2nd Annual Speech and Communication Seminar
An educational seminar for educators, administrators, SLP’s, therapists, and parents
When: January 12-14, 2017
Where: Fountain Grove Inn, Hotel & Conference Center
101 Fountain Grove Parkway
Santa Rosa, CA 95403
DSANB’s Speaker Series will now feature six prominent individuals from the SF Bay Area and Canada. Earn a total of five Continuing Education Units (CEU’s) per day with lunch included.
Download the Speaker Series Flyer PDF
Cost: $10 per seat (deposit)
Note- In order to reserve your seat, you are required to pay a $10.00 deposit. You have the opportunity for reimbursement at check-in on the day of the event. You may also choose to donate the $10.00 to Down Syndrome Association North Bay to help cover some of the costs for this seminar. Thank you!
Information for CEU’s:
a. Name of Organization: Down Syndrome Association North Bay
b. Professional Development Provider PDP 365
c. Course meets the qualifications for (5) hours (per day) of continuing professional development credit for (Speech-Language Pathologists) as required by the California Speech-Language Pathology and Audiology and Hearing Aid Dispensers Board.
d. No Refunds in cases of non-attendance by the registrant or cancellation by the provider
e. Speaker Series Flyer PDF
Registration opens at 8:30am. AM session 9am to noon Lunch included PM session 1 pm to 3 pm
Schedule times are the same all three days.
Thursday, January 12, 2017
1. Kathy Doering, MA, Education Consultant “Practical Strategies to Guide Students, Staff & Families to Ensure Positive Outcomes”
Bio: Kathy Doering worked at San Francisco State University for 35 years where she had extensive teaching experiences, with an emphasis on transition and self-determination. She has served on multiple training and research projects and has made numerous presentations to national and state conference audiences on effective educational practices, often in partnership with families, teachers, and administrators. Kathy is passionate about supporting teachers to implement quality transition services, utilize student-centered practices, develop leadership opportunities for students to learn important self-determination and advocacy skills, and bring about positive outcomes for students before they exit the public school system. Ms. Doering is the parent of a 28 year-old son with ADHD.
Learning Outcomes: As a result of this session participants will be able to:
-Know what skills to teach that comprise self-determination.
-Explore the power of student-centered planning and learn strategies that enhance student voice, learner autonomy, independent problem solving, and that puts responsibility for learning and education in the hands of students.
-Learn and apply specific strategies with students with disabilities to: help them know and understand their disability; set goals, self-evaluate their performance and monitor their progress; make informed decisions that affect their life; solve problems and be actively involved in their education.
-Learn about various strategies and opportunities to help students with disabilities identify and participate in positions of leadership in inclusive school and community settings.
-Gain understanding of and specific strategies to incorporate self-advocacy skills within the curriculum and to teach students to personally advocate for their wants, needs, and rights.
-Gain understanding about teaching self-determination and advocacy skills to enhance student learning and improve transition and post-school outcomes for individuals with disabilities.
2. Deborah Ross-Swain, Ed.D., CCC-SLP
Social Communication Disorders: “Assessment of the Elementary School Child”
Bio: Dr. Deborah Ross-Swain, CCC-SLP is the founder, owner and clinical director of The Swain Center for Listening, Communicating and Learning. She is the current president of the California Speech-Language and Hearing Association (CSHA). She has served CSHA as president-elect, district director of District 1, and chair of the marketing and leadership committees. She served as a California delegate to the Legislative Council for the American Speech-Language and Hearing Association (ASHA) as well as a member of ASHA’s Advisory Board. As a LC delegate Dr. Swain served as the Delegation Correspondent. Dr. Swain has served on Program Review Committee and as an LC Mentor. Dr. Swain served on ASHA’s Ad Hoc Committee on the Role of the Speech-Language Pathologist in Identifying and Treating Children with Auditory Processing Disorders. Dr. Swain is the former Chief of Speech-Language Pathology at the University of California, Davis Medical Center and held a clinical staff faculty appointment at the School of Medicine. She is the Past President of California Speech Pathologists and Audiologists in Private Practice (CALSPAPP) and served on the board of directors for the American Academy of Private Practice Speech Pathologists and Audiologists (AAPPSPA). Dr. Swain served on California Speech-Language and Hearing Association (CSHA) Task Force for developing Guidelines for (Central) Auditory Processing Disorders as well as the committee investigating Professional Encroachment. She has been a member of CSHA’s Political Action Committee 2004-2011. Dr. Swain has received awards from CSHA for Outstanding Service and Outstanding Achievement. Dr. Swain is a nationally recognized speaker and professional writer. Dr. Swain is on the Board of Directors of The National Coalition of Auditory Processing Disorders (NCAPD) and served as the Northern California Representative of the Educational Audiology Association. Dr. Swain is a nationally recognized speaker, author and researcher in the field of auditory processing. She is the author of numerous standardized test batteries and treatment manuals. She was co-editor of the recently published and released book, Auditory Processing Disorders: Assessment, Management, and Treatment-Second Edition; The Listening Inventory. Further publications by Dr. Swain include: The Auditory Phoneme Sequencing Test; The Ross Information Processing Assessment-2; The Ross Information Processing Assessment-Geriatric-2; The Ross Information Processing Assessment-Primary; The Bedside Evaluation and Screen Test and The Swallowing Ability and Function Test; Aphasia Rehabilitation: An Auditory and Verbal Treatment Hierarchy; Aphasia Rehabilitation: A Reading and Writing treatment Hierarchy; The Cognitive Linguistic Improvement Program; The Voice Advantage; The Geriatric Treatment Manual and The Geriatric Resource Manual.
