Conferences

This session will address the movement from cultural competence towards cultural humility/responsiveness in the education and healthcare professions. Currently a medley of terms exist over the best term to address cross-cultural challenges in service delivery. Since the field of CSD continues to require cultural competence as part of the standards it must be aware of the variety of terms. This presentation will address the importance of providing clinical supervision utilizing a lens of cultural humility and responsiveness when entering clinical encounters.

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

• List the differences between cultural competence, cultural humility, cultural competemility and cultural responsiveness.
• Describe how cultural humility/responsiveness can be applied to the profession of communication sciences and disorders and the role it plays in effective supervision.
• Evaluate their own biases and cultural values and how it relates to effectively supervising.
• Identify what microaggressions are and how it impacts a clinical encounter.

5 Minutes	Introductions and Disclosures
15 Minutes	Defining Cultural Competence, Cultural Humility, Cultural Competemility, and Cultural Responsiveness
15 Minutes	Describe how cultural humility/responsiveness can be applied to clinical supervision
15 Minutes	Define a microaggression and provide examples of each type
15 Minutes	Discuss how to check your biases during clinical encounters; discuss checklist of tips before, after and during a clinical encounter
25 Minutes	Discuss case scenarios
15 Minutes	Conclusion and Wrap-Up
15 Minutes	Questions from the audience

Kyomi D. Gregory, PhD, CCC-SLP, is an assistant professor at Pace University in the communication and sciences disorders program. Her research interests include child language acquisition and assessment in culturally and linguistically diverse populations, parent/teacher training and prevention models in speech-language pathology, inter-professional education and regional dialect differences.

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 has closed. To register, please call the NJSHA Office at 888-906-5742.

This course may be eligible for the ASHA supervision requirement.

Presenter Disclosures:
Relevant Financial Relationships: Kyomi Gregory will be receiving an honorarium from NJSHA for her presentation. She is a salaried assistant professor in the Communication Sciences at Pace University.
Relevant Non-Financial Relationships: Kyomi Gregory does not have any non-financial relationships to disclose.

In this full day Conference, 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.

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

• Explain the main components of language and how they support reading comprehension.
• List two ways that reading comprehension changes over time.
• List one way dyslexia is the same as developmental language disorder and one way they are different.
• Identify one fact about #DevLangDis and/or #Dyslexia.
• Identify one way you will change your classroom/clinical practice, based on what you learned today.

	75 Minutes	Language Basis of Reading Comprehension
	90-Minutes	Poor Reader Subgroups: Assessment
	75 Minutes	Poor Reader Subgroups: Intervention
	60 Minutes	Legislation and Advocacy, Conclusions, Question and Answers

Tiffany P. Hogan, PhD CCC-SLP, is Director of the Speech and Language (SAiL) Literacy Lab and Professor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions in Boston, MA. Dr. Hogan studies the genetic, neurologic, and behavioral links between oral and written language development, with a focus on implementation science for improving assessment and intervention for young children with speech, language and/or literacy impairments. Her research is funded by the National Institutes of Health’s National Institute on Deafness and Other Communication Disorders and the Department of Education’s Institute of Education Sciences. Dr. Hogan teaches online graduate courses in literacy assessment and intervention and leading literacy change. She is an advocate for children with communication disorders including Developmental Language Disorders, Dyslexia, and Speech Sound Disorders. She is co-founder of the DLD informational website: www.dldandme.org, she hosts a podcast, SeeHearSpeak Podcast (www.seehearspeakpodcast.com), and she is an elected board member for the Society for the Scientific Studies of Reading. Her career achievements have been acknowledged through receipt of numerous awards and fellowships including an Award for Early Career Contributions in Research and Lifetime Fellow bestowed by the American Speech-Language-Hearing Association, and a Faculty Excellence in Research Award from the MGH Institute. Find her on twitter (@tiffanyphogan), Facebook (sailliteracylab), Instagram (@seehearspeakpodcast) or the web (www.mghihp.edu/sail).

Rates:

• NJSHA Member: $100
• NJSHA Student Member: $0
• Non-Member $190
• Non-Member Student $25

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

This course is offered for 0.5 ASHA CEUs (Intermediate Level, Professional Area)

Presenter Disclosure:
Financial Disclosure: Tiffany Hogan is receiving an honorarium from NJSHA for her presentation. She will also be referencing her place of employment, MGH Institute of Health Professions. She also received a grant from National Institutes of Health.

Non-Financial Disclosure: Tiffany Hogan is a board member of Society for the Scientific Studies of Reading and a RSAC Committee Member for the American Speech-Language Hearing Association.