With Communication Disorders Since 1936
2024 MNSHA Convention
Saturday, April 27
8:00 am – 9:00 am
Session 1.0 - Advocacy and ASHA's Public Policy Agenda
Robert M. Augustine, PhD, CCC-SLP, Council of Graduate Schools
This session will feature a definition of advocacy and recognition of ASHA’s advocacy leaders at both state and national levels. A comprehensive review of ASHA’s 2024 Public Policy Agenda will follow along with strategies and resources that ASHA members can use to advocate for policy change at local, state and national levels. Tools and resources available to ASHA members to engage with policy makers and promote policies that impact the professions will be presented including accessing ASHA Headlines, Take Action and Grasstops Envoy. Participants will learn about the value of ASHA’s Political Action Committee (PAC) and ASHA’s Committee of Ambassadors along with preparation for Hill Day 2024.
Learner Outcomes: At the end of this presentation participants will be able to:
- Define advocacy and its application to influencing local, state and national policy.
- Identify ASHA’s advocacy leaders and three advocacy priorities important to constituents based on ASHA’s 2024 Public Policy Agenda.
- Describe three of the resources that ASHA members can access to influence state or national policies.
Level of Learning: Intermediate
9:30 am – 11:00 am
Session 1.1 - Five Grammatical Language Intervention Principles for School-Age Children
Miriam Kornelis, MA, CCC-SLP; Elizabeth Ancel, MS, CCC-SLP; HaeJi Lee, MA, CCC-SLP; Kirstin Kuchler, MA, CCC-SLP; Olivia Matthys, MA, CCC-SLP; Lizbeth Finestack, PhD, CCC-SLP; from University of Minnesota, Twin Cities
School-age children with developmental language disorders (DLD) have significant difficulties with grammatical verb forms, particularly past tense -ed, third person singular -s, present progressive -ing and do/does questions. Speech-language pathologists are tasked with addressing weaknesses in these areas through intervention. In 2003, Fey, Long and Finestack identified 10 evidence-based principles to support the implementation of interventions targeting the grammatical language skills of children with DLD. These principles guided the selection of intervention goals, procedures and activities. Finestack et al. (2023), identified five additional principles for grammatical language intervention that focus on different elements of planning intervention sessions, including the selection of verbs, the type of feedback provided and the inclusion of specific activities. We designed an intervention for four to eight year-old children with DLD that targets weaknesses in grammatical forms and incorporates these principles. Principle 11 addresses the variability of verbs used in intervention sessions. Principle 12 addresses the variability in the difficulty of verbs used in intervention sessions. Principle 13 addresses whether target words are in the medial or final position of sentences used in intervention sessions. Principle 14 addresses the inclusion of a focused listening component in intervention sessions. Finally, Principle 15 addresses intentionally drawing the child’s attention to grammatical rules through explicit verbal instructions. In this session, we will review the 10 original principles, present the five additional principles, demonstrate specific examples for applying each principle to intervention of different grammatical forms and provide functional resources for clinicians to integrate into their own practice.
Learner Outcomes: At the end of this presentation participants will be able to:
- Identify evidence-based principles that can be used to guide intervention targeting grammatical verb forms.
- Integrate knowledge of principles into intervention sessions that target different grammatical verb forms.
- Describe four different activities that may be used when targeting grammatical verb forms.
Level of Learning: Introductory
Session 1.2 - Leadership: Pathways to Achieve Change
Robert M. Augustine, PhD, CCC-SLP, Council of Graduate Schools
This session focuses on identifying the leadership competencies required to create the culture of change required to respond to future-focused challenges in order to advance strategic initiatives. The session will offer guidance on how leaders can evaluate their own leadership strengths and limitations and those of their direct reports. The session will conclude with a discussion on how to implement a plan to achieve a vision of excellence for their organization.
Learner Outcomes: At the end of this presentation participants will be able to:
- Identify the leadership competencies required to create the culture of change to promote innovation and achieve excellence.
- Evaluate the strengths and limitations of their own leadership skills and of those chosen to be leaders and take actions to address limitations.
- Intergrate a plan to achieve a vision of excellence for their organization using the leadership competencies and strategies outlined in the presentation.
Level of Learning: Intermediate
Session 1.3 -Stuttering Therapy for Young Children: Integrating CBT and SFBT
William Strong, PhD, CCC-SLP, Minnesota State University – Mankato
Join me for a dynamic session where I, a speech-language pathologist and someone who stutters, distill key insights from a comprehensive 29-hour workshop on the Michael Palin Center Approach and blend it with individual experiences to foster a deeper understanding of stuttering therapy. In this condensed and interactive session, I delve into the therapeutic alliance, Cognitive Behavior Therapy (CBT) and spotlight Solution-Focused Brief Therapy (SFBT), emphasizing principles and practical applications with families when engaged in stuttering therapy for young children. The session will explore the theoretical background of the MPC approach, providing insights into stuttering in young children. I aim to equip speech and language therapists with practical tools to enhance their skills working with young children and their families, ensuring a holistic approach to stuttering intervention.
Learner Outcomes: At the end of this presentation participants will be able to:
- Explain the fundamental principles and practices of CBT and SFBT within stuttering therapy.
- Assess the significance of the therapeutic alliance in stuttering therapy for young children, integrating personal and professional experiences to enhance their understanding.
- Identify practical applications of CBT principles and their integration into stuttering therapy for young children, emphasizing interactions with families.
- Formulate insights into SFBT and its application in stuttering therapy for young children, focusing on principles and practical implementation.
Level of Learning: Introductory
11:00 am – 11:30 am
Poster Sessions
11:30 am – 12:00 pm
Honors and Awards
12:00 pm – 1:00 pm
Lunch On Your Own