to the future and innovate. We look forward to seeing you there! Barbara Lyndon – Convenor, Jane Bickford - Scientific Program Chair, Tamara Hall, Penny Miller, Joanne Murray, Pamela Richards – National Conference Manager and Cori Williams – Senior Advisor, Evidence Based Practice and Research
The Sunday Private Practice Workshop is open to conference delegates only and is included within the full registration fee and an optional extra to the day registration fee. It is limited to 100 participants. The Sunday Masterclass is optional to the conference registration and is open to conference and non-conference delegates. It is limited to 100 participants. . 9.30am – 1.00pm Workshop SW1 What’s in it for me? Working together to realise the benefits and break down the stereotypes of employment in private practice (W) Nichola Harris 1 , Trish Johnson 1 , Daniel Gibbs 2 , Bernadette Dutton 3 , Anne Huang 4,5 , Jenny Baker 6 , Annique Lynch 6 1Speech Pathology Australia, Melbourne, VIC, Australia. 2Clinic Mastery, Adelaide, SA, Australia. 3Loqui Speech Pathology, Stafford, QLD, Australia. 4Private Practice, Brisbane, QLD, Australia. 5Griffiths University, Brisbane, QLD, Australia, 6Fremantle Speech Pathology Services, Perth, WA, Australia. 2.00pm - 5.30pm Masterclass SM2 Assessing narrative abilities in school-age children: Comparing norm referenced and progress monitoring measures Dr Ron Gillam, PhD 5.00pm – 6.30pm Pre-registration and exhibition Conference Program Sunday 27 May 2018
Before you read the program...
The program at a glance will assist you in making your session selections. Please ensure that you have read this document and selected your concurrent sessions BEFORE you proceed to the online registration process. This will save time plus reduce the possibility of you being ‘timed out’. Pre-selection of sessions will also help us to ensure the comfort and safety of all participants. Places for the sessions will be limited to room sizes or a request from the presenter, so to avoid disappointment, please ensure you register early. Please note (F) denotes forum (P) denotes presented eposter (S) denotes seminar and (W) denotes workshop. IMPORTANT NOTICE - PLEASE READ: The views expressed at this National Conference are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content or accuracy of the material in this document or national Conference. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of the information provided. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this document and National Conference. Disclaimer: Please note the topics and session times are correct at the time of publication, however changes may occur. Please remember to visit www.speechpathologyaustralia.org.au- Professional Development and National Conference 2018 for regular program updates. Poster Program An informative selection of posters will be displayed during the conference from Monday – Wednesday. Authors will be in attendance at their poster during lunchtime Monday and Wednesday. Click this link to view the poster titles and presenters.
5.45pm – 6.00pm Speaker and chairpersons briefing
6.30pm – 8.30pm Welcome Reception: The National Wine Centre (NWC)
Private practice Workshop and Masterclass presentations and Masterclass presentations
Sunday 27 May
9.30am – 1.00pm (including Morning tea) SW1 –What’s in it for me?Working together to realise the benefits and break down the stereotypes of employment in private practice Nichola Harris 1 , Trish Johnson 1 , Daniel Gibbs 2 , Bernadette Dutton 3 , Anne Huang 4,5 , Jenny Baker 6 , Annique Lynch 6 1Speech Pathology Australia, Melbourne, VIC, Australia. 2Clinic Mastery, Adelaide, SA, Australia. 3Loqui Speech Pathology, Stafford, QLD, Australia. 4Private Practice, Brisbane, QLD, Australia. 5Griffiths University, Brisbane, QLD, Australia, 6Fremantle Speech Pathology Services, Perth, WA, Australia. Supervising and maintaining staff in a small business is increasingly complex. The job market and employment options for speech pathologists are also challenging. This workshop will consist of a panel of speech pathologists across all sectors with a wide range of experience and practice contexts and professionals with experience working in the small business sector. Participants will have the opportunity to discuss and share: • Current employment contexts and expectations • Having speech pathologists with a range of experience in your practice: benefits and barriers from all perspectives • How to make the best use of all levels of experience • Current best practice scenarios • Characteristics of a good employer/employee • How sole providers can grow their business and employ another speech pathologist • Systems and processes - are these in place? • Aspirations for employment practices in the future. These topics will be examined in the context of the changing work environment, funding streams, client expectations, productivity and responsibilities of business owners. Discussions will cover the spectrum of the private practice workforce including practice owners of both small and large businesses together with sole providers and employees. There will be presentations, opportunities to raise topics for discussion, breakout sessions, brainstorming solutions and development of a tailored action plan. Attendance number: 100 • Identification of key issues • How to overcome difficulties: ◦◦ What support mechanisms work? ◦◦ What support do employees and employers need?
