Conferences

The purpose of this workshop is to provide speech-language pathologists (SLPs) background knowledge and instruction about meta-cognitive and meta-linguistic strategies that can be included as part of speech language interventions. This workshop will be presented by two experienced SLPs, one with pediatric expertise and one with adult expertise and will focus on defining and describing meta-cognitive and meta-linguistic strategies that can be used across the lifespan. Particular emphasis will be placed on strategies to support written language skills. The workshop presenters will provide foundational and background information for meta-cognitive and meta-linguistic practices, reading and writing, followed by clinical examples for application. Participants will leave with new strategies to implement with clients on their caseloads.

Learner Outcomes:
At the conclusion of this Conference, participants will be able to:

After completing this course, participants will be able to:

• Define and explain what meta-cognitive and meta-linguistic strategies are and how these can be included as part of speech and language interventions for provider’s caseloads across the lifespan.
• Define and describe meta-cognitive strategies to support reading and writing interventions.
• Apply meta-cognitive and meta-linguistic strategies for speech/language interventions in a variety of settings.

9:00 – 10:30 (90 minutes)	Theoretical foundations for cognitive and linguistic strategies
10:30 – 10:45	Break
10:45 – 12:00 (75 minutes)	Frameworks for reading and writing interventions
12:00 – 12:45	Lunch
1:00 – 2:15 (75 minutes)	Application to pediatric populations
2:15 – 3:15 (60 minutes)	Application to adult populations

A light breakfast will be available before the Conference begins.

Anthony D. Koutsoftas, PhD, CCC-SLP, , is an associate professor in the Department of Speech Language Pathology at Seton Hall University, New Jersey. He received his bachelor’s degree from New York University, master’s degree from Teachers College, Columbia University and doctoratal degree from Arizona State University. Anthony’s research interests include the development of reading, oral language and writing abilities in typically developing children and those with language-based learning disabilities. Anthony runs a private practice focused on treatment and support for language and literacy needs for school age children and adults, as well as research consulting services. Anthony serves as the co-editor in chief for the journal, Seminars in Speech and Language.

Caryn Grabowski, MS, CCC-SLP, BCS-S, is director of clinical education and faculty in the Department of Speech Language Pathology at Seton Hall University. She earned her bachelor’s and masters degrees from Northeastern University and is currently pursuing her doctoral degree in Higher Education Leadership Management and Policy at Seton Hall University. She began her career with the Kessler Institute for Rehabilitation as an inpatient speech-language pathologist (SLP) and later transitioned to the outpatient division. She is a board certified specialist with the American Board of Swallowing and Swallow Disorders. Her research interests include examining the relationship of cognitive impairment, motor speech and dysphagia in various populations, patient adherence to clinical programming and practice patterns of SLP’s in rehabilitation.

Rates (Late registration):

• NJSHA Members: $140
• Non-Members: $205
• Student/Recent Grad Members: $45

Online registration is CLOSED!

The NJSHA Fall Conference will be held at Seton Hall University Inter-professional Health Sciences Campus, 123 Metro Boulevard, Nutley NJ 07110. Onsite Registration will open at 8:30 AM on the third floor outside of rooms 3420, 3418, 3416 and 3414.

For more questions, contact the NJSHA Office.

This course may be eligible for the ASHA supervision requirement.

Presenter Disclosures:

Financial Disclosure: Anthony D. Koutsoftas is receiving an honorarium for this presentation from NJSHA.
Non-Financial Disclosure: Anthony D. Koutsoftas has no non-financial disclosures.

Financial Disclosure: Caryn Grabowski is receiving an honorarium for this presentation from NJSHA.
Non-Financial Disclosure: Caryn Grabowski has no non-financial disclosures.

Three (3) Multiple choice questions that attendees will be able to answer after attending your presentation (note correct answers highlighted in red)

1. Which of the following could be considered a meta-cognitive strategy?
   1. Drawing conscious attention to a correct response.
   2. Drawing conscious attention to how to retrieve a correct response from memory.
   3. Drawing a picture.
   4. Drawing on prior knowledge.
2. Which of the following is considered a meta-linguistic strategy?
   1. Drawing conscious attention to prior knowledge.
   2. Drawing conscious attention for articulating a sound.
   3. Drawing a picture.
   4. Drawing conscious attention to a correct response.
3. Which of the following is part of the simple view of reading?
   1. Decoding
   2. Vocabulary
   3. Pragmatics
   4. Prosody

Numerous factors have contributed to the values and aptitudes of today’s students, aka Generation Z. Individuals charged with their instruction should be cognizant of these characteristics, which may impact styles of learning. This course explores what social scientists tell us about Gen Z’s characteristics, and how best to adapt education, training and clinical service provision for these individuals. Furthermore, this presentation will focus on communication styles and strategies that can be utilized by students, educators and supervisors to increase successful communication and benefit
from intergenerational relationships.

