Feb. Training with Dr. Oetting

A PaTTAN Speech Series Event

Identifying and treating language disorders within children’s dialects in linguistically diverse communities

The presentation will:


1) review findings from studies of childhood language disorders within various dialects of English

2) present and demonstrate three promising clinical tasks that should be tried and further explored for diverse English dialect speakers

3) introduce strategic scoring with comparative data to show that it yields a more accurate interpretation of a child’s abilities than traditional, unmodified scoring approaches and modified scoring approaches

4) discuss three changes one can make to clinical practice to reduce unintentional linguistic microaggressions when working within dialectally diverse communities.

Presented By: Dr. Janna B. Oetting

Presenter's Bio:


Janna Oetting received her Ph.D. from the University of Kansas in 1992. She is currently a Professor in the Department of Communication Sciences and Disorders and Special Assistant to the Vice Provost of Research and Economic Development at Louisiana State University. Her research focuses on child language development and disorders within the context of English dialect diversity, the evaluation of speech and language screening and assessment tools, and prevention/education methods in the field of speech-language pathology. Her work has been funded by numerous agencies including NIH and the Department of Education. Dr. Oetting is a Fellow of the American Speech-Language Hearing Association and has served as Editor, Associated Editor, and Editorial Board Member for the Journal of Speech-Language Hearing Research. She is also a Fellow of the Louisiana Speech-Language Hearing Association and served as Vice President and President of this organization in 2001 and 2002.

Is this training for me?


Intended Audience


K-12 School-Based Speech-Language Pathologists



Learning Outcomes: Participants will...


  • Describe three primary ways dialects of a language differ from each other.
  • Interpret the meaning of three camouflaged forms, be, had + verb, and ain’t when given a short language sample.
  • Apply strategic scoring to a set of sentences recalled by a child with a language impairment and a child developing language typically within the dialect of African American English.
  • Analyze and interpret a child’s use of auxiliary BE when given a brief language sample and a dialect discovery worksheet.

2/18:


10:00-10:30 The disorder within dialects framework

10:30-11:00 Similarities and differences between dialects of English

11:00-11:30 Markers of childhood language impairment across dialects of English


2/25:


1:00-1:30 Three promising clinical tasks: Dialect-informed sentence recall, dialect-informed grammar productivity, and dialect-informed nonword repetition

1:30-2:00 Strategic scoring as compared to traditional and modified scoring

2:00-2:30 Four changes that can be made to clinical practice to reduce unintentional linguistic microaggressions: Developing a dialect enthusiast persona; incorporating linguistic variation content into metalinguistic conversations (or metalinguistic TX goals) with all children including speakers of Mainstream American English; using dialect discovery worksheets to learn about children’s nonmainstream dialects; and maintaining a dialect diary to reflect on our personal steps and missteps.

Part One

Thursday, Feb. 18th, 10-11:30am

This is an online event.

This event is a 2-part event. Attendance at both is required for credits.


Registration for both dates

Part Two

Thursday, Feb. 25th, 1-2:30pm

This is an online event.

This event is a 2-part event. Attendance at both is required for credits.

Credit Types

Act 48 – 3 hours

ASHA CEUs- .3

For registration questions, please contact:

Melissa Howell, mhowell@pattan.net
717-541-4960

For content questions, please contact:

Elizabeth Christopher, 717-901-2275, echristopher@pattan.net