2.00pm – 5.30pm (including Afternoon tea) SM2 – Assessing narrative abilities in school-age children: Comparing norm referenced and progress monitoring measures Dr Ron Gillam, PhD In this masterclass Ron will use the Test of Narrative Language – 2nd Edition as an example of test construction, test reliability, and test validity in the context of assessing narrative comprehension and production. Participants will examine the use of test scores for diagnostic decision-making, and the use of item analyses techniques for informing an understanding of children’s narrative deficiencies. Participants will then discuss an approach to progress monitoring called Monitoring Indicators of Scholarly Language (MISL). Ron will explain how the MISL was constructed and will review its reliability and validity as a progress monitoring tool. Then, participants will practice scoring the MISL and will discuss how MISL scores can be used to inform intervention decisions and practices. Learning objectives for the masterclass: After this session, participants will be able to: • Summarise key issues in measuring narrative comprehension and narrative production instruments • Explain how the concepts of test reliability and test validity differ for norm-referenced and progress monitoring instruments • Describe how best to use the scores from a norm-referenced test of narration • Score narratives using the MISL and make clinical decisions based on those scores.
Prerequisites for registrants / assumed knowledge or skill base when attending the masterclass: To profit from this masterclass, participants should have a general understanding of: • Psychometrics • Story grammar (macrostructure) propositions • Syntactic development (especially complex syntactic structures). Disclosure: Ron Gillam is a co-author of The Test of Narrative Language – 2nd Edition (TNL-2), which will be described in this presentation. Attendence number = 100
Monday 28 May
9.20am – 10.20am
MKP – Keynote Presentation 'Big Sister’ Wisdom: How might Non-Indigenous speech pathologists really engage, effectively, with Indigenous Australia?
Professor Dennis McDermott Professor McDermott is the Director of Flinders University’s two Poche Centres for Indigenous Health and Well-Being (Adelaide and Northern Territory). Dennis is a psychologist, academic and poet. A Koori man, his mother’s family are from Gadigal land (inner Sydney) with connections to encompass early childhood, social determinants of Indigenous health, racism, incarceration, policy, equity, Indigenous social, spiritual and emotional well-being, workforce development, Indigenous health pedagogy, and the nexus of culture and context in service delivery. In 2014 he was awarded a National Senior Teaching Fellowship by the Australian Government’s Office for Learning and Teaching (OLT). Gamilaroi country (north-west NSW). Dennis’ teaching and research interests
Non-Indigenous speech pathologists deliver the majority of interventions and programmes to Aboriginal and Torres Strait Islander Australians. Their work is pivotal to improving a range of Indigenous health outcomes, which for many indicators are the worst of any population group in the nation. Yet many, thoroughly competent, professionals report uncertainty regarding how to engage with Indigenous health issues, cultures, clients and communities. My big sister has a simple phrase that captures much: Meet people in their own reality. Which means ‘what’, exactly, for speech pathology? And is it, really as simple as that? This session will address these questions in the light of Speech Pathology Australia’s comprehensive Speech Pathology 2030 report. We’ll particularly focus on the implications for: communication; realised access for all; clients and communities driving service delivery; and quality service. Finally, we’ll investigate: • What would ‘really-effective’ practice look like? • What gets in the road? and, • • Which strategies aid not only individual, but also organisational engagement and effectiveness?
