2016 national conference brochure - apraxia kids · learning refer to the use of practice and...

PRE-CONFERENCE LECTURES Thursday, July 7, 2016

Pre-Conference Seminar 100

2:00pm - 4:00pm


2:00pm - 4:00pm


12 Noon - 4:00 pm

CONFERENCE LECTURE Thursday, July 7, 2016

Keynote Address

6:00pm - 7:00pm

Friday, July 8, 2016

Conference Seminars Series 100, 200, 300, 400

8:00am - 4:30pm

Saturday, July 9, 2016

Conference Seminars Series 500, 600, 700, 800

8:00am - 4:30pm

July 7- 9, 2016 Eaglewood Resort and Spa 1401 Nordic Road, Itasca, IL 60143

CONFERENCE AGENDA Thursday, July 7, 2016 2:00 pm — 4:00 pm Pre-Conference Seminar 100 2:00 pm — 4:00 pm Pre-Conference Seminar 200 12 Noon - 4:00 pm Pre-Conference Seminar 300 3:00 pm — 5:00 pm Conference Registration 4:00 pm — 6:00 pm Opening Reception/Carnival for Children (Children's Carnival Sponsored by The Apraxia Connection and The Silent Star Foundation) 6:00 pm — 7:00 pm Keynote Address Friday, July 8, 2016 7:00 am — 8:00 am Registration and Breakfast (included in registration fee) 8:00 am — 9:30 am Concurrent Sessions/Series 100 9:30 am — 10:00 am Break 10:00 am — 11:30 am Concurrent Sessions/Series 200 11:30 am — 1:00 pm Lunch (with Learn @ Lunch and Topic Tables/included in registration fee) 1:00 pm — 2:30 pm Concurrent Sessions/Series 300 2:30 pm — 3:00 pm Break 3:00 pm — 4:30 pm Concurrent Sessions/Series 400 5:00 pm — 6:30 pm Donor Reception (by invitation only) Saturday, July 9, 2016 7:00 am — 8:00 am Registration and Breakfast (included in registration fee) 8:00 am — 9:30 am Concurrent Sessions/Series 500 9:30 am — 10:00 am Break 10:00 am — 11:30 am Concurrent Sessions/Series 600 11:30 am — 1:00 pm Lunch (with Speaker Raffle/included in registration fee) 1:00 pm — 2:30 pm Concurrent Sessions/Series 700 2:30 pm — 3:00 pm Break 3:00 pm — 4:30 pm General Session

2016 NATIONAL CONFERENCE ON CHILDHOOD APRAXIA OF SPEECH

Who Should Attend the National Conference on Childhood Apraxia of Speech? CASANA welcomes families of children diagnosed with apraxia and all those who care about a child with apraxia or suspected apraxia. Speech-language pathologists who are members of American Speech-Language-Hearing Association (ASHA) will be eligible for ASHA Continuing Education Credits. General education and special education administrators and teachers, school psychologists, paraprofessionals, preschool administrators and teachers, higher education faculty, and professional development staff are also encouraged to attend.

THURSDAY, JULY 7, 2016

Pre-Conference Seminar - Session 100 2:00 pm - 4:00 pm Level: What Every Parent Should Know About Childhood Apraxia of Speech Presenter: Sue Caspari, MA, CCC-SLP So your child has been given a diagnosis of Childhood Apraxia of Speech (CAS)...now what? Entering the world of CAS often raises more questions than answers. What does this diagnosis mean? How can I be sure the diagnosis is right? What services will my child need? Where can I go for services? How do I know if the services are right for my child? Understanding how to navigate the world of CAS is important for ensuring that your child receives appropriate services so he/she can have the best chance to develop intelligible speech. This session will lay out a road map for parents, guiding them through the twists and turns of CAS assessment and treatment so they can:

Understand exactly what the disorder is. Know how to gauge if the diagnosis is correct. Know the important elements to consider in treatment. Determine if treatment is working for their child. Know where to go to get answers when they have questions.

The main emphasis of the session will be on helping to empower parents so they can feel more confident making the important decisions they have to make for their child with CAS.

Learning Outcomes: Participants will be able to explain CAS in their own terms. Participants will be able to recognize differences between CAS and other speech disorders. Participants will be able to describe important elements of a treatment session for a child with CAS. Pre-Conference Seminar - Session 200 2:00 pm - 4:00 pm Level: Principles of Motor Learning in Treatment for CAS: An Update and New Findings Presenter: Edwin Maas, PhD Children with CAS often demonstrate slow progress in treatment, and there appears to be consensus that children with CAS require intensive and prolonged treatment (e.g., Campbell, 1999). Furthermore, health care resources (money, clinician time) are limited, posing a significant challenge to achieving optimal treatment outcomes. In the last decade or two, researchers and clinicians have turned to the motor learning literature to find ways to maximize treatment outcomes despite these limitations. In particular, there has been growing interest in so-called principles of motor learning (e.g., Maas et al., 2008). Principles of motor learning refer to the use of practice and feedback conditions that have been found to facilitate learning (retention and transfer) of motor skills (Schmidt & Lee, 2005). This workshop provides an overview of principles of motor learning and an update on the current state of evidence for or against these principles as applied to treatment for CAS. We will critically review all published studies that have examined principles of motor learning in CAS treatment, and present preliminary findings from an ongoing study (funded by CASANA) that examines the principles of practice amount and practice distribution (intensity). Given the relative sparsity of direct empirical evidence, we will also discuss explanations of why or how these practice and feedback conditions are thought to operate, so that clinicians can make inferences regarding the likely benefit of a given condition for a given client. Finally, we will discuss ways in which these conditions (if effective) could be incorporated into clinical practice. Learning Outcomes: Participants will be able to describe various conditions of practice and feedback that have been shown to facilitate learning

of non-speech motor skills. Participants will be able to describe the current state of evidence for the applicability of these conditions in treatment for

children with CAS. Participants will be able to describe ways in which various conditions can be incorporated into clinical practice.


ASHA Advanced

Beginning Parent

Experienced Parent


Pre-Conference Seminar - Session 300 12:00 Noon - 4:00 pm Level: Shoe Camp - A Parent Pre-Conference Experience Presenters: Sarah Carmody Remy, MS, CCC-SLP, Marjorie Fujara, MD, FAAP, Amanda Griffith-Atkins, MS, LMFT, Heather N. Hamilton, MS, CCC-SLP, David Hammer MA, CCC-SLP, Amanda Maxwell, MA, CCC-SLP, Amanda Zimmerman, MA, CCC-SLP Requests to have a “Boot Camp” experience for parents have paved the way for this 4-hour intriguing, extended pre-conference session that is designed for parents who want to “lace up their shoes” and delve more in-depth to parent struggles, strategies, and solutions. “The Top 10 Most Common Suggestions I give to Parents” will set the stage for presentations by (1) an experienced SLP and two parents of children with CAS who are also a pediatrician and marriage/family therapist by profession (2) a bilingual SLP who addresses the importance of optimal communication and collaboration (3) two experienced SLPs who talk about fun and functional activities for practice in natural environments and (4) a panel of young adults who have traversed the journey with CAS and will share their experiences, insights, and current life goals. Video examples will be used by presenters to highlight each topic and encourage engaging participant discussion. Suggested readings will be made available prior to the conference.

Learning Outcomes: Participants will be able to identify the Five Protective Factors. Participants will be able to apply speech terminology to “real life” communication challenges. Participants will be able to list therapy and home activities that promote motor learning. Participants will be able to describe ways to engage other family members in the therapy process.


Beginning Parent ASHA Introductory


Keynote Address 6:00 PM

Collaboration Mishaps What Went Wrong and How to Make it Right

Presented by: David W. Hammer, MA, CCC-SLP

Kathy Hennessy, BA

Learning Level:

Setting the stage for building partnership through collaboration, the Speakers are a Speech Language Pathologist and the Parent of two young adults with Childhood Apraxia of Speech. Facilitating collaboration between parents of children with speech language difficulties and the Professionals who treat them is critical for optimal progress for any childhood speech language disorder. In this unique and interactive presentation, the Speakers will demonstrate practical ideas to promote collaboration through typical scenarios that could occur throughout a child’s journey to finding speech. Participants will see strategies in action that will promote an atmosphere of collaboration that can redeem even the most difficult of situations. Participants will observe strategies presented in unique ways that could be introduced into their own situations in order to build rapport throughout the entire team.

Learning Outcomes: Participants will be able to identify potential pitfalls in the Parent/Professional collaborative process. Participants will be able to discuss strategies to facilitate optimal collaboration. Participants will be able to list 3 resources that promote collaboration for both SLP’s and Parents.



Please Read About Learning Designations!

At every conference, because we offer ASHA continuing education credit, we must list sessions by ASHA designated levels (Introductory, Intermediate or Advanced). Responding to past participant feedback we have added two parent learning levels: “Beginning” and “Experienced”. We have done our best to mark sessions with these designations that we believe may be appropriate for parents at various stages in their journey with apraxia. NO learning designation prohibits anyone registered for the conference from attending a session. We offer these new designations as a helpful suggestion or place to start for parents who may be new to CASANA conferences. That said, there are courses, due to the ASHA learning designation, that presume previous or foundational knowledge of the topic area. Because of this, “basic” information will not be covered in those sessions. Please ask us if you are having trouble selecting appropriate sessions. CASANA Learning Designations

Beginning Learning Level for Parents - These courses are appropriate for parents who are new to the CAS diagnosis and may be looking for courses that are foundational in nature and lay the groundwork for higher levels of learning.

Experienced Learning Level for Parents - These courses may be appropriate for parents who are more experienced with the CAS diagnosis, have read extensively on CAS, and have attended workshops or conferences in the past. Please note that these courses have professional content. Attendees are expected, minimally, to have fundamental knowledge

ASHA Learning Designations

Introductory - Instruction at the Introductory Level of difficulty is generally intended for professionals with novice experience in the content area. Intermediate - Instruction at the Intermediate Level assumes some familiarity with the basic literature as well as some experience in professional practice within the area covered and is targeted for more experienced professionals.

Advanced - Instruction at the Advanced Level assumes the participant already has established experience, knowledge and skill within the area covered.

Conference Questions? Contact CASANA Conference Director, Kathy Hennessy

Phone: 412-923-3401 E-mail: [email protected]

Sarah Carmody Remy, MS, CCC-SLP, obtained her Master of Science in Speech and Language Pathology from Teachers College, Columbia University, with a focus in multilingualism and multiculturalism. She is fluent in English, French, and Spanish. Sarah provides multilingual diagnostic and therapy services at the Children's Evaluation and Rehabilitation Center, located at Albert Einstein College of Medicine. She primarily works with children age birth to 21, with communication challenges that include speech and language impairment, social pragmatic difficulties, feeding impairment, apraxia and other motor speech impairments. Sarah also operates a small private practice in New York City, and has lectured on bilingualism and language development for various local and national organizations. Sarah holds a Bachelor of Arts in History and French from Boston College. Prior to beginning her career as a speech pathologist, she worked as an English teaching assistant in France and also delivered volunteer speech and language services in a Children's Hospital in Bolivia. Megan Carrick, MOTR/L, is a pediatric Occupational Therapist and clinical director at Kids In Sync in both Chicago, IL and Northfield, IL. Megan delivers comprehensive OT intervention working with children individually, in groups, in sibling sessions, with parents, grandparents, other providers and schools. Megan earned her Master’s degree in Occupational Therapy at Midwestern University, Downers Grove, IL. She has trained extensively in sensory integration theory and practice and is certified in the Sensory Integration and Praxis Test. She has also trained extensively in the DIR model and holds an Expert DIR/Floortime Certificate through the Interdisciplinary Council on Development and Learning. More recently Megan has focused a great deal of her continuing education on the work of Dr. Dan Siegel and his model of Interpersonal Neurobiology. Sue Caspari, MA, CCC-SLP, is nationally recognized as a leading practitioner in the area of Childhood Apraxia of Speech (CAS). She has worked extensively with children and adults in a variety of settings including early intervention, private practice and inpatient and outpatient hospital settings, including the Mayo Clinic. Sue has published scholarly articles on CAS, and is regularly invited to conduct workshops and seminars around the country on CAS. ln her current practice, she works primarily with - and as a consultant and advocate for -- children with severe speech production disorders. Sue is a CASANA advisory board member, an associate member of the Academy of Neurologic communication Disorders and Sciences, and a member of ASHA’s Neurophysiology and Neurogenic speech and Language Disorders Special lnterest Division. Amy Clark, MS, CCC-SLP, is a treatment clinician and CARES representative at Children's Minnesota. She has 20 years of extensive experience working with children with developmental delays, motor speech disorders, autism spectrum disorders, and language disorders. She holds her Certificate of Clinical Competency and is licensed in Minnesota. She has been responsible for providing supervision for other speech-language pathologists and graduate students. She became a Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT) Instructor in 2008 and presents regularly throughout the US and Canada. Amy has a special interest in motor speech disorders and PROMPT. She is driven and thankful to share what she has learned throughout her years in practice to help other SLPs grow clinically and most importantly help patients reach their full potential. Josh Cook, MFA, is from Pensacola, FL and is in the U.S Air Force stationed in South Carolina. He and his wife of 7 years, Kyleen, have twin 4-year-old boys, Asher and Hayden. Asher was diagnosed with CAS in January, 2015 while Josh was serving a remote assignment in Korea. Since his son’s diagnosis, he and his wife have tried to educate themselves and others on CAS. They co-coordinated South Carolina’s only Apraxia Awareness walk of 2015. Josh has been a creative person his whole life leading him to complete both his B.S. of Graphic Design and M.F.A. of Media Design from Full Sail University. He hopes to help children with apraxia communicate through artistic media. Margaret Fish, MS, CCC-SLP, is a speech-language pathologist working in private practice in Highland Park, Illinois, with over 30 years’ experience as a pediatric SLP. Her primary professional interests are in the areas of children’s speech sound disorders, language disorders, and social language development. Margaret is the author of the book, Here’s How to Treat Childhood Apraxia of Speech, now in its second edition. She is a frequently invited speaker at local, state and national workshops. Her workshops and writing focus on providing practical, evidence-based ideas to support clinicians working with children with CAS. Dee serves on the Professional Advisory Board for CASANA. Marjorie Fujara, MD, FAAP, is a board certified Child Abuse Pediatrician. For the past fifteen years, she has served on the Child Protective Services Team at Stroger Hospital and in the medical clinic at the Chicago Children’s Advocacy Center. Although she takes great joy in her work as a physician, she is most proud of her work at home where she shares the privilege of raising four amazing children, with her husband, Karl. Their children range in age from 5 to 16. Their youngest child, Jacob, has been an inspiration to his entire family as he consistently rises to the many challenges he faces as a Kindergartner with severe Childhood Apraxia of Speech in a General Education classroom.

