ASLTIP THERAPY TALKS & AGM DIGITAL PROGRAMME

THURSDAY 31ST MARCH 2022 Rudolf Steiner House 35 Park Road LONDON NW1 6XT

PRESENTED BY THE ASLTIP EXECUTIVE BOARD

Welcome to An intimate in-real life short talks event

10.00 - 10.15 WELCOME & INTRODUCTION 10.15 - 11.30 THERAPY TALKS 11.30 - 12.40 AGM 12.40 - 13.25 LUNCH 13.25 - 13.40 THERAPY TALKS 14.30 - 14.55 BREAK (REFRESHMENTS PROVIDED) 14:55 - 15:45 THERAPY TALKS 15.45 - 16.00 THANK YOU AND GOODBYE

Welcome to"Therapy Talks" 2022 In 1989 a small group of therapists in private practice came together to form the Association of Speech and Language Therapists in Independent Practice, known as ASLTIP.

The main aim was to provide a port of call for private practitioners and to give them support and advice. At the same time it also provided a point of contact for members of the public who wanted to contact an independent therapist.

Today ASLTIP has over 1450 members and continues to be a a support organisation, still run by members.

ASLTIP ensure all members not only gain clinical support from their peers via over 70 local groups, but seek to provide advice around growing a business as well as maintaining high standards when delivering therapy to the public.

We continue to offer our "Setting Up in Independent Practice" course virtually, and have a discounted rate for any members wanting to complete safeguarding training via Educare.

Our RCSLT link remains strong, and we regularly provide joint statements about applicable matters.

If you would like to find out more about ASLTIP please speak to one of the executive board, who are all in attendance today.

We hope you enjoy the day!

Ruth(Chair) ASLTIP Chair

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ASLTIP THERAPY TALKS & AGM MARCH 2022 10.00-11.30 RUTH CRAMPTON Welcome and Introduction "The last two years have seen our profession raise the bar in many ways. Think back two years to the day, and none of us could have predicted how we would have reacted to the sudden lockdown situation we found ourselves in."

CELIA CHAMPION Transforming your private practice: Stop plodding and start rocking

PROF ROS HERMAN How do we help children with weak language skills learn to read?

ANNA VOLKER "Will you still need me when I am 65?" Dementia, language and speech and language therapy interventions.

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CELIA CHAMPION 10.00-11.30 Transforming your private practice: Stop plodding and start rocking

‘Are you having trouble translating your dream practice into reality? Have you got stuck in the day-to-day rut and not moving as fast as you’d like or anticipated? If you are and you’re not sure where to start, how to best utilize your limited resources this talk will help you to convert your big picture into the individual brush strokes needed to get there’

About Celia Celia Champion is the owner of Painless Practice. Celia specialises in supporting health practitioners on the non-clinical, business side of their practice. Whether you want to grow your practice, plan your exit strategy, get a better work life balance or manage your practice and team more efficiently and more successfully, Painless Practice are able to help. Celia and her team are passionate about seeing practitioners enjoying their work and achieving their vision. Celia co-authored ‘Seven Pillars of a Painless Practice and is a leading keynote speaker in her field.

I am based in Ascot, Berkshire but do most consultations on zoom or at my client’s clinics. Our team all work from home. My website is www.painlesspractice.com

Social Media Links: LinkedIn: https://www.linkedin.com/in/celiachampion/

Twitter: https://twitter.com/celiachampion

Facebook: https://www.facebook.com/painlesspractice

Instagram: https://www.facebook.com/painlesspractice

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PROF ROS HERMAN

10.00-11.30

Speech and language Therapist at City, University of London How do we help children with weak language skills learn to read? A school-based language and literacy programme for deaf and hearing children

A significant proportion of children experience literacy difficulties, including many with weak language skills. For children entering school with limited vocabulary knowledge, the impact is not only on the early stages of learning to read; they typically fail to catch up unless they receive specific support, with reading delays becoming more severe as children progress through school.

