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The more we understand the importance of children&#39;s learning during their everyday routines, the more we realize methods of delivering speech and language services must change. The Routines-Based Model has emerged as a viable structure for the delivery of family-centered, functional early intervention. It is described briefly, followed by specific speech and language needs of young children with disabilities as addressed through this model. The model includes methods for getting to know the child and family, including their needs, planning interventions, and service delivery. Practices involved in the Routines-Based Model include developing ecomaps, conducting Routines-Based Interviews, writing participation-based goals, and providing collaborative consultation to families and teachers. Two primary tenets of the model are that all the intervention occurs between visits and children learn through distributed trials. The primary language needs addressed are language delays and errors in language, and the primary speech needs addressed are articulation and apraxia and sequelae to structural problems. New roles for speech-language pathologists are described in an era of functional, family-centered early intervention. These roles require therapists to serve as consultants and to accept new roles, if they are to serve as comprehensive service providers.

HSHA 2022

The Routines-Based Model for Supporting Social Relationships: Part 1

Aloha and Welcome to the Hawai’i Speech-Language and Hearing Association’s 44th Annual Conference featuring Robin McWilliam & Cami Stevenson presenting “The Routines Based Model for Supporting Social Relationships.”

This program is offered for 0.6 ASHA CEUS. A certificate of participation can be provided for other disciplines upon request. 

We hope you enjoy our speakers.  Please be sure to virtually visit our vendors and exhibitors in Gather.town!  Students will also be present on Saturday from 2-3pm HST.  This exciting new platform will allow for networking, strolling around the islands, playing some online games, or taking a moment to get in a good stretch at a chair yoga session.  We are excited to have you here!

*Invitation: All are welcome to our HSHA Spring Membership meeting on Saturday at 4pm HST via the zoom link in the schedule!*

This event does require registration which can be purchased [here](https://hsha.wildapricot.org/event-4694270/Registration)

Please register for the HSHA conference to join the event.

HSHA's 44th Annual Conference will feature Robin McWilliam & Cami Stevenson speaking about Routines-Based Early Intervention. 

The more we understand the importance of children's learning during their everyday routines, the more we realize methods of delivering speech and language services must change. The Routines-Based Model has emerged as a viable structure for the delivery of family-centered, functional early intervention. It is described briefly, followed by specific speech and language needs of young children with disabilities as addressed through this model. The model includes methods for getting to know the child and family, including their needs, planning interventions, and service delivery. Practices involved in the Routines-Based Model include developing ecomaps, conducting Routines-Based Interviews, writing participation-based goals, and providing collaborative consultation to families and teachers. Two primary tenets of the model are that all the intervention occurs between visits and children learn through distributed trials. The primary language needs addressed are language delays and errors in language, and the primary speech needs addressed are articulation and apraxia and sequelae to structural problems. New roles for speech-language pathologists are described in an era of functional, family-centered early intervention. These roles require therapists to serve as consultants and to accept new roles, if they are to serve as comprehensive service providers.

workshop paper

This presentation consists of a side-by-side comparison of stuttering and cluttering. Included are guidelines regarding diagnosis and treatment, as well as a compilation of resources for both disorder populations. The presentation is formated as a handout, intended to serve as a quick resource for clinicians working with school-age children.

Quick Guide to Fluency Disorders

In my graduate school placement, which was a school for children with autism spectrum disorder, there was a need for more pragmatic language materials to be created. My supervisor had a subscription to everydayspeech.com, which is an online resource full of materials that relate to social learning. I put together a binder of the materials under the “Advanced Conversation Skills” heading and the sub-goals. There are six goals targeted, which include conversation measuring cup, background brief, direct and indirect language, disguised thoughts, using humor and sarcasm, and cyber skills. This website includes videos, video companion and interactive worksheets, games, visual aids, and posters. I printed and organized the materials as well as created lesson plans based on these goals. The conversation measuring cup goal targets length of responses based on how a communication partner acts. The background brief targets providing your communication partner with enough information to understand and follow the story. Direct and indirect language includes understanding verbal and nonverbal language (e.g., body language). Disguised thoughts refer to when one’s thoughts have more than one meaning (nonliteral language). Humor and sarcasm are targeted. Cyber skills refer to social media use. This binder is beneficial for the therapists at the school to use with students that are working on pragmatic language skills.