PRESENTERS GUIDE

View the presenter’s webpage for information on financial and non-financial interests relevant to the content of presenter’s presentations at http://www.apraxia-kids.org/2016-national-conference-on-childhood-apraxia-of-speech-speakers/.


Christina Gildersleeve-Neumann, PhD, CCC-SLP, is Associate Professor and Chair in Speech and Hearing Sciences at Portland State University in Oregon. She conducts research on speech development and disorder and treatment efficacy for speech sound disorders, with emphases on bilingual Spanish-English populations and childhood apraxia of speech. Sharon Gretz, MEd, is the founder and Executive Director of CASANA. She has her Master's degree in Counseling and has completed all course work toward a Ph.D. in Communication Sciences and Disorders. She has worked in the disability field for over 30 years, with expertise in organizational and program development. In 2002, Ms. Gretz was honored by the National Council on Communicative Disorders/ASHA at the Kennedy Center in Washington, DC when she was awarded the National Distinguished Service Award for her dedication to elevating national awareness and advocacy on behalf of children with CAS and their families. In 2008 she was selected as a Community Champion by the Pittsburgh Post-Gazette for her work related to children with apraxia. Sharon is the parent of a 23-year-old son, who was diagnosed at the age of 3 years with severe apraxia of speech. Amanda Griffith-Atkins, MS, LMFT, completed her graduate work at Northwestern University in 2008, earning a Master's in Marriage and Family Therapy. She has worked in a variety of settings including schools, homes, group practice, and most currently, her private practice in which she launched in 2015. Amanda works primarily with couples and individuals and has a clinical interest in grief and loss, parenting, couples issues, and anxiety and depression. She has 2 sons, Silas (3.5) and Asher (6.5), who has Prader-Willi Syndrome and Childhood Apraxia of Speech. Heather N. Hamilton, MS CCC-SLP, owns Keystone Pediatric Therapy in Northampton, PA where she evaluates and treats children with childhood apraxia of speech. She is a graduate of the CASANA Intensive Training Institute on CAS. She is the Walk Coordinator for the Lehigh Valley Walk for Children with Apraxia of Speech and coordinates the Lehigh Valley Apraxia Network for Parents and Professionals. Heather’s two passions within the field of speech therapy are augmentative communication and treating children with CAS. Dave Hammer, MA, CCC-SLP, is the Director of Professional Development and Speech Services for the Childhood Apraxia of Speech Association of North America (CASANA). Prior to this position, Dave had 35 years of pediatric clinical experience at Children’s Hospital of Pittsburgh, PA with specialty interests in childhood apraxia of speech and speech sound disorders. He has been invited to present over 150 workshops on childhood apraxia and speech sound disorders throughout the United States, Canada, and Australia. Dave was a member of the ASHA AdHoc committee on childhood apraxia of speech. He has been involved in the production of a number of apraxia-related DVD’s and an innovative children’s CD. Dave is known for his practical and therapy-rich presentations. Kenda Hammer, MEd, has served as an early literacy/child development specialist, kindergarten teacher, parent educator, researcher, writer, professional development coordinator/facilitator/presenter, literacy coach, and transition coordinator across her 36-year professional career with the Fox Chapel Area School District in Greater Pittsburgh, Pennsylvania. As an innovator in educational programming, she consults and also founded, directed, and taught the district’s unique Family Literacy Center program for ten years in a Sharpsburg storefront, one of the Pittsburgh area river communities in need. Kenda supervises student teachers of early childhood education and teaches as an adjunct professor at the University of Pittsburgh, where she earned her B.S. with a double major in child development and early childhood education; and her M.Ed. in elementary education. She also consults independently through Hammer Educational Consulting, established as: Cultivating "Success4Kids" Creatively with Families & Schools in Communities Together. Alyssa Hampson, MS, CCC-SLP, is an SLP residing in Las Vegas, Nevada. Alyssa is co-owner of Let’s Talk! Rehabilitation Services. She is CASANA certified for Advanced Training and Clinical Expertise in CAS. Alyssa has worked with children who had CAS for over 20 years. She has presented at local clinics, school districts and local Universities, regarding CAS diagnosis/treatment and Augmentative Alternative Communication (AAC). Kathy Hennessy, BA, is the Director of Education at the Childhood Apraxia of Speech Association of North America. She received her Bachelor of Arts in Theatre and Communications from St. Mary's College, Notre Dame, IN. Prior to Ms. Hennessy's current role at CASANA, she worked in various professional theatres located throughout the Pittsburgh area, including the Pittsburgh Laboratory Theater as the Managing Director. Kathy and her daughter Kate are co-authors of the book, Anything But Silent, Our Journey through Childhood Apraxia of Speech. Kathy is the single mother of two young adults diagnosed with severe Childhood Apraxia of Speech (CAS) as toddlers. She is currently pursuing a Master’s Degree in Public Policy and Management at the University of Pittsburgh’s Graduate School of Public and International Affairs. As a founding member of and currently the Director of Education for CASANA, she has devoted much of her time to the special issues surrounding children with CAS and has counseled thousands of families dealing with this overwhelming diagnosis. Julie Hoffmann, MA, CCC-SLP, specializes in children with severe speech sound disorders and Childhood Apraxia of Speech. She has been on the faculty at Saint Louis University since 1994 and is currently an Assistant Clinical Professor. She provides clinical instruction for diagnostics and therapy and teaches courses in Phonetics and Speech/Language Development & Disorders for the Classroom Teacher. Julie has a private practice in Columbia, IL specializing in treating children with severe speech disorders. She has a passion for teaching and working with challenging clients and their families.

PRESENTERS GUIDE


Kathy J. Jakielski, PhD, CCC-SLP, is the Florence C. and Dr. John E. Wertz Professor in Liberal Arts and Sciences at Augustana College in Rock Island, Illinois where she serves as Chair of the Department of Communication Sciences and Disorders. She has over thirty years of clinical experience working with children, adolescents, and young adults with severe speech impairment, including CAS. She currently conducts research on genetic bases, differential diagnosis, and intervention efficacy on children with CAS. Thinking about, teaching, and working to figure out CAS is what gets her out of bed most mornings. Nancy R. Kaufman, MA, CCC-SLP, is a speech-language pathologist and the owner/director of the Kaufman Children’s Center for Speech, Language, Sensory-Motor, and Social Connections, Inc. (KCC), located in West Bloomfield, Michigan. Since 1979, Nancy has dedicated herself to establishing the Kaufman Speech to Language Protocol (K-SLP), a treatment approach to help children become effective vocal communicators. The author of several products designed to help children who struggle to speak using the K-SLP methods, she most recently published the Kaufman Speech to Language Protocol Instructional DVD Set. She lectures locally, nationally, and internationally on the subject of CAS and other speech sound disorders in children. Nancy serves on the professional advisory board of CASANA. Jennifer Keefe, manages Business Continuity and Human Capital Programs at State Street Corporation located in Boston, Massachusetts. She is the mom of four children ranging in ages from 13 to twin 9 year olds. Her nine year old son Danny has Childhood Apraxia of Speech and was the target of unfair treatment from his peers. In 2013 and 2014 her son's story made headlines in local Boston news programs, they were featured on Good Morning America, Fox and Friends, the Ellen DeGeneres show and ESPN. The ESPN story called "Danny's Day" was nominated as one of 6 features in the Outstanding Short Feature category for a Sports Emmy in 2015. Jennifer's family was the recipient of the Patricia Blake Parent Advocacy Award from the Federation of Children with Special Needs in 2015. Amy Krantz, MS, CCC-SLP, is a speech-language pathologist who specializes in the treatment of speech-sound disorders and stuttering. She works primarily in the public schools in Salt Lake City, UT and manages her own private practice after school hours. She also is the clinical director for the University of Utah’s Intensive Stuttering Clinic. Ms. Krantz has taught Articulation and Phonology at the graduate level and co-lead the development of Primary Children’s assessment/treatment protocol for children with CAS. Amy is a 2012 graduate of the CASANA Intensive Training Institute and is recognized for Advanced Training and Expertise in CAS. Bonnie Leaf MSc, RSLP, S-LP (C), Bonnie is a Speech-Language Pathologist who has 30+ years of pediatric clinical experience and specializes in treating children with challenging speech sound disorders and Childhood Apraxia of Speech (CAS). She is CASANA Recognized for Advanced Training and Expertise in CAS. Bonnie is passionate about providing quality assessment and evidence based intervention services to children throughout central Alberta through her private practice. She frequently presents on speech/language topics to a variety of audiences and is known for workshops that are energetic, interactive and packed with "use it tomorrow" practicality. Aaron Lieberman, DSW, LCSW, LMHC, is an associate Professor at the Brooklyn Campus of Long Island University. For the past seventeen years, he has taught in the graduate department of counseling and school psychology preparing students for licensure and practice in the areas of mental health counseling, marriage and family counseling, general and school counseling. Prior to teaching, he worked in the provision of direct practice in clinics, and agencies where he gained comprehensive clinical, practical and substantive experience. Part of this professional background involves nearly two decades with the New York City Department of Education as a member of the Committee on Special Education. Responsibilities there involved providing oversight to the School Based Support Teams (SBST) and representing the Department of Education at formal mediations and impartial hearings. Prior to this work, Dr. Lieberman had served as a clinician in residential treatment centers, community mental health centers, mental health training institutes and EAP agencies, and had sustained a private practice, among other professional roles. He is a licensed Mental Health Counselor (LMHC) and a licensed Clinical Social Worker (LCSW-R) in New York State. Edwin Maas, PhD, is an Assistant Professor in the Department of Communication Sciences and Disorders at Temple University. He received a Master’s degree in Neurolinguistics from the University of Groningen (the Netherlands), and earned his Ph.D. in Language and Communicative Disorders from San Diego State University and the University of California, San Diego. To supplement his background, he obtained postdoctoral training at Boston University and the Massachusetts Institute of Technology with a focus on speech motor control. His research interests center on speech production across the lifespan in unimpaired individuals and in various populations with speech and/or language disorders, such as apraxia of speech and phonological disorders. Two central, overarching questions motivate and drive his research: (1) What is the underlying nature of a given speech disorder? and (2) How can we optimize treatment for speech disorders (in particular apraxia of speech)? Both lines of research are theoretically motivated and have implications for models of normal speech production as well as for clinical practice, including diagnosis and treatment. His research has been funded by NIH-NIDCD, the American Speech-Language-Hearing Foundation, and CASANA.

