Programme quotidien

Rechercher des sessions
Groupe d’âge

Vendredi

6 h 45 – 7 h 30

Marche/course d’OAC

Avant d’entreprendre votre deuxième journée au congrès, profiter des vues panoramiques de Vancouver avec une randonnée pédestre ou une course à pied avec vos collègues.

8 h 30 – 12 h 00

An Update on Evidence-Based Interventions for Acquired Language Disorders Across the Continuum of Care

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

Following a brief overview of contemporary conceptualizations of aphasia and other acquired language disorders and their management in a variety of healthcare settings, this presentation will critically review recently developed interventions designed to: (a) directly remediate acquired language disorders, common, concomitant extra-linguistic issues, or both, and (b) via compensatory approaches (e.g., communication partner training), indirectly address acquired language disorders, related concomitant impairments, or both.

Learning objectives:

  • Participants will be able to describe recently developed therapy procedures designed to directly address and remediate the linguistic and related concomitant symptoms of adults with aphasia or other acquired language disorders.
  • Participants will be able to describe recently developed therapy procedures designed to compensate for or indirectly address the linguistic and related concomitant symptoms of adults with aphasia or other acquired language disorders.
Conférencier(s)

Laura L. Murray, PhD

Cotation

Intermédiaire

Auditoire cible

Orthophonistes, Étudiants

10 h 00 – 10 h 30

Pause du matin

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

12 h 00 – 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

Accessing It All: AAC Options for All Learners

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

Deciding what communication system to trial with a client can be a very overwhelming process. Frequent questions such as paper-based or high tech? Dedicated or iPad? If dedicated, what system? If iPad, what app? are asked on a regular basis. The questions are almost endless as clinicians attempt to match specific features with specific clients. Now what happens if the client in question is not a direct selector or requires modifications to access a robust communication system? What options are then available?

A bulk of this presentation will be dedicated towards the different types of access methods that may be required for a clinician to support their client. Participants will look at both technology-based solutions and partner-based solutions for their clients. Switch access, joystick use, eye-gaze, and head tracking/pointing will be discussed as viable means of access for complex communicators. Participants will see examples and videos of individuals accessing AAC via these methods. Given the ever-evolving nature of technology, participants will look to the future to see what is on the horizon for working with complex communicators and how technology makes accessing communication easier. It is important to note that technology is not always available, required, or a best fit. In these cases, clinicians may need to investigate how to use a robust communication system with parent-assisted scanning or eye-gaze.

Accessibility doesn’t just end at direct vs. indirect access. We must think about our clients’ vision. How can we make sure that their robust system is visually accessible? And if visual accessibility is not possible, or preferred, what can we do to create a tactile-accessible communication system? We will look at available options for both categories, as well as how we can customize what is already in place to help accessibility.

Participants will learn why it is important to look at clients from a holistic perspective, and why they need to consider multi-modal communication when implementing any form of communication with their clients.

Finally, participants will work together with the presenter to brainstorm next steps for their clients. The “WHAT” after you begin implementing an AAC system is always a big question from clinicians. But there is an extra layer required when considering AAC users who may have some accessibility concerns.

Learning objectives:

  • Describe the differences in how direct and in-direct selectors access AAC.
  • Identify at least five different accommodations available when pure direct selection is not ideal for an AAC user.
  • Discuss three ways to incorporate AAC use into your clients everyday environment while dynamically assessing accessibility needs.
Cotation

Intermédiaire

Auditoire cible

Orthophonistes, Aides en santé de la communication, Étudiants

13 h 30 – 17 h 00

Intervention for Bilingual and Multilingual Children

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

The basic principles of language intervention are the same for monolingual and bilingual children: children need activities that are motivating, that advance their language and that help them communicate more efficiently. However, for multilingual children, many questions arise, notably which language(s) to focus on in therapy, whether to prioritize one language over another, whether to work on the same linguistic structures in both languages, whether treatment gains transfer from one language to the other, how to motivate bilingual children and their families, and how to maximally support the child’s learning in the short and long run.

This lecture will:

  • survey answers to these questions from the research literature and point to concrete ways in which therapy could be planned following the current state of the art.
  • present new research data on an international treatment efficacy study, and international parent interview study and on longitudinal data on the language development of immigrant children in Montreal to present the process of becoming bilingual from the viewpoint of children and their parents.
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)

13 h 30 – 17 h 00

Traumatic Brain Injury and Vulnerable Populations; An Important Role for Speech-Language Pathology

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

Traumatic brain injury (TBI) is highly prevalent among vulnerable and underserved populations such as those in the criminal justice system, and those who are homeless or unstably housed. In fact, the prevalence of TBI among these populations is a serious public health issue. Not surprisingly, a history of TBI (diagnosed or suspected) precedes their experience of criminal involvement and or homelessness for many. More recently, there is increased awareness of TBI among women survivors of intimate partner violence (IPV). Prior to the COVID-19 pandemic, statistics showed that 1 in 4 women would experience IPV in their life-time, however throughout the pandemic, this has increased to 1 in 3. The majority of these individuals have not had access to proper diagnosis, care and rehabilitation.

The communication challenges associated with TBI including cognitive-communication disorders and social communication disorders are often superimposed upon pre-existing language and literacy issues for some of these individuals. Moreover, these communication disorders negatively impact outcomes and community reintegration and can be a factor in recidivism for those who are justice involved.

Speech-language pathologists can play an important role in mitigating these challenges through direct intervention as well as through training of front-line staff.

This presentation will provide opportunities for learning through didactic lecture, video, as well as discussion and audience small group activities.

Learning objectives:

  • Understand the prevalence of traumatic brain injury among vulnerable populations
  • Understand the intersection of psychological trauma in concert with physical and brain trauma
  • Identify the cognitive-communication and social communication impairments that contribute to vulnerability
  • Understand the role of speech-language pathology in assessing and treating these individuals
  • Learn specific strategies and techniques to support these individuals
  • Understand the value and importance of education and training of front-line staff
Cotation

Intermédiaire

Auditoire cible

Orthophonistes, Étudiants

Groupes d’âge

Les adultes (de 18 à 64 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.

18 h 00 – 20 h 00

Activité sociale

Plus d'informations bientôt disponibles