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What is implementation Science (IS)? Is it something only for researchers? Wait, don’t practitioners ‘implement’?
Implementation science involves clinicians and researchers working together to improve outcomes. Join us for a first-of-its-kind conference where clinicians and researchers come together to discuss the science of implementation in communication sciences and disorders.
- Clinicians, make your voices heard and be a part of the evidence-based practice you strive to implement.
- Researchers, hear about successful implementation science partnerships and get feedback on your ideas.
This (2) day virtual conference is designed to improve client outcomes and make a positive impact on the practice to research to practice gap in Communication Sciences and Disorders (CSD). Engaging speakers – both clinicians and researchers- will share knowledge from current implementation science projects.
Format will include small group interactive sessions to apply new concepts to your specific practice and/or research. Focus will be on both acquired and developmental disorders and content will be adapted to both novice and experts and anywhere along the way. Attendees will gain an advanced knowledge of frameworks and application through the lens of real-world clinical practice and research initiatives.
Need Implementation Science Resources?
Tiffany P. Hogan, PhD., CCC-SLP, FASHA is a Professor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions in Boston, MA and Director of the Speech and Language (SAiL) Literacy Lab. Dr. Hogan has published over 100 papers on the genetic, neurologic, and behavioral links between oral and written language development, with a focus on improving assessment and intervention for children with Developmental Language Disorders, Dyslexia, and/or Speech Sound Disorders. She hosts a podcast (www.seehearspeakpodcast.com) and is co-founder of an informational website on Developmental Language Disorder (www.dldandme.org).
Sofia Vallila Rohter, PhD., CCC-SLP is an Associate Professor in the Department of Communication Sciences and Disorders at the MGH Institute of Health Professions in Boston, MA and Co-Director of the Cognitive Neuroscience Group. In her research, Dr. Vallila-Rohter uses neuroimaging and behavioral methods to explore how individuals with aphasia recruit cognitive and neural systems in the process of learning. These studies are aimed at better understanding ways to select interventions based on learning profile to maximize outcomes. Dr. Vallila Rohter partners with clinicians and clinician-researchers at MGH, Brigham and Women’s Hospital and Spaulding Rehabilitation Hospital to identify ways to improve assessment and treatment of individuals with acquired cognitive-communication deficits.
Natalie Douglas, PhD., CCC-SLP, is Lead Collaborator at Practical Implementation Collaborative and an Associate Professor in the Department of Communication Sciences & Disorders at Central Michigan University. She completed her B.S. and M.A. degrees at Ohio University and after a decade of clinical practice as a speech-language pathologist in hospital and long-term care environments, her Ph.D. at the University of South Florida. Her work aims to advance best, person-centered practices in communication and quality of life interventions for people with dementia, aphasia, and other communication disorders in adults. She additionally partners with healthcare and educational teams to increase the uptake of evidence-based practices through implementation science.
Nicole Patton Terry, PhD., is the Olive & Manuel Bordas Professor of Education in the School of Teacher Education, Director of the Florida Center for Reading Research (FCRR), and Deputy Director of the Regional Education Lab—Southeast at Florida State University (FSU). Prior to joining FSU in 2018, she was an Associate Professor of Special Education and the founding Director of the Urban Child Study Center at Georgia State University. She founded The Village at FCRR, a division that takes a collective impact approach to creating and maintaining research partnerships with diverse community stakeholders to promote reading achievement, school readiness, and school success among vulnerable children and youth. She currently serves as president-elect for the Society for the Scientific Study of Reading, fellow of the American Speech-Language-Hearing Association, Associate Editor for the Journal of Learning Disabilities, and a member of the National Academies’ Committee on the Future of Education Research at the Institute of Education Sciences in the U.S. Department of Education. Dr. Terry’s research, innovation, and engagement activities concern young learners who are vulnerable to experiencing poor language and literacy achievement in school, in particular, African American children, children growing up in poverty, and children with disabilities.