Everyday Speech

For my clinical expo project, I fulfilled the need for community-based therapy tasks at my clinical placement. Functional communication tasks in the community are crucial for the growth and support for our clients. The therapy tasks created specialize in generalizing skills that intertwine with day-to-day life tasks (i.e., ordering coffee, finding an item in the supermarket, etc.).
All therapy tasks created are designed to be general to situations and will not include brand names or locations. Tasks are transferrable to both in therapy sessions and outside of therapy. Tasks can be utilized to grow or maintain skills, and can be implemented as assignments outside of therapy. 


Community Based Interventions

This presentation covers what restorative dining is, criteria for which residents will qualify, and individual staff members responsibilities. Restorative dining is a program created for residents who may be able to independently self feed given the correct supports. For example, residents with later stage dementia who are able to self feed if given a tray that is pre-set up and they are provided with orientation to their tray. The presentation details criteria to look for to help them decide when to refer a resident to speech therapy to be assessed for restorative dining. It also details responsibilities of various staff members in relation to this program including nursing, dietary staff, ST, OT, PT and restorative dining staff. 


Restorative Dining Program

In 2005, the American Speech-Language Hearing Association (ASHA) designated that telepractice was an appropriate form of service delivery for speech language pathologists (SLPs) and audiologists (Georgeadis, 2007). Many SLPs, however, only utilized telepractice for the first time during the Covid-19 pandemic and were required to transition services rapidly, such as SLPs working in the school setting. These clinicians needed to be prepared to alter service delivery multiple times throughout the school year, based on federal and state health mandates and school case rates with little guidance from school districts to prevent loss of services. As a result, there review many questions regarding the effectiveness of telepractice and the impact of this form of service delivery on school age children during the pandemic. This presentation seeks to review the existing literature regarding the efficacy of telepractice vs. in-person therapy in the school setting from 2017 to present in sample sizes of greater than one hundred students. This review was limited to the New York University library databases and Google Scholar.

References
Georgeadis, A.G. (2007). Telehealth and telepractice. Retrieved from 
academy.pubs.asha.org.





Telepractice versus In-Person Service Delivery in the School Setting

Effective communication is a marker of health quality and this includes making sure that all our clients are able to communicate their needs, wants, and concerns. The medical field has a long way to go in improving the gaps that are created due to language differences between the medical professionals and our multilingual communities. These unfilled gaps cause the ineffective and less than ideal medical care for these clients. This is an issue in our hospitals, clinics, and private practices. As SLPs we should always be working to fill these gaps and take down these barriers. A great example of this is our English only in-take forms. In-take forms play an important role in information collection directly from our patients. These forms provide us with a medical, developmental, and speech/language history as well as an opportunity to detail the current concerns of the parents or clients. Except these in-take forms are usually in English and our multilingual speakers may not always be able to understand the questions on the forms or they may not be able to express the information in English as well as they would in their preferred language. As SLPs we are unable to prepare beforehand without this information and we can’t give our multilingual clients the same quality care that we give our English speaking clients. The solution is simple however, provide forms in the person’s preferred language. In this presentation, I aim to inform you on how to fill this gap by finding ways to provide forms translated into the clients preferred language.

Intake Forms In Languages Other than English

Background 
Research has shown that automatic and unconscious perceptual evaluations can contribute to both implicit and explicit biases. These snap perceptions can ultimately influence our discernment of others. This research will explore whether there is a relationship between specific perceptual cues that can be used to identify a speaker’s cultural identity. It will also examine whether one’s cultural environment influences their manner of speaking. It was hypothesized that environmental influences will be found to influence one’s manner of speaking more than cultural identity does. It was also hypothesized that there will be a connection between the way the listener sees themselves and the way that they perceive others.

Methods
In order to explore the cues in the acoustic signal that allow us to subconsciously classify voices into various demographic categories, a total of twelve men (6 black and 6 white) provided audio samples. Half of the black men were raised in a majority black cultural environment, and half of the black men were raised in a majority white cultural environment. Similarly, half of the white men were raised in a majority white cultural environment, and half of the white men were raised in a majority black cultural environment. These men were given the same phrases to recite and spoke in the same accent. Listeners were recruited from the Harrisburg School District and the CSD department at NYU to provide perceptual ratings of the voices. This can provide insight into the rater’s personal perception of each voice.

Results
The data ananlysis will be completed in 04/2022.

The Perception of Voice: Examining Environmental Influences of Race & Identity on the Vocal Signal

Motivating clients to practice at home is challenging, yet it is vital for generalization of new skills. Speech Books are fun, personalized stories featuring the client engaging in speech-language therapy. Filled with photos, positivity, and the client's favorite things, Speech Books are bringing families together to practice at home while celebrating their success!

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Quick Guide to Fluency Disorders

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The Routines-Based Model for Supporting Social Relationships: Part 4