Therapy for students post concussion often involve training to increase speed of information processing, improving working memory, sustaining attention and increasing reaction time.

Depending on the severity of the injury, executive functioning may also be involved. Whatever challenges the student athlete may have had before the injury may be exacerbated with the concussion. Each student and every injury is individualized which is another reason for pre-and post testing.

In December 2012, The Boston Globe reported that 350 public and private high schools in Massachusetts are using ImPACT, a computerized cognitive test that students take before they play so they have a baseline for comparison after a head injury.

Where Can You Find Resources?

The Centers for Disease Control and Prevention has numerous resources for professionals and parents who have to make decisions involving concussions. Also, the American Speech-Language-Hearing Association (ASHA) podcast provides care tips for parents, educators, and athletes alike.

The presentation slides were available as handouts which allowed participants the opportunity to write notes for future references.

Carol Krusemark, M.A., CCC-SLP M.A., speech pathologist/singing voice specialist at Massachusetts General Hospital Center for Laryngeal Surgery and Voice Rehabilitation (the “Voice Center”)

The goals of the workshop included:

1. Name and demonstrate at least three semi-occluded vocal tract tasks, their effect on laryngeal physiology, and their use.

2. Identify and demonstrate two to three strategies to reduce posterior glottic gap and resultant breathy production.

3. Identify the following bony, cartilaginous, and muscular structures associated with laryngeal function via palpation.

4. Demonstrate basic circumlaryngeal massage.

Participants Practice Circumlaryngeal Massage

Given the small classroom setting, participants had the opportunity to practice a number of hands-on exercises with the presenter.

Participants Practice Straw Phonation Exercise

Communicative Health Care Associates is approved by the Continuing Education Board of the American Speech-Language-Hearing Association to provide continuing education activities in speech-language pathology and audiology. We host a number of different programs from June through October each year in our Waltham, MA office. Check What’s New for details. The next program will be held on September 19th, 2012 and October 17th, 2012. Contact us at info [at] CommunicativeHealthCare [dot] com if you would like to receive updates on our future continuing education workshops.

The speakers will be Melissa Caron Ghiringhelli, M.S., CCC-SLP, a bilingual (English/Spanish) pediatric Speech-Language Pathologist and Reading Specialist, and Jeana Kaplan, M.S., CCC-SLP, a pediatric Speech-Language Pathologist, both of whom are employed at the Massachusetts General Hospital. Jeana Kaplan also is employed at Harbor Area Early Childhood Services. Melissa’s areas of interest include developmental language, reading, and autism spectrum disorders. She piloted the Reading for Meaning groups that she now conducts jointly with a colleague at the Chelsea and Revere Healthcare Centers. She has presented on topics related to reading and reading disorders both locally and nationally. Jeana’s particular interests include the early intervention population, developmental reading disorders, school-aged language and phonological disorders as well as autism spectrum disorders. Jeana co-leads Reading for Meaning and phonology groups also at the Chelsea and Revere Healthcare Centers.

ASHA Disclosure Forms have been completed by both speakers from which it was determined that there is no conflict of interest in the form of relevant financial or non-financial relationships to disclose.

Upon completion of this workshop, participants should be able to:

∗ Explain the contribution of oral language delay/disorder in the profile of a child with written language deficits.

∗ Identify foundational skills necessary for reading comprehension.

∗ Identify an assessment battery to evaluate reading comprehension.

∗ Identify specific therapy activities to improve reading comprehension.

This program is offered for 0.2 CEUs (Intermediate level: Professional area).

An annual ASHA Continuing Registry fee is required to register ASHA CEUs. This registry fee is paid by the participant directly to the ASHA National Office. The registry fee ($30 for ASHA or NSSLHA members; $35 for non-members) allows registration of an unlimited number of ASHA CEUs for the calendar year. Contact the ASHA CE Division at 301-897-5700 for CE fee subscription.