Tuesday 29 May
9.00am – 10.30am
As the speech pathology profession matures and evolves, there will continue to be an ongoing need for practice change. Practice change has many drivers: consumer need; an advancing evidence base; clinical innovations; financial efficiency; local service needs; population change; government policy etc. If we are to continue to have a profession with a strong identity and the capacity to make meaningful contributions to the modern education and healthcare landscape, then practice change is a necessity. To achieve practice change we need to step away from long-held traditional paradigms and embrace new practice and service delivery models. We need a workforce ready, committed and willing to accept change, and we must have the evidence base to support these new roles and responsibilities. In the past decade within the public health service in Queensland, there have been multiple top down policy changes driving new models of care and expanded scope of practice across allied health. Within this landscape, there has been greater capacity to examine new ways the speech pathology profession both works and engages within health services. Making change to ensure clinicians are working to full scope, considering extended scope models when appropriate, and adopting delegation models, is being actively encouraged to help achieve the common health objective of a client-centred, cost effective health service. In this Elizabeth Usher Memorial Award lecture, the benefits, issues and impacts of expanded scope of practice initiatives and new models of care will be discussed. Calling on the insights obtained from implementing multiple practice change initiatives within health in Queensland, this lecture will highlight important individual, service and training considerations needed to support the ongoing growth of our profession. TEU – Elizabeth Usher Memorial Lecture Expanding scope of practice: Inspiring practice change and raising new considerations
Professor Elizabeth (Liz) Ward
Professor Elizabeth (Liz) Ward is the Professor of the Centre for Functioning and Health Research (CFAHR) in Queensland Health and Professor in the School of Health and Rehabilitation Sciences at The University of Queensland. She is a leading international researcher with over 250 publications, and has been a keynote/invited speaker in 20 countries. Her research interests primarily centre on the practice area of dysphagia, with particular interest in acute care populations and patients receiving management for head and neck cancer. She has had extensive experience in health services research: building evidence for clinical practice areas, evaluating new models of care and addressing undergraduate/workforce clinical training issues. In her 20 years working at The University of Queensland, Professor Ward has received multiple university awards for the high quality of her undergraduate teaching, and in 2017 was awarded The University of Queensland Award for Excellence in Research Higher Degree Supervision. In 2014, Professor Ward was made Fellow of Speech Pathology Australia in recognition of the standing of her contributions to the profession. Since 2010, Professor Ward has been the Professor of the Centre for Functioning and Health Research (CFAHR); a conjoint position between the Metro South Hospital and Health Service of Queensland Health and The University of Queensland. In this role she has had the responsibility of building research capacity and stimulating clinical research within the allied health workforce of the public health service of Queensland. Through her leadership role within CFAHR, Professor Ward has assisted numerous clinical teams to implement and evaluate new models of care. She is passionate about improving health services for patients and reducing the “research-to-practice” gap in evidence implementation. Her work has led to many health service enhancements and has validated multiple new and expanded clinical roles in both speech pathology and other allied health professions.
Wednesday 30 May
9.00am - 10.30am
WKP – Keynote Presentation Cognitive predictors of language comprehension in school-age children: New findings and their clinical implications Approximately 70% of children identified with developmental language disorders (DLD) in kindergarten will present cognitive, linguistic, social and academic problems as teenagers, with comprehension deficits being particularly intractable. Because much of the written discourse encountered by adolescents contains complex sentence structures, language comprehension skills are critical to social, academic and economic success. Critically, language comprehension ability appears to be a significant predictor of educational attainment and occupational SES during adulthood, in particular when combined with teacher ratings of behaviour, family SES and reading ability. Together, these factors place adolescents with DLD at significant risk for poor outcomes. Dr Gillam will summarise a large scale study of 385 children between the ages of seven and twelve, 122 who had developmental language disorders and 254 who were typically developing. The children received an extensive battery of cognitive processing measures that assessed fluid intelligence, attention, short-term memory, complex working memory, lexical retrieval, and speed of processing functions. They also received a battery of measures that assessed lexical-semantic, morpho-syntactic, and narrative language abilities. Structural equation modelling was used to test moderators and mediators of language comprehension. Dr Gillam will describe the GEM (Gillam-Evans-Montgomery) model of cognition and comprehension and will talk about what it means for language assessment and language intervention. Specifically, he will discuss the implications of a new understanding of the factors that moderate and mediate language comprehension for conducting informative language assessments and for selecting interventions that are likely to yield the most functional outcomes for school-age children.
Dr Ron Gillam Ron Gillam, PhD holds the Raymond and Eloise Lillywhite Endowed Chair in Speech-Language Pathology at Utah State University, where he is also the Co-Director of the Interdisciplinary Doctoral Program in Neuroscience. His research, which has been funded by the National Institutes of Health and the US Department of Education, primarily concerns information processing, language assessment, and language intervention with school-age children with language disorders. Dr Gillam has published three books, three norm-referenced tests, and more than 130 articles and book chapters. He has been an associate editor of the Journal of Speech, Language, and Hearing Research, the American Journal of Speech- Language Pathology, and Topics in Language Disorders. Dr Gillam has received numerous teaching and research awards including Honors of the American Speech, Language, and Hearing Association (ASHA), Distinguished Alumnus at Indiana University, ASHA Fellow, the Haydn Williams Fellow at Curtin University in Western Australia, the Dads Association Centennial Teaching Fellowship at the University of Texas at Austin, the Editor’s Award for the article of highest merit in the Journal of Speech, Language, and Hearing Research (twice) and the Robins Award for the outstanding researcher at Utah State University.
