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16.08.2011 | Official Welcome Ceremony
9.00 - 9.15
Kirsten Schraeyen, SLT-IP Coordinator, Department Speech Language Therapy and Audiology, group Health and Well-Being, Lessius
9.15 - 9.30
Johan Cloet, General Director Lessius
9.30 - 9.45
Kurt Eggers, Head of Department Speech Language Therapy and Audiology, Group Health and Well-Being, Lessius
16.08.2011 | Language Cognition Interface
Domain specific experts
- Stefan Heim, RWTH Aachen, Germany
- Rudy Vandevoorde, KHBO Brugge, Belgium
- Juliane Klann, RWTH Aachen, Germany
- Ferdinand Binkofski, RWTH Aachen, Germany
- Nadine Calleja, University of Malta, Malta
- Alessandro Zijno, University of Padova, Italy.
Abstract
Language is the product of complex neurocognitive processing, and a major basis of efficient communication. This symposium elucidates the universals and facets of language (spoken; written; signed), and in how far they are part of the cognitive system. Is language embodied in, or rather distinct from, the motor system? How does language ability relate to successful exchange of information between partners? Which other cognitive systems or capacities are relevant for proficient language use? What happens to the language system after damage to other cognitive modules, and vice versa? And finally, what therapeutical consequences can be drawn from insights into the mutual interdependence of language and other cognitive domains both at the mental and at the brain level? These questions are addressed both theoretically and practically from experts in the fields of SLT, linguistics, medicine, psychology, and the cognitive neurosciences.
Learning Outcomes
The students learn that language is a multidimensional ability, both in reception and expression. It is closely linked to many other cognitive functions. Thus, damage to the language system and/or to other cognitive systems may have reciprocal impact on one another.
Day Program
- 10.00 - 10.15 | Introduction (Stefan Heim)
- 10.15 - 11.15 | Language and Cognition: From Action to Communication
- 10.15 - 10.35 | Sign language: Action, Language, or both (Juliane Klann)
- 10.35 - 10.55 | Embodiment of Language in the Motor System (Ferdinand Binkofski)
- 10.55 - 11.15 | Communication and the notion of language (Alessandro Zijno)
- 11.15 - 11.30 | Break
- 11.30 - 12.30 | Language and Cognition Disorders
- 11.35 - 11.55 | Auditory processing disorders in relation to higher order language disorders (Nadine Calleja)
- 11.55 - 12.15 | Reading disorders in relation to higher order cognitive disorders (Stefan Heim)
- 12.15 - 12.35 | Learning disorders in relation to dyslexia: Theoretical considerations for practical application (Rudy Vandevoorde)
- 12.30 - 13.00 | Panel discussion 'What have we learned about the "Language-Cognition Interface" so far?'
- 13.00 - 14.00 | Lunch
- 14.00 - 14.15 | Assignment of students to afternoon groups
- Each student is assigned to one group in the Language and Cognition session (1A,2A or 3A)
- Each student is assigned to one group in the Language and Cognition Disorders session (1B,2B or 3B)
- Group 1A - Sign Language (Juliane Klann)
- Group 2A - Language-Motor Embodiment (Ferdinand Binkofski)
- Group 3A - Communication and Language (Alessandro Zijno)
- Group 1B - Auditory processing disorders in relation to higher order language disorders (Nadine Calleja)
- Group 2B - Cognitive Subtypes of Dyslexia (Stefan Heim)
- Group 3B - Learning disorders in relation to dyslexia: Theoretical considerations for practical application (Rudy Vandevoorde)
- 16.45 - 17.00 | Break
- 17.00 - 18.00 | Summary discussion: Bridging Theory and Practice
Plenary
Student reader
- Heim,S., Tschierse, J., Amunts, K., Wilms, M., Vossel, S., Willmes, K., Grabowska, A., Huber, W. (2008). Cognitive subtypes of dyslexia, Acta Neurobiol Exp, 68,73-82
17.08.2011 | Cultural & Linguistic Diversity
Domain specific experts
- Lilly Cheng, San Diego State University, USA
- Kirsten Schraeyen, Lessius Antwerpen, Belgium
- Marjon Peek, Fontys paramedische Hogeschool, The Netherlands
- Helen Grech, University of Malta, Malta
Abstract
Raising children bilingually does not just relate to the actual languages but one must also understand the intercultural aspects as well. The purpose of this symposium is to provide the students with some current scientific information about research in bilingualism and the status of communication as a human right perspective. Typical dual language development varies from monolingual development. Speech languages therapists must understand these differences to successfully diagnose and treat bilingual children with language delays and disorders. Therefore, we will cover fundamental principles in language assessment and intervention of bilingual populations.
