MSHA - Mississippi Speech-Language-Hearing Association

Mississippi Speech-Language-Hearing Association

Other Offerings

Member Offerings:

Hearing Aids: Training for Speech Language Pathologists

CI's for SLPs

 

 

 


Open Offerings:

Pediatric Feeding Institute presents:

     Mealtime Miseries:  Management of Complex Feeding Issues

     Children’s of Alabama, Birmingham, AL  Nov. 14-15, 2014

Elizabeth Clawson MS, Ph.D., LCP, HSPP

Carol Elliott BS, OTR/L

The focus of this 2 day course is on the Transdisciplinary Effective Assessment and Treatment (TR-eat) model integrating oral motor therapy techniques and behavioral management for the treatment of complex feeding problems. This model is evidence based with 10+ years of research supporting outcomes.

Packed with practical solutions and hands on techniques, you will become empowered with new treatment ideas for your most complex patients. This course is appropriate for the following clinicians working with children with feeding disorders: OT, COTA, SLP, RD, RN, CSW, Psychologists.

This course provides 1.6 ASHA CEUs and 16 contact hours for OT.

For more information or to register, please go to:

www.pediatricfeedinginstitute.com/seminars/live-courses/

Click here to download brochure




Our 18th annual DuBard Symposium: Dyslexia and Related Disorders coming up this fall with two very notable keynote speakers: Dr. Louisa Moats and Dr. Christopher Kaufman. As we work to spread the word about this continuing education opportunity, we’d greatly appreciate any assistance you can provide through MSHA to your members – through email, website, social media, or whatever means you may be able to use for us. 

 

Here are the basic details:

DuBard Symposium: Dyslexia and Related Disorders

Wednesday, September 17 – Thursday, September 18

Thad Cochran Center at The University of Southern Mississippi (Hattiesburg)

Cost: Early-bird (by 8/22/14) – $115 professionals/$75 students; Regular - $135 professionals/$95 students

Brief description: The DuBard Symposium focuses on the latest information about dyslexia and other language learning disorders, provides educational strategies for students, and serves as a networking opportunity for professionals and parents.

ASHA and Educator CEUs available

Registration is available online at www.usm.edu/dubard.

 

Here is a link to the program which details all of our keynote and breakout sessions and speakers.

 

If I can provide you with any additional information, or in a format that is easier for you to share, please let me know.

 

Thank you,

 

Catherine Lott, B.A., Communications Coordinator

DuBard School for Language Disorders

The University of Southern Mississippi

118 College Drive #5215

Hattiesburg, MS 39406-0001

601.266.5223

601.266.6215 (direct)

601.266.6763 (fax)




 

In the course of delivering presentations about Fluency and Fluency Disorders at state, regional, and national conferences, as well as private groups over the years, a recurring theme voiced by so many has been some form of, “I am uncomfortable treating those who stutter.”

Consider these statements (Games & Gabel, 2008):

For people who stutter, appropriate therapy may be difficult to access for several reasons. One reason is that many speech-language pathologists report being uncomfortable or ill-prepared to work with people who stutter (Brisk, Healey, & Hux, 1997; St. Louis & Durrenberger, 1993).  This lack of comfort and lack of preparation may be due to a continuing reduction in educational and clinical preparation of SLPs in the area of stuttering (Yaruss & Quesal, 2002). Additionally, children in the schools might have problems receiving appropriate treatment because of the large caseloads school SLPs must manage (Mallard, Gardner, & Downey, 1988; Yaruss, 2002). Finally, there is a limited number of SLPs who specialize in treating individuals who stutter (Manning, 2001).

During 2014 and beyond, my goal is to provide current, evidence-based webinars and resources related to Fluency and Fluency Disorders for practicing SLPs. I would like to invite you to visit the National Association for Speech Fluency (NASF) web at http://nasf.businesscatalyst.com

I would also encourage you to consider completing the “Sign-up for updates & resources” form on the NASF home page so you can receive notice of upcoming presentations and other resources.

There is no charge to view/attend any of the webinars. If you wish ASHA CEU credit for a presentation, there is a $6.50 processing fee per webinar. There is no test for CEU credit; the only requirements are: attendance and payment of the processing fee.

Regards,

Ricky W. Burk, CCC-SLP, BCS-F

Twitter   @rickywburk

LinkedIn @rickywburk

Ricky is a speech-language pathologist with a career that includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and is a Board Certified Specialist in Fluency and Fluency Disorders.

References:

Brisk, D. J., Healey, E. C., Hux, K. A. ( 1997). Clinicians' training and confidence associated with treating school-age children who stutter: A national survey. Language, Speech, and Hearing Services in Schools, 28, 164- 176.

Games, Diane C. & Gabel, Rodney. (2008) The impact of an intensive treatment program on graduate clinicians’ perception of treating children/teens who stutter. SIG 4 Perspectives on Fluency and Fluency Disorders, 18, 78-83.

Mallard, A. R., Gardner, L. S., Downey, C. S. ( 1988). Clinical training in stuttering for school clinicians. Journal of Fluency Disorders, 13, 253- 259.

Manning, W. H. ( 2001). Clinical decision making in fluency disorders ( 2nd ed.) San Diego, CA: Singular-Thomson.

St. Louis, K., Durrenberger, C. ( 1993, December). What communication disorders do experienced clinicians prefer to manage?.  Asha, 35, 23- 31.

Yaruss, J. S. ( 2002). Facing the challenge of treating stuttering in the schools. Seminars in Speech and Language, 23, 153- 157.

Yaruss, J. S., Quesal, R. ( 2002). Academic and clinical education in fluency disorders: An update. Journal of Fluency Disorders, 27, 43- 63.