Wednesday 30 May
11.00am – 12.30pm continued 2.00pm – 3.30pm
W1A – Keynote Seminar Presentation: Supporting knowledge in language and literacy: A narrative-based language intervention program (S) This seminar will be co-presented by Dr Ron Gillam and Dr Sandra (Sandi) Gillam
This seminar will describe a narrative instruction program called Supporting Knowledge in Language and Literacy (SKILL) that is based on the Kintsch model of language comprehension. The fully-manualised SKILL
• Graphic organisers that represent critical story elements • Explicit instruction that highlights the use of literate language in the context of complex narrative discourse (e.g., Tier Two vocabulary, adverbial clauses) • Discussions about comprehension and memory strategies • Practice answering questions about, retelling, and creating stories. In a series of single-subject, multiple-baseline studies and in a small-scale RCT, these instructional strategies have proven to be beneficial to children with developmental language disorders, children learning English as a second language, and children with Autism Spectrum Disorders. We are currently conducting a three-year, multi-site RCT to test the outcomes of the intervention and potential generalisation to reading comprehension and writing. Learning objectives for the seminar: At the culmination of this session, participants will be able to: • Describe the important characteristics of the Kintsch model of language comprehension • Summarise the three phases of the SKILL narrative language intervention program • Explain the evidence demonstrating the feasibility of the program for various types of children with language disorders • Discuss the key elements of the program and why it has a positive effect on narrative comprehension and production. Prerequisites for registrants / assumed knowledge or skill base when attending the seminar: Participants should have basic knowledge of narrative macro structure (story grammar propositions), complex sentence structure, and language intervention principles. Disclosure: Sandi and Ron Gillam are co-authors of Supporting Knowledge of Language and Literacy (SKILL), which will be described in this presentation.
Dr Sandra (Sandi) Gillam - co-presenter Sandra Laing Gillam is a Professor in the
narrative instruction program consists of three phases: Phase I: Teaching Story Structure and Causal language;
Department of Communicative Disorders and Deaf Education at Utah State University and the outgoing Vice President for Speech Language Pathology Practice for the American Speech Language and Hearing Association (ASHA). Since coming to Utah State, she has received numerous awards and honors including being named ASHA Fellow, Outstanding Alumnus, Undergraduate Research Mentor of the Year, and Outstanding Researcher of the Year. She earned her BS and MS degrees in Speech Language Pathology and Audiology at Auburn University and began her career as a speech language pathologist in public schools. Dr Gillam obtained her Doctorate at The University of Memphis and began her academic career at The University of Alabama. She currently teaches courses in language development and disorders, assessment and intervention for language disorders, and professional issues. Her research interests include language and literacy impairments, diverse populations and comprehension. Dr Gillam has received funding for her research from the Institute of Education Sciences.
