Workshop Topics
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- Developing Carryover Techniques for Articulation and Phonological Therapy
- 21st Century Articulation Therapy: Foundational Methods of Phoneme Stimulation
- Frontal Lisp, Lateral Lisp, Distorted R: Therapy Techniques for Remediation of All Sibilants and R
- Developing Intelligibility in Children With Limited Expression: Apraxia, Dysarthria, and Low Cognitive Skills
"Thank you for your wealth of information! Yours was, by far, the best conference I've ever been to. Please come back!"
Dawn Lee, SLP
"Pam Marshalla is a fabulous presenter. Her material is practical and can be applied into therapy sessions immediately."
Phyllis Lazar, SLP
developing carryover techniques
For Articulation and Phonological Therapy
This program presents a wide variety of ways to encourage carryover of new articulation and phonological skills. It focuses on clients who can produce their sounds correctly in the therapy room but who are not making changes outside the therapy room. Material is based on literature review, ideas from historic and modern textbooks on articulation and phonology, Pam's three decades of clinical experience, and ideas from hundreds of professional speech-language pathologists practicing nation-wide. The seminar contains lecture, examples, questions-answers, and small group learning/sharing activities. Questions and comments will be welcome throughout the program. Methods are presented in light of the evidence-based practice model.
Morning Topics
Introduction: The carryover dilemma; Defining carryover; When to begin and end carryover; Limited available research; The Polson study of therapists and carryover; Overview of the day.
Auditory Self-Monitoring and Carryover: Practical ways to get children to pay attention to their own speech; Selected research on self-monitoring and carryover.
Practice and Carryover: Traditional views on practice, rehearsal, drill, and carryover; Practical drill activities to promote carryover.
Behavior Management and Carryover: Basic concepts from behavior modification that affect the carryover process; Influencing carryover skill by changing the physical environment of the school, office, or home.
Conversation and the Traditional Plan: Elements of the traditional articulation therapy plan that promote carryover; From phoneme to conversation; Focusing on conversation; Rules of conversation; Sample dialogues for analysis.
Rate and Rhythm Control: Slowing down to teach new skill and speeding up to promote carryover; Methods to practice rhythm; Games and activities to promote increasing rate.
Games and Activities to Promote Carryover: Board games, word games, and other activities designed to promote carryover at home and school.
Speech Assignments: Sending the child out into the real world; Writing scripts; Sample speech assignments; Identifying safe people.
Question/Comments: Questions and comments will be welcome throughout the morning program.
Afternoon Topics
Demonstrations that Promote Carryover: Showing off what you can do to other people; Simple beginnings in the classroom and home; Use of high tech equipment for modern demonstrations.
Passions and Pursuits: Working with the unmotivated and uninterested adolescent; Motivating change by linking speech work into the client's interests and dreams.
Attitudes and Emotions: Van Riper's view of psychotherapy and SLP; Specific ways to address specific problems in attitude; Effective ways to respond to client's feelings about therapy and the process of change.
Homework: How to design short and sweet homework activities for parents;
Parent Talk: Teaching parents how to talk to their kids; Teaching parents to be verbally supportive.
After Hours: Keeping in touch with clients after school to motivate carryover; High tech solutions.
Personality and Carryover: Designing carryover activities that match the five basic personality types.
References
Q/A: Questions and comments will be welcome throughout the afternoon program.
Length: Full Day Workshop
21st century articulation therapy
Foundational Methods of Phoneme Stimulation
Founded on Van Riper's concepts of articulation therapy, Pam draws from modern-day research on speech movement to present a refreshed vision of articulation therapy for the 21st century. In this seminar Pam presents a summery of the 22 fundamental methods that have been used to teach jaw, lip, tongue, and velar movements throughout our history. Each method is defined and described, and quoted examples from the literature are offered. Each method is discussed in light of typical articulation and phonological errors, and in regard to the common speech problems of clients with severe expressive speech disorder, apraxia, and dysarthria. The seminar includes lecture, case studies, and small group learning activities. This class is intermediate/advanced. Student clinicians and seasoned professionals benefit from this class. Methods are discussed in light of the evidence-based practice model. Ample time for questions and comments will be afforded throughout.