There is a $49 per person course fee for this program, which includes a light supper served at 5:30 P.M. The formal program starts at 6:00 P.M.

To reserve a place, contact Peg in our office at 781-899-4709 or via email (info [at] CommunicativeHealthCare [dot] com) by Friday, September 14th. Seating is limited.

As a vocalist and former singing voice teacher, Carol brings her understanding of voice terminology and technique to her work with vocalists, while her medical speech pathology background informs her understanding of vocal function.

Upon completion of this workshop, participants should be able to:

1. Name and demonstrate at least three semi-occluded vocal tract tasks, their effect on laryngeal physiology, and their use.

2. Identify and demonstrate two to three strategies to reduce posterior glottic gap and resultant breathy production.

3. Identify the following bony, cartilaginous, and muscular structures associated with laryngeal function via palpation.

4. Demonstrate basic circumlaryngeal massage.

This program is offered for 0.2 CEUs (Intermediate level: Professional area). CHCA is an approved American Speech-Language Hearing (ASHA) provider.

ASHA CE approval does not imply endorsement of course content, specific products, or clinical procedures.

An annual ASHA Continuing Registry fee is required to register ASHA CEUs. This registry fee is paid by the participant directly to the ASHA National Office. The registry fee ($30 for ASHA or NSSLHA members; $35 for non-members) allows registration of an unlimited number of ASHA CEUs for the calendar year. Contact the ASHA CE Division at 301-897-5700 for CE fee subscription. ASHA Disclosure Forms have been completed from which it was determined that there is no conflict of interest in the form of relevant financial or non-financial relationships to disclose.

There will be a $49 per person course fee for this program, which includes a supper. Please R.S.V.P. by calling our office at 781-899-4709 by Friday, August 10th to reserve a place since seating is limited.

Upon completion of this workshop, participants should be able to:

1. Identify the elements of normal oral pharyngeal development.

2. Identify significant aspects of the suck/swallow/breath synchrony.

3 . Identify significant aspects in the development of conditional dysphagia.

4. Develop plan for strategic analysis of dysphagia and formulate organized treatment plan.

This program is offered for 0.2 CEUs (Intermediate level:  Professional area).  ASHA CE approval does not imply endorsement of course content, specific products, or clinical procedures.

An annual ASHA Continuing Registry fee is required to register ASHA CEUs.  This registry fee is paid by the participant directly to the ASHA National Office.  The registry fee ($30 for ASHA or NSSLHA members; $35 for non-members) allows registration of an unlimited number of ASHA CEUs for the calendar year.  Contact the ASHA CE Division at 301-897-5700 for CE fee subscription. ASHA Disclosure Forms have been completed from which it was determined that there is no conflict of interest in the form of relevant financial or non-financial relationships to disclose.

There is a $49 per person course fee for this program, which includes a supper.  Please R.S.V.P. by calling 781-899-4709  to reserve a place since seating is limited.

For many people, children and adults, music therapy is another effective way to improve one’s speech skills during the many hours needed to fully recover from brain trauma which may include a stroke. The rehabilitation process involves specific language techniques to help the brain make connections lost during injury. Melodic intonational therapy is one of the techniques used to tap into the non involved musical right side of the brain to stimulate the injured left speech area. The speech pathologists at Communicative Health Care Associates work with brain injured adults and children in similar ways.

The deaf dog was taken to a program at a state prison that gives dogs special training. Using American Sign Language, inmates taught the dog basic commands such as sit, stay, and lie down.

Photo credit: Erik Lunsford

The deaf dog now has a happy home at the Missouri School for the Deaf where the deaf students are enjoying the companionship of their new dog.  As one student explained, “He’s just like us.” Sweet endings.

Normal swallowing of food and liquid requires coordination of numerous muscles in the mouth, throat, and esophagus. Swallowing becomes a problem when an impairment of one or more of these muscles reduces a person’s ability to take in food safely and in nutritionally adequate amounts. In addition, there is the danger of aspiration when food or liquid is absorbed into the lungs. aspiration can lead to a life-threatening illness.

