CPD - Information for Potential Hosts and Participants


About the presenter

Caroline Bowen AM, PhD, CPSP, ASHA Fellow, Life Member SPA, Hon FRCSLT
Dr Caroline Bowen
practiced in Australia as a clinical speech-language pathologist from 1969 to 2011. Since 2005 she has presented invited Continuing Professional Development (CPD) in Australia, Canada, Denmark, Éire, England, Hong Kong, Iceland, India, Indonesia, Malaysia, New Zealand, Northern Ireland, Norway, Pakistan, the Philippines, Portugal, Scotland, Singapore, South Africa, Turkey and the US.  And she would like to do a little bit more before retirement in December 2024. Read about Caroline Bowen here, or in Wikipedia.


Choosing an event in 2023-2024


Children’s Speech

The child speech events are informed by Bowen (2023) Children’s Speech Sound Disorders, 3rd edition (which is available worldwide via the published, Wiley-Blackwell, or Amazon) and more recent literature. They are:

A 1-day event which can be expanded into a more detailed 2-day event
Streamlining Assessment and Intervention for Children’s Speech Sound Disorders OUTLINE and OBJECTIVES

A 2-day or 3-day event
Addressing Children’s Speech Sound Disorders: What’s Under the Umbrella? OUTLINE and OBJECTIVES

A 1-day or more detailed 2-day event based on Chapters 4, 7 and 9 of Bowen, 2023
Treatment Targets and Strategies OUTLINE and OBJECTIVES

Evidence-based and non-evidence-based practice

The events relating to science, pseudoscience, and treatment fads in allied health and education practice are based on Bowen and Snow, 2017 and two more books in preparation for J&R Press. They are the second edition of the 2017 book, and a new one: The Developmental Disorders Roadmap. The two presentations are as follows.

A 1-day event
Honing Our Information and Research Literacy Skills in the ‘Fake News’ Era ABSTRACT and OBJECTIVES

A 1-day event
Science and Pseudoscience in the Clinic and Classroom OUTLINE and OBJECTIVES


Session Times


All one, two and three day events are based on 375 minutes of presentation time per day. The timetables are open to negotiation. Please let the presenter know well in advance which you prefer, and also whether you wish to alter in any way the one you have chosen. Note that the lunch break cannot be fewer than 45 minutes.

Timetable 1 - 9:00 am - 5:00 pm

TIMETABLE 1 IS THE PREFERRED TIMETABLE FOR ALL EVENTS
Registration:
8:30 am for a 9:00 am start
Session 1: 9:00-10:45 (105 minutes)
Tea Break: 10:45-11:15 (30 minutes)
Session 2: 11:15-12:45 (90 minutes)
Lunch Break: 12:45-1:45 (60 minutes)
Session 3: 1:45-3:15 (90 minutes)
Short Tea Break: 3:15-3:30 (15 minutes)
Session 4: 3:30-5:00 (90 minutes)
Finish: 5:00 pm
Total presentation time: 375 minutes

Timetable 2 - 9:15 am - 5:00 pm

Registration: 8:45 am for a 9:15 am start
Session 1: 9:15-11:00 (105 minutes)
Tea Break: 11:00-11:30 (30 minutes)
Session 2: 11:30-1:00 (90 minutes)
Lunch Break: 1:00-1:45 (45 minutes)
Session 3: 1:45 - 3:15 (90 mins)
Short Tea Break: 3:15-3:30 (15 minutes)
Session 4: 3:30-5:00 (90 minutes)
Finish: 5:00 pm
Total presentation time: 375 minutes

Timetable 3 - 9:00 am - 4:45 pm

Registration: 8:30 am for a 9:00 am start
Session 1: 9:00-10:45 (105 minutes)
Tea Break: 10:45-11:15 (30 minutes)
Session 2: 11:15-12:45 (90 minutes)
Lunch Break: 12:45-1:30 (45 minutes)
Session 3: 1:30-3:00 (90 minutes)
Short Tea Break: 3:00-3:15 (15 minutes)
Session 4: 3:15-4:45 (90 minutes)
Finish: 4:45 pm
Total presentation time: 375 minutes

The following documents are available on request

Information for Potential Hosts (includes speaker fees, travel arrangements, insurance, accommodation, etc.)

Handout Printing and Distribution Instructions

AV Information for Potential Hosts (included IT requirements, room setup, technical support, etc.)


 


PAST EVENTS

 

CPD Events for 2022


(1) SSD101: Introduction to Speech Sound Disorders in Children


ABOUT THIS 1-DAY EVENT, new in 2015 and progressively updated for 2016-2021

Bowen (2015) is a book that covers all aspects of Children’s Speech Sound Disorders (SSD) from ‘the basics’ to the non-so-basic. This introductory CPD event focuses primarily on ‘the basics’ with reference to the book. It is designed for experienced and novice SLPs/SLTs and SLP/SLT Students seeking an uncomplicated overview of the classification, assessment, differential diagnosis, treatment target selection, and intervention for articulation and phonological disorders and childhood apraxia of speech (developmental verbal dyspraxia). It is also suitable as a refresher for SLPs/SLTs re-entering the profession, those making the switch from ‘adult’ to ‘child’ work, and those who feel rusty in relation to the connections between theory, evidence and practice.