Learner Outcomes:
At the conclusion of this Conference, participants will be able to:

• Define generational differences & communication values
• Identify the impacts of generational bias and poor cross-generational communication on the clinical education outcomes of students
• Describe strategies to address communication differences and increase positive responses to feedback

15 Minutes	Introductions, overview, and session agenda
45 Minutes	Defining generational differences and communication values; what Social Scientists are saying
10 Minutes	Group reflection and assignment
40 Minutes	Communication strategies to foster positive clinical education interactions
10 Minutes	Q and A

Amanda Stead, PhD, CCC-SLP, CHSE is an associate professor at Pacific University in Oregon. She teaches courses in Communication and Aging, Aphasia, Progressive Neurological Disorders and Counseling. Her research is in the area of evidence-based education, simulation and end-of-life care.

Renee Wendel, MS, CCC-SLP, is an assistant clinical professor at Texas State University. She teaches Advanced Clinical Practicum and Internship in Communication Disorders as well as fulfilling responsibilities centered around clinical education and program compliance as a co-director of the Texas State University Speech-Language-Hearing Clinic.

Rates:

• NJSHA Members: $30
• Non-Members: $50

Payment Methods:

• Checks payable to NJSHA and mail to 174 Nassau Street, Suite 337, Princeton, NJ 08542.
• Credit card services are available. (Visa, MasterCard, Discover and AMEX).

Registrants must be current NJSHA members to register at the member rate.

Online Registration will open July 1.

NJSHA Members, click here to register.
Non-Members, click here to register.

This course may be eligible for the ASHA supervision requirement.

Presenter Disclosures:
Relevant Financial Relationships: Renee Wendel will be receiving an honorarium from NJSHA for this presentation. The presenter will also reference their place of employment, Texas State University.
Relevant Non-Financial Relationships: Renee Wendel does not have any non-financial relationships to disclose.

Relevant Financial Relationships: Amanda Stead will be receiving an honorarium from NJSHA for this presentation.
Relevant Non-Financial Relationships: Amanda Stead does not have any non-financial relationships to disclose.

In this two-part presentation, recent research on the language basis of reading will be reviewed through a developmental lens. Poor reader subgroups- dyslexia and developmental language disorder – will be described with a focus on early identification and intervention within the context of current legislation and advocacy efforts. You will walk away with new insights for evidence-based practice and practical information on how to improve reading outcomes.

Learner Outcomes:
At the conclusion of this Conference, participants will be able to:

• Learner objective 1: Explain to a colleague the main components of language and how they support reading comprehension over time.
• Learner Objective 2: Describe to a colleague how dyslexia is the same as developmental language disorder and how they are different.
• Learner Objective 3: List two ways you will change your practices, based on what you learned today.

Session 2 – March 22, 2023

6:30 – 6:40 (10 minutes)	Introduction
6:40 – 7:10 (30 minutes)	Reading Comprehension changes over time
7:10 – 7:30 (20 minutes)	Treatment for Dyslexia
7:30 – 7:50 (20 minutes)	Treatment for DLD
7:50 – 8:15 (25 minutes)	Conclusions
8:15 – 8:30 (15 minutes)	Questions and Answers

 

Tiffany P. Hogan, PhD, is a professor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions in Boston, Massachusetts, director of the Speech and Language (SAiL) Literacy Lab, and research associate at Harvard University. Dr. Hogan has published over 100 papers on the genetic, neurologic and behavioral links between oral and written language development, with a focus on improving assessment and intervention for children with Developmental Language Disorder, Dyslexia and/or Speech Sound Disorders. Her advocacy for children with reading difficulties has led her to co-found a DLD informational website: www.dldandme.org, host a podcast, SeeHearSpeak Podcast (www.seehearspeakpodcast.com) and contribute information for articles in numerous news outlets including the New York Times, the Boston Globe, along with several television and radio appearances.

Rates:

• NJSHA & NJIDA Members: $90
• Non-Members: $115
• Students: $25

Payment Methods:

• Checks payable to NJSHA and mail to 174 Nassau Street, Suite 337, Princeton, NJ 08542.
• Credit card services are available. (Visa, MasterCard, Discover and AMEX).

Registrants must be current NJSHA members to register at the member rate.

NJSHA Members, click here to register.
NJIDA Members/Non-Members, click here to register.

Presenter Disclosures:

Financial Disclosure: Tiffany Hogan is receiving an honorarium for this presentation from NJSHA.
Non-Financial Disclosure: Tiffany Hogan has no non-financial relationships to disclose.