Dr. Charles Ellis Jr., PhD is a Professor and Chair of the Department of Speech Language and Hearing Sciences at the University of Florida. Dr. Ellis is a licensed and certified speech-language pathologist who received his Bachelor of Science and Master’s degree from The University of Georgia, Athens, GA. and Doctor of Philosophy degree from the University of Florida, Gainesville, FL. Dr. Ellis’ academic concentration focuses on adult neurogenic disorders and he teaches courses related to aphasia and cognitive disorders. His research is designed to understand outcomes associated with adult neurologically based disorders of communication and factors that contribute to the lack of equity in service provision and outcome disparities that exist among African Americans and other underrepresented minority groups. Dr. Ellis has authored or co-authored 135 peer-reviewed journals articles, five book chapters and has over 150 presentations to his credit related to neurological disorders and health disparities and minority health issues. Dr. Ellis is a former Language Editor for the Journal of Speech-Language-Hearing Research 2017-2018. Dr. Ellis was awarded the American Speech-Language-Hearing Association Certificate of Recognition for Special Contribution in Multicultural Affairs in 2011. In 2014 he awarded Fellowship of the American Speech-Language Hearing Association (ASHA).
Howard Goldstein is Associate Dean for Research and Professor of Communication Sciences and Disorders in the College of Behavioral and Community Sciences at the University of South Florida- Tampa. His research has focused on improving the communication and social skills of children with autism and other developmental disabilities. His recent work has sought to enhance the language and literacy development of students in high poverty schools who are at high risk for language and reading disabilities. He is the author of 2 books, 2 curricula, and over 150 scholarly journal articles and book chapters. He is a nationally known scholar for his research in the field of child language intervention. He served as ASHA Vice President for Science and Research 2013-2015. Dr. Goldstein’s contributions to the field were recognized through Honors of the American Speech-Language-Hearing Association in 2016, Fellow of American Association for the Advancement of Science in 2020, and the Kawana Award for Lifetime Achievement in ASHA Publications in 2021. Throughout his career, he has been a passionate advocate for developing evidence-based practices and facilitating their implementation in educational and clinical settings.
Dr. Storkel is a Professor of Speech-Language-Hearing at the University of Kansas in Lawrence, Kansas. Her research focuses on helping children learn words and sounds so they can succeed in school and life. Dr. Storkel is currently earning an online certificate in implementation science as part of her K18 funded sabbatical (K18DC019615). Dr. Storkel has conducted multiple preliminary clinical trials of interactive book reading with children with developmental language disorder. She also has disseminated research on the complexity treatment for children with speech sound disorders through tutorials and trainings.
Dr. Farquharson is a speech-language pathologist who studies the cognitive, linguistic, orthographic, and environmental factors that influence how children with speech and language disorders acquire literacy skills. One line of work has examined how working memory, language, and orthography may influence children's abilities to learn new words, read, and achieve age-appropriate speech production. A related line of work has examined how speech therapy-level variables, such as SLPs' stress, job satisfaction, therapy quality, and IEP goals, may impact the outcomes seen in children with speech and language impairments. As a former school-based SLP, she is interested in determining how these lines of work can be used to create better assessments and treatments for SLPs to use in serving this population of children. She has been an active ASHA member since she was an undergraduate student and has served many leadership roles at the state and national level. Currently, she is a member of the ASHA Convention Planning Committee in the area of Speech Sound Disorders, a voting member of the Society for the Scientific Study of Reading, a member of the Steering Committee for Decoding Dyslexia-Florida and is an editorial board member for several journals.
Opportunity to Share Your Work
We’d love to hear your perspectives! Please consider sharing your work in a lighting round talk. There are two ways to do this:
These aren’t your average talks. Unlike most conferences, where presenters are expected to adhere to an academic style and traditional abstract format, we’re throwing tradition and expectations out the window! Do you have a success story in your hospital, clinic, or school setting? Examples of interprofessional practice in action (i.e., collaborative team teaching in a classroom, OT/PT/SLP team services, etc.)?
We’re excited to accept things that are only in the planning stage. Why? Because we want clinicians/educators and researchers to have a place to share ideas with each other, that will require partnership to really move forward successfully. Also, the planning stage is where all of us need to be communicating the most! Alternatively, do you have a completed project and want to share your successes or important information? We want that too, so we can learn from what you’ve built.
Submission Deadline: March 15th
Notifications of Acceptance: by April 1st