Objectives: Participants will describe effects of

musical experiences on language learning

Participants will identify learning advantages and disadvantages of different voice training and practice regimens

Participants will explain the role exercise physiology principles play in the administration of voice interventions

Participants will apply scientifi c rationale and facilitation techniques of semi-occluded vocal tract postures in voice interventions

This course is offered for 0.6 ASHA CEUs. (Intermediate level, Professional Area)

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RegistrationRegister online at www.ollusa.edu/Woolfolk

Credit Card payments accepted online orComplete form and mail with check or purchase order to:

Our Lady of the Lake UniversityHarry Jersig Center411 S.W. 24th StreetSan Antonio, Texas 78207Name:__________________________________Address: _______________________________________________________________________________________________________________E-mail: _________________________________Phone: _________________________________

Check amount that applies:PreregistrationPreregistration must be postmarked by Oct. 1, 2013q Professional - $75 q Student - $15

Regular registration After Oct. 1, 2013q Professional - $90 q Student - $25

Partial refund (Professional - $20, Student - $5) provided with written request postmarked on or before Oct. 1, 2011.

No refunds after Oct. 4, 2011

LanguageôBrainô

Music

Music Therapy in Speech-Language Pathology

Oct. 12, 2013Dr. Don Hodges and John NixOLLU Providence Hall, West Social Room

CEUs: .6

Use Music to:• Integrate brain activity and functions• Increase language acquisition and linguistic skills • Foster social, emotional, cognitive and motor

development• Design powerful therapy techniques

Music is a universal constant throughout the ages.Explore general principles of brain anatomy and physiology with an emphasis on language and music. Learn practical applications for music therapy in speech-language pathology. Draw from voice physiology, acoustics, exercise physiology and motor learning to structure therapy sessions and individual training.

Agenda8:30-9:30 a.m. Registration 9:30 a.m. Introduction and overview of the brain, language and music (Don Hodges) 10:30 a.m. Break 10:35 a.m. Review of music and language research (Don Hodges) 12 p.m. Lunch (included) 12:30 p.m. What music might have to offer speech-language pathologists (Don Hodges) 1:20 p.m. Motor learning and exercise physiology principles for the voice therapy room (John Nix) 2:25 p.m. Break 2:30 p.m. Semi-occluded vocal tract postures: Applying motor learning and exercise physiology principles to their use in therapy (John Nix) 3:30 p.m. Open discussion with Don Hodges and John Nix 4:10 p.m. CEU course information and evaluation 4:15-5:30 p.m. Reception

About the ConferenceThe Elizabeth Carrow-Woolfolk Conference is presented every two years by Our Lady of the Lake University’s Communications and Learning Disorders Department, Harry Jersig Center and Continuing Education Offi ce. The conference is dedicated to promoting research in child language disorders and advancing the treatment of children with language and learning disabilities.

The conference is named for benefactor Elizabeth Carrow-Woolfolk, PhD. Dr. Woolfolk, a nationally recognized expert in communications disorders and OLLU alumna, has developed a comprehensive set of tests to evaluate oral and written language comprehension and expression. She established OLLU’s communications disorders program more than 50 years ago and continues as an active supporter of the program.

Presenters:Dr. Don Hodges is the Covington Distinguished Professor of Music Education and Director of the Music Research Institute at the University of North Carolina at Greensboro. He earned his PhD from the University of Texas. He is the co-author of Music and the Human Experience: An Introduction to Music Psychology, contributing editor of the Handbook of Music Psychology and the accompanying Multimedia Companion, and has published numerous works on music education and music psychology. Dr. Hodges has served on editorial boards of the Journal of Research in Music Education, Reviews of Research in Human Learning and Music, Music Educators Journal, and Update: Applications of Research in Music Education. He has also served on scientifi c organizing and review committees for the International Society of Music Medicine and the International Conference on Music Perception and Cognition. His recent research focuses on brain imaging studies of musicians.

John Nix is Associate Professor of Voice and Vocal Pedagogy at the University of Texas at San Antonio. He is founding director of the UTSA Vocal Arts Laboratory, worked with Ingo Titze at the National Center for Voice and Speech in Denver, and served on the music faculties of the University of Colorado and Eastern New Mexico University. He holds degrees in Arts Administration from Florida State University, in Vocal Performance from the University of Georgia and the University of Colorado at Boulder, and Certifi cation in Vocology from the University of Iowa. He has published articles in the NATS Journal, New York Opera Newsletter, Otolaryngology- Head and Neck Surgery, The Journal of Voice, The Journal of Singing, The International Journal of Research in Choral Singing, Vocalease, Australian Voice, and The Opera Journal. He is editor and author of The Oxford Handbook of Singing.