Morning Topics
Background: Source of material; Overview of the methods
Activating Phonemes: Modeling phonemes; Making phonemes salient; Describing phoneme movements and positions; Cueing phoneme productions; Using what you have and broadening applications; Practicing, rehearsing, and drilling; Exaggerating speech movements; Working the traditional plan.
Broadening the Phoneme Activation Plan: Transferring speech movements from one phoneme to another; Contrasting phoneme movements for maximum comprehension; Marking the target of articulation to develop place and manner.
Contributing to Speech Movement Acquisition: Assisting speech movement by pushing or pulling the articulators into place; Developing new speech movements through resistance training; Inhibiting inappropriate or unnecessary speech movements to develop appropriate acoustic quality.
Q/A: Questions and comments will be welcome throughout the morning program.
Afternoon Topics
Developing the oral-tactile system: Developing sensory awareness and discrimination of the oral mechanism for speech sound production in clients with severe expressive speech problems; Normalizing oral-tactile tactile sensitivity for speech movement learning in clients who are either hypo- or hypersensitive in the oral area.
Expanding the Motor Approach: Influencing muscle tone; Differentiating between tone and strength; Unlocking tight speech muscles; Increasing tone when necessary; Stabilizing the tongue by developing the fulcrums of tongue movement at the back-lateral margins; Stimulating the speech movement reflexes.
Finishing up: Adjusting rate and rhythm to support speech movement learning; Final thoughts to wrap up.
Q/A: Questions and comments will be welcome throughout the afternoon program.
Length: Full Day Workshop
frontal lisp, lateral lisp, distorted r
Therapy Techniques for Remediation of All Sibilants and R
The frontal lisp, lateral lisp, and distorted R are considered mild articulation errors, yet they can be difficult to remediate in some clients. This seminar presents practical therapy techniques for the remediation of all the sibilants and R. Techniques are drawn from the rich history of traditional articulation therapy updated with the newest information we have about tongue movement from electropalatography, film, and MRI studies. A wide variety of techniques will be discussed. Class includes lecture, examples, and small group learning activities. Techniques are presented in light of the evidence-based practice model. Ample time for questions and comments is included throughout the day. This class is intermediate/advanced and beneficial for new therapists and seasoned professionals.
Morning Topics: Remediation Techniques for the Frontal and Lateral Lisps
Introduction: Source of material; Plan for the day; Overview of methods.
Tongue Movement: Modern concepts of tongue positioning for production of the sibilants; New ideas from palatography, x-ray analysis, and MRI.
Jaw Movement: Simple and practical methods for assessing tongue and jaw movements in frontal and lateral lisps.
Tongue Position: Methods to get the tongue to stay inside the mouth.
Tongue Groove: A wide variety of methods to facilitate a tongue to groove for Sh, Zh, Ch, and J.
Refined Tongue Groove: A wide variety of methods to get the tongue to groove just at the tip for S and Z.
Specialized Techniques: Methods to facilitate better tongue control; Techniques to reduce hypernasality on the sibilants; Adjusting plans when dental problems are prevalent; Determining age range to initiate therapy.
Q/A: Questions and comments will be welcome throughout the morning program.
Afternoon Topics: Remediation Techniques for the Distorted R
Consonantal and Vocalic R: Same or different phonemes?
Assessment: Two different types of clients; Deep Testing R; Determining the treatment plan starting point.
Methods for Existing R's: Teaching clients to generalize their existing R's; Using the syllable from an existing word; Sound blending; Using all vowels; Transitioning from one sound to another; Pairing words together; Abstracting a correct R out of an existing word.
