Conferences

NJSHA offers live conferences which serve to meet the continuing education needs of speech-language pathologists and audiologists.



Recorded: 2024 Interprofessional Autism Conference (IPAC)

6-Hour Recording – Available February 21-April 21, 2024.
0.6 ASHA CEUs

Breea M. Rosas, Ed.S, NCSP, LEP

Abstract:
As educators, we play a critical role in supporting our neurodivergent youth. We have an obligation to create schools that are welcoming and safe for all learners. Neurodiversity Affirming Practices do just that. They help us focus on the strengths of our neurodivergent students and their unique needs, without trying to make them fit into our neurotypical norms. Centering neurodivergent voices when developing practices and systems to support them is of utmost importance. We can do this in our personal practices and at our schools.

Learner Outcomes:
At the end of this presentation, participants will be able to:

  1. Describe the neurodiversity affirming paradigm and the contrast to the medical model of disability.
  2. Describe the neurodiversity affirming movement.
  3. List tangible action items that they can begin implementing in their practices.

Time-Ordered Agenda:
10-Minutes: Introduction and overview
15-Minutes: Background on Neurodiversity Paradigm
20-Minutes: Neurodiversity Affirming Movement
30-Minutes: NDA Movement in Schools/ Implications for educators
15-Minutes: Questions/Answers

Speaker Bio:
Breea M. Rosas, Ed.S, NCSP, LEP is a nationally certified school psychologist and licensed educational psychologist in California. She graduated from Central Washington University with an undergraduate degree in Psychology (2013) and an Educational Specialist degree in School Psychology (2016). Breea has worked with a variety of neurodivergent children and has a passion for helping educators and service providers implement neurodiversity affirming practices in schools.

Katja Piscitelli, M.S., CCC-SLP

Abstract:
Did you know that MOST Autistic children are gestalt language processors? This is a unique way of language development that calls for tailored treatment methods. Join CCC-SLP, Katja Piscitelli, for an engaging and practical 1.5-hour
introductory presentation designed for parents and professionals seeking to enhance their knowledge of supporting gestalt language processors. By understanding the Natural Language Acquisition (NLA) stages thoroughly, you will be better equipped to help move Autistic students from using delayed echolalia, to self-generating language. This comprehensive session will dive into what the NLA stages are, how to identify gestalt language processors on your caseload, and the basics of how to support students within each of the 4 main NLA stages.

Learner Outcomes:

At the end of this presentation, participants will be able to:

  • Describe the neurodiversity affirming paradigm and the contrast to the medical model of disability.
  • Describe the neurodiversity affirming movement.
  • List tangible action items that they can begin implementing in their practices.

Time-Ordered Agenda:
0-10 minutes: Introduction
10-30 minutes: Signs of gestalt language processing
30-70 minutes: Description of Natural Language Acquisition Stages (NLA)
70-90 minutes: Q&A

Speaker Bios:
Katja Piscitelli, M.S., CCC-SLP is a speech language pathologist and private practice owner with advanced training in echolalia/gestalt language. She is dedicated to providing play-based and neurodiversity affirming speech therapy for children of all ages.

Jordyn R. Carroll, M.S. CCC-SLP

Abstract: In this presentation, we unravel the intricate intersection of race and neurodiversity, shining a light on critical issues often overshadowed in discussions surrounding the neurodivergent community. The discussion exposes systemic challenges leading to overdiagnosis, misdiagnosis, and delayed diagnosis – highlighting the urgent need for understanding of these disparities.

To foster inclusivity, we introduce neurodiversity-affirming language, advocating for the replacement of outdated terms. Dynamic assessment methods take center stage as we emphasize their role in yielding more accurate evaluations, ensuring students and clients receive individualized support and accommodations.

At the heart of our presentation is a commitment to amplifying neurodivergent voices, challenging stereotypes, and dismantling stereotypes that hinder inclusion. The discussion extends beyond neurodiversity to explore its intersection with queerness and race, recognizing and addressing the unique challenges faced by individuals navigating these intersecting identities.