PRESENTERS GUIDE



Amanda Maxwell, MA, CCC-SLP, is a graduate of CASANA’s Intensive Training Institute and has received recognition for advanced training and clinical expertise in Childhood Apraxia of Speech. Amanda provides both home-based and clinic-based evaluation and treatment to young children with communication disorders through Clearbrook’s CHILD Therapy program in the Northwest suburbs of Chicago. She enjoys providing individualized, family-focused therapeutic services. Tricia McCabe, PhD, is Associate Professor and Head of the Discipline of Speech Pathology at the University of Sydney, Australia. She is a Speech Pathology Australia Certified Practicing Speech Pathologist. Tricia’s research, clinical practice and teaching are focused on improving speech pathology treatments for children and adults with moderate-severe speech disorders including apraxia, dysarthria and phonological disorders. Tricia is interested in the application of the principles of motor learning to speech pathology in speech, voice, fluency and swallowing. She uses biofeedback, including ultrasound and EPG, as a means of improving therapy outcomes. Tricia has published more than 60 journal articles and book chapters (18 on CAS or ultrasound biofeedback) and regularly presents professional development workshops on diagnosis and treatment of childhood apraxia of speech. Sarah McDonnell, MA, CCC-SLP, earned her M.A. from SUNY Buffalo, and has spent more than 10 years developing her clinical skills as a pediatric SLP with special interest in treating children with CAS and related disorders. Sarah is a graduate of the 2011 CASANA Intensive Training Institute. She is currently in private practice at Play Works Gorge Children’s Therapies in Oregon. Sarah developed the TheraPLAY Motor Kids Camp (summer 2015) and Kids in Motion summer Intensive (2016). Sarah enjoys presenting workshops and seminars for parents and professionals in the areas of motor speech disorders, social communication, and play! Lisa B. Mitchell MS, CCC-SLP, is an ASHA certified, licensed (NH) pediatric speech language pathologist. She is the clinical director and co-owner of Clearly Speaking, a pediatric outpatient clinic with three clinics located across the state of NH. She is proud to be recognized for advanced training and clinical expertise in Childhood Apraxia of Speech by CASANA. She has presented nationally at the National Convention on Childhood Apraxia of Speech, and at the American Speech-Language Hearing Convention. She is passionate about evaluating and treating complex speech sound disorders in the preschool population, with a specific interest in CAS. Ashely Meszaros is a graduate student in her last year at Duquesne University in Pittsburgh, PA. She was President of the University’s chapter of the National Student Speech-Language-Hearing Association and has been a member of the chapter’s fundraising, education, and research teams. She has attended the Pittsburgh Apraxia Walk since 2011 and anticipates working with children with CAS as a future practitioner. Ashley Monks, MS, CCC-SLP, is a licensed speech-language pathologist in the state of Oklahoma. She serves as the Clinic Director for the McAlester RiteCare Clinic. She has 12 years of pediatric clinical experience and specializes in evaluating and treating children with speech sound disorders and language based reading disorders. Ashley is CASANA Recognized for Advanced Training and Expertise in CAS. Christine Murphy, MA, CCC-SLP, has been a pediatric Speech Language Pathologist for over two decades. Her career started working in center-based programs and for the past 15 years, traveling as an itinerant therapist with both the NY State Early Intervention Program and the Saratoga County CPSE program. Christine works with clients with varying types of delays and disorders. Autism Spectrum disorder and Childhood Apraxia of Speech are areas of high interest and specialty. In 2011 Christine successfully completed CASANA’s Intensive Training Institute, also known as “Apraxia Bootcamp.” Megan Overby, PhD, CCC-SLP, is an Associate Professor at Duquesne University in Pittsburgh, PA where she teaches courses in speech sound development, assessment, language disorders, and literacy and coordinates the provision of telepractice clinical services. Prior to obtaining her doctorate, she worked for several decades as a speech-language pathologist in schools, hospitals, agencies, and university clinics in addition to having maintained a private practice. Dr. Overby researches the early development and consequences of CAS and other speech sound disorders. She presents regularly on her findings and has published her work. Jonathan Preston, PhD, CCC-SLP, has extensive experience presenting at local, national and international conferences. He has presented over 70 times nationally and internationally. He presented 10 times in 2015 (including nationally and internationally) and 10 times in 2014. He presents regularly at ASHA, including two presentations and two posters at ASHA on the use of ultrasound in speech therapy. Ruth Stoeckel, PhD, CCC-SLP, is a speech-language pathologist at Mayo Clinic. She has worked as a clinician and independent consultant in schools, private practice, private rehabilitation agency, and clinic. Dr. Stoeckel is the author of ASHA web courses on diagnosis and treatment of CAS. She is on the professional advisory board of the Childhood Apraxia of Speech Association of North America (CASANA). In addition to childhood motor speech disorders, interests include learning challenges associated with an early history of speech language problems and speech-language development in children with low-incidence disorders such as hearing loss. Dr. Stoeckel has presented both nationally and internationally and has co-authored articles appearing in the Journal of Speech, Language, and Hearing Research and Journal of Developmental and Behavioral Pediatrics. Laura Smith, MA, CCC-SLP, is an SLP out of Denver, Colorado who works in the private and public sectors where she specializes in Childhood Apraxia of Speech. She is CASANA certified for Advanced Training and Clinical Expertise in CAS and also has a 6 year old daughter with CAS as well. She has been featured on Good Morning America for her experience meeting Ronda Rousey and discovering she had apraxia of speech as a young child, and has written for the ASHA blog. She has presented at her state symposiums, local clinics, and a University regarding CAS diagnosis and treatment.

PRESENTERS GUIDE


Nancy Tarshis MA, MS, CCC-SLP, is a speech-language pathologist whose prolific career includes extensive experience working with children and their parents. In 1992, she joined the professional team at the Children’s Evaluation and Rehabilitation Center (CERC) at Einstein College of Medicine, where, in 1996, she was named Supervisor of Speech and Language Services. Currently, she maintains a clinical practice, seeing patients birth to 21 for diagnoses and therapeutic treatment, supervises nine speech pathologists, lectures to medical residents and psychology interns, participates in research projects, and serves as adjunct clinical instructor at Teachers College, Columbia, Hunter College, NYU, and Hofstra University. She is deeply experienced in a wide variety of treatment methodologies, including Social Thinking, and is a frequent speaker across the U.S. on its concepts and strategies. She is a co-author of the social emotional learning curriculum, “The Incredible Flexible You!” published through Think Social Publishing. Nellie Torres de Carella, MS, CCC-SLP, is an SLP with more than 30 years of experience working with various diagnoses. She has training and experience with PROMPT, oral motor disorders, feeding therapy, myofuctional disorders, Hanen programs, DIR Floortime, Lindamood, Beckman Protocol, and Tomatis auditory training. For more than 10 years she has been working with children with CAS and has developed a protocol to work with Spanish speaking children. Nellie has been the president of the SLPs Association in her country, Puerto Rico, plus founder and editor of the professional journal. Nellie Torres is the founder of the Fonemi Institute of Puerto Rico and of the first CAS and oral motor disorders clinic. Chris Vance, Esq., is a special education and disability law attorney in Atlanta, Georgia. She received her M.Ed. summa cum laude and taught for six years before obtaining her J.D. with honors from the Emory School of Law. She has been practicing law for 24 years and represents children with disabilities living throughout the state of Georgia. Mrs. Vance was the first attorney in the Country to obtain a federal district court decision finding that parents of children with disabilities can recover their fees for representing their children with disabilities. She also prevailed in the first vision therapy reimbursement case at the federal court level and has obtained extensive awards for children with disabilities, including 10 years of private education for one client and 40 hours a week of private services for five years for another child. Mrs. Vance herself has a child earlier diagnosed with childhood apraxia of speech and thus offers not only legal expertise but personal knowledge regarding the provision of an appropriate education to children with disabilities. This, along with her educational background, allows Mrs. Vance to effectively resolve most disputes in a positive manner for children with disabilities without the need for litigation. Mrs. Vance presents often on the topics of special education and disability law locally, state wide, and nationally. Her child focused, pragmatic, educationally based presentations make her a favorite at seminars. Anne L. Van Zelst, MA, CCC-SLP, is an ASHA certified, licensed (PA, NJ) pediatric speech-language pathologist and a certified teacher of the speech and language impaired (PA, NJ). She is the clinician and owner of AVZSpeechWorks, LLC a small private practice in located in Pennsylvania. Anne holds a Masters Degree in Speech-Language Pathology from Temple University and a Post-Graduate Certificate in Applied Behavior Analysis from Penn State University. She is a Certified Coach for the Competent Learner Model and a Certified TouchChat Trainer. Anne is Level II PROMPT trained and has also completed the alternative 8-week course in Neuro-Developmental Treatment. She is honored to have been selected and to have attended the 2011 Childhood Apraxia of Speech Association of North America (CASANA) Intensive Training Institute at Duquesne University. As a result of completing all requirements, Anne received the title, “CASANA Recognized for Advanced Training & Clinical Expertise in Childhood Apraxia of Speech”. She has presented nationally at the National Autism Conference, The National Conference on Childhood Apraxia of Speech, and at the American Speech-Language Hearing Association Convention. Bethany Winkler, MA, graduated from Texas A&M University with a master’s degree in Speech Communication in 2003. She teaches speech communication classes for a community college in Killeen, TX for the last 10 years. Her area of focus includes public speaking, interpersonal communication, and business communication courses. Based on her family’s experience with CAS, she began to research family resilience and how to build a strong family unit during challenging experiences. Bethany also has a five year old son with Childhood Apraxia of Speech. Kristine E. Yung, OTR/L, Clinic Director of The Pediatric Place – LaGrange, Il has over 20 years of experience with sensory processing, Apraxia, autism spectrum disorders and neurological disorders which are impacting skill development of children and adults in the outpatient arena and school system. She has additional training and certification in the Therapeutic Listening Program and Interactive Metronome. Kris has a passion for trying to put the pieces of the sensory system together for children so that they can motor plan and function more independently within the community, school and home environments. Amanda Zimmerman, MA, CCC-SLP, is a pediatric speech-language pathologist at The Columbus Speech & Hearing Center in Columbus, OH. She is a graduate of the CASANA Intensive Training Institute on CAS, and received her bachelor’s and master’s degrees in Speech Language Pathology at The Ohio State University. For over a decade, she has focused on the evaluation and treatment of speech disorders, with a specific interest in Childhood Apraxia of Speech.

PRESENTERS GUIDE

Please choose lectures from the previous page of this brochure. Fill out both pages of the Registration Form. Mail Registration Form and Payment to: CASANA, 416 Lincoln Ave, 2nd Floor, Pittsburgh, PA 15209.

FRIDAY, JULY 8, 2016

SERIES 100 Session 101 8:00 am - 9:30 am Level: Choosing the Best Apps for Childhood Apraxia of Speech Treatment and Home Practice Margaret Fish, MS, CCC-SLP There is such a wide range of apps for apraxia available that it can be difficult to choose which app(s) would be the most appropriate for the needs of a specific child. In this session, several apps designed specifically for CAS will be demonstrated and various features of each app, such as flexibility in selection of practice words, skill levels addressed, data tracking capability, etc, will be described so participants can compare and contrast various apps. Other enjoyable and motivating apps (not specifically designed for CAS treatment) that can be used to support speech development in children with severe speech-sound disorders will be presented. The benefits and limitations of using apps will be discussed and videos demonstrating the use of some of the apps in treatment will be shown. Learning Outcomes: Participants will be able to list at least eight apps designed specifically for CAS. Participants will be able to describe benefits and limitations of using apps for treatment. Participants will be able to name five goals that can be addressed using apps in treatment sessions and in the home setting. Session 102 8:00 am - 9:30 am Level: An Introduction to Principles of Motor Learning in Treatment for CAS: What Are They and Do They Work? Edwin Maas, PhD Children with CAS often demonstrate slow progress in treatment, and there appears to be consensus that children with CAS require intensive and prolonged treatment (e.g., Campbell, 1999). Furthermore, health care resources (money, clinician time) are limited, posing a significant challenge to achieving optimal treatment outcomes. In the last decade or two, researchers and clinicians have turned to the motor learning literature to find ways to maximize treatment outcomes despite these limitations. In particular, there has been growing interest in so-called principles of motor learning (e.g., Maas et al., 2008). Principles of motor learning refer to the use of practice and feedback conditions that have been found to facilitate learning (retention and transfer) of motor skills (Schmidt & Lee, 2005). The relevance of such principles of motor learning lies in the notion that speech is a complex motor skill, and CAS is a disorder of speech motor planning and/or programming. This presentation introduces a number of principles of motor learning and reviews available evidence regarding their application to speech motor learning. We will discuss explanations of why or how these practice and feedback conditions are thought to operate, so that clinicians can make inferences regarding the likely benefit of a given condition for a given client. Finally, we will discuss how these conditions (if effective) could be incorporated into clinical practice. Learning Outcomes: Participants will be able to describe various conditions of practice and feedback that have been shown to facilitate learning

of nonspeech motor skills. Participants will be able to describe the current state of evidence for the applicability of these conditions in treatment for

children with CAS. Participants will be able to describe ways in which various conditions can be incorporated into clinical practice. Session 103 8:00 am - 9:30 am Level: FAQ: Inquiring Minds Want to Know About CAS Amanda Maxwell, MA, CCC-SLP and Ruth Stoeckel, PhD, CCC-SLP CASANA’s presence on the internet has given parents and speech language pathologists multiple forums for asking and answering questions relating to the diagnosis and treatment of Childhood Apraxia of Speech. This session will review frequently asked questions as well as less frequent – but still important – issues that have been posted on the CASANA listserv and Facebook pages. Questions ranging from “where do I get a diagnosis?” and “how do I find a qualified speech language pathologist who is a good fit for my child?” to “how do we incorporate work on prosody in therapy?” will be covered. The wealth of information on a variety of topics available at the Apraxia-Kids website will be highlighted along with discussion of how to identify other credible resources. Learning Outcomes: Participants will be able to learn where answers to frequently-asked questions can be found at the Apraxia-Kids website. Participants will be able to learn where to find answers to less frequently-asked questions. Participants will be able to describe how to evaluate information on the internet and elsewhere regarding CAS.