Learning Outcomes
By the end of the day's course, students will be able to:
- know current perspectives on bilingualism
- know current perspectives on communication as a human right
- know the fundamental principles of conducting bilingual assessment
- know the guiding principles in the provision of bilingual language intervention
Day Program
- 09.00 - 09.15 | Introduction (Lilly Cheng )
- 09.15 - 10.00 | Scientific information and new development in the study of multicultural populations (Lilly Cheng)
- 10.00 - 10.45 | Human rights on multilingualism (Marjon Peek)
- 10.45 - 11.00 | Break
- 11.00 - 11.25 | Understanding bilingual language acquisition (Kirsten Schraeyen)
- 11.25 - 11.50 | Characteristics of a bilingual development (Helen Grech)
- 11.50 - 12.15 | Assessment of Bilingual Children (Helen Grech)
- 12.15 - 12.40 | Intervention for Children with Dual Language Disorders (Kirsten Schraeyen)
- 12.40 - 13.00 | Panel discussion What have we learned about "Cultural and Linguistic Diversity" so far?
- 13.00 - 14.00 | Lunch
- 14.00 - 16.15 |
- Group 1 - Learning to read in a bilingual context (Kirsten Schraeyen)
- Group 2 - From cultural competence to global competence (Lilly Cheng)
- Group 3 - Formal assessment of speech and language skills in bilingual children (Helen Grech)
- Group 4 - Intercultural communication (Marjon Peek)
- 16.15 - 16.30 | Break
- 16.30 - 17.30 | Summary discussion: Bridging Theory and Practice
Plenary
18.08.2011 | Outcome measures and Evidence Based Practice
Domain specific experts
- Marjolein Coppens, Fontys paramedische Hogeschool, The Netherlands
- Charlotte Mostaert, Lessius Antwerpen, Belgium
- Ellen Meerschaert, Lessius Antwerpen, Belgium
- Annelies Labaere, Lessius Antwerpen, Belgium
- Pirjo Korpilahti, University of Turku, Finland
- Ilias Papathanasiou, TEI Patras, Greece
Abstract
"Evidence Based Practice is the conscientious, judicious and explicit use of current best evidence in making decisions about individual patients. The practice of Evidence-Based medicine means integrating individual clinical expertise with the best available evidence from systematic research." (Sacket et al., 1996) In this symposium we explain the meaning and use of Research Evidence and will give information on developing knowledge and skills for how to use Evidence-Based Practice in Speech-Language Pathology so it can be embedded in work and activities. We will show how evidence can work for you and how it can be applied in the different fields of Speech-Language Pathology.
Learning outcomes
By the end of this symposium the student is able to explain the meaning and importance of Evidence-Based Practice in the field of Speech-Language Pathology and knows ways for using found knowledge in work and activities, knows how to find research evidence relevant to our profession.
Day Program
- Group 1 Practical implementation of EBP on the assessment and support of children, adolescents and adults with dyslexia (Ellen Meersschaert & Charlotte Mostaert)
- Group 2 Music, rhythm and computer-based training in SLI (Pirjo Korpilahti)
- Group 3 EBP and aphasia and EBP and Voice (+ online search) (Ilias Papathanasiou & Marjolein Coppens)
- Group 4 Diagnostics and outcome measurements in the different topics of SLT (Annelies Labaere)
- 16.15 - 16.30 | Break
- 16.30 - 17.30 | Summary discussion: Bridging Theory and Practice Plenary
19.08.2011 | Prevention and Early Intervention
Domain specific experts
- Leila Paavola, University of Oulu, Finland
- Nele Baudonck, Lessius Antwerpen, Belgium
- Sigrun Lang-Schnarr, RWTH Aachen, Germany
- Ulrika Löfkvist, Karolinska Institutet, Stockholm, Sweden
Abstract
In the domain of speech and language therapy prevention and early intervention can be discussed from many perspectives. In this symposium we will focus on early communicative and linguistic skills and discuss the issues of prevention and early intervention particularly from the point of view of hearing impaired and deaf children with cochlear implants. The morning session will include plenary lectures. Three parallel seminars will take place in the afternoon. We will conclude with the panel discussion of issues such as benefits and resources of prevention and early intervention. The importance of social experience in child development is commonly recognized. During the course day early interactional context as a predictor of child communicative and linguistic development will be discussed, as well as early intervention for hearing impaired / deaf children with cochlear implants with focus on parent guidance. Speech and language therapists also need knowledge and tools for early identification of problems in development, so that a referral for necessary intervention can be made as soon as possible. During the parallel seminars a screening method for prelinguistic communicative and linguistic skills and also a hierarchical scale for evaluating early vocalizations of children will be presented. The students will also be given an opportunity to practice an analysis of vowel productions of children using the Praat software.
Learning outcomes
By the end of the course day the student is able to explain how communicative and linguistic skills develop within the social interaction, and is able to apply this information when considering early intervention. Furthermore, depending on which seminar the student attends, he/she will learn to describe basic principles of some assessment methods for early communicative and linguistic skills.
