Programme quotidien

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Groupe d’âge

Jeudi

7 h 30 – 8 h 00

Petit déjeuner

Vous êtes invités à vous joindre à nous pour le petit déjeuner suivi de la séance inaugurale et du conférencier d’honneur.

8 h 00 – 9 h 00

Séances inaugurales et discours du conférencier d’honneur

Les heures et le contenu sont sujets à changement.

9 h 15 – 12 h 30

Assessment of Children with Speech Sound Disorders: Identification of Sub-Types

La langue utilisée dans la description reflète la langue de la séance.

Children with speech sound disorders produce many more speech sound errors than expected for their age and may be unintelligible. This population of children is known to be heterogenous in underlying etiology, primary psycholinguistic factors, and surface presentation. A detailed assessment helps the S-LP understand the child’s needs and choose the treatment approach that is most likely to be effective.

Learning objectives:

  • Psycholinguistic factors that explain speech sound disorders in different sub-populations of children with severe speech sound disorders;
  • Application of assessment tools for diagnosis and treatment planning;
  • Interpretation of assessment results using case studies representing a phonological processing deficit, a phonological memory impairment, and childhood apraxia of speech; and
  • Suggested treatment approaches for these sub-types of speech sound disorder, based on the research evidence.
Cotation

Intermédiaire

Auditoire cible

Orthophonistes

Groupes d’âge

Les enfants d’âge préscolaire (de 0 à 4 ans), Les enfants d’âge scolaire (de 5 à 17 ans)

9 h 15 – 12 h 30

Autism: Beyond the Male Presentation

La langue utilisée dans la description reflète la langue de la séance.

Males with autism far outnumber females, right? Not so fast. Recent investigations reveal a vast number of girls who are "hiding in plain sight." Furthermore, it may not only be females who are under identified; there is a significant overlap between autistics and queers. Some recommend autism clinics be sensitive to the potential of individuals whose gender is fluid, and they similarly suggest gender identity clinics be informed as to the possibility of autism. Therefore, we may need to heighten our awareness; and possibly cast a wider net in order to be more inclusive in our search for those who need an autism diagnosis.

Some may conclude that identification and support are not needed if in fact they are not being identified, however, that simply is not the case. Many of these individuals actually receive diagnoses, but typically in the psychiatric domain, not the developmental disability realm. Awareness and a correct diagnosis have the potential to prevent prolonged suffering with these individuals.

Learning objectives:

  • Examine the different presentations of autism as a function of gender, with an emphasis on the characteristics that all too often are missed. If these individuals are not identified, condition-specific support cannot be rendered.
Conférencier(s)

Glenis Benson, PhD

Cotation

Intermédiaire

Auditoire cible

Orthophonistes, Aides en santé de la communication, Étudiants

Groupes d’âge

Les enfants d’âge préscolaire (de 0 à 4 ans), Les enfants d’âge scolaire (de 5 à 17 ans), Les adultes (de 18 à 64 ans), Les personnes âgées (65 ans et plus)

9 h 15 – 10 h 45

The Ins and Outs of Private Practice

The language used in the descriptions reflects the language of the sessions.

This presentation will feature three different approaches to running your own private speech-language pathology practice in a panel format.

Learning objectives:

  • Getting started: Is Private Practice for you?
  • Considerations for growth
  • Marketing and social media
  • Networking and building relationships in the community
  • Tips for running an efficient business: scheduling, cancellations and no shows
  • Use of assistants and volunteers
  • Costs (e.g., becoming incorporated, legal fees, other overhead)
  • Documentation and file retention
  • Treatment considerations
  • Where to get support

Following the panel presentation, there will be a question period to support participants in developing a greater understanding of private practice.

Cotation

Préliminaire

Auditoire cible

Orthophonistes

Groupes d’âge

Les enfants d’âge préscolaire (de 0 à 4 ans), Les enfants d’âge scolaire (de 5 à 17 ans), Les adultes (de 18 à 64 ans), Les personnes âgées (65 ans et plus)

10 h 45 – 11 h 00

Pause du matin

Joignez-vous à nous pour des rafraîchissements sur le plancher du salon professionnel et rencontrez les exposants.

12 h 30 – 13 h 30

Dîner dans la salle des exposants

Joignez-vous à nous pour le déjeuner sur le plancher du salon professionnel et rencontrez les exposants.

13 h 30 – 17 h 00

Learn to Play for the S-LP: Taking Knowledge into Practice

La langue utilisée dans la description reflète la langue de la séance.

This session will be based on the fundamentals of the Learn to Play program by Dr. Karen Stagnitti. These fundamental play skills are the foundation of their social and academic success and are an important consideration in any treatment plan of a child with social and language concerns. The course will discuss how to take the knowledge of different types of players and core developmental play skills and apply it to assessment and treatment in a variety of settings with a variety of populations in a fun and functional way.

Learning objectives:

  • Review different types of players and the six core skills of imaginative play.
  • Understand how to assess and interpret results related to language and social skill development for children of all ages, including children with complex developmental delays/disorders.
  • Learn how to take assessment information to develop an effective treatment plan.
  • Learn implementation strategies for early intervention, kindergarten, elementary and high school students.
Cotation

Intermédiaire

Auditoire cible

Orthophonistes

Groupes d’âge

Les enfants d’âge préscolaire (de 0 à 4 ans), Les enfants d’âge scolaire (de 5 à 17 ans)

13 h 30 – 17 h 00

Promoting the Acquisition of Literacy Skills in At-Risk Preschoolers

La langue utilisée dans la description reflète la langue de la séance.

When children enter kindergarten, they are not all equally predisposed to acquire literacy skills at the optimum rate. The risk for delayed acquisition of literacy is higher in two groups of children specifically: those who have received less exposure to pre-literacy experiences, especially in the school language; and those who are at biological risk of slower learning in the literacy domain, especially due to deficits in phonological processing. This session will explore predictors of literacy skills, following children from preschool age through the early school years.

Learning objectives:

  • Approaches to supporting the development of emergent literacy skills in these children will be presented.
  • Strategies that employ direct and indirect teaching and standard and digital materials will be described.
  • The particular risk factors experienced by young boys will be considered.
Cotation

Intermédiaire

Auditoire cible

Orthophonistes, Aides en santé de la communication, Étudiants

Groupes d’âge

Les enfants d’âge scolaire (de 5 à 17 ans)

15 h 00 – 15 h 30

Pause de l’après-midi

Joignez-vous à nous pour des rafraîchissements sur le plancher du salon professionnel et rencontrez les exposants.

17 h 00 – 18 h 00

Réception de bienvenue

Les heures et le contenu sont sujets à changement.