SESSION GUIDE

Beginning Parent


ASHA Intermediate Experienced Parent

ASHA Introductory

Session 104 8:00 am - 9:30 am Level: “Use Your Words:” Helping Children with CAS Do Just That! Nancy R. Kaufman, MA, CCC-SLP Many children with CAS have learned how to say new words or best approximations and even phrases but resort back to pointing, gesturing and less accurate productions than their capability. Through video models, this session will focus upon how to motivate and support the child’s best motor-speech and expressive language abilities through cueing and scripting in both structured clinical practice and through play. Learning Outcomes: Participants will be able to demonstrate how to support new motor-speech and expressive language skills through understanding

motivation and contriving the environment. Participants will be able to understand how to use cueing and scripting to support previously taught target words and phrases, and

new motor-speech and expressive language behavior. Participants will be able to discuss techniques for fading supports to gain retention of new skills both clinically and through play. Session 105 8:00 am - 9:30 am Level: Helping Talkative, Highly Unintelligible Children with CAS Become More Intelligible Julie Hoffmann, MA, CCC-SLP What changes can be made for kids with CAS who are very talkative, demonstrate good gains with speech motor planning skills, yet remain highly unintelligible? These clients often do well during drill tasks with words and sentences yet significantly break down during rapid speech when expressing themselves. They typically have little to no awareness that the listener does not understand them. A critical component necessary for improving overall speech intelligibility is self-monitoring, a skill that often has to be explicitly taught to children with CAS. What helps develop self-monitoring? What aspects of speech motor learning help these kids make better gains with speech intelligibility? Does increasing variable and random practice help? Does changing rate of speech help? We do not want these children to “shut down” or decrease their talking due to not being understood so helping them become more intelligible is essential. Discuss how to improve training of caregiver’s perceptions and awareness of speech intelligibility issues. This session will include discussion and analysis of challenging cases to determine what techniques and strategies to use when helping kids improve self-monitoring and speech intelligibility. This interactive session will allow SLP’s to problem solve issues related to self-monitoring and speech intelligibility together. Learning Outcomes: Participants will be able to identify specific issues that negatively impact overall speech intelligibility for the talkative child with

CAS. Participants will be able to describe how to teach a child to self-monitor conversational speech for speech errors and intelligibility as

well as train caregivers to increase awareness to continued speech intelligibility issues. Participants will be able to identify specific speech motor learning components and other therapy methods that could help clients to

improve speech intelligibility. Participants will be able to develop critical thinking skills to determine best therapy techniques and strategies to help kids with CAS

improve self-monitoring skills and overall speech intelligibility through case study analysis. Session 106 8:00 am - 9:30 am Level: Supporting Speech, Functional Communication, and Expressive Language Growth Via AAC – All At the Same Time Sue Caspari, MA, CCC-SLP Children with CAS often have receptive language skills that are superior to their expressive language and speech skills. They have the capacity to develop expressive language and to more functionally communicate, but due to their speech disorder they cannot do it verbally. These children then are good candidates for using some sort of AAC to help them expand their expressive language skills and to be able to more functionally communicate their wants and needs. Concerns about the use of AAC decreasing a child’s desire or ability to speak are not supported in the literature (Millar, et al, 2003; Zangari & Kangas,1997). However questions remain as to how best to balance and coordinate the speech vs AAC efforts to maximize the child’s overall communication effectiveness. In this session, we will review the literature as it relates to speech and AAC, and dissect the ASHA technical reports on the SLP’s responsibilities for both AAC and CAS in order to generate our own working guidelines for how to address both AAC and speech when working with children with CAS. Learning Outcomes: Participants will be able to discuss the benefits of working on speech and AAC at the same time. Participants will be able to generate a hypothesis for how to work on speech and AAC at the same time that is evidence based.

SESSION GUIDE

ASHA Advanced


Experienced Parent ASHA Intermediate

SERIES 200 Session 201 10:00 am - 11:30 am Level: The IDEA and Obtaining an Appropriate Education for Your Child Chris Vance, Esq The goal of the presentation will be to share practical information with parents as to how to use the IDEA and its provisions to obtain an appropriate education for their children. Topics will include everything from the collaborative process of the IDEA to dispute resolution to private placement at public expense, with the primary focus being upon how parents can use the procedural and substantive safeguards of the IDEA to ensure their children receive an education designed to meet the unique needs of their child. For example, topics such as independent educational evaluations, state education department grants, categorical aids, least restrictive environment, and writing IEP goals and objectives will be covered. The slant of the presentation will be on obtaining an appropriate public education for children with speech and language disability, particularly childhood apraxia of speech. Learning Outcomes:

Participants will be able to discuss the IDEA and its provisions.

Participants will able to list strategies for using the IDEA provisions in order to help their children receive an appropriate education.

Session 202 10:00 am - 11:30 am Level: CAS Therapy vs Other Speech Sound Disorders Therapy Julie Hoffmann, MA, CCC-SLP A diagnosis of CAS presents itself with unique characteristics and complexity that differs from other speech sound disorders (i.e. phonological disorders, traditional articulation disorders, dysarthria). An appraisal of varied speech treatment approaches will help parents and SLP’s gain a better understanding of the importance of motor based therapy for clients with CAS. Comparison of automaticity, flexibility, motor performance, and motor learning as related to CAS therapy will be explained. CAS treatment approaches based on evidence based practice will be presented. However, some aspects of other speech therapies are beneficial for clients with CAS as well, as there is some fluidity with treatment of CAS and articulation/phonological disorders in general. We have to be careful not to “silo”-out CAS completely as many of these clients also present with phonological processes, expressive language disorders, etc., so flexibility in treatment is key. SLP’s must have a strong foundation of speech treatment skills to be effective when working with clients with CAS. CAS is a dynamic disorder and treatment of these clients must also be dynamic in nature. Real-life cases will be discussed with video. Learning Outcomes: Participants will be able to compare differences and similarities between CAS and other speech sound disorder treatment

approaches/techniques. Participants will be able to explain the high value of motor based learning treatment for clients with CAS. Participants will be able to demonstrate understanding of the dynamic nature of CAS treatment. Session 203 10:00 am - 11:30 am Level: Resilience: An Answer to Family Challenges Bethany Winkler, MA Research in family resilience offers valuable insights to help families embrace the challenges of raising families with added stressors. Family resilience is defined as the ability to “achieve positive adaptation” (Saltzman, 2013 pg. 294). This literature suggests that the manner in which a family makes meaning out of stressful life events is impacted by how successfully the family processes and adjusts to life demands. By learning to view challenging circumstances in new ways, families can build stronger bonds, establish positive routines for coping with stress, and enable children to find peace and security in the midst of uncertain events. Using the Family Adjustment and Adaptation Response (FAAR) model, this lecture will examine the need for acknowledging family stressors, offer insights into the importance of family resilience, and discuss practical strategies for building strong family units in spite of life’s stresses. Learning Outcomes: Participants will be able to recognize challenges faced by families with non-typical developing members. Participants will be able to understand the importance of family resilience to face challenges by reviewing research on building

strong, adaptive family structures.

SESSION GUIDE

Beginning Parent

Beginning Parent

ASHA Introductory

ASHA Introductory

Beginning Parent

ASHA Intermediate

Session 204 10:00 am - 11:30 am Level: Ensuring Effective Communication Between SLP’s and Parents from Evaluation to Therapy Conclusion Amy Clark, MS, CCC-SLP, PI and David W. Hammer, MA, CCC-SLP From initial diagnosis to the conclusion of therapy, ongoing and effective communication between the SLP and the child’s parents is vital for optimal treatment outcomes. Ideas such as “The 7 Things I Always Ask/Tell Parents at an Evaluation” to Motivational Interviewing and Counseling will be discussed in the context of real-life situations experienced by both presenters. Clinical situations will be covered such as establishing open communication, discussing evaluation findings and prognosis, helping hope/cope, highlighting progress, integrating home programming, and shaping realistic expectations. Also featured will be report writing suggestions that include specific parent home carryover recommendations. Learning Outcomes: Participants will be able to identify challenging communication situations. Participants will be able to list critical components of evaluation feedback. Participants will be able to recognize and outline effective communication strategies. Participants will be able to understand how Motivational Interviewing and Counseling strategies can be applied for optimal outcomes. Session 205 10:00 am - 11:30 am Level: Treatment Techniques for Childhood Apraxia of Speech Using KL-SLP Methods Nancy Kaufman, MA, CCC-SLP The K-SLP methods have been an effective way to teach children with CAS to become successful vocal communicators. The K-SLP is rooted in techniques gleaned from the research of acquired apraxia of speech, principles of applied behavioral analysis, principles of motor learning, and from our understanding of phonological processes as well as current neuroscience. Now, with the explosion of current CAS research, the K-SLP continues to evolve. In this session we will discuss and practice the most effective teaching strategies for SLP’s who have experience using K-SLP Methods via video and through small group collaboration. Together we will establish target words and phrases, determine best approximations for each child in the video examples, and overview cueing and scripting techniques as well as parent coaching strategies. Learning Outcomes: Participants will be able to discuss how to choose appropriate single word goals and phrases when building a treatment plan for

children with CAS. Participants will be able to understand the principles of ABA and motor learning that are implemented when using the K-SLP Method

of Treatment in therapy for CAS. Participants will be able to demonstrate methods to simplify target words, and teach through successive approximations toward

functional expressive language. Session 206 10:00 am - 11:30 am Level: How Young is Too Young? Considerations for Early Diagnosis of CAS Christine Murphy, MA, CCC-SLP and Ruth Stoeckel, PhD, CCC-SLP How and when to definitively diagnose CAS in young children remains a significant concern not only for our profession, but the families we serve. Inconsistent use of terminology and lack of clinicians with specialized expertise in motor speech disorders leads to confusion and frustration. This presentation will highlight the need for a careful approach to diagnosis and describe how "diagnostic therapy" can be used to develop information that contributes to making the correct diagnosis. Current research will be presented, along with relating professional experiences assessing and treating young clients. Discussion will include how clinicians can work on overall communication skills while teasing out motor planning needs. Learning Outcomes: Participants will be able to discuss the difficulties resulting from over/under diagnosis of CAS in young children. Participants will be able to recognize the necessary components of an appropriate assessment for CAS. Participants will be able to List three techniques to implement when treating as “suspected apraxia.”