Starting from Scratch: Tongue position for the Tip/Retroflex R; Tongue position for the Back/Bunched R; Selecting the right R with which to begin; Determining word position for starting treatment.
Basic Methods to Teach the Tip/Retroflex R: Sliding methods; Tapping Methods; Widening the base of the tongue; Using the lips to advantage; When the lips interfere.
Building Practice Repertoires: From phoneme to conversation; Controlling the phonetic environment; How young should the distorted R be targeted?
Basic Methods to Teach a Back/Bunched R: Basic procedure; Methods to get the tongue to function correctly.
Modifying Behavior Over Time: Using a reward system that moves the client forward; Minimal pairs and other methods of auditory self-monitoring; Basic carryover ideas.
Q/A: Questions and comments will be welcome throughout the afternoon program. Final questions/comments for the day.
Length: Full Day Workshop
developing intelligibility in children with limited expression
Apraxia, Dysarthria, and Low Cognitive Skills
This seminar is about stimulating expressive speech in children with limited expressive abilities due to severe apraxia, dysarthria, significant cognitive impairment. The focus of the seminar is on practical methods for developing phonemes, phonological patterns, and intelligible speech. Course material revolves around specific cases including children with cerebral palsy, Down syndrome, deafness, muscular dystrophy, and so forth. It includes ideas for the public school clinician as well as therapists in private practice. It includes ideas about simple ways to include parents in treatment. Techniques are based on an integration of concepts from phonetics, phonology, vocal development, pragmatics, vocabulary development, speech motor control, cognitive development, and so forth. Methods to assess speech skills and to document progress will be presented. This practical program involves lecture, demonstration, and small group activities. Handouts supplement all the ideas covered in the class. Ample time for questions and comments will be provided throughout the day.
Morning Topics
Introduction: Types of clients to be discussed - Clients with limited expressive speech and very low intelligibility due to cognitive impairment, apraxia, dysarthria, and unknown causes.
Breath, Voice, and Resonance: Case #1 - Five-year-old girl with cochlear implants; Developing control over exhalation and voice; Developing clear oral and nasal resonance for expressive speech.
Sequencing Syllables: Case #2 - Four-year-old boy with Down syndrome; Developing prolongation of voice; Developing glides and diphthongs; Development 2- and 3-syllable words.
Charting Progress: Proving that the client is making progress; Following the development of individual words over time; Tracking the development of intelligibility; Monitoring the development of sounds, words, signs, and gestures.
Developing Imitation Skills: Increasing the number of utterances the client produces per unit of time; Developing turn-taking imitation skill imitation; Getting kids to imitate their repertoire of sounds and words on demand; Developing mature imitation skill.
Developing Vowels: Case #3 - Four-year-old boy with muscular dystrophy; Developing a greater vowel repertoire; Using cues; Stimulating new speech movements for the vowels.
Afternoon Topics
Organizing Treatment Goals: Case #4 - Seven-year-old boy with neuromuscular disorder; Selecting phoneme targets; Stimulability and readiness; Should the developmental norms be used? Goals based on distinctive features.
Clients Who Use /d/ Only: Case #5 - Three-year-old boy who uses /d/ only; Apraxia vs phonological impairment; Developing back sounds, lip sounds, and voicelessness.
Jargon: Case #6 - Five-year-old girl with Down syndrome; Developing intelligibility while building utterance length; Using epenthesis to improve sequencing skills.
Persistent Open Mouth Posture: Case #7 - Five year-old girl with cerebral palsy; Approaches to habituating a closed-mouth rest posture; Keeping the tongue inside the mouth during speech.
Definitions and resources: Apraxia, dysarthria, and cognitive impairment.
Questions, Comments and Closing: Questions and comments will be welcome throughout the day. Closing remarks.
Length: Full Day Workshop
"Great theory and therapy ideas! I feel I'm really getting my money's worth."
Anonymous SLP
