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articulate and measure the outcomes of our interventions and
how these relate to participants' goals and outcomes.
The workshop will explore strategies and tools to: support
NDIS participants to understand communication and safe and
effective oral eating and drinking and how it can contribute
to them achieving their goals; support participants to identify
their goals and aspirations and to frame them such that they
are meaningful and achievable within the life of a plan; link our
interventions and service delivery to the NDIS participants' goals
and aspirations; contribute to making the planning process as
positive and successful as possible.
Workshop participants will have the opportunity to practice
drawing the links between the goals and aspirations that
participants may identify and our intervention, and framing
reporting and documentation to the NDIS outcome areas.
Participants will also understand the NDIS outcomes framework
and be aware of tools available for describing and measuring
outcomes.
Attendance number: 80
M1E Childhood apraxia of speech (CAS)
What happens when they grow up? Experiences of adults who
were diagnosed with childhood apraxia of speech as children
Patricia McCabe1,5, Jonathan Preston4,6, Angela Morgan2,5 ,
Elizabeth Murray1, Geraldine Bricker 1,3
1The University of Sydney, NSW, Australia,2The University of Melbourne, VIC, Australia, 3Latrobe
University, VIC, Australia, 4Syracuse University, Syracuse, NY, USA, 5Murdoch Children's Research
Institute, VIC, Australia, 6Haskins Laboratories, Yale University, New Haven, CT, USA
Treating childhood apraxia of speech: Evaluating the Kaufman
Speech-Language Protocol
Mirjana Gomez1, Patricia McCabe1, Kathy Jakielski2, Alison
Purcell1
1The University of Sydney, NSW, Australia,2Augustana College, Illinois, USA
Exploring factors for treatment success in childhood apraxia
of Speech following intervention using the Nuffield Dyspraxia
Programme: 3rd edition
Elizabeth Murray1, Jacqueline McKechnie1, Pamela
Williams2
1The University of Sydney, NSW, Australia, 2Nuffield Speech and Hearing Centre, RNTNE Hospital,
London, UK
“Look at mummy”: Challenges in training parents to deliver a
home treatment program for childhood apraxia of speech
Jacqueline Lim 1,2, Patricia McCabe1, Alison Purcell 1
1The University of Sydney, NSW, Australia, 2Mamawetan Churchill Health Region, Saskatchewan,
Canada
Early diagnosis of CAS: Examining the prelinguistic speech
characteristics of infants with CAS
Elissa Moss, Patricia McCabe, Alison Purcell, Donna
Thomas
The University of Sydney, NSW, Australia
PeP Talks
The boundaries of auditory perception for syllable segregation in
untrained adult listeners
Tayla Brown, Patricia McCabe, Elizabeth Murray
The University of Sydney, NSW, Australia
Exploring inconsistent speech in children with childhood apraxia
of speech
Mei Ying Lee1,2, Elizabeth Murray1, Elise Baker1
1The University of Sydney, NSW, Australia, 2Changi General Hospital, Singapore
M1F Voice
CAPTain: The Comprehensive Auditory-Perceptual Training Tool.
A demonstration and outcome data
Cate Madill, Elizabeth Murray, Alison Purcell, Patricia
McCabe
The University of Sydney, NSW, Australia
Community listeners' perceptions of voice function post
radiotherapy: Implications for voice rehabilitation
Liza Bergström1,3, Elizabeth Ward1,2, Caterina Finizia 3
1The University of Queensland, QLD, Australia, 2Centre for Functioning and Health Research
(CFAHR), Brisbane, QLD, Australia, 3 University of Gothenburg, Gothenburg, Sweden
Using motor learning principles in voice therapy
Cate Madill
The University of Sydney, NSW, Australia
Relative efficacy of negative practice and repetitive drill in
learning a simple voice motor skill
Samantha Su Min Lim, Cate Madill, Patricia McCabe
The University of Sydney, NSW, Australia
An open-label study of sodium oxybate (Xyrem®) in spasmodic
dysphonia
Anna Rumbach1, Andrew Blitzer2, Steven Frucht2, Kristina
Simonyan2
1The University of Queensland, QLD, Australia, 2Department of Neurology, Icahn School of
Medicine at Mount Sinai, New York, USA
Innovative use of Expiratory Muscle Strength Training (EMST)
in a diverse outpatient group: What are the changes to voice
volume and confidence?
Elizabeth Old, Amanda Osborne
Royal Rehab, NSW, Australia
The impact of lung volume on voice onset
Cate Madill1, Sylvia Yeo1, Rachel Lee1, Rick Roarke 2, Patricia
McCabe1
1The University of Sydney, NSW, Australia,2 Hartford, Conneticut, USA
12.45pm – 2.15pm Lunch
2.15pm – 3.45pm
M2A Keynote Seminar: Advanced
dysphagia treatment (S)
Professor Emily Plowman, Ph.D., CCC-SLP
M2B The debate continues over the
language of language disorder:
Let's all have our say! (W)
Natalie Munro, Julia Starling
The University of Sydney, NSW, Australia
There is current debate about the diagnostic decision-making
process (e.g. Norbury et al., 2016) and the terminology used
to describe unexplained language problems in children and
adolescents (e.g. Ebbels, 2014; Reilly, Bishop & Tomblin, 2014).
The debate includes discussion on inclusionary/exclusionary
criteria for diagnosis and treatment and questions the need to
differentiate between specific language impairment (SLI) and
non-specific language impairment (nonSLI). More recently, the
term developmental language disorder has been recommended
by an international consensus study (Bishop et al 2016). Do you
know about this debate and have you had your say?
In this workshop we present the current recommendations
for diagnostic nomenclature, and the research evidence for
clinical inclusion/exclusion criteria based on verbal vs. nonverbal
IQ. Participants will participate in the debate by engaging in
voluntary, technology-based, on-line polling. Audience response
systems such as Socrative will allow participants to actively
engage in this up to now largely “academic/researcher driven”
debate. The workshop will consist of a large-group presentation,
small-group interactions and individual audience response
systems delivered via personal computer, iPad/tablet, or mobile
phone. As results from the online polling are immediate,
implications for service delivery will also be discussed.
Learning outcomes include:
• Identifying key issues relating to inclusionary/exclusionary
criteria for the diagnosis of unexplained language problems
Conference Program Monday 29 May 2017
#SPAConf
Session Full