SESSION GUIDE

FOR MORE INFORMATION ON THE 2016 NATIONAL CONFERENCE, VISIT WWW.APRAXIA-KIDS.ORG/

ASHA Intermediate

ASHA Advanced

Experienced Parent

Experienced Parent

ASHA Intermediate

SERIES 300 Session 301 1:00 pm - 2:30 pm Level: Using Play to Develop Social Connection in Children with Childhood Apraxia of Speech Nancy Tarshis, MA, MS, CCC-SLP and Sarah McDonnell, MA, CCC-SLP Playing together is the most natural way for children to connect, get to know each other, and have fun. It is also a child's best method for developing physical, imagination, and social skills. Play allows children to develop social connections through expressing thoughts and feelings and offering opportunities for joint problem solving and success. It is also the way young children learn best. Children generate multiple ways of expressing their thinking while engaged in play with peers. Research tells us that in play with peers, children generate more complex language which is reflective of increased complexity of thought. Peer play provides a platform for children to reason about others’ feelings, and can serve as a unique tool for empathy development. Children have an internal drive for pretend play which allows them to experience, many different roles, growing their capacity to feel the internal world of another. These early play experiences which are assisting in creating social connections, are also cultivating a solid sense of self and security. The evidence is growing that meaningful social connections increase feelings of safety and wellbeing! Children are offered increased opportunities to develop confidence and gain motivation to try new things, since during play they can take the time they need to master activities that interest them! Flexible thinking and creative problem solving skills are also promoted through play. In addition to the above, play is a unique venue for helping a child develop the ever important self regulation skill set that is so necessary for personal and academic success. We can help children put disappointments into words so they can calm themselves and focus on putting things back together. Learning Outcomes: Participants will be able to identify the role of play in early childhood development and its effects on building social

connection, empathy, and resilience. Participants will be able to outline barriers children with CAS may encounter in developing necessary social connections. Participants will be able to explain why an individual with a CAS may have trouble with collaborative interactive play. Participants will be able to generate social language targets with varying phonetic complexity to facilitate peer interactions

in play. Session 302 1:00 pm - 2:30 pm Level: Preparing for Reading Success: Strategies to Foster Emergent Literacy Skills Bonnie Leaf MSc, R.SLP, S-LP (C) and Ashley Monks, MS, CCC-SLP Children with an early history of speech-language challenges are at significantly increased risk for reading difficulty. Parents of children with CAS can make a meaningful difference by being aware of key early literacy skills and building practice with them into every day routines and activities in a fun and playful way. When parents share picture books with a focus on conversation and incorporate sound play and print awareness into everyday activities, children learn critical skills needed for literacy success. This session will discuss the connection between speech language challenges and literacy; identify key early literacy skills children need for reading success; share strategies parents can use to support literacy skill development along with motor speech learning and identify ways make early literacy learning a fun part of every day interactions and experiences. Learning Outcomes: Participants will be able to understand the connection between speech language learning and literacy. Participants will be able to identify key emergent literacy skills. Participants will be able to learn ways to incorporate early literacy learning into everyday routines and activities. Participants will be able to become familiar with resources that are available to support parents in developing literacy skills. Session 303 1:00 pm - 2:30 pm Level: Social and Academic Skills in Children with Childhood Apraxia of Speech Megan Overby, PhD, CCC-SLP and Ashley Meszaros This presentation will summarize the results of the current literature about the social-emotional, behavioral, and academic skills of children with speech sound difficulty and discuss the results of an on-going investigation of these skills in children diagnosed with CAS. In this study, the social-emotional skills, problem behaviors, and academic competence of children with CAS are analyzed from two perspectives, the child’s parent(s) and the child’s teacher. The child’s parent(s) and teacher each completed the Social Skills Improvement Rating (Gresham & Elliott, 2008) and participated in a 20 minute interview about the social-emotional, behavioral, and academic weaknesses and strengths of the child. Results of this study may provide speech-language pathologists and parents with data-driven evidence to support therapy goals for the child with CAS. Learning Outcomes: Participants will be able to describe how the “expectancy hypothesis” may limit the academic performance of children with speech

sound disorders. Participants will be able to identify possible social weaknesses and strengths associated with children with CAS.

SESSION GUIDE

Beginning Parent

Beginning Parent

ASHA Intermediate

ASHA Introductory

Experienced Parent

ASHA Introductory

Session 304 1:00 pm - 2:30 pm Level: Adaptable Treatment for CAS: Dynamic Temporal and Tactile Cueing (DTTC) Ruth Stoeckel, PhD, CCC-SLP Dynamic Temporal and Tactile and Cuing (DTTC) is a treatment framework for CAS based on integral stimulation for which there is research support, based on several small scale studies. Functional stimuli are taught using a hierarchy of cues and incorporating principles of motor learning. It is dynamic in that the level of cuing used for practice of a given target will be varied based on the accuracy of the child’s responses from one trial to the next. This framework allows for use of different types of visual, verbal, and/or tactile cues, as well as adaptation to use of both commercially available or clinician-created materials. Videos and participant activities will be used in this session to acquaint participants with this treatment approach. Learning Outcomes: Participants will be able to describe how a dynamic treatment approach can facilitate progress for children with CAS. Participants will be able to explain how to choose functional stimuli for treatment using a DTTC framework. Participants will be able to describe how DTTC can be adapted based on a child’s level of skill and progress. Session 305 1:00 pm - 2:30 pm Level: Functional, Repetitive and High Intensity Treatment: Why and How? Christina Gildersleeve-Neumann, PhD, CCC-SLP This presentation uses research evidence to maximize treatment sessions and their impact on overall speech productions. The exploration of treatment conditions will come from a motor learning framework. We will discuss how to increase number of productions and why the number of speech productions in sessions matters, why and how to build repetition of treatment targets in treatment sessions, when and how to increase the complexity of these treatment targets as appropriate, and ways to critically evaluate and apply research evidence to treatment. We will also examine the importance of functional targets in treatment – how to select them, practice them, and have them generalize to children’s speech. Learning Outcomes: Participants will be able to describe ways to incorporate repeated practice in everyday therapy. Participants will be able to utilize motor learning principles in treatment of CAS. Participants will be able to describe ways to apply research evidence to treatment design. Participants will be able to incorporate ways to build functional phrases in treatment. Session 306 1:00 pm - 2:30 pm Level: Recognizing, Identifying, and Responding to Behavioral and Emotional Issues for Children with CAS Aaron Lieberman, DSW, LCSW, LMHC This presentation will provide an overview of the possible range of behavioral and emotional reactions to treatment and to the experience of possessing CAS on the part of both children and caretakers. We will discuss common possible reactions to treatment, such as resistance to treatment, the underlying causal factors of resistance, as well as suggestions on how to work though such destructive, albeit common reactions. Similarly, we will speak about treatment sabotage behaviors, as well as a range of possible parental reactions, both positive and negative, and potentially healthy ways to address these. Recognizing normal, as opposed to pathological, response sets will not only ensure practicing within professional competency, but will lead to appropriate referrals when necessary. The speech pathologist and family members will be given some tools to identify the range of emotional and behavioral reactions and we will explore possible ways to address and/or minimize these responses. Learning Outcomes: Participants will be able to identify and anticipate common emotional and behavioral reactions to CAS and to treatment on the part

of children and on the part of family units. Participants will be able to identify such reactions that require referral and ancillary service provision, and reactions that can

potentially be ameliorated and/ or addressed in treatment. Participants will be able to discuss strategies for addressing or “working through” reactions such as resistance, sabotage, and non-

compliance. Participants will be able to apply basic counseling skills and approaches to elicit client verbalization, compliance and cooperation.

SESSION GUIDE

ASHA Advanced

ASHA Intermediate


Experienced Parent


SERIES 400 Session 401 3:00 pm - 4:30 pm Level: Apraxia and the Arts Josh Cook, MFA and Amy Krantz, MS, CCC-SLP This presentation will discuss how different artistic media has the ability to help motivate communication in unique ways, in addition to encouraging family members help build the self-confidence of their child with CAS in their ability to draw, act, write, etc. This presentation will help participants see communication from the eyes of a child with apraxia of speech and present strategies to notice and encourage them to communicate through artistic media. Art is about communicating! Learning Outcomes: Participants will be able to explore new and fun ways, through artistic media, to help break down the communicate barrier

Childhood Apraxia of Speech can cause. Participants will be able to identify what to look for in a child with apraxia of speech to help cultivate a proud and confident

child that knows they can communicate through their art. Session 402 3:00 pm - 4:30 pm Level: The Challenge of Co-Occurring Autism and Apraxia: Differential Diagnosis and Therapy Strategies David W. Hammer, MA, CCC-SLP and Nancy Tarshis, MS, CCC-SLP This presentation will focus on diagnostic and therapeutic challenges when children present with features on the autism spectrum in addition to CAS. Discussion of a toddler who exhibits these co-occurring features will be followed by videos of preschool and early school-age children to highlight differential diagnosis. Associated evaluation recommendations will be outlined to ensure that the assessment provides a foundation for therapy intervention. Various therapeutic intervention strategies will be highlighted through videos of children across ages. Essential components to consider when working with ASD & co-occurring CAS will be discussed. Evidenced-based practice methodologies for designing functional treatment plans with positive outcomes will be discussed. Learning Outcomes: Participants will be able to list key differential diagnostic features for childhood autism and childhood apraxia of speech. Participants will be able to describe evaluation considerations that allow for optimal evaluation report writing and that set

the stage for therapy intervention. Session 403 3:00 pm - 4:30 pm Level: Me Entiendes? Helping Spanish Speaking Children with Childhood Apraxia of Speech Nellie Torres de Carella, MA, CCC-SLP The Spanish Language has a particular development of sounds that differ significantly from English. There is a large community of Spanish speaking children living in the USA who, like English speaking children, may have CAS. Different treatment approaches should be taken into consideration with regard to the differences in the phoneme production and the developmental hierarchy. The following subjects will be discussed in this lecture; Guidelines in the assessment of a Spanish speaking child, taking into consideration the particular development of the speech of the

Spanish language. The differences in sound production and development of both languages, English and Spanish. A hierarchy of words shape or structure production (non-words and words) taking into consideration the phonemes that the child can

produce successfully in Spanish Acquisition of reading skills using the Lindamood program, but modified and adapted to Spanish. A list of the most basic words used in Spanish by children, taking into consideration the word shape, will be shared for the benefits of

the SLPs that work with the Spanish speaking population in the USA. A hierarchy of phrase to sentence production taking into consideration the particular structure of the Spanish language would also be

provided. Learning Outcomes: Participants will be able to determine the difference in speech sound development in Spanish for an effective assessment and

treatment plan. Participants will be able to list basic common words in Spanish with different word shapes. Participants will be able to make a hierarchy to go from word to sentence (language) in Spanish.

SESSION GUIDE

Beginning Parent


ASHA Intermediate Experienced Parent ?

ASHA Introductory

Session 404 3:00 pm - 4:30 pm Level: Kids in Motion: Understanding Sensory Processing and the Impact on Speech Therapy and Play Sarah McDonnell, MA, CCC-SLP and Kristine E. Yung, OTR/L It is not uncommon for children to present with co-occurring childhood apraxia of speech and sensory integration disorder. This presenta-tion will help define sensory processing disorder and how it impacts overall motor planning and the learning skills of children. The differ-ence between hypersensitivity versus hyposensitivity with the sensory systems will be also discussed. The topic of sensory motor play and how it lends itself to creating functional speech targets will be considered. This seminar will demonstrate how to effectively use sensory motor activities that emphasize peer participation and cooperation to promote social language development within treatment sessions. Attendees will leave with tools that are readily available in the home to help with supporting the sensory system to enhance the learning and the ability to motor plan. Learning Outcomes: Participants will understand sensory integration theory, different types of sensory processing disorders, and how they impact

overall motor planning, including speech and language, and learning of skills in children.

Participants will be able to discuss the difference of hypersensitivity and hyposensitivity with the sensory systems.

Participants will be able to list sensory motor activities and outline methods to incorporate EBP within the context of play Session 405 3:00 pm - 4:30 pm Level: Treatment Techniques for Childhood Apraxia of Speech Using KL-SLP Methods Nancy Kaufman, MA, CCC-SLP The K-SLP methods have been an effective way to teach children with CAS to become successful vocal communicators. The K-SLP is root-ed in techniques gleaned from the research of acquired apraxia of speech, principles of applied behavioral analysis, principles of motor learning, and from our understanding of phonological processes as well as current neuroscience. Now, with the explosion of current CAS research, the K-SLP continues to evolve. In this session we will discuss and practice the most effective teaching strategies for SLP’s who have experience using K-SLP Methods via video and through small group collaboration. Together we will establish target words and phrases, determine best approximations for each child in the video examples, and overview cueing and scripting techniques as well as parent coaching strategies. Learning Outcomes: Participants will be able to discuss how to choose appropriate single word goals and phrases when building a treatment plan for chil-

dren with CAS. Participants will be able to understand the principles of ABA and motor learning that are implemented when using the K-SLP Method

of Treatment in therapy for CAS. Participants will be able to demonstrate methods to simplify target words, and teach through successive approximations toward

functional expressive language. Session 406 3:00 pm - 4:30 pm Level: Breaking Through Behavior Barriers in CAS Therapy: Moving From Road Block to Reward Lisa B. Mitchell, MS, CCC-SLP and Anne L. Van Zelst, MA, CCC-SLP Can models of behavior management and the principles of Motor Learning Theory Coexist? Graduate level classes focusing on behavior management within speech-language pathology programs are rare, but behavior management and use of behavioral strategies are fre-quently key components to our therapy as SLPs. Unwanted behaviors often detract from maximizing our effectiveness in therapy. In many circumstances, behavior management strategies are essential for efficient and successful treatment of severe SSDs like CAS. This session will provide strategies to facilitate efficient, successful motor speech treatment as well as help shaping unwanted behaviors into “therapy ready” behaviors. Current literature related to various evidenced-based behavior management models will be dis-cussed. Exploration of relevant case studies will be investigated specific to the coexistence of severe SSDs, decreased participation in therapy, and behavior management. Examples of many take-away strategies to implement into your tough cases will be reviewed. Learning Outcomes: Participants will be able to explain the behavior characteristics necessary to be “therapy ready.” Participants will be able to identify five strategies to increase participation in motor speech work. Participants will be able to identify five principles of behavior management that can be utilized to facilitate success in motor speech

therapy. Participants will be able to recognize when therapeutic situations warrant behavior intervention. Participants will be able to become familiar with alternate methods of assessing communicative competence including Skinner’s

“Analysis of Verbal Behavior.”