Friday, January 13, 2017
1. Elizabeth Kay-Raining Bird, Ph.D., CCC-SLP
“Bilingualism in Individuals with Down syndrome and Other Developmental Disabilities”
Bio: Dr. Elizabeth (Mandy) Kay-Raining Bird (PhD Madison, Wisconsin) is a professor in the School of Human Communication Disorders at Dalhousie University. Her research and teaching is in the area of child language development and disorders, with a particular focus on children and adolescents with Down syndrome.
Dr. Kay-Raining Bird’s publications and presentations have focused upon a variety of topics including: cultural and linguistic diversity, language and literacy development, sign language use, the effectiveness of speech, language and reading interventions, and bilingualism. She is a speech-language pathologist, certified with both Speech-Language and Audiology Canada (SAC) and the American Speech-Language-Hearing Association (ASHA).
Currently Dr. Kay-Raining Bird is the principal investigator on two grants, one looking at bilingualism and children with developmental disabilities in six sites internationally (SSHRC funded), the other studying discourse skills in monolingual and bilingual children in the Maritimes (NSHRF funded). She was the editor of the Canadian Journal of Speech-language Pathology and Audiology (then JSLPA) from 1996 to 1999. She is currently an associate editor of the Journal of Speech-Language and Hearing Research (JSLHR).
She was the first university representative to the SAC Board from 2006 – 2009, the chair of the advisory committee for the SAC Project on Speech, Language and Hearing Services for First Nations, Métis and Inuit from 2009 to 2011, and has served on the executive of the Speech and Hearing Association of Nova Scotia (president elect, president, past president) from 2008 to 2010.
Child language and literacy development and disorders
Language assessment and intervention
Dobbelsteyn, C., Kay-Raining Bird, E., Parker, J., Griffiths, C., Budden, A., Flood, K., & Stilsen, A. (in press). The Effectiveness of the Corrective Babbling® Speech Treatment Program in Addition to Regular Therapy for Children with a History of Cleft Palate or Velopharyngeal Dysfunction, The Cleft Palate-Craniofacial Journal.
Cleave, P., Kay-Raining Bird, E., Czutrin, R., & Smith, L. (2012). A Longitudinal Study of Narrative Development in Down Syndrome. Intellectual and Developmental Disabilties.50, 332 – 342.
D’Souza, C., Kay-Raining Bird, E., & Deacon, H. (2012). Survey of Canadian speech-language pathology services to linguistically diverse clients. Canadian Journal of Speech-language Pathology and Audiology, 36, 18 – 39. Received the Editor’s Award, 2013.
Cleave, P., Kay-Raining Bird, E., & Bourassa, D. (2011). An evaluation of a treatment program for teaching phonological awareness skills to children with Down syndrome. Canadian Journal of Speech-Language Pathology and Audiology, 35, 332 – 343.
Trudeau, N., Kay-Raining Bird, E., Sutton, A., & Cleave, P. (2011). Développement lexical chez les enfants bilingues ayant le syndrome de Down. Enfance, 2011(3), 383 – 404.
Kay-Raining Bird, E., Lamond, E., & Holden, J. J. (2011). A Survey of Bilingualism in Autism Spectrum Disorders. International Journal of Language & Communication Disorders, 47, 52 – 64.
Kay-Raining Bird, E. (2011). Health, Education, Language, Dialect, and Culture in Aboriginal Communities in Canada: An Overview. Canadian Journal of Speech-language Pathology and Audiology, 35, 110 – 124.
Turnbull, K., Deacon, H., Kay-Raining Bird, E. (2010). Mastering –ed and other inflectional suffixes: A longitudinal study of beginning writers’ spellings. Journal of Child Language. 38, 533 – 553.
Kay-Raining Bird, E. (2009). Bilingualism and Children with Down Syndrome. Perspectives on Language Learning and Education, 16 (3), 90 – 96.
Kay-Raining Bird, E., Cleave, P. L., Curia, J., & Dunleavy, M. (2008). Parental Talk about Internal States to One Child with Autism over a Three-Day Period. Focus on Autism and other Developmental Disabilities, 23, 166 – 175.
Feltmate, K., & Kay-Raining Bird, E. (2008). Language Learning in Four Bilingual Children with Down Syndrome: A Detailed Analysis of Vocabulary and Morphosyntax. Canadian Journal of Speech-Language Pathology and Audiology, 32, 6 – 20. (Received the editor’s award, 2008)
Kay-Raining Bird, E., Cleave, P. L., White D., Pike, H., & Helmkay, A. (2008). Written and oral narratives of children and adolescents with Down syndrome. Journal of Speech, Language, and Hearing Research, 51, 436 – 450.