Our research investigated the use of an integrated language and reading intervention, combining systematic phonics teaching and a whole-class approach to developing vocabulary, with children with weak language at the start of primary school. We included children from disadvantaged backgrounds, those with English as an additional language and deaf children and addressed two key research questions: Can school staff be trained to deliver the integrated programme effectively? Is an integrated language and literacy programme more effective in enhancing deaf and hearing children's vocabulary and early reading skills than standard literacy teaching?

About Ros Ros qualified initially as a Speech and Language Therapist (SLT) at Reading University, achieved her MSc in Human Communication at the University of London, and completed her PhD at City, University of London. She has worked clinically with Deaf clients of all ages and currently works part-time at City, University of London teaching, carrying out research and running the Sign Language & Reading Assessment Clinic.

Ros lectures to trainee and post-qualification SLTs and has a longstanding interest in the clinical skills of SLTs who work with Deaf people. Her teaching and research interests are language development in British Sign Language (BSL) and communication and reading skills in deaf people. Ros runs regular training courses on the BSL Production Test as well as providing lectures and workshops to Teachers of the Deaf, Communication Support Workers and SLT Special Interest Groups.

Social Media Link: https://www.city.ac.uk/about/people/academics/ros-herman

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DR ANNA VOLKMER

10.00-11.30 Post doc NIHR DSE award holder, lecturer at University College London & senior speech and language therapist at National Hospital for Neurology & Neurosurgery "Will you still need me when I’m 65?” Dementia, language and speech and language therapy interventions.

Dementia represents the biggest expanding caseload for speech and language therapist. This is because of an increase in the number of people living longer, and therefore at increased risk of dementia. Devastatingly, Dementia can have a profound impact on language and communication, and consequently quality of life. Speech and language therapists have become critical in supporting the differential diagnosis in certain language led dementias, called primary progressive aphasia. And crucially speech and language therapy is often the only intervention available for people with primary progressive aphasia. Yet there remain many barriers for people with dementia in accessing speech and language therapy. This talk will provide an overview of language in dementia, focusing specifically on primary progressive aphasia and the current research evidence on interventions in this area.

About Anna Dr Anna Volkmer qualified from UCL as a speech and language therapist in 2002. She started working with adults with acquired neurological conditions in the UK and then Australia, where she completed a Masters in Clinical Rehabilitation. Anna became especially interested in working with people with dementia whilst working at the Royal Melbourne Hospital. On returning to the UK in 2010 Anna returned to her clinical work and wrote a book entitled “Assessment and Therapy for Language and Cognitive Communication Difficulties in Dementia and other Progressive Diseases (2013; J&R Press). Anna started her NIHR funded PhD at UCL in 2015. Her work focused on developing a communication partner training intervention entitled Better Conversations with Primary Progressive Aphasia (BCPPA) and consequently conducting a randomised controlled pilot-feasibility study across 11 NHS sites. Anna now manages her clinicalacademic roles across the National Hospital for Neurology and Neurosurgery where she leads a speech and language therapy service within the dementia clinics. She also lectures at UCL and has just completed her first post-doctoral grant.

Social Media Link: Twitter - @volkmer_anna

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t e ck i t r y u a o d y o t t Ge ked o o b A

ASLTIP AGM 31ST MARCH 2022 11:35-12:35



CHAIR'S REPORT

TREASURER'S REPORT

LOCAL GROUPS REPORT

VOTING

Break for lunch. Please return for 13.20

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ASLTIP THERAPY TALKS & AGM MARCH 2022 13.25- 16:00



LYNDSEY ALLEN Morning reflection and introduction to our virtial conference

JEN CHESTERS The Language Explorer app: using story-telling to capture the langauge skills of children with DLD

KATHRYN MOYSE Outcome Data: a currency in the digital age of speech and language therapy

JENNIFER WARWICK Are you looking at what I'm looking at? Observing and assessing social cognition in young children

ROSEMARY VARLEY What’s new in sentence therapy for aphasia? “I don’t know”

SARAH BUCKLEY Thank you and good-bye

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ASLTIP offers an online course to support practitioners setting up an independent practice.