In the presence of a devastating illness, dysphagia may be of secondary importance; however, if safe swallowing guidelines are not instituted and enforced, the person’s recovery may be jeopardized.

Although some people show no outward signs of a swallowing problem, the most common signs include:

* coughing during or after food or liquid intake

* wet/gurgled voice while eating

* elevated temperature 30 minutes to one hour after eating

* increased chest congestion after eating or drinking

* difficulty chewing

* fatigue while eating

* multiple swallows needed for one mouthful

* difficulty swallowing

* weight loss associated with increased slowness in eating

* repetitive pneumonia

If you notice these signs of a swallowing problem, one of our speech/language pathologists can conduct an evaluations.

Should a problem exist, treatment is available. No two people are alike, and therefore our Speech/language pathologists develop completely individual treatment. Treatment may include changing diet texture or repositioning the person. Learning a new way to swallow, or exercising weakened muscles, may also be indicated.

What more information? Feel free to give us a call at 781-899-4709 or contact us via email at info [at] communicativehealthcare [dot] com.

In the United States, about one percent of the population numbering over three million Americans stutter.  Stuttering, like public speaking,  is one of life’s stressful conditions; it can mean living in silence with emotional pain and anguish.

For over 35 years, we have been helping individuals of all ages and backgrounds to overcome their communication challenges. One of our younger patients was a three year old who was non-verbal and profoundly deaf, but, with speech therapy, learned to communicate his needs and wants. Similarly, in the case of an eighteen year old college student who sustained a serious head trauma resulting in aphasia, an intensive speech therapy program enabled him to return to classes. And, after a local doctor learned to correct his speech patterns, he was better able to communicate his diagnoses and treatment recommendations to his patients.

Share your stories with us. If you are a speech-language pathologist, how have you helped your students or patients to overcome their communication challenges?

AdLit.org, a national multimedia project offering information and resources specifically related to adolescent readers and writers. AdLit.org is one of several literacy sites administered by WETA, the public television and radio station in Washington DC, including Reading Rockets and LDOnline. The site provides information and lists resources on adolescent literacy for educators, parents and students.

Alliance for Excellent Education is a national policy and advocacy organization that focuses on at-risk secondary students and serves as a national clearinghouse on policies that support effective high-school reform. In 2003, it established an Adolescent Literacy Advisory Group, which resulted in the publication of a series of adolescent literacy reports, white papers, and research meta-analyses. In addition, the Alliance has hosted a number of conferences and symposiums focused on Adolescent Literacy.

Center on Instruction provides information about scientifically based research and information on reading, and serves as a resource for the 16 regional U.S. Department of Education Comprehensive Centers. The Center publishs a number of adolescent literacy guidance documents and practice briefs aimed at connecting current research to practice.

Institute of Education Sciences (IES), National Center for Education Evaluation and Regional Assistance focused its attention on adolescent literacy in 2008 with its publication of “Improving Adolescent Literacy: Effective Classroom and Intervention Practices”. This practice guide offers specific evidence-based recommendations that educators can use to improve literacy levels for students in grades four through twelve.

The National Governors Association, through its Center for Best Practices published the report “Reading to Achieve: A Governor’s Guide to Adolescent Literacy”. In 2006, the association funded the Reading to Achieve: State Policies to Promote Adolescent Literacy initiative which provided assistance and funding to develop state literacy plans and policies to improve adolescent literacy to Arizona, Delaware, Florida, Idaho, Massachusetts, Mississippi, New Jersey, and North Carolina.

The National Institute for Literacy (a federal agency) has a specific initiative to address adolescent literacy. Its 2007 report “What Content-Area Teachers Should Know About Adolescent Literacy” summarizes the literature on adolescent literacy and recommends methods for building adolescent reading and writing skills in the classroom, with an emphasis on what content-area teachers can do.