Sunday 2 June
The Private Practice Workshop and Keynote Masterclass are optional extras to the registration fee and open to both conference and non-conference delegates.
9.30 am - 1.00 pm (includes morning tea)
SW1 | Good for business: Collaboration and support in private practice (attendance number: 100)
1.45 pm - 5.15 pm (includes afternoon tea)
SM2 | Keynote Masterclass by Professor Susan Rvachew | Input-orientated approach to phonological intervention. Why? When? How? (attendance number: 100)
5.45 pm - 6.00 pm
Speakers and chairpersons briefing
5.00 pm - 6.30 pm
Pre-Registration and Exhibition
6.30 pm - 8.30 pm
Welcome Reception at Brisbane City Hall
Private Practice workshop
9.30 am – 1.00 pm (including morning tea)
SW1 Good for Business: collaboration and support in private practice
Nichola Harris, Trish Johnson
Speech Pathology Australia, Melbourne, VIC Australia
Working in private practice is busy and increasingly complex. Owning or working in this context involves knowledge and skill in a broad range of areas including clinical practice, professional practice, business practice. Speech pathologists working in private practice benefit in many ways from accessing appropriate support and collaboration, this workshop has been designed to offer information and insights into the choice of options available.
Participants will explore a range of formal and informal networks and opportunities for support and collaboration within the profession. This workshop will assist participants to identify their individual needs, as well as, those of a business as a whole and avenues to develop knowledge and skills that will ultimately be reflected in good business practice and clinical outcomes.
This workshop will include presentations from a panel of speech pathologists across all sectors with a wide range of experience and practice contexts and professionals with experience working in the small business sector, as well as small group discussions.
This workshop will examine less frequently explored topics, which, when implemented, can positively contribute to business and professional practice. This workshop is relevant to both early career and experienced speech pathologists working as employees and contractors, sole providers or speech pathologists who own and run larger businesses.
Introduction/rationale: Business owners, employees and contractors need to have well developed supportive and collaborative networks to maintain professional practice skills and awareness of appropriate business practices.
This workshop will provide case studies and information regarding a range of formal and informal networks and opportunities for support and collaboration within the profession, relevant to all speech pathologists who work in private practice. A panel will also provide insights and be available to answer questions from attendees.
Objectives: Participants will
- Be made aware of benefits and challenges in developing supportive networks and collaborating with colleagues
- Discuss key skills, issues, potential barriers and solutions to accessing professional supervision
- Hear about a range of best practice scenarios in different sectors
- Learn more about existing resources and supports to explore and develop networks.
- Develop an individual action plan that will result in benefit to clinical and business practice
Results or practice implications: Topics will be examined in the context of the changing work environment, funding streams, client expectations, productivity and responsibilities of business owners and employees. Specific topics addressed will include:
- how to access professional supervision and the benefits to the individual and the business consideration of how to develop professional networks
- identification of individual needs and goals
Learning outcomes: Participants will have the opportunity to consider development of collaborative networks and explore possible ways of embedding a range of supportive practices and processes to suit individual circumstances or business environments.
Conclusion: Participants will be provided with presentations from colleagues and the opportunity to discuss a number of key issues relating to collaboration and support in private practice. The workshop will assist participants, as business owners, employers or employees to identify personal actions to take and the resources currently available to assist them to develop professional and business knowledge and networks.
Maximum attendance = 100
1.45 pm – 5.15 pm (including afternoon tea)
SM2 Input-oriented approach to phonological intervention. Why? When? How?
Professor Susan Rvachew
McGill University, Montreal, Quebec, Canada
In this masterclass participants will learn why, when and how to implement an input-oriented approach to phonological intervention with children who present with phonological delay or consistent phonological disorder. The input-oriented approach to intervention consists of a combination of procedures used to strengthen acoustic-phonetic representations of words. These procedures include focused stimulation and ear training. Although in long use by speech-language therapists, implementation details may need to be modified for optimum results with children who have phonological disorders. Therefore this session will focus on demonstrating and practicing the procedural details of certain important therapeutic techniques and will be structured with the following components:
- Presentation of two cases with pre- and post-treatment audio samples followed by plenary group sharing of local clinical practice with respect to target selection, treatment approaches and service delivery recommendations.
- Brief overview of two randomized controlled trials that support the input oriented approach and the characteristics of children who respond well to this approach.
- Small groups choose either a school age or toddler case and select targets with guidance from the instructor.
- Following video examples of input oriented therapy procedures (ear training, including new iPad version of SAILS, and focused stimulation), small groups design activities to implement these procedures appropriate to their case.
- Following demonstrations of the method of meaningful minimal pairs, participants at each table role play the procedure with feedback from peers.
- Demonstration of phonological awareness and dialogic reading techniques if time permits.
Introduction/rationale: When a child is unable to correctly produce the expected word shapes and speech sounds, the natural inclination is to begin by targeting articulatory gestures. For some children, there are many reasons to delay direct speech practice, and begin with an input oriented approach that targets the child’s knowledge of the acoustic characteristics of sounds and words. In early development, infants learn about speech by listening and most children with speech disorders struggle with phonological processing.
Objectives: The purpose of this master class session is to provide the theoretical and empirical foundation for the input-oriented approach and to define and demonstrate the primary procedures associated with this approach to the treatment of phonological disorders.
Results or practice implications: It is expected that this session will help speech and language therapists implement evidence based treatment procedures more effectively by (1) identifying those children who are most likely to benefit from an input-oriented approach; (2) clearly differentiating input-oriented from phonologial treatment procedures; and (3) implementing these procedures correctly.
Learning outcomes: After this session, participants will be able to:
- Identify children who will benefit from an input oriented approach
- List the components of an input oriented approach
- Differentiate focused stimulation, ear training, minimal pairs and phonological awareness procedures
- Implement the method of meaningful minimal pairs according to the original guidelines
Conclusion: Several randomized controlled trials have demonstrated that input-oriented procedures are effective and efficient when used to improve speech accuracy in children with developmental phonological disorders. These techniques are particularly valuable for children who are very young, and for children who are very shy or otherwise unlikely to participate in direct articulation therapy drills, and especially for children with known difficulties in the domain of phonological processing.
Disclosure (financial and non-financial): This research was supported by the Social Sciences and Humanities Research Council of Canada and the Centre for Research in Brain, Language and Music.
Maximum attendance = 100
Go to the Conference Program for Monday