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LYNDSEY ALLEN Speech and Language Therapist and Owner of Think, Talk and Learn ASLTIP Education and Learning Director

Reflection from the morning and what to expect from the May Virtual conference When COVID-19 became a reality in the UK, much of what we took for granted was gone. Many people who lived alone craved human interaction, while people who lived with others dreamt of just 5 minutes on their own. How we lived, shopped, and worked seemed to change overnight. Those first weeks were hard. However, perhaps like me - you felt relief when humans began to show the characteristics that have made us successful through time. When you looked around and everywhere you saw humans show resilience and adaptability. Adaptability isn’t easy for everyone but being adaptable is linked to several different outcomes including better relationships, less stress, and higher levels of performance. Join me to hear about the ASLTIP virtual conference on the theme of ADAPTABILITY, know about speakers who will inspire you, and press BOOK for that ticket.

About Lyndsey: Graduating as a speech and language therapist in 1998, Lyndsey spent 25 years learning about child development and supporting children to get better outcomes for their children. She’s worked across public, private and charitable sectors in both clinical and leadership roles, cementing an international reputation as a speaker and trainer. To see what else life had to offer, she also spent two years working for a not for profit, supporting small business in life sciences to innovate. A prince 2 qualified project manager and certified auditory verbal therapist, she has a distinctive set of clinical and business skills. Lyndsey’s currently working across 3 different organisations. As clinician and consultant for her independent practice, Think Talk and Learn, and with a charity AVUK across both training and clinical teams. Her 3rd role is on ASLTIP’s board, as acting director for learning and development. She loves to find inspirational speakers and organise events so it’s a role she hopes to continue! When she’s not working you might find her pulling some shapes on a yoga mat or hanging out with 4 kids at the park.

Hutchins., T. Allen., L & Schefer., M (2017) Using the Theory of Mind Inventory to Detect a Broad Range of Theory of Mind Challenges in Children with Hearing Loss: A Pilot Study Deafness & Education International (Published online 2017.01.23) Allen, L. & Simpson Allen, J (2012) What can a parent and professional do in a home-based program when they do not have a lot of “therapy” toys? In W. Estabrooks (Ed.), 101 Frequently Asked Questions About Auditory-Verbal Practice (pp.93-97). Washington DC: The Alexander Graham Bell Association for the Deaf and Hard of Hearing. Plus numerous articles for professional and parent publications such as Bulletin (SLT magazine) and BATOD (Teacher of the Deaf magazine).

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JEN CHESTERS Senior Research Associate in the Bristol Speech and Language Therapy Research Unit (BSLTRU), and a Speech and Language Therapist and Neuroscientist

The Language Explorer app: using story-telling to capture the language skills of children with Developmental Language Disorder Narrative sampling provides information about spoken language in a more natural communication environment than other assessment approaches. This is valuable for identifying children needing support with language development. However, transcribing and analysing samples of children’s story-telling can be time consuming, and so narrative assessment is not routinely used in clinical assessment. In this talk, I will present the Language Explorer, an app that addresses this barrier by semi-automating the narrative assessment of children’s language.

Language Explorer was developed in an NIHR-funded collaboration between Therapy Box, a healthcare tech company, and researchers at Newcastle University and the Bristol Speech and Language Therapy Research Unit. I will describe the format of the app, and our role in the project: to evaluate how well Language Explorer captures the pattern of strengths and needs from the narratives of children with Developmental Language Disorder.

About Jen I worked clinically in Learning Disability, Forensic Mental Health and Dysfluency services before moving into a research setting 10 years ago. In my PhD research, which I completed in the Experimental Psychology Dept at Oxford University, I investigated how a non-invasive method for stimulating the brain could be used to increase speech fluency. Following this, I continued to research the neural basis of fluency and stuttering using a range of brain imaging and stimulation techniques. I am generally interested in how our brains are organised to produce and perceive speech and language, and how applying this knowledge could improve speech and language interventions. I have a particular interest in speech motor control, and how sensory information is integrated to support this control process. I joined the BSLTRU in November 2020 where I mainly work on the Language Explorer clinical evaluation study, which tests the feasibility of an app for assessing Developmental Language Disorder in children.