Day Program
- 9.00 – 9.15 | Introduction (Leila Paavola)
- 9.15 - 10.00 | Early interactional context as a predictor of child communicative and linguistic development – a transactional perspective (Leila Paavola)
- 10.00 – 10.45 | Investigation of the early vocal development of normal hearing infants and young cochlear implant recipients (Sigrun Lang-Schnarr)
- 10.45 – 11.00 | Break
- 11.00 – 11.45 | Speech production in prelingually deaf children using cochlear implants and prelingually hearing impaired children using conventional hearing aids (Nele Baudonck)
- 11.45 – 12.30 | Early intervention for hearing impaired/deaf children with cochlear implants with focus on parent guidance (Ulrika Löfkvist)
- 12.30 - 13.00 | Panel discussion 'What have we learned about "prevention and early intervention" so far?'
- 13.00 - 14.00 | Lunch
- 14.00 - 16.15 |
- Group 1 - Assessment of early communicative skills (Leila Paavola and Sigrun Lang-Schnarr)
Screening of prelinguistic communicative skills by using the Communication and Symbolic Bahavior Scales - Developmental Profile (CSBS-DP) (Leila Paavola)
Analysis of the prelingual phonetic development using the definitions of a hierarchical scale (Sigrun Lang-Schnarr)
- Group 2 - Analysis of vowel productions of children (determining the formants and vowel triangle) using the Praat software (Nele Baudonck)
- Group 3 - Early diagnostic therapy and goalsetting for hearing impaired children with focus on development of listening and communication behavior (Ulrika Löfkvist)
- 16.15 - 16.30 | Break
- 16.30 - 17.30 | Summary panel discussion: Bridging Theory and Practice Plenary
Student readers
- Kaiser, A. P., & Hancock, T. B. (2003). Teaching parents new skills to support their young children’s development. Infants & Young Children, 16, 9-21.
- Watt, N., Wetherby, A., & Shumway, S. (2006). Prelinguistic predictors of language outcome at 3 years of age. Journal of Speech, Language, and Hearing Research, 49, 1224-1237.
- Nikolopoulos, T. P., & Vlastarako, P. V. (2010). Treating options for deaf children. Early Human Development, 86, 669-674.
20.08.2011 | Technological Advances
Domain specific experts
- Jo Verstraete, KHBO, Belgium
- Ellika Schalling, Karolinska Institutet, Stockholm, Sweden
- Walter Prettenhofer, FH Joanneum, Graz, Austria
- Cristian Leorin, University of Padova, Italy
- Yvonne Van Zaalen, Fontys Paramedische hogeschool, The Netherlands
- Ann D'hondt, KHBO Brugge, Belgium
Abstract
In a rapidly changing technological and health care world, all things that can facilitate communication can be most welcome and motivational aids. During this intensive program day of technological advances, several new technological tools for speech-language pathologists and SLT patients will be presented in order to facilitate assessment and to select in a critical way necessary technological advances for intervention based upon the needs of a specific patient population. Learning outcomes Participants will become familiar with under development tools that are designed based on human reasoning that may assist them in diagnostic decisions. The participants are aware of the technological instruments that can be used in assessment and therapy of people with voice, speech, language and fluency disorders. Participants will be able to identify the needs of patients with SLT needs in critical care and describe technology to meet those needs.
Day Program
- 09.00 - 09.15 | Introduction (Jo Verstraete)
- 09.15 - 10.00 | The use of artificial intelligence in the development of differential diagnosis tools in speech and language disorders (Voula Georgopoulos)
- 10.00 - 10.30 | Telehealth therapy (Walter Prettenhofer)
- 10.30 - 10.45 | Break
- 10.45 - 11.45 | Long-term registration of voice use and biofeedback with the VoxLog, a new portable equipment - applications in Speech and Language Pathology intervention (Ellika Schalling)
- 11.45 - 12.15 | Augmentative alternative communication technology in critical care (Voula Georgopoulos)
- 12.15 - 12.45 | Panel discussion 'What have we learned about "Technological Advances " so far?'
- 12.45 - 13.45 | Lunch
- 13.45 - 15.15 |
- Group 1 - The use of mobile phone apps and software applications in SLT therapy Group (Yvonne van Zaalen)
- Group 2 - AT devices in assessment and rehabilitation process of communication difficulties: case studies (Cristian Leorin)
- 15.15 - 15.30 | Break
- 15.30 - 17.00 |
- Group 1 - AT devices in assessment and rehabilitation process of communication difficulties: case studies (Cristian Leorin)
- Group 2 - The use of mobile phone apps and software applications in SLT therapy Group (Yvonne van Zaalen)
- 17.00 - 17.15 | Break
- 17.15 - 18.00 | Summary discussion: Bridging Theory and Practice Plenary
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