The success of existing and future audiologists and speech-language pathologists is dependent on skilled supervision. This session presents the findings of the ASHA Ad Hoc Committee on Supervision Training, including resources to enhance supervisor/preceptor skills and strategies for growing a culture of expectation for such training.

This session is developed by, and presenters invited by, Speech Sound Disorders in Children and Language in Infants Toddlers and Preschoolers. This invited session provides an overview of early speech/language development with a focus on identifying delay/disorders in toddlers. Types of speech/language behaviors in prelinguistic/ early linguistic development that serve as “red flags” for possible disorders will be discussed. The need for developmentally appropriate assessments will be highlighted.

Although study abroad programs often focus on academic and cultural experiences, research training can be the nexus between knowledge of the professions and development of cross-cultural competence. Development of a research-based study abroad program will be presented as a mechanism for students to develop scientific and cultural skills in tandem.

This session is developed by, and presenters invited by Issues in Culturally and Linguistically Diverse Populations. This session will support SLPs’competencies for working with children with speech-language disorders across different cultural contexts. General principles and resources will be supplemented with examples from New York, Ghana, Bolivia, Brazil, Navajo Nation, China (Hong Kong), Jamaica, and Canada (Québec).

No description available.

No description available.

Seminar Outline 1) What is intervention intensity? 2) What do we know about the intensity of intervention for SSD in children? 3) How might SLPs use the evidence on intervention intensity in their everyday management of SSD in children?

The management of speech impairment of unknown origin in children requires SLPs to make important clinical decisions around assessment, analysis, diagnosis and intervention. Ideally, clinicians should be guided in their decision making by evidence. Over thirty years ago, this was a relatively straightforward task. Most children’s speech problems were assessed, analysed and treated from an articulation perspective. Since the paradigm shift from articulation to phonology, clinical decision making has become more challenging. This challenge is in part due to the increase in possible approaches. This short course will outline the application of ten intervention approaches to one child and will conclude with a description and outcomes of one intervention approach Internationally recognized phonologists and speech researchers will present ten intervention approaches for Jarrod, a seven-year-old boy with highly unintelligible speech. Each theoretical framework will be outlined, followed by relevant methods of assessment and recommendations for intervention based on analysis data. Videos of the child during assessment will be shown to help participants understand his speech sound system. The intervention that was implemented will be summarized and results will be provided. Participants in this session will have opportunities to compare major phonological evaluation and intervention approaches currently being used in Australia, America, Canada, and England.

No description available.

The purpose of this investigation was to examine phonological restructuring when contrastive oppositions were constructed to include larger treatment sets that confronted the child with multiple sound targets selected from an entire rule set.