Lavi Institute

Power Up Outcomes with Evidence Based Practice – SLP Conference, San Clemente, CA


May 9, 2020

Gain Clinical Confidence in the Three Most Urgent Areas of Need

  • Social Communication and Theory of Mind Assessment and Intervention (Dr. Carol Westby)

  • Culturally/Linguistically Responsive Assessment and Intervention of English Learners (Dr. Celeste Roseberry-McKibbin)

  • Legally Defensive Report Writing (Dr. Adriana Lavi)


Location and Suggested Hotels, Transportation

Talega Golf Club, 990 Avenida Talega, San Clemente, CA 92673

Registration to Conference Includes

$ 199
  • - Receive 9.0 CA SLP board approved CEUs/ ASHA Continuing Maintenance Hours
  • Social Communication/Pragmatic Language Therapy hands-on lab (30 mins)
  • Step-by-step guide/manual to start using in therapy the very next day
  • 12-month membership to, a video-based online step-by-step weekly social communication curriculum
  • - Legally and Ethically Defensible Report Writing: hands-on lab (30 mins)
  • - Lunch, dinner, exhibits, giveaways, raffle tickets to win WPS products such as a free CAPs test, and products of other leading companies
  • 5:30 pm SLP dinner party, open bar, DJ, SLP networking, Career Fair, Exhibits
limited space

Schedule of Conference

  • 7:45am – 8:30am Registration, Light Breakfast, Exhibits
  • 8:30am – 12:00pm Dr. Celeste Roseberry-McKibbin
  • 12:00pm – 1:30pm Lunch, Giveaways, Raffle, Social Communication Intervention Lab, Legally Defensible Report Writing lab
  • 1:30pm – 5:00pm Dr. Carol Westby
  • 5:30pm – Dinner SLP Party

Carol Westby, Phd, CCC-SLP
Social Communication and Theory of Mind: Assessment and Intervention

  • This presentation will (a) review current research documenting neural bases for emotional understanding and theory of mind, (b) describe the developmental stages of theory of mind from infancy through adolescence, and (c) demonstrate strategies that foster the types of social interactions that promote development of ToM and communicative competence. Participants will be able to evaluate infants'/toddlers, preschool, and school-age children's level of ToM and provide justification for targeting ToM in intervention


    I. Foundations for understanding nature and role of theory of mind (ToM) and pragmatics in communication disorders
    A. Types of ToM: Cognitive/affective/interpersonal/intrapersonal
    B. Characteristics of ToM/pragmatic deficits in different types of communication impairments
  • II. Social-emotional/ToM development in infants and toddlers
    A. Observation of social-emotional developmental stages in infancy
    B. Intervention strategies for emotional sharing, engagement, referencing, reciprocal interaction
  • III. Emergent theory of mind/pragmatics 18 months to 4 years
    A. Pretend, language, and autobiographic foundations for ToM/pragmatics
    B. Intervention strategies for preschool level children

  • IV. First Order ToM -- Late preschool/mid elementary
    A. Tasks/activities requiring first order ToM - Strategies for assessment
    B. Intervention for first order ToM: Developing the language of ToM
  • V. Second order and higher order ToM – mid elementary school through adolescence
    A. Tasks/activities requiring second order/higher order ToM – Strategies for assessment
    B. Intervention strategies for behaviors associated with second order/higher order ToM in social and academic settings


Celeste Roseberry McKibbin, Phd, CCC-SLP
Culturally-Linguistically Responsive Assessment and Intervention with English Lnguage Learners with Language Impairment

  • This workshop addresses nonbiased assessment strategies and materials that can be used to differentiate language differences from language impairments in ELL students from any linguistic background.
  • I. Describe how second language acquisition and bilingualism impact a child’s overall language development; Explain how normal second language acquisition and bilingualism phenomena can masquerade as symptoms of a language impairment;
  • II. Summarize federal laws and guidelines pertaining to nonbiased assessment of ELL students;
  • III. Identify potential sources of bias on standardized language and IQ tests that are administered to ELL students; Provide a rationale for the use informal, nonstandardized methods and materials for differentiating between language differences and language impairments in ELL students
  • IV. Specifically describe the use of informal, nonstandardized methods and materials for differentiating between language differences and language impairments in ELL students List suggestions for working effectively with interpreters; Apply information discussed in the workshop to actual case studies

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