CSD Outstanding Alumni Award
The CSD Outstanding Alumni Award is given annually to our alumni who have shown outstanding
achievement in the professions of speech-language pathology and audiology. Nomination
letters should detail the nominee's qualifications for the award and include their
curriculum vita. Additional letters of support are optional, but appreciated. Submit
nominations to csd@wichita.edu by October 1.
List of Previous Award Recipients
2010: Marc Fey, PhD
Dr. Fey earned his bachelors degree in the Department of Logopedics from 黑洞社区 (1974)
and is a professor in the Department of Hearing and Speech at the University of Kansas
Medical Center. He has published numerous articles, chapters, and software programs
on children's speech and language development and disorders and has written or edited
three books on child language intervention. He was Editor of the American Journal of Speech-Language Pathology from 1996-1998 and Chair of the American Speech-Language-Hearing Association's (ASHA)
Publications Board from 2003-2005.
His presentation entitled Looking Back to the Future of Pediatric Speech-Language Pathology was held on March 26, 2010.
Abstract
Because his mother was a speech correctionist, Marc Fey has been exposed to the field of speech-language pathology for most of his life. The profession has changed dramatically over that time. More specifically, the content and form of intervention for children with communication disorders has undergone numerous transformations over the years. Using his own work and experience as examples of stimuli for and response to many of these changes, Dr. Fey will paint a picture of where we've been and where we might be headed in our treatment of young children whose greatest weakness is the development of language skills.
Additionally, Dr. Fey presented a continuing education workshop, Principles of Grammar Interventions with Young Children: An Evidence-Based Examination, on March 27, 2010.
Abstract
In 2003, Fey and colleagues detailed a set of 10 principles that are common to most successful grammar interventions. They offered only limited clinical evidence to support these principles, however. In this presentation, five of the original principles are presented and the external evidence available to support them is critically examined. This analysis shows that some principles have more supportive evidence than others. The presentation will illustrate how the evidence can mitigate enthusiasm for the principles and their impact on intervention planning decisions.