Assuming little prior knowledge of the peer-reviewed literature on phonological principles, complexity principles, principles of motor learning, and key developments in the last 10 to 15 years in child speech assessment and intervention, it is aptly dubbed SSD101.

REFERENCE
Bowen, C. (2015). Children's Speech Sound Disorders (2nd ed). Oxford, Wiley-Blackwell.


(2) The Assessment and Treatment of Children with Phonological Impairment


ABOUT THIS 1-DAY EVENT, new in 2015, and progressively updated for 2016-2021

'The Assessment and Treatment of Children with Phonological Impairment' is a 1-day professional development event designed for experienced through to novice Speech-Language Pathologists / Speech and Language Therapists, and SLP/SLT Students. It is also suitable as a refresher for SLPs/SLTs re-entering the profession, those making the switch from ‘adult’ to ‘child’ work, and those who feel rusty in relation to the connections between phonological theory, evidence and practice.

The range of evidence-based and/or theoretically sound intervention approaches SLPs/SLTs employ to work with children with SSD is extensive. They include: Auditory Input Therapy / Naturalistic Intervention, Core Vocabulary Therapy, the Cycles Phonological Patterns Approach, Dynamic Temporal and Tactile Cueing (DTTC)*, Imagery Therapy, Integral Stimulation*, Metaphon, Parents and Children Together (PACT), Perceptually based intervention, Phoneme Awareness Intervention, Phonemic Intervention including four minimal pair approaches, Phonetic Intervention / Articulation Therapy, Psycholinguistic Intervention, Rapid Syllable Transition Training (ReST)*, Stimulability Therapy, The Multisensory Approach*, The Nuffield Centre Dyspraxia Programme*, and Vowel Remediation.

These intervention approaches are described in detail in Bowen (2015). There are too many to cover in detail in one, or even two days, so Dr Bowen will work with hosts to choose their preferred interventions to meet the learning needs of participants, along with the assessment procedures and target selection strategies that are congruent with the chosen intervention approaches.

NOTE RE INTERVENTIONS FOR CAS/DVD*
Interventions for Childhood Apraxia of Speech (CAS) / Developmental Verbal Dyspraxia (DVD) are not included in this 1-day event on children with phonological impairment. The interventions for CAS/DVD, marked with an asterisk above, are: Dynamic Temporal and Tactile Cueing (DTTC), Integral Stimulation, Rapid Syllable Transition Training (ReST), The Multisensory Approach and The Nuffield Centre Dyspraxia Programme. They are covered in CPD event (3), described below.

REFERENCE
Bowen, C. (2015). Children's Speech Sound Disorders (2nd ed). Oxford, Wiley-Blackwell.


(3) The Assessment and Treatment of Childhood Apraxia of Speech


ABOUT THIS 1-DAY or 2-DAY EVENT, new in 2015 and progressively updated for 2016--2021

An earlier version of 'The Assessment and Treatment of Childhood Apraxia of Speech' was presented 17 times nationally in Australia and internationally, between 2012 and 2014. This newer, updated and expanded version can be run as a 1-day event, or as a more interactive, in-depth, slower-paced 2-day event. The focus of the day, or days, is Childhood Apraxia of Speech (called Developmental Verbal Dyspraxia in the UK and defined somewhat differently from CAS), covering Classification, Assessment, Treatment Principles, Target Selection, Treatment Approaches, and practical intervention techniques and strategies.

This CPD offering was designed with experienced through to novice clinical Speech-Language Pathologists/Speech and Language Therapists, SLP/SLT Clinical Educators and Instructors, and SLP/SLT Students in mind.


(4) Sound Reasoning: Therapy Targets and Techniques for Children with Speech Sound Disorders


TABOUT THIS 1-DAY EVENT, progressively updated for 2016-2021

'Sound Reasoning: Therapy Targets and Techniques for Children with Speech Sound Disorders' was originally developed in 2014-2015 and presented in many locations worldwide. It was revised and updated for 2016, and "tweaked" progressively in response to the current literature. It focuses on what clinicians actually 'work on' in therapy sessions, and covers:

  • Assessment procedures upon which to base treatment target selection choices
  • Intervention principles for phonetically-based ('articulatory') error-types
  • Intervention principles for phonemically-based ('phonological') error-types
  • Intervention principles for motorically-based (CAS/DVD) error-types
  • Treatment target selection within a range of evidence-based intervention approaches
  • Rationales for and implementation of 8 traditional approaches to therapy target selection
  • Rationales for, and implementation of, 8 newer approaches to therapy target selection
  • Application of non-linear principles in intervention for syllable structure errors
  • Application of complexity principles in treatment target selection
  • Using facilitative articulatory contexts

This CPD offering has been designed with experienced through to novice clinical Speech-Language Pathologists/Speech and Language Therapists, SLP/SLT Clinical Educators and Instructors, and SLP/SLT Students in mind.




