5th Annual NSSLHA Conference

April 19, 2014

9:00am - 4:00pm

Bell Memorial Union Auditorium - California State University, Chico

Topics and Presenters:

Please join us for one or both seminars. A complimentary continental breakfast and full lunch will be provided.

Cost: To help offset NSSLHA’s costs, we are requesting a suggested donation of $50.00 or any other amount you would like to contribute. If you are unable to contribute this year, we would still like to see you at the conference.


Session Details

Basic Principles Providing a Rationale for Evaluation and Treatment of Fluency Disorders

9:00am - 12:00pm

Program Overview:

  • Application of eleven basic principles guides critical thinking skills when working with the variable and complex nature of fluency disorders across age ranges.
  • Speech-language pathologists in general practice, fluency specialists, and/or fluency consultants apply these skills in planning and solving challenges so as to implement best practice evaluation, treatment planning and execution, and consultation services.
  • Case study examples will be provided and case-related questions from participants will be addressed.

Learner Outcomes:

  1. Participants will gain a working understanding of eleven basic principles rationale for solving challenges when working with fluency related disorders.
  2. Participants will develop a working understanding of the inter-relationship of these basic principles throughout the differential evaluation and differential treatment processes when working with individuals with fluency disorders.
  3. Participants will develop a working understanding of a basic principle problem solving format to be applied to and enhance their own unique critical thinking skills.

June Haerle Campbell, M.A., CCC-SLP, BCS-F, received her B.S. from University of Wisconsin-Madison and her M.A. from Northwestern University. She began her career as a speech-language pathologist in a Chicago area public school system before joining the faculty of Northwestern University. During her twenty-three year tenure at Northwestern University, she was influential in developing differential evaluation–differential treatment procedures for fluency related disorders. June co-authored Working with School-Age Children Who Stutter: Basic Principle Problem Solving with Kristin Chmela (2014, Greenville, S.C., Super Duper Publications); Stuttering Therapy: Rationale and Procedures (H.G. Gregory, 2003, Boston, MA, Pearson Education, Inc.); Systematic Fluency Analysis (Campbell and Hill, 1994); and Stuttering in the School-Age Child and Stuttering in the Adult (Gregory and Campbell in Decision Making in Speech-Language Pathology (D.E. Yoder & R.D. Kent, 1988, Toronto, B.C. Decker, Inc.). Additionally, June co-taught the two-week international Specialist Workshop cosponsored by The Stuttering Foundation and Northwestern University for eighteen years. June is a member of the initial cadre of Board Recognized Fluency Specialists and currently is in private practice in Carmel, California.

Dementia Management: Practical Strategies for the SLP

1:00 - 4:00pm

Program Overview:

Defining Characteristics and differential diagnosis

  • Types of Dementia- Reversible & Irreversible
  • Staging of Dementia
  • Memory Systems and Dementia
  • Goals of assessment and treatment
  • Models of Intervention
  • Abilities-Based Intervention
  • Writing Functional Goals
  • Guidelines for the Interdisciplinary team
  • Memory Books
  • Spaced retrieval
  • SPEAK OUT program for Parkinson dementia

Learner Outcomes:

Participates will be able to:

  1. 1. Define the key guidelines for a diagnosis of dementia as differentiated from mild cognitive impairment, depression, and delirium.
  2. Describe the three types of memory and memory impairments with dementia.
  3. Outline the deficits and functional abilities of individuals with dementia for each of the three stages (mild, moderate, and severe).
  4. Learn different strategies and techniques for improving functional abilities for communication, swallowing, and general activities of daily living.
  5. Design a skilled treatment program for individuals and groups of patients with dementia with functional and measurable goals and appropriate intervention strategies.
  6. Train innovative communication techniques for other health care professionals to unlock the communication barrier and elicit desired outcomes.

Nancy J. Ryman, M.A. CCC received her B.A. in speech/theatre arts at Boston University and UCLA and M.A. in speech pathology at California State University in Fullerton, Calif. in 1978. She has advanced level continuing education in gerontology, dementia, swallowing disorders, voice, neurogenic speech/language disorders, AAC, fluency disorders, dysarthria, aphasia, traumatic brain injury, and trach/vet patients, and is certified or considered an advanced instructor level in dementia, LSVT and SPEAK OUT for Parkinson's, FEES, Modified Barium Swallow, Laryngectomy, trach/vent, and aphasia. Ms. Ryman developed Drama Therapy program for cognitively impaired patients and has implemented "drama club" groups in skilled nursing facilities for 6 years. Ms. Ryman has practiced medical speech pathology in all of the following settings: acute care, rehab, skilled nursing facilities, and outpatient in California, Nevada, Arizona, New Mexico, Oregon, and Colorado, and for the past 3 years has practiced at VA Sierra Nevada Health Care System in Reno, NV.