SESSION GUIDE

ASHA Intermediate

ASHA Advanced

Experienced Parent

Experienced Parent

ASHA Intermediate

SATURDAY, JULY 9, 2016

SERIES 500 Session 501 8:00 am - 9:30 am Level: Bringing It All Home: Facilitating Home Practice for Better Outcomes for Children with CAS Alyssa Hampson, MS, CCC-SLP, Laura Smith, MA, CCC-SLP The parent/therapist relationship is an important piece in speech and language the treatment. This lecture will provide strategies for strengthening this partnership. For many parents, working on speech goals at home is a daunting task. You want to do what is best for your child and know that home practice is vital, but how do you do it? This presentation will remove the mystery from home practice and provide practical tips for working in natural environments. Bring your child’s goals to the session, and we will help you come up with creative ways to target your child’s specific goals using the toys in your own home. Learning Outcomes: Participants will be able explain why home practice is important to their child’s progress. Participants will be able to ask their therapists the necessary questions to maximize their home practice. Participants will be able to describe how they can use toys in their home to practice their child’s specific speech and language goals. Session 502 8:00 am - 9:30 am Level: An Introduction to Principles of Motor Learning in Treatment for CAS: What Are They and Do They Work? Edwin Maas, PhD Children with CAS often demonstrate slow progress in treatment, and there appears to be consensus that children with CAS require intensive and prolonged treatment (e.g., Campbell, 1999). Furthermore, health care resources (money, clinician time) are limited, posing a significant challenge to achieving optimal treatment outcomes. In the last decade or two, researchers and clinicians have turned to the motor learning literature to find ways to maximize treatment outcomes despite these limitations. In particular, there has been growing interest in so-called principles of motor learning (e.g., Maas et al., 2008). Principles of motor learning refer to the use of practice and feedback conditions that have been found to facilitate learning (retention and transfer) of motor skills (Schmidt & Lee, 2005). The relevance of such principles of motor learning lies in the notion that speech is a complex motor skill, and CAS is a disorder of speech motor planning and/or programming. This presentation introduces a number of principles of motor learning and reviews available evidence regarding their application to speech motor learning. We will discuss explanations of why or how these practice and feedback conditions are thought to operate, so that clinicians can make inferences regarding the likely benefit of a given condition for a given client. Finally, we will discuss how these conditions (if effective) could be incorporated into clinical practice. Learning Outcomes: Participants will be able to describe various conditions of practice and feedback that have been shown to facilitate learning

of non-speech motor skills. Participants will be able to describe the current state of evidence for the applicability of these conditions in treatment for

children with CAS. Participants will be able to describe ways in which various conditions can be incorporated into clinical practice. Session 503 8:00 am - 9:30 am Level: Paving the Way for Success in High School and Beyond Sharon Gretz, MED Children growing up with apraxia who continue to have speech, language and communication challenges or special education needs through middle school often need support in order to successfully transition to high school and post-secondary opportunities. This session will discuss key ingredients and components of planning and experiences to help our young people feel supported and successful in facing the future. Learning Outcomes: Participants will be able to list three goal areas in which youth with communication difficulties may need training and

support. Participants will be able to state post-secondary transition requirements of the Individuals with Disabilities Education Act.

SESSION GUIDE

Beginning Parent

Experienced Parent

Beginning Parent

ASHA Introductory

ASHA Intermediate

ASHA Introductory

Session 504 8:00 am - 9:30 am Level: I’d Like to Buy a Vowel! Increasing Phonetic Inventories in Children with CAS Kathy Jakielski, PhD, CCC-SLP and Amy Krantz, MS, CCC-SLP Designing a treatment plan for a child with CAS is often overwhelming. This presentation focuses on how to select words that will give you the most bang for your buck. With a phonetic review, case study examples, and a few tricks of the trade, you'll be selecting treatment targets like a pro. Learning Outcomes: Participants will be able to explain the importance of co-articulation and how to use it to their advantage. Participants will be able to analyze the child's speech patterns from a motor movement perspective as opposed to phonological error

patterns. Participants will be able to apply techniques to a hands on example. Session 505 8:00 am - 9:30 am Level: Complex Differential Diagnosis: Is it CAS, a Mixed SSD, or Something Else? David W. Hammer, MA, CCC-SLP More and more, the presenter has been seeing children for CAS evaluations who demonstrate a complex diagnostic profile of mixed speech sound and motor planning deficits that challenge differential diagnosis and treatment planning. This presentation will focus on two case studies of children for whom this is the case in order to facilitate engaging discussion for learning. Videos of the children will be provided to highlight these challenges and to provide a foundation for discussion on decision-making in prioritizing therapy goals and development of treatment strategies accordingly. Learning Outcomes: Participants will be able to identify challenging diagnostic finding for children who demonstrate a mixed SSD with CAS features. Participants will be able to list key parent and therapist report factors that impact differential diagnosis. Participants will be able to describe strategies that are useful in prioritizing therapy goal planning. Session 506 8:00 am - 9:30 am Level: Helping Talkative, Highly Unintelligible Children with CAS Become More Intelligible Julie Hoffmann, MA, CCC-SLP What changes can be made for kids with CAS who are very talkative, demonstrate good gains with speech motor planning skills, yet remain highly unintelligible? These clients often do well during drill tasks with words and sentences yet significantly break down during rapid speech when expressing themselves. They typically have little to no awareness that the listener does not understand them. A critical component necessary for improving overall speech intelligibility is self-monitoring, a skill that often has to be explicitly taught to children with CAS. What helps develop self-monitoring? What aspects of speech motor learning help these kids make better gains with speech intelligibility? Does increasing variable and random practice help? Does changing rate of speech help? We do not want these children to “shut down” or decrease their talking due to not being understood so helping them become more intelligible is essential. Discuss how to improve training of caregiver’s perceptions and awareness of speech intelligibility issues. This session will include discussion and analysis of challenging cases to determine what techniques and strategies to use when helping kids improve self-monitoring and speech intelligibility. This interactive session will allow SLP’s to problem solve issues related to self-monitoring and speech intelligibility together. Learning Outcomes: Participants will be able to identify specific issues that negatively impact overall speech intelligibility for the talkative child with

CAS. Participants will be able to describe how to teach a child to self-monitor conversational speech for speech errors and intelligibility as

well as train caregivers to increase awareness to continued speech intelligibility issues. Participants will be able to identify specific speech motor learning components and other therapy methods that could help clients to

improve speech intelligibility. Participants will be able to develop critical thinking skills to determine best therapy techniques and strategies to help kids with CAS

improve self-monitoring skills and overall speech intelligibility through case study analysis.

SESSION GUIDE


ASHA Advanced

ASHA Advanced

SERIES 600 Session 601 10:00 am - 11:30 am Level: Using Play to Develop Social Connection in Children with Childhood Apraxia of Speech Nancy Tarshis, MA, MS, CCC-SLP and Sarah McDonnell, MA, CCC-SLP Playing together is the most natural way for children to connect, get to know each other, and have fun. It is also a child's best method for developing physical, imagination, and social skills. Play allows children to develop social connections through expressing thoughts and feelings and offering opportunities for joint problem solving and success. It is also the way young children learn best. Children generate multiple ways of expressing their thinking while engaged in play with peers. Research tells us that in play with peers, children generate more complex language which is reflective of increased complexity of thought. Peer play provides a platform for children to reason about others’ feelings, and can serve as a unique tool for empathy development. Children have an internal drive for pretend play which allows them to experience, many different roles, growing their capacity to feel the internal world of another. These early play experiences which are assisting in creating social connections, are also cultivating a solid sense of self and security. The evidence is growing that meaningful social connections increase feelings of safety and wellbeing! Children are offered increased opportunities to develop confidence and gain motivation to try new things, since during play they can take the time they need to master activities that interest them! Flexible thinking and creative problem solving skills are also promoted through play. In addition to the above, play is a unique venue for helping a child develop the ever important self regulation skill set that is so necessary for personal and academic success. We can help children put disappointments into words so they can calm themselves and focus on putting things back together. Learning Outcomes: Participants will be able to identify the role of play in early childhood development and its effects on building social

connection, empathy, and resilience. Participants will be able to outline barriers children with CAS may encounter in developing necessary social connections. Participants will be able to explain why an individual with a CAS may have trouble with collaborative interactive play. Participants will be able to generate social language targets with varying phonetic complexity to facilitate peer interactions

in play. Session 602 10:00 am - 11:30 am Level: Supporting Your Child’s Regulation Across Settings Megan Carrick, MOTR/L Regulation is the physiological and emotional state of homeostasis. When we are regulated we can meet the expectations of our changing environments. Regulation is aided through two avenues, self-regulation and co-regulation. Infants rely on co-regulation techniques implemented by their caregivers. These techniques are sensory motor in nature and teach the child about his/her own sensory preferences. As the child develops motor control and the ability to replicate soothing techniques, the child will begin to engage in self-regulation, initiating the very sensory motor strategies that the caregivers found effective. The new development of self-regulation allows the caregiver to rely on sensory motor and social emotional soothing strategies and develop a more complex relationship with the child. For children that struggle with communication it can prove to be very difficult to achieve and sustain a regulated state of arousal across settings. Furthermore caregivers may struggle to read the child’s cues and therefore co-regulation techniques may also become compromised. Learning Outcomes: Participants will be able to describe the two complex ways in which humans manage emotional and physiological regulation. Participants will be able to identify strategies to support regulation across settings. Session 603 10:00 am - 11:30 am Level: CAS Summer Intensive Speech Program: Speech Outcomes and Family Perceptions Sue Caspari, MA, CCC-SLP Best practice recommendations for children with CAS include intensive, individualized motor-based speech therapy. In this session, we will discuss the speech outcomes and family perceptions of an intensive summer speech program that has been conducted for the past 4 years for children with CAS. Children in the CAS Summer Intensive are seen for 30-minute sessions, 2x/day, 5 days/week, for 5 weeks. The focus of each session is on improving movement gestures for speech using a research-based therapy method known as Dynamic Temporal and Tactile Cuing (DTTC). A 17-point scoring rubric is used by the treating clinicians

SESSION GUIDE





Session 603 (cont.) 10:00 am - 11:30 am Level: CAS Summer Intensive Speech Program: Speech Outcomes and Family Perceptions Sue Caspari, MA, CCC-SLP to track progress on a session-by-session basis so that at discharge, specific outcomes for each target can be reported in graph form to the families. A survey is conducted at the conclusion of the summer intensive to obtain feedback from the families so that changes can be incorporated into the program from year to year. An analysis of the speech outcome results and the family surveys will be discussed and a template for future programming will be presented. Learning Outcomes: Participants will be able to describe a quantifiable method for tracking progress against motor speech targets that is used in the CAS Summer Intensive. Participants will be able to describe the elements of an intensive summer speech program that families feel are most

effective. Session 604 10:00 am - 11:30 am Level: Addressing Ongoing Speech and Language Needs of Elementary School Children with CAS Margaret Fish, MS, CCC-SLP Children with CAS often have ongoing communication challenges that extend beyond the preschool years. Some children may have achieved substantial gains, but require continued treatment to improve speech intelligibility, address residual speech sound errors, and develop more advanced expressive language skills. This session will focus on ways to help refine the speech production of children beyond the preschool years who continue to struggle with: Prosody Voicing errors Producing words with complex phoneme sequences Phoneme and syllable omissions in sentences and connected speech Facilitation of expressive language skills through careful selection of target utterances also will be addressed. Recommendations will be provided for ways to help children begin to generalize their speech skills to other settings. Learning Outcomes: Participants will be able to describe at least two strategies to address ongoing challenges in each of these areas: prosody, voicing

errors, production of complex phoneme sequences, omission of sounds and syllables in connected speech. Participants will be able to describe how the careful selection of target utterances can promote skill development across multiple

areas of communication at once. Participants will be able to list at least five ways to facilitate generalization of speech skills outside the therapy setting. Session 605 10:00 am - 11:30 am Level: Compelling Case Studies: PROMPT in Action Amy Clark, MS, CCC-SLP, PI This presentation will provide a broad overview of the fundamental components of Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT) assessment and treatment. It will emphasize the interrelated and hierarchical development of the motor speech system as well as defining what participants should expect regarding PROMPT assessment, treatment and home support. This session will highlight the philosophy of PROMPT which recognizes that issues with communication are best addressed by looking at the development of the whole child. This entails assessing and targeting the core elements of the PROMPT Conceptual Framework, which is comprised of three integrated internal domains (Physical-Sensory, Cognitive-Linguistic and Social-Emotional) as well as external and environmental factors. The interaction of these three domains is critical for functional communication to occur. A PROMPT evaluation is a structured way for clinicians and parents to understand each child’s strengths and weaknesses across these three domains. By determining where the child is operating, the clinician creates individualized goals. Practical and relevant examples of PROMPT treatment, home programming, and important questions to ask PROMPT clinicians will be provided as they apply to children with CAS. Learning Outcomes: Participants will be able to describe the PROMPT Conceptual Framework. Participants will be able to list key components of PROMPT assessment and treatment. Participants will be able to identify how a home program can complement PROMPT therapy as well as questions to ask PROMPT

therapists to support progress.

