Talk for a Lifetime Summer Conference
Research and Application in Neurodevelopmental Research
July 27-28, 2007 How does neurodevelopmental research relate to spoken language, auditory brain development and readiness to learn in infants as well as older children? Discover how you can turn the latest research from the field into new strategies for managing demanding caseloads with the highlights from the recent Talk for a Lifetime Summer Conference.
Keynote Presentations Infant Speech Perception Sets the Stage for Language Acquisition
Dr. Janet Werker presented research describing typical age-related changes in speech perception and language processing that occur from birth to about 2 years of age. Her findings reflect how these changes set the foundation for later language development and literacy.  Download the presentationDr. Janet Werker Janet Werker, fellow of the Royal Society of Canada and recently elected fellow of the American Association for the Advancement of Science, is a world leader in developmental, cross-language and speech research. She focuses on understanding the maturational and experiential influences on the child's entry into language acquisition. She also works on language development in bilingual and multilingual children as well as testing word learning and speech perception in infants at risk for delayed language development. Werker is the author of over 50 peer-reviewed journal papers, numerous book chapters and conference presentations.
Cortical Development and Re-organization in Auditory Deprivation
Dr. Anu Sharma discussed her recent research findings related to the effects of auditory deprivation on the development, deterioration and plasticity of the human auditory system. Her findings focus on adaptations made within the neurodevelopment of very young infants and children and the relevance of intervention with hearing technology. Download the presentationDr. Anu SharmaDr. Anu Sharma is a professor at University of Colorado at Boulder and adjunct professor at University of Colorado Health Sciences Center and University of Texas at Dallas, Callier Center. Using evoked potentials, 64 channel EEG recordings and other brain imaging techniques, Sharma and her colleagues are examining cortical re-organization and development in children who are deaf and hard of hearing who receive cochlear implants at different ages. Sharma and her colleagues are developing clinical biomarkers, which may be used to identify normal and abnormal central auditory maturation in children with hearing loss who are fitted with amplification and/or cochlear implants and children with auditory neuropathy. Sharma is the principal investigator of two five-year studies funded by the National Institutes of Health. Her research findings have been featured in the New York Times and other publications. Neurobiological Correlates of the Language-Literacy Connection in Normal and Atypical Development
Dr. Maria Mody examined the role of language in reading development and disorders. Through the use of neuroimaging tools, she demonstrated the relationships between phonology, semantics and syntax and their influence on spoken and written language outcomes in children. Download the presentation summaryDr. Maria Mody
Maria Mody, a specialist in cognitive neuroimaging of reading and language in normal and atypical development, is an assistant professor at Harvard Medical School and assistant neuroscientist at the Athinoula A. Martinos Center in Biomedical Imaging at Massachusetts General Hospital. She received her doctorate in speech and hearing sciences, and is also a certified speech-language pathologist. She has written extensively on the topic of reading disabilities and has received funding from the National Institutes of Health to investigate the neurobiological bases of language and reading impairments in children and adolescents. She is currently editing a book on language and reading disorders, which aims to understand these impairments in terms of the dynamic interactions between brain, behavior and genetic influences. Panel Discussions
Attendees were encouraged to ask questions and examine the connections between research and clinical applications at panel discussions featuring each of the keynote speakers, as well as leaders in the field of spoken language development for children who are deaf or hard of hearing. View the list of panel discussions.
Learning Labs
Continuing the theme of research and application, attendees were invited choose from a variety of concurrent learning labs designed to enhance their skills in meeting the needs of children with hearing loss. Sessions fostered discussion on how to apply research concepts to work with children and families. For example, learning labs covered strategies for Auditory-Verbal therapy, issues affecting educators and clinicians working in public school programs and case studies led by each of the keynote speakers. View the list of learning labs.
Auditory-Verbal Early Riser Sessions Auditory-Verbal professionals and individuals interested in obtaining the certification were invited to attend special early riser sessions on Auditory-Verbal therapy. See special session overviews.
Continuing EducationAG Bell provided the continuing education hours ($15 fee per certification) for the following organizations: AG Bell Academy for Listening and Spoken Language ® - 6.25 hours of AV Techniques and Procedures credit and 8.25 hours of Related Matters credit. Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) - 1.2 CEUs at the advanced level; professional area. American Academy of Audiology (AAA) |