Phase II: Teaching Strategies for Creating a Situation Model; and Phase III: Teaching Strategies for Integration into Long TermMemory (Gillam, Gillam & Laing, 2014). Phase I procedures were designed to assist the student in organising and constructing a “textbase” of information contained in propositions or meaning units across a story. Phase II activities are designed to teach linguistic structures, concepts, and vocabulary in more elaborate, complex stories. The procedures in Phase II were designed to stabilise the student’s textbase representation and to foster the creation of a situation model for later integration into long-term memory. Phase III contains twelve lessons that give students multiple opportunities to retell, create, tell, edit and revise their own spontaneously generated stories with and without icon and graphic organiser support. The major focus of Phase III is to provide students with opportunities to develop independence in their understanding and use of narrative structure and oral language relevant to coherent stories (connecting terms, causal language, mental state terms). Additionally, lessons were designed to foster meta-cognitive skills necessary for students to judge the adequacy of their own stories. Original wordless books are used to teach text structure and oral language supporting comprehension and production of stories. After these introductory sessions for each lesson are completed, children’s trade books are used to facilitate generalisation of newly learned skills. Lessons progress in each phase, resulting in the use of literature-based activities that are closely aligned to the rigorous texts used in general education classrooms. Key components of the SKILL program described in this presentation include: • The use of story structure models
Monday 28 May 2018 #SPAConf
8.45am – 9.20am Opening and Welcome by SPA President Gaenor Dixon to I N S P I RE 2018 9.20am – 10.20am MKP Keynote Presentation 'Big Sister’ Wisdom: How might Non-Indigenous speech pathologists really engage, effectively, with Indigenous Australia? Professor Dennis McDermott 11.00am - 12.30pm M1A Adult communication and swallowing 1 Reaching consensus on speech pathology in palliative care: A delphi methodology (P) Katherine Kelly 1,2 , Anna Corry 3 , Kerry Gilsenan 4 , Claire Tamone 5 , Kylie Vella 1 , Belinda Kenny 6 , Steven Cumming 2 , Hans Bogaardt 2 1 Speech Pathology Department, Campbelltown and Camden Hospitals, South Western Sydney Local Health District, Campbelltown, NSW, Australia. 2 The University of Sydney, Lidcombe, NSW, Australia. 3 Speech Pathology Department, Bankstown Hospital, South Western Sydney Local Health District, Bankstown, NSW, Australia. 4 Speech Pathology Department, Braeside Hospital, HammondCare, Prariewood, NSW, Australia. 5 Speech Pathology Department, Liverpool Hospital, South Western Sydney Local Health District, Liverpool, NSW, Australia. 6 The University of Sydney, Lidcombe, NSW, Australia. Feasibility of using automatic speech recognition (ASR) software for treatment in patients with apraxia of speech and aphasia Kirrie Ballard 1 , Nicole Etter 2 , Songjia Shen 3 , Penelope Monroe 1 , Chek Tien Tan 4 1 The University of Sydney, Sydney, NSW, Australia. 2 Pennsylvania State University, University Park, PA, USA. 3 The University of Technology Sydney, Sydney, NSW, Australia. 4 Singapore Institute of Technology, Singapore. Positive perceptions of mealtimes in residential aged care facilities Paige Chewter 1 , Stacie Attrill 1 , Michelle Bennett 2 , Emma Harsanyi 2 , Zaneta Mok 3 1 Flinders University, Adelaide, SA, Australia. 2 Australian Catholic University, Sydney, NSW, Australia. 3 Australian Catholic University, Melbourne, VIC, Australia. 10.30am – 11.00am Morning tea
PD Check-In: Supported self-management of communication for people with Parkinson’s Disease following intensive speech treatment (P) Ann Finnimore 1,2 , Deborah Theodoros 2 , Anna Rumbach 2 1 The Prince Charles Hospital, Brisbane, QLD, Australia. 2 The University of Queensland, Brisbane, QLD, Australia. All about me: Personalised history tools to enhance patient centred interactions in an aged care setting Hayley Dell’Oro 1,2 , Kathryn McKinley 1,2 , Megan Keage 1,2 1 Department of Audiology and Speech Pathology, The University of Melbourne, Melbourne, VIC, Australia. 2 Speech Pathology Department, St Vincent’s Hospital, Melbourne, VIC, Australia. Are emotionally congruent responses associated with emotion recognition and empathy for people with Traumatic Brain Injury? Barbra Zupan 1 , Dawn Neumann 2,3 1 Central Queensland University, Rockhampton, QLD, Australia. 