SESSION GUIDE



ASHA Advanced

Session 606 10:00 am - 11:30 am Level: Comparing Treatments: An RCT Contrasting Ultrasound and ReST Therapy for CAS Patricia McCabe, PhD and Jonathan Preston, PhD, CCC-SLP Despite many hours of speech treatment, most children with Childhood Apraxia of Speech will still have prosodic and residual articulation errors well into adolescence particularly in more complex speech tasks. These can be difficult to treat as children become resistant to therapy over time. Two treatments which have been shown to work with these young people are Rapid Syllable Transition Training (ReST) (Murray, McCabe & Ballard 2015) and Ultrasound Biofeedback (Preston, Brick & Landi 2013). This advanced presentation will provide a brief overview of both treatments for experienced clinicians and will share the first data from a randomized control trial comparing ReST and Ultrasound treatment for school aged children. In the presentation we will describe the two treatments and provide video examples, report the research outcomes and consider the clinical implications of the current research. Learning Outcomes: Participants will be able to describe using both Ultrasound Biofeedback and Rapid Syllable Transition Training (ReST) for school aged

children and adolescents with CAS. Participants will be able to discuss the recent research comparing Ultrasound Biofeedback and Rapid Syllable Transition Training

(ReST) treatments. Participants will be able to describe the relative strengths and weaknesses of each of the treatments. Participants will be able to identify the complexities and limitations of target selection for both treatments.

SERIES 700 Session 701 1:00 pm - 2:30 pm Level: The IDEA and Obtaining an Appropriate Education for Your Child Chris Vance, Esq The goal of the presentation will be to share practical information with parents as to how to use the IDEA and its provisions to obtain an appropriate education for their children. Topics will include everything from the collaborative process of the IDEA to dispute resolution to private placement at public expense, with the primary focus being upon how parents can use the procedural and substantive safeguards of the IDEA to ensure their children receive an education designed to meet the unique needs of their child. For example, topics such as independent educational evaluations, state education department grants, categorical aids, least restrictive environment, and writing IEP goals and objectives will be covered. The slant of the presentation will be on obtaining an appropriate public education for children with speech and language disability, particularly childhood apraxia of speech. Learning Outcomes:

Participants will be able to discuss the IDEA and its provisions.

Participants will able to list strategies for using the IDEA provisions in order to help their children receive an appropriate education.

SESSION GUIDE

FOR MORE INFORMATION ON THE 2016 NATIONAL CONFERENCE, VISIT WWW.APRAXIA-KIDS.ORG/

ASHA Advanced


REGISTER ONLINE AT WWW.APRAXIA-KIDS.ORG/

Session 702 1:00 pm - 2:30 pm Level: Social and Academic Skills in Children with Childhood Apraxia of Speech Megan Overby, PhD, CCC-SLP and Ashley Meszaros This presentation will summarize the results of the current literature about the social-emotional, behavioral, and academic skills of children with speech sound difficulty and discuss the results of an on-going investigation of these skills in children diagnosed with CAS. In this study, the social-emotional skills, problem behaviors, and academic competence of children with CAS are analyzed from two perspectives, the child’s parent(s) and the child’s teacher. The child’s parent(s) and teacher each completed the Social Skills Improvement Rating (Gresham & Elliott, 2008) and participated in a 20 minute interview about the social-emotional, behavioral, and academic weaknesses and strengths of the child. Results of this study may provide speech-language pathologists and parents with data-driven evidence to support therapy goals for the child with CAS. Learning Outcomes: Participants will be able to describe how the “expectancy hypothesis” may limit the academic performance of children with speech

sound disorders. Participants will be able to identify possible social weaknesses and strengths associated with children with CAS. Session 703 1:00 pm - 2:30 pm Level: Building Speech: A New Approach for Selecting Speech Goals and Stimuli Kathy J. Jakielski, PhD, CCC-SLP and Lisa Mitchell, MS, CCC-SLP Building Speech is a new intervention approach designed for children of any age who have a limited expressive repertoire. Building Speech is a phonetics-based approach for selecting words and phrases to target in therapy, proceeding from phonetically-basic constructions to incrementally increasing the complexity of the sounds, sound combinations, and syllable length in target words and phrases. To increase your understanding of the foundation for Building Speech, we will begin by quickly reviewing the acquisition of early typical vocal and verbal skills, including some of the early patterns of speech development. We will discuss the eight patterns targeted in Building Speech and review their rationale. In a hands-on manner, we then will build phonetic complexity into the speech of children with CAS by constructing words and phrases based on the eight patterns. We will end the session by providing practical ways to implement Building Speech into your clinical practice, and show videotaped examples of the progression of phonetic complexity in children with CAS. This session is intended for speech-language pathologists with a working knowledge of the International Phonetic Alphabet. Learning Outcomes: Participants will be able to describe the underlying premise of the Building Speech approach. Participants will be able to explain the eight speech movement patterns targeted in Building Speech. Participants will be able to develop phonetic complexity-based words and phrases for children with CAS. Participants will be able to incorporate the Building Speech approach into clinical practice. Session 704 1:00 pm - 2:30 pm Level: The Challenge of Co-Occurring Autism and Apraxia: Differential Diagnosis and Therapy Strategies David W. Hammer, MA, CCC-SLP and Nancy Tarshis, MS, CCC-SLP This presentation will focus on diagnostic and therapeutic challenges when children present with features on the autism spectrum in addition to CAS. Discussion of a toddler who exhibits these co-occurring features will be followed by videos of preschool and early school-age children to highlight differential diagnosis. Associated evaluation recommendations will be outlined to ensure that the assessment provides a foundation for therapy intervention. Various therapeutic intervention strategies will be highlighted through videos of children across ages. Essential components to consider when working with ASD & co-occurring CAS will be discussed. Evidenced-based practice methodologies for designing functional treatment plans with positive outcomes will be discussed. Learning Outcomes: Participants will be able to list key differential diagnostic features for childhood autism and childhood apraxia of speech. Participants will be able to describe evaluation considerations that allow for optimal evaluation report writing and that set

the stage for therapy intervention.

SESSION GUIDE

Experienced Parent


Experienced Parent ASHA Intermediate

ASHA Intermediate

Session 705 1:00 pm - 2:30 pm Level: Refining Clinical Skills to Improve Treatment Outcomes Margaret Fish, MS, CCC-SLP Refining our abilities as SLPs working with children with complex speech sound disorders involves two separate, but interrelated sets of skills. The first skillset is the understanding of and ability to incorporate a wide range of multisensory cueing strategies into treatment. Equally important is knowing how to make subtle changes from moment-to-moment in each treatment session by modifying four treatment variables so the child can achieve success, maintain a high level of accuracy, and continue to move forward in speech and language skill development. This session will highlight twenty cueing strategies clinicians can use in treatment for children with CAS. Videos from treatment sessions will be shown that demonstrate what each of those cueing techniques looks like in action. Additional discussion and videos will be used to show how clinicians can modify four treatment variables in “real time” to provide the best quality service possible for their clients. Learning Outcomes: Participants will be able to describe at least ten specific visual, auditory, tactile, and metacognitive cueing strategies that

benefit children with CAS. Participants will be able to explain the importance of moving from cues that are more salient (visual, auditory, tactile) to

cues that are less salient (metacognitive) in treatment. Participants will be able to list four teaching variables that can be manipulated from moment-to-moment during treatment to

keep children working at their optimum challenge point. Session 706 1:00 pm - 2:30 pm Level: Adaptations to Consider in Literacy Instruction for School Age Children with CAS Sue Caspari, MA, CCC-SLP Listening/speaking and reading/writing can easily be thought of as separate processes – the first being learned as a young child, and the second being learned in the school years. We now realize more than ever that spoken and written language have a reciprocal relationship and that spoken language is actually the foundation for reading and writing. Whereas reading traditionally was taught by overlaying sounds on letters (letters being the entry point) - many current research-based approaches to reading instruction attempt to leverage the biological wiring of the brain by using spoken language (sounds) as the “entry point” and overlaying the written piece (letters). What does this mean for a child with a speech disorder – and specifically for a child with CAS? In this seminar, we will consider the specific challenges in literacy instruction for children with CAS and discuss possible adaptations that can be implemented for them. Learning Outcomes: Participants will be able to describe at least three challenges facing children with CAS in regards to literacy instruction. Participants will be able to identify at least three ways that reading instruction can be modified for children with CAS.

SESSION GUIDE

ASHA Intermediate

ASHA Advanced

Experienced Parent



SERIES 800 Session 801 3:00 pm - 4:30 pm Level: Building a Strong Community to Support for Children with CAS: Does it Happen Intentionally, Naturally or a Little Bit of Both? Jennifer Keefe As parents we want to protect our children from being hurt and disappointed. As parents of children with Apraxia often times we are their voice for many years and wonder if they will ever fit in with their peers. We worry that they will be treated unfairly especially when we need to let go and send them off to school. Then what do you do when your fears come true and you find out they are having difficulty fitting in? During this session, you will hear how one little boy and a community came together to celebrate his differences and turned a bad situation into a positive experience with a single act of kindness. Jennifer will discuss how she built a support system for her son before the situation, during and how she continues to raise awareness for her son. Learning Outcomes: Participants will be able to identify strategies to support children with CAS within their community. Participants will be able to identify ways to empower families to create positive change through the support systems they create

around their children.

SESSION GUIDE




Opening Reception - Children’s Carnival 4:00 PM - 6:00 PM The Pavillion (Included in Conference Registration Fee) Meet the CASANA Staff Immediately following the Keynote Address – 8:00 PM Ogden’s Lobby Bar (Self-pay)

FRIDAY, JULY 8, 2016

Exhibit Hall 7:00 AM - 4:30 PM Red Oak Ballroom Foyer (Included in Conference Registration Fee) Learn at Lunch 11:30 AM - 1:00 PM Literacy Skills: What’s at Stake? Fenthistle Room Kenda Hammer, MEd The Importance of Involving Dads Cottonwood Room Dave Hammer, MA, CCC-SLP Becoming the Advocate You Need to Be Wildrye Room Chris Vance, Esq (All Learn at Lunch discussions are Included in Conference Registration Fee/Seating is Limited) Donor Reception 5:00 PM - 6:30 PM Wisteria Rooftop Terrace (Invitation only) CASANA Bowling Party (Fee) 7:00 PM - Midnight Keglers Bowling Alley (onsite) $6.00 per person

SATURDAY, JULY 9, 2016 Exhibit Hall 7:00 AM - 4:30 PM Red Oak Ballroom Terrace (Included in Conference Registration Fee) Speaker Raffle Luncheon 11:30 AM - 1:00 PM Hazelnut Room $5 per ticket at the CASANA Sales Desk

ADDITIONAL CONFERENCE ACTIVITIES

Location: The Conference will take place at the Eaglewood Resort and Spa, 1401 Nordic Road, Itasca, IL 60143. Information on the Eaglewood Resort and Spa can be found at http://www.eaglewoodresort.com/.

Date: July 7 -9, 2016.

Parking: Parking is onsite and the fee is included in the guest room reservation fee. Day parking is complimentary for conference guests.

Accommodations and Transportation: All registrants are responsible for arranging their own accommodations and transportation to and from the Eaglewood Resort and Spa.

Accuracy of Speaker and Session Information: Information in this printed material is accurate as of April 1, 2016. Up-to-date information can be found at www.apraxia-kids.org.

Confirmation: Confirmation is by e-mail only. Detailed directions to the Eaglewood Resort and Spa will be sent to each registrant with their confirmation.

