College of Speech Language and Hearing Sciences made a benchmark in the history of Karachi, by making Dr. Ziauddin Hospital the first private hospital in the city to house a Speech Language and Hearing Sciences facility. The services provided at the speech language therapy clinic include identifying, diagnosing and treating adults and children with:
- Attention Deficit Hyperactivity Disorder
- Cleft lip / palate and maxillofacial disorders
- Hearing Impairment for adults and children
- Language disorders for adults with aphasia or communication difficulties.
- Language disorders for children with specific language impairment, mental retardation, Down’s syndrome, Autism Spectrum disorder, learning disabilities and more.
- Neurogenic speech disorders
- Voice disorders
- Swallowing disorders
The speech language therapy clinic not only treats patients with speech language and swallowing disorders, but also performs prevention and early intervention activities that include:
- Early identification and intervention services for communication and swallowing disorders.
- The clinic offers various training sessions exclusively for parents / caregivers; this also promotes in forming an active parent support group.
- Professional training of teachers on how to deal with students with communication deficits in daily activities.
- The clinic also offers a one year diploma in childhood development and psychopathology.
- Commencement of vital stim and aphasia support group at Dr. Ziuddin hospital.
- Ward visits to Dr. Ziuddin hospital on regular basis for evaluation and treatment of swallowing disorders.
SLT-Clinic is the only clinic offering LSVT LOUD for people with Parkinsonism and other adults and children with other neurogenic conditions.
The College of Speech Language & Hearing Sciences, has launched the Professional Development Series for continuing professional development in the realm of speech language pathology and audiology.
This initiative is in line with our endeavor to strengthen the field of speech language pathology in Pakistan and equip our faculty and students with the latest clinical and technological advances in the fields. The two workshops on Talk Tools and PECS are the first in this series.
Who should attend?
- Speech and language pathologists
- Occupational therapists
- Physical therapists
- Behavior analysts
- Special education teachers
Talk Tools was created to provide the best oral placement therapy techniques, training and tools to clients, therapists and parents. Our therapy techniques add a tactile component to feeding and speech therapy, enabling clients to feel the movements necessary for the development of speech clarity.
TalkTools® exclusive Level Training Program is designed to provide professional therapists a clear path of continuing education and training related to speech and feeding therapy. Each Level has its own unique requirements, goals and accomplishments. Herein, you will find a clear path for becoming a Level 4 ACCOMPLISHED professional, starting with Level 1 and progressing up through the clearly defined pathway.
- 3 part treatment plan for OPT
- Feeding therapy – a sensory motor approach
- OPT Assessment and program plan development
- 3 day immersive training with live evaluations
- Test afterwards
- 3 day immersive training with live evaluations
- Test afterwards
- Three-Part Treatment Plan for Oral Placement Therapy (Introduction to Oral Placement Therapy) Course Summary – TalkTools® innovative tactile-sensory approach to speech therapy uses therapy tools to train and transition muscle movements for speech production. Learn how 40 highly motivating motor activities can be used to improve phonation, resonation, and speech clarity.
- Feeding Therapy: A Sensory Motor Approach (Feeding Fundamentals) Course Summary – in this Sensory/Motor Approach to Feeding class, the complex issues surrounding feeding disorders are discussed. The class reflects new research and understanding of sensory processing and the impact on feeding. CEUs – 12 Hours (1.2 CEUs)
Pre-requisite Courses LEVEL 1
- Oral Placement Therapy: Assessment and Program Plan Development Course Summary – learn how to perform a comprehensive evaluation for clients with sensory, feeding and/or speech disorders following the principles of the TalkTools® hierarchical approach to oral-motor assessment and treatment using the techniques learned.
About the presenter:
Renee Roy Hill – MS , CCC-SLP, has provided therapeutic assessments and program planning for adults and children with oral placement, feeding and motor speech deficits for over 17 years. She is the owner of Crossroads Therapy Clinic in New Braunfels, TX and a member of the TalkTools® speakers bureau. Renee has been an invited speaker for ASHA state conventions and has received specialized training in speech/oral-motor/feeding therapy, Apraxia, sensory processing disorders, Hanen Courses, NDT training, TAMO therapy and PROMPT. She is the creator of the TalkTools® Schedule Board Kit, co-author of Ice Sticks, and author of the TalkTools® Apraxia Program.