Social Media Links: Email: [email protected] BSLTRU webpage: https://www.nbt.nhs.uk/bristol-speech-language-therapy-researchunit/about-bsltru Twitter: @jen_chesters, @Bristol_SLTRU

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KATHRYN MOYSE Outcomes and Informatics Manager at RCSLT

Outcomes data: a currency in the digital age of speech and language therapy Kathryn Moyse talks about the value of outcomes data in the delivery of speech and language therapy, including the difference it can make to individual clients, through to the benefits to the profession as a whole. The presentation highlights some of the resources and support available to speech and language therapists in overcoming the challenges posed by outcome measurement and showcases the power of data in transforming practice.

About Kathryn: Kathryn is the Outcomes and Informatics Manager at the Royal College of Speech and Language Therapists, which is the professional body for speech and language therapists (SLTs) in the UK. Her role predominantly involves supporting SLTs with the measurement of outcomes and utilising data, digital and technology in service delivery. Her role involves working closely with RCSLT colleagues in the Research team to ensure strong links between use of outcomes and evidence-based practice initiatives, as well as ensuring alignment with national policies and initiatives in these areas.

Prior to joining the RCSLT in 2016, Kathryn worked as a speech and language therapist in schools across south-east London, which inspired her interests in outcome measurement and capturing the impact of speech and language therapy.

Social Media Links: @KathrynMoyse [email protected] https://www.rcslt.org/

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JENNIFER WARWICK Speech and Language Therapist, Author of the ESB assessment

Are you looking at what I'm looking at? Observing and assessing social cognition in young children. For parents, a child's first word is celebrated and thought of as the start of communication, but less thought about are the crucial building blocks of social cognition. A child's social responsiveness, joint attention and symbolic comprehension underpin verbal communication and enable a child to develop the social skills needed for complex relationships.

Join Jennifer Warwick joint author of the Early Sociocognitive Battery talks as she talks about the development and assessment of early sociocognitive skills.

About Jennifer: Jennifer trained as an SLT in 2003 she has since worked within the NHS, charity and independent sectors. Jennifer is an author of a clinical assessment - the Early Sociocognitive Battery and also a resource book for parents and educators of children with Autism Spectrum Disorder. Jennifer specialises working with children with complex communication needs; she works as part of a multidisciplinary team at the Child and Family Practice and also co-founder of London Child Development Clinic with her colleague Dr. McCarthy. Jennifer is able to offer multi-disciplinary assessments, individualised assessments, direct therapy and therapy programs for children and young people. Jennifer is ADOS trained and is able to carry out diagnostic assessments as part of a multi-disciplinary team. Jennifer has more recently founded Communicate & Thrive which offers support around developing communication to all parents.

Social Media Links: www.communicateandthrive.com

Insta @communicateandthrive

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ROSEMARY VARLEY (Professor of Acquired Language Disorders, University College London)

What’s new in sentence therapy for aphasia? “I don’t know” You’ll have been taught that each time you want to say a sentence, you use abstract rules to generate it anew each time. This view has influenced speech and language therapy for the last half century. But a new approach to grammatical processing (usage-based, construction grammar) suggests that whole sentence frames are stored, and, in many cases, complete and fully specified sentences are stored in memory (e.g. ‘I don’t know’, ‘where is the ___’).

Join me to hear more about this idea, and how the UTILISE project at UCL is using it to develop a new therapy for sentence comprehension and production difficulties in aphasia.

About Rosemary: Rosemary is Professor and Head of Department at UCL Department of Language & Cognition (home to the MSc Speech & Language Sciences programme). Previous posts were at the Universities of Hong Kong and Sheffield, as well as a speech & language therapist in the NHS. She undertakes research into language and cognitive impairment in aphasia and dementia, and her work is published in major journals such as Nature Reviews Neuroscience, Stroke, Cortex and Neuropsychologia, as well as SLT-orientated journals such as IJLCD and Aphasiology. She is co-author (with David Crystal) of the introductory textbook Introduction to Language Pathology. Her research is funded by Government research councils and charities such as the Stroke Association and Alzheimer’s Society.

Social Media Links: Rosemary can be contacted via email ([email protected]) and is based at Chandler House.

She resolutely refuses to use twitter or facebook, but her research team maintain a website https://www.cognitionandgrammar.net/ and she can occasionally be bullied into contributing something to the blog.

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