Mizzou NSSLHA Update Seminar
Date: Friday, Feb. 17, 2023
Time: 8:30 a.m.–4:30 p.m.
Location: Riechmann Indoor Pavilion, 2300 East Walnut St., Columbia, MO 65201
|Professional registration, no lunch provided||$65|
|Professional registration, lunch provided||$75|
|Student registration, no lunch provided||$25|
|Student registration, lunch provided||$35|
Registration deadline: Feb. 10, 2023Register and pay online Register and pay by mail
About our presenter
Presenter: Nichole Mulvey, PhD, CCC-SLP
Title: Purposeful, Functional, Meaningful: Curriculum-Based Intervention Strategies for the School SLP
Description: This presentation will discuss academic expectations for school-age children from a semantic, morphosyntactic, and social pragmatic perspective. Intervention strategies that are curriculum-based and address caseload needs through purposeful, functional, and meaningful targets and methods will provide opportunities for discussion of current caseload challenges for elementary, middle school, and high school students.
Nichole Mulvey, PhD, CCC-SLP is an associate professor at Eastern Illinois University where she serves as graduate coordinator and teaches undergraduate and graduate courses in language development and disorders and clinical skill development. She worked as a school SLP in rural Illinois for 10 years and continues to provide early intervention services in Illinois. Her research interests include language development and disorders, curriculum and instruction for language, and school-based issues.
Financial: Dr. Mulvey received an honorarium from the MU SLHS department for presenting this seminar. She receives a salary for her work as an associate professor at EIU.
Non-financial: Dr. Mulvey is presenting some information that she has worked on and prepared as part of her role as an associate professor at EIU.
By the end of this presentation, the learner will be able to:
- Explain semantic, morphosyntactic, and social pragmatic learning expectations for success in school.
- Describe how academic demands for semantic, morphosyntactic, and social pragmatic skills change as children age and progress through school.
- Compare semantic, morphosyntactic, and social pragmatic learning strategies of children who demonstrate language deficits versus their typically developing peers.
- Outline an integrated, evidence-based therapy plan focusing on increasing semantic, morphosyntactic, and social pragmatic learning.
|8:30–9:00||Registration and continental breakfast|
|9:00–10:00||What it means to “learn” in school and demands on the brain’s language systems|
— A closer look at the Missouri Priority Standards and Show-Me Standards and how language is embedded as a priority for success in schools
— Deficits associated with DLD/SLI and the impact on successful learning.
— Introduction of case study, early elementary focus
|10:00–10:30||Curricular changes throughout grade levels and accessing the academic environment|
— Beginning at the end: reviewing assessment plans and practices for demonstrating academic success from early elementary, middle school, and high school sources
— Required semantic, morphosyntactic, and social pragmatic skills for success on classroom-based assessments
— Continuation of case study discussion, assessment focus
|10:45–12:15||Making the connection between purposeful, meaningful, and functional assessment and intervention|
— Current language assessment trends and psychometrics (is it a good test?)
— Using non-normative data to drive decisions – where can this fit in?
|1:15–2:45||Effective and evidence-based semantic intervention (with some morphosyntax) across the academic profile|
— Continued case study with semantic focus at early elementary, middle school, and high school levels
|3:00–3:30||Effective and evidence-based morphosyntactic intervention (embedded within semantic and social pragmatic learning) across the academic profile|
— Continued case study with morphosyntactic focus at early elementary, middle school, and high school levels
|3:30–4:30||Effective and evidence-based social pragmatic intervention (knowledge and application) across the academic profile|
— Continued case study with social pragmatic focus at early elementary, middle school, and high school levels