The 'Lighthouse Page' for Sound Reasoning

 

 


(5) Evidence-Based Intervention for Children with Speech Sound Disorders


ABOUT THIS 1-DAY or 2-DAY EVENT, new in 2015 and progressively updated for 2016-2021

'Evidence-Based Intervention for Children with Speech Sound Disorders' can be run as a 1-day or 2-day event and is designed for experienced through to novice Speech-Language Pathologists / Speech and Language Therapists, and SLP/SLT Students.

The range of evidence-based and/or theoretically sound intervention approaches SLPs/SLTs employ to work with children with SSD is extensive. They include: Auditory Input Therapy / Naturalistic Intervention, Core Vocabulary Therapy, the Cycles Phonological Patterns Approach, Dynamic Temporal and Tactile Cueing (DTTC), Imagery Therapy, Integral Stimulation, Metaphon, Parents and Children Together (PACT), Perceptually based intervention, Phoneme Awareness Intervention, Phonemic Intervention including four minimal pair approaches, Phonetic Intervention / Articulation Therapy, Psycholinguistic Intervention, Rapid Syllable Transition Training (ReST), Stimulability Therapy, The Multisensory Approach, The Nuffield Centre Dyspraxia Programme, and Vowel Remediation.

These approaches are described in detail in Bowen (2015). There are too many to cover in detail in one, or even two days, so Dr Bowen will work with hosts to choose their preferred interventions to meet the learning needs of participants, along with the assessment procedures and target selection strategies that are congruent with the chosen intervention approaches.

REFERENCE
Bowen, C. (2015). Children's Speech Sound Disorders (2nd ed). Oxford, Wiley-Blackwell.


(6) Addressing Children's Speech Sound Disorders: What’s under the Umbrella? (new for 2020-2021)


Topic

Speech-Language Pathologists / Speech and Language Therapists (SLPs/SLTs) who work with children with speech sound disorders (SSD) know that their difficulties can sometimes be relatively easy to assess and plan treatment for, and their intervention proceeds predictably, with a good speech outcome comparatively quickly. Alongside these “straightforward” children are those with more complex presentations that give SLPs/SLTs the opportunity to dig deep into the therapy toolkit, and sometimes relevant literature, to plan and deliver explicitly principled therapy, finely tailored to the client’s needs, monitored continually and modified if necessary, as intervention progresses. With either group, the SLP/SLT has a wide repertoire of assessment tools, and treatment approaches, procedures, activities target selection strategies to draw on—and these are associated with various levels of evidence.

This Continuing Professional Development (CPD) event starts with the basics of description, classification and identification of SSD; next, it covers a core speech assessment battery and the additional evaluation procedures that are often helpful when diagnosis is complicated; then on to target selection; and finally, intervention. READ MORE HERE


(7) Treatment Fads: Science and Pseudoscience in the  Clinic and Classroom (new for 2019-2021)


Medicine and allied health are science-based professions in which ethical, evidence-based, theoretically sound practice is central. Nonetheless, pseudoscientific 'interventions' impact practice, complicating our work with children and young people with developmental disorders that affect aspects of speech, language, literacy, fluency, voice, communication, attention, cognition, working memory, behaviour, and nutrition.

In their book Making Sense of Interventions for Children with Developmental Disorders, Bowen and Snow (2017) clarify why pseudoscientific, “alternative” treatments don't or won't work, and in some instances why they are unsafe. But the book is not only about debunking myths and illuminating false promises. The authors also pilot readers towards treatments with worthwhile credentials, underpinned by solid theory, good science and common sense.

Drawing on the 2017 book, and ongoing research for books in preparation for 2021 and 2022, Dr Bowen aims to provide opportunities for participants to call on their information literacy and research literacy skills. Using these skills, they will

  • review popular but troubling fad interventions;
  • contrast them with interventions supported by robust research data;
  • consider the cognitive biases that sustain them;
  • look at fad-related, anonymized ethical dilemmas within four ethical frameworks;
  • reflect on the opportunity costs for all concerned; and
  • discuss what SLPs/SLTs might do and say in such potentially delicate situations.

The day comprises lecture-style content, small- and whole-group Q&A, discussion, and problem-solving around real but anonymized case scenarios. Participants are encouraged to recount fictionalized 'cases' of their own personal experience of, and responses to, questionable treatments.

Learner Outcomes: Participants will
Recognise the threats to clients, practice and the professions, posed by treatment fads.
Review key issues around research literacy, information literacy, and cognitive bias.
Contrast scientific interventions, with good credentials, with pseudoscientific, fad interventions.
Apply four frameworks to problem-solving ethical dilemmas, and learn from shared experiences.
Formulate responses to and remedies for ethical dilemmas, in Allied Health, and Education.

References

Bowen, C. & Snow, P. (2017). Making Sense of Interventions for Children with Developmental Disorders. Guildford: J&R Press.

Bowen, C., Snow, P., & Brandon, P. (in preparation for 2024). The Developmental Disorders Roadmap for Families and Teachers, Guildford: J&R Press.

Bowen, C. & Snow, P. (in preparation for 2025). Making Sense of Interventions for Children with Developmental Disorders, Second edition. Guildford: J&R Press.

The three books have a Twitter handle @TxChoices.


 


 

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