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Seminar Description
Recent studies indicate how important it is for child to have an intact phonological system by the end of first grade. In this module, we discuss how to best characterize phonological errors so that optimal treatment techniques can be determined. Current approaches to goal selection (maximal versus minimal contrasts) and the advantages of each are discussed. Finally, the value of training early literacy skills for children with phonological disorders is presented and sample activities provided.
Seminar Availability
This seminar will be available for your online viewing (or re-viewing) for 45 days after purchase. Upon purchase, this seminar will be available to you online 24 hours a day, 7 days a week.
Time Ordered Agenda
Module Name: Optimal Phonology Intervention: Enhanced Awareness of Relevant Features (2 hours)
Introduction and Overview (Slides 1 – 6)
Perceptual and Conceptual Abilities (Slides 7 – 15)
Production Abilities (Slides 16 – 24)
Intervention Case Study for Susie (Slides 25 – 37)
Technology Aids for Phonology Treatment (Slides 38 – 43)
SSD and Academic Outcomes (Slides 44 – 55)
Summary and References (Slides 56 – 64)
Learning Outcomes
Participants will be able to identify factors contributing to each phonological error
Participants will be able to determine which treatment strategies might work best for each phonological error
Participants will be able to describe ways to optimize clients’ academic success
Continuing Education Credit and Certificate of Attendance
All participants that successfully complete this module will receive a certificate of attendance (2 clock hours). Authorization from your individual school district or organization prior to enrollment is recommended.
National CEU is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. This program is offered for .2 CEUs (intermediate level; professional area). ASHA CE Provider approval does not imply endorsement of course content, specific products, or clinical procedures.
About The Presenter(s)
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Dr. Julie Masterson, CCC-SLP is Professor of Communication Sciences and Disorders at Missouri State University, where she teaches courses in phonology, language-learning disabilities, and research design. Dr. Masterson currently serves as President for the Council of Academic Programs in Communication Sciences and Disorders. She is a Fellow of the American Speech-Language-Hearing Association, and served as ASHA Vice President for Research and Technology from 2001-2003 and as the ASHA Convention Co-Chair in 1999. Dr. Masterson has over 100 publications and presentations at professional conferences in the areas of spelling, child language, phonology, and technology. She has been an Associate Editor for the American Journal of Speech-Language Pathology and has served as a Guest Associate Editor for Journal of Speech and Hearing Research, Language, Speech, and Hearing Services in Schools, Topics in Language Disorders, and Seminars in Speech and Language. Dr. Masterson served as a reviewer and provided technical assistance for the U.S. Department of Education’s Early Reading First program. |
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d
r. Kenn Apel, CCC-SLP
Kenn Apel, PhD, CCC-SLP is professor of Communication Disorders at The Florida State University, Tallahassee, FL, and a Fellow of the American Speech-Language-Hearing Association.
Over the last two decades, he has conducted research on spoken and written language and literacy abilities. Dr. Apel has authored or co-authored numerous peer-reviewed articles, books, book chapters, software programs, and a spelling instructional curriculum. Currently, his research focuses
on the underlying linguistic components that support the development of reading and spelling, including morphological awareness and orthographic processing. He is the Editor for Language, Speech, and Hearing Services in the Schools
(2007-2009) and has served as a guest editor or associate editor for other professional journals. |
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