By fostering awareness and advocacy, we aspire to break down barriers, challenge biases, and create a world that embraces the unique strengths found at the intersection of race and neurodiversity. Join us in this journey towards a more inclusive and supportive future, where the beauty of diversity is celebrated and understood.

Learner Outcomes:

At the end of this presentation, participants will be able to:

  1. Identify gestalt language processors vs. analytic language processors.
  2. Practice dynamic assessment to achieve more accurate results
  3. Identify action steps to create an identity-safe environment

Time-Ordered Agenda:
10-Minutes: Intro and Overview
15-Minutes: Intersectionality (why race is relevant in neurodiversity conversations)
10-Minutes: Neurodiversity affirming terms and dynamic assessment
10-Minutes: Systemic issues + individual action steps
45-Minutes: Q&A

Speaker Bio:
Jordyn Carroll, M.S., CCC-SLP is a speech-language pathologist and trailblazer in the field of speech pathology. She specializes in culturally-responsive therapy, advocacy, and is the sole owner of JRCtheSLP, LLC. Her business entails public speaking, providing learning opportunities, creating diverse therapy materials, consulting, servicing private clients, and selling meaningful products and apparel.

Jordyn uses her social media platform, @JRC_theSLP, to continue advocating for Black and other marginalized communities, to push for improving and diversifying the field of speech pathology, and to emphasize “being the person you needed when you were younger.”

Through this platform, Jordyn has sparked necessary discussions and inspired others to do the same. She is the facilitator of the course Confronting Anti-Black Racism in CSD, host of the podcast Views From The 8%, and co-creator of the one of a kind event: The SLP Social Seen.

Maggie Haraburda M.S., LBS, BCBA

Abstract:
This presentation seeks to address the critical need for a culture of neurodivergence acceptance within our communities. By exploring the multifaceted dimensions of autism, we aim to provide participants with the knowledge and tools necessary to create inclusive spaces that fully honor neurodiversity.

Learner Outcomes:
At the end of this presentation, participants will be able to:

  • Describe the autistic female experience and lesser-known characteristics of autism.
  • Identify how to effectively advocate for neurodivergent children.
  • Explain the complexities of masking for a neurodivergent person and what they can do to support clients from a person-centered approach.

Time-Ordered Agenda:
15-Minutes: Introduction and presentation overview
15-Minutes: The autistic female experience and lesser known characteristics
5-Minutes: Questions and Answers
15-Minutes: Complexities of Masking
5-Minutes: Questions and Answers
15-Minutes: Advocacy examples with audience practice
5:-Minutes: Questions and Answers
20-Minutes: Conclusion and wrap up activity

Speaker Bio:
Maggie Haraburda M.S., LBS, BCBA is a Neurodivergent Behavior Analyst who runs a small agency in Philadelphia. Maggie’s business, Unfurling Littles, combines child-led ABA with Acceptance and Commitment Training (ACT). Maggie believes in honoring different neurotypes and creating spaces that support neurodiversity. She has a strong drive for advocacy and is working alongside other practitioners within her city to build a community of providers who are also Neurodiverse Affirming. Maggie’s hope is to help move the field of ABA forward, with compassionate care.

Rates:

  • NJSHA Members: $110
  • NJSHA Student Members: $0
  • Non-Members: $135
  • Non-Member Students: $25
  • Parent: $35

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.
For more questions, contact the NJSHA Office.

Online Registration

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

Presenter Disclosures:

Financial Disclosure: Breea M. Rosas will receive an honorarium from NJSHA for her presentation.
Non-Financial Disclosure: Breea M. Rosas has no non-financial relationships to disclose.

Financial Disclosure: Katja Piscitelli will be receiving an honorarium from NJSHA for the presentation as well as an affiliate fee for promoting the course from Meaningful Speech. Katja will be referencing her place of employment, Total Spectrum Speech Therapy in her presentation.
Non-Financial Disclosure: Katja Piscitelli has no non-financial relationships to disclose.

Financial Disclosure: Jordyn Carroll will receive an honorarium from NJSHA for her presentation.
Non-Financial Disclosure: Jordyn Carroll has no non-financial relationships to disclose.