1. Who should attend?
Professionals, including teachers and other education professionals, speech and language therapists, psychologists, programme managers, care workers, foster carers & ABA therapists. The workshop is also suitable for family members such as parents, grandparents, aunts, uncles and siblings.
2. Little introduction of PECS?
PECS is a unique alternative/augmentative communication system developed in the USA in 1985 by Andy Bondy, PhD, and Lori Frost, MS, CCC-SLP. PECS was first implemented with pre-school students diagnosed with autism at the Delaware Autism Program. Since then, PECS has successfully been implemented worldwide with thousands of learners of all ages who have various cognitive, physical and communication challenges.
The PECS teaching protocol is based on B.F. Skinner’s book, Verbal Behavior, and broad spectrum applied behaviour analysis. Specific prompting and reinforcement strategies that will lead to independent communication are used throughout the protocol. The protocol also includes systematic error correction procedures to promote learning if an error occurs. Verbal prompts are not used, thus building immediate initiation and avoiding prompt dependency.
PECS consists of six phases and begins by teaching an individual to give a single picture of a desired item or action to a “communicative partner” who immediately honors the exchange as a request. The system goes on to teach discrimination of pictures and how to put them together in sentences. In the more advanced phases, individuals are taught to use modifiers, answer questions and comment.
The primary goal of PECS is to teach functional communication. Research has shown that some learners using PECS also develop speech. Others may transition to a speech generating device (SGD).
3. Biography of the presenters with their pictures.
- Louise Maggs, BSc (Hons) Speech & Language Therapy is Pyramid UK’s Clinical Director. Louise is qualified from the University of Wales Institute Cardiff in 2009 as a Speech and Language Therapist. Her background is in the provision of therapy within mainstream and special schools.When working as the sole Speech and Language Therapist in a specialist residential Autism school, Louise was able to implement PECS and the Pyramid Approach across the 24 hour curriculum. She has worked extensively with parents, teachers and care staff to support the development, and functional use of PECS for students with a range of age and ability. Louise has also undertaken further training in TEACCH, managing incidents and challenging behaviour and developing social communication skills. Louise joined Pyramid in 2013 and is especially interested in the use of technology to support communication and independence skills. Louise is currently studying for her MSc in Behaviour Analysis and Therapy, she is due to complete this in late September 2018.
- Andy Yates, BSc (Comb Hons) Psychology/Sociology, PGCE, QTS. Since qualifying in 1996, at Plymouth University, with a degree in psychology, Andy initially spent three years working as a Residential Social Worker. During this time he worked in a variety of settings, ranging from working with adults with mental health issues, adults with severe learning difficulties and teenagers with Aspergers Syndrome, supporting a wide range of individual needs across a 24 hr curriculum, focusing largely on developing and implementing independence skills programs.
In 2001 Andy graduated from Bath Spa University with a PGCE and spent four years working in mainstream primary schools in Bournemouth. As a KS1 teacher Andy gained invaluable experience of implementing , assessing and reviewing the national curriculum strategies and targets, alongside developing classroom management skills.
In 2005 Andy specialised in working in Special Educational Needs schools. Since then has worked with children across all key stages with a wide array of complex needs, including, PMLD, MLD, Emotional Behavioural Difficulties, and ASD. During his time working at a setting for pupils with EBD Andy became very experienced with managing challenging behaviour and has a particular interest in developing individual and classroom management techniques. Andy has undertaken further training in the implementation of Team Teach, SCIPP, and TCI crisis management techniques.Whilst working within Autism specific schools, Andy has used PECS as an integral part of teaching functional communication skills. Andy joined Pyramid in 2013 and is especially interested in promoting effective teaching practises whilst working with challenging behaviour, employing PECS as a means of developing communication skills.
The information found in these 2 links should answer most people’s questions.
|You’ve heard about PECS, but do you really know what it is …|
Myths and Misconceptions You’ve heard about PECS, but do you really know what it is? The Myths and Misconceptions surrounding the Picture Exchange Communication