2 Indiana University, Indianapolis, IN, USA. 3 Rehabilitation Hospital of Indiana, Indianapolis, IN, USA. M1B Paediatric feeding/Oral health Use of thickener and thickened fluids in paediatric dysphagia: A national survey of practice Madeline Raatz, Jeanne Marshall, Sally Clarke Children’s Health Queensland, Lady Cilento Children’s Hospital, Brisbane, QLD, Australia. A multidisciplinary protocol and considerations for tube-weaning children with a history of Congenital Heart Disease Marcelee Gellatly, Annabel Doolan, Karen Jardine, Claire Costello, Robert Justo Children’s Health Queensland, Lady Cilento Children’s Hospital, Brisbane, QLD, Australia. An investigation into factors that affect the development of mealtime competence for young children experiencing early feeding disruption and their caregivers Alys Cummings 1 , Bernice Mathisen 2 , Pauleen Bennett 2 , Guinever Threlkeld 1 1 La Trobe University, Albury Wodonga, VIC, Australia. 2 La Trobe University, Bendigo, VIC, Australia. 3 La Trobe, Albury Wodonga, VIC, Australia. Speech pathologists’ perceptions and current use of telepractice to provide paediatric feeding and dysphagia services Madeline Raatz 1,2 , Elizabeth Ward 3,1 , Jeanne Marshall 2 1 The University of Queensland, Brisbane, QLD, Australia. 2 The Lady Cliento Children’s Hospital, Brisbane, QLD, Australia. 3 Centre for Functioning & Health Research, Brisbane, QLD, Australia. WITHDRAWN
8.45am – 9.20am
Welcome to I N S P I RE – I N S piring P ractice I nnovation , R esearch and E ngagement and Opening Address 9.20am – 10.20am MKP Keynote Address by Professor Dennis McDermott 'Big Sister’ Wisdom: How might Non-Indigenous speech 10.30am – 11.00am Morning tea 11.00am – 12.30pm M1A Adult communication and swallowing 1 M1B Paediatric feeding/Oral health M1C School-age language M1D Inspiring leadership, fostering excellence and innovation (W) M1E Child speech 1 M1F Voice 12.30pm – 2.00pm Lunch (including Poster session) 2.00pm – 3.30pm M2A What is LAMP TM ? An introduction to Language Acquisition through Motor Planning, an Augmentative and Alternative Communication (AAC) approach (W) M2B Fluency M2C Dysphagia 1 M2D Knowledge translation: A critical factor in successful implementation of telepractice in speech pathology (W) M2E Language and literacy: Preschool and school M2F Assessment and treatment of multi/bilingual individuals with aphasia: Evidence-based best practice, current issues, and tools for success (W) Continues M3F 3.30pm – 4.00pm Afternoon tea 4.00pm – 5.30pm M3A Enhancing ethical practice, avoiding snakes and building ladders. Use of the internet platform to inspire ethical practice (W) M3B School age stuttering intervention: Evidence and options for realistic clinical decision making (W) M3C Early childhood education and care M3D Working with Aboriginal and Torres Strait Islander people 1 (adult focus) M3E Speech pathology student education M3F Assessment and treatment of multi/bilingual individuals with aphasia: Evidence-based best practice, current issues, and tools for success (W) Continued from M2F 6.00pm – 7.30pm Speech Pathology Australia: Annual General Meeting and Awards SESSION FULL SESSION FULL pathologists really engage, effectively, with Indigenous Australia?
Monday 28 May 2018 #SPAConf
Conference Program Stomatognathic system disorders: Is current management the best solution? Jenni-Lee Rees, Karen Smart, Barbra Zupan CQUniversity, Rockhampton, QLD, Australia. M1C School-age language Activity and participation of primary school-aged children diagnosed with language disorder Cluny Barnes 1 , Diane Jacobs 1 , Kieran Flanagan 2 1 Australian Catholic University, Fitzroy, VIC, Australia. 2 Australian Catholic University, Banyo, QLD, Australia. Literal and inferential narrative comprehension in young typically developing children and children with developmental language disorder: A narrative comprehension assessment Emily Dawes, Suze Leitão, Mary Claessen, Clara Lingoh Curtin University, Perth, WA, Australia. Narrative intervention for pre-primary children: Evidence from an efficacy study of small group intervention for children with narrative difficulties Laura Glisson 1 , Suze Leitao 2 , Mary Claessen 2 1 Department of Education, Perth, WA, Australia. 2 Curtin University, Perth, WA, Australia. The expository language skills of year four students with reading comprehension difficulties (P) Marleen Westerveld 1 , Jennifer Peach 2 , Bronte Brook 2 1 Griffith University, Gold Coast, QLD, Australia. 2 Department of Education and Training, Brisbane, QLD, Australia. Removing the cloak of language disorder together: Speech pathologist and teachers screening for developmental language disorder in primary and secondary schools Christine D’Arcy Department for Education and Child Development, Adelaide, SA, Australia. SA Health - Southern Area Local Health Network, Adelaide, SA, Australia. Interpersonal trust, communication quality, and alienation in older adolescents (P) Angela Clarke 1,2 , Tanya Rose 1 , Pamela Meredity 1 1 School of Health & Rehabilitation Sciences. The University of Queensland, St Lucia, QLD, Australia. 2 Children’s Health Queensland, Queensland Health, Brisbane, QLD, Australia.