Financial Disclosure: Maggie Haraburda will receive an honorarium from NJSHA for her presentation. She will be referencing her place of employment, Unfurling Littles LLC.
Non-Financial Disclosure: Maggie Haraburda has no non-financial relationships to disclose.

2024 NJIDA/NJSHA 32nd Annual Joint Conference

Speech-to-Print or Print-to-Speech? We’re Asking the Wrong question!

Date: Wednesday, March 6, 2024 and Wednesday, March 13, 2024

Time:  6:30 pm – 8:35 pm (both dates)

Although effective literacy instruction builds on the oral language proficiencies that students bring to the classroom, many discussions on this topic miss the bigger picture of how spoken and written language interrelate. The key question is not whether the focus of instruction should be from speech to print or vice versa. Instead, it’s this: if we want to develop literacy in all students as efficiently and deeply as possible, what do students and teachers need to know about written words?

The answers to that question will help students and teachers develop a more nuanced understanding of how written language works and how it relates to spoken language, beginning with an awareness of the foundational role of morphology in English. It’s also essential to know that not every letter in a word is a signal of pronunciation. There are many reasons for otherwise mysterious letters in written words, and knowing their functions will shed light on many spellings.

In this two-part presentation, we will discuss how an expanded understanding of English spelling benefits all students, especially those in need of extra support.

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

  • Learner objective 1: Explain how morphological structures provide the framework for written words.
  • Learner Objective 2: Describe three functions of letters in written words, including two that have no connection to pronunciation.
  • Learner Objective 3:Explain why the question of speech-to- print or print-to-speech is focused at the wrong level of language.

Session 1 – March 6, 2024

6:30 – 6:35 (5 minutes) Welcome/Introductions
6:35 – 6:45 (10 minutes) How Dp Printed Words Represent Spoken Language?
6:45 – 7:30 (45 minutes) Morphology as the Framework
7:30 – 7:50 (20 minutes) Instructional Implications: Misunderstood Words
7:50 – 8:30 (40 minutes) Instructional Implications: Vocabulary
8:30 – 8:35 (5 minutes) Questions and Answers

Session 2 – March 13, 2024

6:30 – 6:35 (5 minutes) Welcome/Introduction
6:35 – 6:40 (15 minutes) Productive Divergence Between Speech and Print
6:50 – 7:30 (40 minutes) Signals of Identity in Spelling
7:30 – 7:50 (20 minutes) Instructional Implications: Oh, Wow Words
7:50 – 8:10 (20 minutes) Instructional Implications: Anchored Words
8:10 – 8:25 (15 minutes) Trustworthy Connections Between Speech and Print
8:25 – 8:35 (10 minutes) Questions and Answers

 

Sue Scibetta Hegland, is an author, educator, and frequent speaker on topics related to spelling. She began her career doing research and instructional design, but her focus shifted in 2003, when she learned that one of her children is dyslexic. Trained in the Orton-Gillingham approach to literacy instruction, she has been studying and teaching about orthographic linguistics since 2014. Sue has served on the Board of Directors for the Upper Midwest Branch of the International Dyslexia Association (IDA) and on the Board of Education for the Brandon Valley School District. She is currently the Editor-in-Chief for the IDA’s Fact Sheet publications and is on the Advisory Council for the Upper Midwest Branch of the IDA. She is the founder of the website LearningAboutSpelling.com and author of the book Beneath the Surface of Words: What English Spelling Reveals and Why It Matters.

Rates:

  • NJSHA & NJIDA Members: $99
  • Non-Members: $125
  • Students: $30
  • Group Rate:

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/NJIDA members to register at the member rate.

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

Printable Registration Form

Scholarship Application

Presenter Disclosures:

Financial Disclosure: Susan Hegland is receiving an honorarium for this presentation from NJSHA.
Non-Financial Disclosure: Sue Hegland is the Editor-in-Chief for the IDA’s Fact Sheet publications and is on the Advisory Council for the Upper Midwest Branch of the IDA. She is the founder of the website LearningAboutSpelling.com and author of the book Beneath the Surface of Words: What English Spelling Reveals and Why It Matters.