2018 National Conference Adelaide

Monday 28 May 2018 #SPAConf

Conference Program

M3B School age stuttering intervention:

Objectives: •

research for SCWS is limited, clinicians are commonly concerned about which treatments are the most efficacious and how to provide intervention in often compromised contexts. During this workshop, clinicians will explore evidence based practice through the lens of critical realism, providing practitioners with a framework to guide clinical decision-making for SCWS Objectives: This 90 minute workshop aims to bring together SLPs interested in school-aged stuttering to explore, share and consider how best to work with this client group. The objectives of this workshop are to: • Provide an update on the impact of school-aged stuttering • Review current research findings within evidence based, critical realism framework • Explore efficacious treatment choices and their application to real-world scenarios • Provide practical strategies for SLPs to use when supporting schools, teachers and parents. Results or practice implications: Participants will interact with SLPs with a similar interest in this client group and have the opportunity to develop a community of practice. This will be formally facilitated during small group activities and informally fostered at the conclusion of the session. Participants will also develop a fluency action plan specific to their practice setting. Learning outcomes : • Learn the impact of school-age stuttering on CWS • Understand the concept of critical realism within evidence based practice • Develop a decision making framework for school-age stuttering management • Understand which assessment and intervention components are mandatory considerations/inclusions when working with school-aged children who stutter • Learn how to use the SPA Clinical Practice Guide and other references to advocate for services and/or funding. Conclusion: Fluency is one of six SPA range of practice areas in which Australian graduates must possess entry level competency. However many practicing SLPs report they perceive stuttering as an area best left to clinicians experienced in this field. This workshop aims to provide participants with the

Evidence and options for realistic clinical decision making (W) Michelle Donaghy 1 , Simone Arnott 2 , Kate Bridgman 3 1 Australian Catholic University, North Sydney, NSW, Australia. 2 Australian Catholic University, Melbourne, VIC, Australia. 3 La Trobe University, Melbourne, VIC, Australia. School age children who stutter (SCWS) are more likely to develop anxiety disorders and low self-esteem than non- stuttering peers, with vulnerability increasing towards adolescence and beyond. Negative peer evaluation of SCWS is well documented and qualitative studies of adults who stutter reflect the enduring negative effect of school experiences on their social, and academic pursuits. Treatment research for SCWS is limited to Phase I and II studies, largely based on treatments for preschoolers, such as the Lidcombe or Westmead Programs, time-out procedures and programs incorporating speech restructuring techniques. Critical realism integrates empirically based evidence with real-world clinical, holistic observation. Evidence based practice from a critical realism perspective enables clinicians to make complex clinical decisions when there is a paucity of randomised controlled trial evidence; as evidenced in nursing and cardiac rehabilitation. More recently, Swift, Langevin and Clark (2017) reported on the potential benefits of critical realism in research methodology for SCWS, highlighting the need to address the challenges of clinical management for this population. This workshop will review current evidence in the management of SCWS, and provide examples of how treatment efficacy can be applied to complex clinical presentations within a critical realist framework. Content will focus on the application of known efficacious treatments for SCWS in different clinical settings, and how practical strategies might enable the SLP to play a collaborative role within school-based contexts, with reference to funding and advocacy issues. Attendees will engage in a case- based task to apply and synthesise their knowledge. Introduction/rationale: School age children who stutter (SCWS) are increasingly vulnerable to anxiety, social penalty and compromised academic progress, and clinicians want to provide services to this population.  However, as treatment SESSION FULL

To formally launch the new online ethics education resource available to members • To draw on a range of decision making models to explore ethical themes and issues in contemporary speech pathology practice • To demonstrate application of a proactive model of ethical problem solving and decision making • For participants to take part in a number of case study discussions using collaborative participation, to develop confidence in the use of ethical decision making frameworks. Results or practice implications: Exploration of ethical issues in contemporary speech pathology practice through participation in the new online Ethics Education module will increase participants’ confidence in and capacity for proactive ethical decision making. Participants will apply theoretical ethical frameworks and evidence to discuss case studies and scenarios and develop familiarity and skill in use of the decision making frameworks. They will engage in self-reflective activities to examine the models described in the module, the decision making tools and application to scenarios. Learning outcomes: • Identification of ethical issues inherent in speech pathology practice. • Development of proactive ethical decision making in speech pathology practice • Confident engagement with the new online ethics education modules. • Confident application of ethical decision making frameworks to clinical scenarios. Conclusion: This workshop will provide opportunities for participants to engage with a module of the online ethics education resource, to apply a proactive approach to problem solving and allow them to move to using embedded ethics as part of practice rather than viewing incidents in isolation. Attendance number: 80

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www.speechpathologyaustralia.org.au