M1D Inspiring leadership, fostering excellence and innovation (W) Trish Bradd 1 , Helen Smith 2 , Belinda Kenny 3 , Trish Johnson 4 1 South Eastern Sydney Local Health District, Sydney, NSW, Australia. 2 Central Adelaide Local Health Network, Adelaide, SA, Australia. 3 The University of Sydney, Sydney, NSW, Australia. 4 Speech Pathology Australia, Melbourne, VIC, Australia. An inspirational leader creates a work place culture synonymous with innovation and excellence. A culture of adaptability, improvement and innovation is enabled through strong leadership and through creating the conditions for change. Inspirational leadership cultivates an environment where all employees contribute to their maximum potential in support of the mission of the organisation. The outcomes of effective clinical leadership at all levels of care include improved delivery and quality of health care services and better staff engagement. Some speech pathologists might be considered ‘born leaders’. However, exemplary leadership can be developed through mastering behaviours including modelling, inspiring, challenging, enabling and encouraging the heart. All speech pathologists can benefit from developing leadership skills. This practical workshop is designed for clinicians from all practice settings who are interested in: • Understanding the factors and values that promote effective ethical clinical leadership • Exploring approaches to staff engagement through shared purpose and meaning • Gaining insights into fostering the conditions for growth • Identifying ways to generate positive change within your own team • Becoming a more confident, inspirational leader • Considering how the speech pathology profession can adopt inspirational leadership strategies to achieve our 2030 future vision. Using an Action Learning Set approach, participants will have the opportunity to apply leadership theory in practice and will be provided with tools, tips and resources to assist their leadership journey. Introduction/rationale: It is well established that effective and ethical clinical leadership improves the quality of healthcare service provision and promotes optimal clinical outcomes. Leaders can be located within all levels of an organisation and SESSION FULL
are not limited to those in management positions. Leadership capacity and capability is needed for successful clinical service provision and many speech pathologists have leadership responsibilities. Clinicians may feel ill-equipped for leadership opportunities, or may aspire to be inspirational leaders. Exemplary leadership behaviours can be developed. Objectives: To enable participants to consider their own leadership journey and explore how they can grow and sustain improvement and innovation through building will, engagement and commitment of their teams, underpinned by the principles of effective leadership. The workshop will introduce participants to the theoretical underpinnings of transformational leadership. Small group discussion with an action learning approach will assist participants to apply leadership theory to practice, and develop a leadership development vision for SPA in line with the 2030 vision. Results or practice implications : Using an Action Learning Set approach, participants will have the opportunity to apply leadership theory in practice and will be provided with tools, tips and resources to assist their leadership journey. Learning experiences will facilitate participants’ leadership in caseload management, team interactions and service planning and delivery. Learning outcomes: To provide experienced, new and emerging speech pathology leaders from all practice settings with an introduction to leadership theory coupled with a set of practical tools that can be applied across settings. To build leadership confidence and to introduce tools to enable longer term leadership growth and development. Paticipants will acquire knowledge of effective leadership theories and insights into inspirational and ethical leadership through reflecting on their own leadership strengths, approaches and opportunities and formulation of leadership goals. Conclusion: This practical workshop will enable clinical leaders to explore the factors that promote effective ethical clinical leadership and identify actions they can take to achieve positive change in their own work contexts. Gaining insights into fostering the conditions for growth
Monday 28 May 2018 #SPAConf
Conference Program M1E Child speech 1 Realisation of grammatical morphemes by children with phonological impairment over time Fiona Anderson, Elise Baker, Natalie Munro, Sarah Masso The University of Sydney, Sydney, NSW, Australia. Treating childhood speech sound disorders: Exploring the clinical decision-making and intervention processes of speech-language pathologists Lisa Furlong, Tanya Serry, Shane Erickson, Meg Morris La Trobe University, Melbourne, VIC, Australia. Mobile apps for treatment of speech disorders in children: An evidence-based review of quality and efficacy Lisa Furlong, Meg Morris, Shane Erickson, Tanya Serry La Trobe University, Melbourne, VIC, Australia. There are so many different phonological intervention approaches: What’s the difference? (P) Elise Baker 1 , A. Lynn Williams 2,1 , Sharynne McLeod 3 , Rebecca McCauley 4 1 The University of Sydney, Sydney, NSW, Australia. 2 East Tennessee State University, Johnson City, Tennessee, USA. 3 Charles Sturt University, Bathurst, NSW, Australia. 4 The Ohio State University, Columbus, Ohio, USA. The efficacy of training parents to deliver multiple oppositions intervention to children with speech sound disorders Eleanor Sugden 1 , Elise Baker 1 , A. Lynn Williams 2 , Natalie Munro 1 , Carol M. Trivette 2 1 The University of Sydney, Lidcombe, NSW, Australia. 2 East Tennessee State University, Johnson City, TN, USA. M1F Voice The relationship between listener voice quality and pitch discrimination abilities when listening to different auditory signals in a self-identified, non-disordered population Emily Wing-Tung Yun 1 , Paul Carding 2 , Robert Heard 1 , Cate Madill 1 1 The University of Sydney, Sydney, NSW, Australia. 2 Australian Catholic University, Brisbane, QLD, Australia. The relationship between voice quality and pitch discrimination ability in a population with features of mild vocal hyperfunction Isaac Kin Heng Tam 1 , Paul Carding 2 , Robert Heard 1 , Cate Madill 1 1 The University of Sydney, Sydney, NSW, Australia. 2 Australian Catholic University, Sydney, NSW, Australia.