Registration Cancellation: Paid Registrants will be refunded, less a $50.00 cancellation fee, if written notice is received before June 17, 2016. Purchase orders are considered the same as payment and are subject to this cancellation policy. No refunds will be granted after June 17, 2016. CASANA reserves the right to cancel this workshop with due cause and refund in full. If this conference is cancelled, a full refund of all paid registration fees will be processed on or before August 31, 2016.

Professional CEU’s: Pre-Conference Seminar 100 and 200 are offered for .2 ASHA CEU’s each. (Various levels, Professional area) The Conference is offered for 1.3 ASHA CEUs. (Various levels, Professional area).

ASHA CE Registry: An annual ASHA CE Registry fee is required to register ASHA CEU’s. ASHA CE registry fees are paid by the participant directly to the ASHA National Office. The annual ASHA CE Registry fee allows registration of an unlimited number of ASHA CEUs for the calendar year. Contact the ASHA CE staff at 800-498-2071, ext. 4219 for CE Registry fee subscription information.

CEU’s for the Pre-Conference Seminars, and the Conference, including the Keynote Address, are being offered independent of each other. Qualified Participants can receive CEU’s for either a Pre-Conference Seminar, or the Conference, including the Keynote Address, or all events. Pre-Conference Seminars are being offered for .2 ASHA CEU’s each. The Conference, including the Keynote Address is being offered for 1.35 ASHA CEU’s.

Handouts: Session handouts will not be distributed at the Conference. Handouts will be mailed on a flash drive directly to those participants registering for the Conference prior to June 15, 2016. Those registering after June 15, 2016, as well as those attending from outside the US, will receive their flash drive when they check in at the Conference. Flash drives will be mailed to the address used when registering. Please note that Printed Handouts will no longer be available for purchase.

Childcare: CASANA does not provide childcare during the Conference. Please contact the Eaglewood Resort and Spa directly for information on childcare options; 630-773-1400.

Conference T-Shirts: T-shirts with the Conference Logo are available for Pre-Purchase with Registration. T-shirts are 100% cotton and are $10 each for children’s sizes and $12 each for adult sizes. T-shirts must be purchased by June 15, 2016. Participants may pick up t-shirts at the CASANA Sales Desk located in the Exhibit Hall during regular Conference hours.

Photos and Videos: By registering for this Conference you give your permission to CASANA and the Apraxia-Kids Website to use and distribute (including but not limited to uses in newsletters, appeals, web pages, and publications) at their discretion, any photographs or videotapes taken at the 2016 National Conference on Childhood Apraxia of Speech events in which you or a minor member of your family may be a part.

Liability Release: In consideration of the acceptance of each registration, each registrant assumes full responsibility for any injury or accident which may occur while they or any minor member of their family are attending this conference. Each registrant hereby releases and agrees to hold harmless the sponsor, promoters and all other persons and entities associated with this event from any and all personal injury or damage, whether it be caused by alleged negligence of the sponsors, promoters, or other persons or entities.

Hotels and Lodging: Information on accommodations can be found on the Apraxia-Kids website at www.apraxia-kids.org. Please call (877) 285-6150 for reservations at the Eaglewood Resort and Spa. Ask for the Childhood Apraxia of Speech Association (CASANA) 2016 National Conference group rate. The CASANA Group rate is guaranteed until June 5, 2016. Reservations can also be made online at http://www.apraxia-kids.org/2016-national-conference-on-childhood-apraxia-of-speech-accommodations/. Conference Scholarships: CASANA is pleased to announce the availability of a limited number of full and partial scholarships for parents/guardians for the 2016 National Conference on Childhood Apraxia of Speech. Applications and information is available online at http://www.apraxia-kids.org/wp-content/uploads/2015/11/Scholarship-Information-2016.pdf. Applications must be postmarked by April 22, 2016.

CONFERENCE POLICIES

SESSION CHOICES: Participants registering by mail should fill-in the schedule with a first and a second choice, marked 1 and 2, for Series 100 through Series 700. We will do our best to accommodate your first choice, however space is limited and choices will be processed in the order in which they are received. (Please refer to the session guide) Please reproduce the registration form and complete one form per registrant. Participants registering online do not need to fill out this form or forward it to CASANA.

Thursday, July 7, 2016 ( ) 6:00 pm—7:00 pm Keynote Address

Friday, July 8, 2016 Series 100 Select first and second choice sessions only ( ) 101 8:00—9:30 am Choosing the Best Apps for Childhood Apraxia of Speech Treatment and Home Practice ( ) 102 8:00—9:30 am An Introduction to Principles of Motor Learning in Treatment for CAS: What Are They and Do They Work? ( ) 103 8:00—9:30 am FAQ: Inquiring Minds Want to Know About CAS ( ) 104 8:00—9:30 am “Use Your Words:” Helping Children with CAS Do Just That! ( ) 105 8:00—9:30 am Helping Talkative, Highly Unintelligible Children with CAS Become More Intelligible ( ) 106 8:00—9:30 am Supporting Speech, Functional Communication, and Expressive Language Growth Via AAC – All At the Same Time

Series 200 Select first and second choice sessions only ( ) 201 10:00—11:30 am The IDEA and Obtaining an Appropriate Education for Your Child ( ) 202 10:00—11:30 am CAS Therapy vs Other Speech Sound Disorders Therapy ( ) 203 10:00—11:30 am Resilience: An Answer to Family Challenges ( ) 204 10:00—11:30 am Ensuring Effective Communication Between SLP’s and Parents from Evaluation to Therapy Conclusion ( ) 205 10:00—11:30 am Treatment Techniques for Childhood Apraxia of Speech Using KL-SLP Methods ( ) 206 10:00—11:30 am How Young is Too Young? Considerations for Early Diagnosis of CAS Learn at Lunch Optional Activity/Choose one only if interested/Seating is limited ( ) L100 11:30 am - 1:00 pm Literacy Skills: What’s at Stake? ( ) L200 11:30 am - 1:00 pm The Importance of Involving Dads ( ) L300 11:30 am - 1:00 pm Becoming the Advocate You Need to Be Series 300 Select first and second choice sessions only ( ) 301 1:00—2:30 pm Using Play to Develop Social Connection in Children with Childhood Apraxia of Speech ( ) 302 1:00—2:30 pm Preparing for Reading Success: Strategies to Foster Emergent Literacy Skills ( ) 303 1:00—2:30 pm Social and Academic Skills in Children with Childhood Apraxia of Speech ( ) 304 1:00—2:30 pm Adaptable Treatment for CAS: Dynamic Temporal and Tactile Cueing (DTTC) ( ) 305 1:00—2:30 pm Functional, Repetitive and High Intensity Treatment: Why and How? ( ) 306 1:00—2:30 pm Recognizing, Identifying, and Responding to Behavioral and Emotional Issues for Children with CAS

Series 400 Select first and second choice sessions only ( ) 401 3:00—4:30 pm Apraxia and the Arts ( ) 402 3:00—4:30 pm The Challenge of Co-Occurring Autism and Apraxia: Differential Diagnosis and Therapy Strategies ( ) 403 3:00—4:30 pm Me Entiendes? Helping Spanish Speaking Children with Childhood Apraxia of Speech ( ) 404 3:00—4:30 pm Kids in Motion: Understanding Sensory Processing and the Impact on Speech Therapy and Play ( ) 405 3:00—4:30 pm Treatment Techniques for Childhood Apraxia of Speech Using KL-SLP Methods ( ) 406 3:00—4:30 pm Breaking Through Behavior Barriers in CAS Therapy: Moving From Road Block to Reward Saturday, July 9, 2016 Series 500 Select first and second choice sessions only ( ) 501 8:00—9:30 am Bringing It All Home: Facilitating Home Practice for Better Outcomes for Children with CAS ( ) 502 8:00—9:30 am An Introduction to Principles of Motor Learning in Treatment for CAS: What Are They and Do They Work? ( ) 503 8:00—9:30 am Paving the Way for Success in High School and Beyond ( ) 504 8:00—9:30 am I’d Like to Buy a Vowel! Increasing Phonetic Inventories in Children with CAS ( ) 505 8:00—9:30 am Complex Differential Diagnosis: Is it CAS, a Mixed SSD, or Something Else? ( ) 506 8:00—9:30 am Helping Talkative, Highly Unintelligible Children with CAS Become More Intelligible Series 600 Select first and second choice sessions only ( ) 601 10:00—11:30 am Using Play to Develop Social Connection in Children with Childhood Apraxia of Speech ( ) 602 10:00—11:30 am Supporting Your Child’s Regulation Across Settings ( ) 603 10:00—11:30 am CAS Summer Intensive Speech Program: Speech Outcomes and Family Perceptions ( ) 604 10:00—11:30 am Addressing Ongoing Speech and Language Needs of Elementary School Children with CAS ( ) 605 10:00—11:30 am Compelling Case Studies: PROMPT in Action ( ) 606 10:00—11:30 am Comparing Treatments: An RCT Contrasting Ultrasound and ReST Therapy for CAS

Series 700 Select first and second choice sessions only ( ) 701 1:00—2:30 pm The IDEA and Obtaining an Appropriate Education for Your Child ( ) 702 1:00—2:30 pm Social and Academic Skills in Children with Childhood Apraxia of Speech ( ) 703 1:00—2:30 pm Building Speech: A New Approach for Selecting Speech Goals and Stimuli ( ) 704 1:00—2:30 pm The Challenge of Co-Occurring Autism and Apraxia: Differential Diagnosis and Therapy Strategies ( ) 705 1:00—2:30 pm Refining Clinical Skills to Improve Treatment Outcomes ( ) 706 1:00—2:30 pm Adaptations to Consider in Literacy Instruction for School Age Children with CAS Series 800 ( ) 801 3:00—4:30 pm Building a Strong Community to Support for Children with CAS:

Please fill out both pages of the Registration Form. Mail Registration Form and

Payment to: CASANA, 416 Lincoln Ave, 2nd Floor, Pittsburgh, PA 15209.

REGISTRATION FORM - PAGE 1 OF 2

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Please complete one form for each registrant.

Name_______________________________________________________________________________________________ Street _______________________________________City ____________________ State __________ Zip ___________ Phone _______________________________________Alternate Phone _________________________________________ E-Mail (Confirmation is by e-mail only)__________________________________________________________________ Please describe any special accommodations required _____________________________________________________ PAYMENT Pre-Conference (If interested in attending, please select only ONE seminar) AMOUNT Pre-Conference Seminar: Session 100 What Every Parent Should Know About Childhood Apraxia of Speech ____ $60 Per Individual ____________________ Pre Conference Seminar: Session 200 Principles of Motor Learning for CAS: An Update and New Findings ____ $60 Per Individual ____________________ Pre Conference Seminar: Session 300 Shoe Camp - A Parent Pre-Conference Experience ____ $100 Per Individual ____________________ Conference: Advanced General Early Bird Registration (best rate EVER!) ____ $250 Per Individual ____________________ General Early Bird Registration (received after 4/30/16) ____ $275 Per Individual ____________________ General Registration (received after 6/17/16) ____ $300 Per Individual ____________________ Advanced Professional Early Bird Registration (best rate EVER!) ____ $350 Per Individual ____________________ Professional Early Bird Registration (received after 4/30/16) ____ $375 Per Individual ____________________ Professional Registration (received after 6/17/16) ____ $400 Per Individual ____________________ Advanced Student Early Bird Registration (best rate EVER!) ____ $250 Per Individual ____________________ Student Early Bird Registration (received after 4/30/16) ____ $275 Per Individual ____________________ Student Registration received after 6/17/16) ____ $300 Per Individual ____________________

Please call 412-923-3401 or e-mail [email protected] for Group Rate information.

Advanced Early Bird Registration requires receipt of a Registration Form with Full Payment by April 30, 2016 Early-Bird Registration requires receipt of a Registration Form with Full Payment by June 17, 2016.

CONFERENCE EXTRAS CASANA Bowling Event ____ $6.00 per Individual ____________________ Registration fee includes; 2 slices of pizza, access to lanes and bowling shoes. T-shirt with Conference Logo: (All t-shirts must be ordered by June 15, 2016) Please indicate how many t-shirts in each size. ___ YS ___YM ___YL X $10 per t-shirt ____________________ ___ XS ___S ___M ___L ___XL X $12 per t-shirt ____________________ TOTAL AMOUNT OF DUE __________________ METHOD OF PAYMENT

___ Check (made payable to CASANA) ___ Money Order

___ MasterCard ___ Visa ___Discover ___ American Express

Credit Card# ________________________________________________________________________________________ CVV # _________Expiration Date ___________ ____________ Signature______________________________________ Month Year Please choose lectures from the previous page of this brochure. Fill out both pages of the Registration Form.

Mail Registration Form and Payment to: CASANA, 416 Lincoln Ave, 2nd Floor, Pittsburgh, PA 15209.

REGISTRATION FORM - PAGE 2 OF 2

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