Cleave, P. L. & Kay-Raining Bird, E. (2006). Effects of familiarity on mothers’ talk about nouns and verbs. Journal of Child Language, 33, 661 – 676.
Kay-Raining Bird, E., Cleave, P. L., Trudeau, N., Thordardottir, E., Sutton, A., & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. American Journal of Speech-language Pathology, 14, 187 – 199.
Awards and honours
2008 and 2012, Editor’s Award for best journal article, Canadian Journal of Speech-Language Pathology and Audiology, Speech-Language and Audiology Canada.
2010, Eve Kassirer Award for Outstanding Professional Achievement, Speech-Language and Audiology Canada.
2010, Outstanding Graduate Student Research Advisor, 2010, Dalhousie University
2012 Visiting scholar, University of New Mexico, Albuquerque, New Mexico
2000, Visiting scholar, University of Sydney, Sydney, Australia
2. Henriette W. Langdon, Ed.D., F-CCC-SLP, BRS-CL
Professor- CD& S–San José State University, San Jose. CA
Partner and Owner of Sunflower Therapies. Rancho Cucamonga, CA.
All Abilities 101: Important Information for Parents, Teachers & Medical Professionals about Bilingualism
Henriette is a Professor at SJSU and has been in the field for speech and language pathology for over 40 years. She is particularly interested in bilingualism and special education issues and has lectured and published on these topics. Henriette is fluent in four languages and provides services to children and their families in those languages. She often collaborates with her daughter who is also bilingual in providing services and presentations on how SLPs can collaborate with MFTs.
- Learn and apply 4 myths and current research about bilingualism in children with all abilities.
- Acquire 3 strategies to promote bilingualism in children with all abilities in the school setting.
- Apply the information presented through role-play based on participant’s current cases to advocate for children who have special considerations including the use of two languages if needed, for all children regardless of their abilities.
1:00-1:10 Introduction-How does one become bilingual?
1:10-1:25 Factors affecting bilingual language development and Myths and Realities about bilingualism
1:25-1:50 Brief overview of evidence-based studies on the development of bilingual skills in children with all abilities. A short video I: 40-1:40
1:50-2:10 Suggestions for parents and home where another language other than English is spoken
2:20-3:00 Role-play of participants’ current cases to advocate the use of two languages if needed. -Debriefing.
Saturday, January 14, 2017
Patti Solomon-Rice, Ph.D., CCC-SLP
“Babies to Early Talkers: Communication Development, Assessment, and Intervention for Infants, Toddlers and Young Children”
Bio: Dr. Solomon-Rice received a Doctor of Philosophy degree from the Joint Doctoral Program in Special Education through the University of California at Berkeley and San Francisco State University. She received a Master of Arts degree in Communication Sciences and Disorders from the University of Montana and a Bachelor of Science degree in speech-language pathology and audiology from the University of Wisconsin at Madison. She also holds a Master of Business Administration degree from SFSU. Her research interests are in the area of augmentative and alternative communication, focusing on language development and early intervention services. In California, Dr. Solomon-Rice was appointed to the Speech-Language Pathology, Audiology, and Hearing Aid Dispensers Board in 2012. She also completed a two-year term on the CSHA Board of Directors as the Commissioner on Professional Development and Continuing Education in 2012. Nationally, she will begin a 4-year term on the Board of Ethics in 2013. She is also the Continuing Education Content Manager for ASHA’s Special Interest Group 10 Issues in Higher Education and is a peer reviewer for ASHA’s Special Interest Group 12 Augmentative and Alternative Communication. She previously served as chair of ASHA’s Continuing Education Board.
By the end of today’s workshop you should understand the:
1) Typical communication behaviors of infants
2) Importance of eye gaze coupling, ritualized behavior, and game playing
3) Effects of baby talk, eye gaze, facial expression, facial presentation and proxemics on the infant’s development
- Importance of joint reference, joint action, and turn-taking on the development of communication
- Formal and informal tools used to assess the communication skills of infants, toddlers and young children
- Indirect and direct speech and language intervention approaches for infants, toddlers and young children
2. Nancy Robinson, Ph.D., CCC-SLP
“AAC Services to Children and Families”
Bio: Dr. Robinson completed her master’s degree in speech and hearing sciences at Portland State University in 1975 and Ph.D. in special education at the University of Washington in 1987. For many years, she worked at the University of Hawaii with the Center on Disability Studies with a team of faculty and students in health, education, and social science who developed interdisciplinary education models to support individuals with disabilities and their families. With Dr. Gloria Soto, Dr. Robinson co-directed two personnel preparation grants funded by the US Department of Education/Office of Special Education Programs, focused on preparing SLPs and Special Educators to provide AAC services to children and families. In 2013, she was awarded Fellows of the Association by the California Speech, Language and Hearing Association.
ONLINE REGISTRATION IS NOW CLOSED. YOU CAN REGISTER AT THE DOOR ON THE DAY YOU WOULD LIKE TO ATTEND. THANK YOU!