Finding feminine voice features for transgender females (P) Eloise Nolan O’Brien, Claire Layfield Macquarie University, North Ryde, NSW, Australia. Exploration of self-reported voice problems and voice care knowledge of professional staff in a university setting Jane Bickford, Monica Welsh, Nayantara Nambiar Flinders University, Adelaide, SA, Australia. Vibrational therapies for voice problems Edwin Yiu 1,2 , Christine Liu 1 , Candy Chan 1 , Dan Lu 2 1 The University of Hong Kong, Pokfulam, Hong Kong. 2 West China Hospital, Chengdu, Sichuan, China. Does our voice change as we age: A systematic review and meta- analysis of healthy adults over 50 years (P) Sandra Rojas Azócar 1 , Adam Vogel 2,3,4 1 The University of Melbourne, Melbourne, VIC, Australia. 2 Centre for Neuroscience of Speech, The University of Melbourne, Melbourne, VOC, Australia. 3 Redenlab, Melbourne, VIC, Australia. 4 Hertie Institute for Clinical Brain Research, Tubingen, Baden-Wurtenburg, Germany.
practice has informed Australian studies and international research, to provide an increasing evidence base for the benefits of LAMP. This workshop will introduce participants to the five key components of the LAMP approach: readiness to learn, joint engagement, consistent and unique motor patterns, auditory signals and natural consequences. The presenters will describe how the overall goal of language development is targeted through these components, with practical strategies for implementation. Current research and case studies will be presented, and participants will be introduced to the growing body of evidence for this therapy approach. Participants should have an interest in AAC, but prior knowledge of LAMP or other methods is not required. As more SLPs broaden their scope of practice to support people who use AAC, there is increasing need for access to information about evidence-based interventions. By staying informed of the current approaches to AAC, SLPs are supported to choose the most appropriate methods and tools for their clients. This workshop aims to introduce SLPs to one such method. Introduction/rationale: This 1.5 hour workshop will provide participants with an overview of the LAMP approach to AAC. Participants will learn about the five key components of the approach, review the increasing evidence base for LAMP, and discuss strategies for implementation. Objectives: The presenters will introduce participants to the key components of the LAMP approach. Strategies for implementation will be presented through discussions, videos and hands-on activities. An overview of the research and a selection of case studies will be presented. Results or practice implications: Many SLPs are extending their scope of practice to work with people who communicate using AAC. An awareness of various implementation approaches is critical to ensuring selection of the most appropriate intervention/s for the individual. This workshop will support SLPs to explore whether the LAMP approach may be suitable for their clients. Learning outcomes: • Identify the five key components of the LAMP approach • Understand the role of readiness to learn and joint engagement in language intervention
12.30pm – 2.00pm Lunch (including Poster session: 12.45pm – 1.45pm) Sponsored by:
2.00pm - 3.30pm
M2A What is LAMP TM ? An introduction
to Language Acquisition through Motor Planning, an Augmentative and Alternative Communication (AAC) approach (W)
Merryn Gibson, Leanna Fox Liberator Pty Ltd, Sydney, NSW, Australia
Language Acquisition through Motor Planning (LAMP) is an Augmentative and Alternative Communication (AAC) approach based on neurological and motor learning principles. It is designed to give individuals with little or no speech a method to express themselves independently and spontaneously using a speech-generating device. The approach was developed out of the clinical practices of John Halloran (MS, CCC-SLP), Cindy Halloran (OTR/L) and Mia Emerson (MS, CCC-SLP). Their clinical
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