The 1st International Developmental Language Disorder (DLD) Research Conference | SEP 20-22 2021

IDLDRC is an international, virtual event from 20-22 September (#DLDConf), providing a platform to share research about Developmental Language Disorder (DLD). 

 The conference aims to address the roadblocks to sharing the learning and insights that sit in the hands of a few, but could potentially change the lives of people with DLD.

The cost to register is AUD $50 (ticket sales open 16 July 2021) and the proceeds from the conference will go towards establishing a DLD Research Grant that will be launched in 2022.

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Access IDLDRC from Anywhere in the World

IDLDRC will be held virtually via asynchronous and synchronous events. All presentations will be pre-recorded so they can be viewed any time during the conference (asynchronous).

Presenters will also be invited to participate in Q&A panels in real time (synchronous), so participants can ask questions and discuss the application of the research.

We will do our best to accommodate a range of times for these panels to enable access for an international audience. The panels will be recorded and shared with all participants who are unable to attend.

IDLDRC - Funding Future Research Into DLD

The best part? Proceeds from the conference will go to funding a 2022 RESEARCH GRANT to further research into Developmental Language Disorder!

2021 IDLDRC Sponsors

PLATINUM SPONSOR

THE INFORMED SLP

The Informed SLP is a website dedicated to connecting clinicians and scientists with each other’s work. They read hundreds of journals and articles each month, then distill the clinically actionable information into a monthly digest. 

Search their database to learn more, at www.theinformedslp.com

Keynote Speakers 2021

IDLDRC 2021 Poster
Suze Leitão

Associate Professor Suze Leitão

From research to the clinic: Understanding and using intervention evidence

Since the classic systematic reviews of intervention (Law, Nye & Garrett, 2003; Cirrin & Gillam, 2008), we have seen a steady increase in primary research investigating intervention for children with DLD. It can be difficult for clinicians to keep up with literature and apply the findings to our clinical practice. It is also a key ethical and professional responsibility for clinicians to be critical consumers of the research: understanding the research designs and methodology, as well as the analysis and results.

How confident can we be in interpreting and using the evidence we read? Is evidence-based practice simply about applying the research?

This presentation will present frameworks to support clinicians in understanding and using the intervention evidence, and provide a current overview of the research base with links to freely available resources.

Cirrin, F. M., & Gillam, R. B. (2008). Language intervention practices for school-age children with spoken language disorders: A systematic review. Language, Speech, and Hearing Services in Schools, 39 (Supplement), S110-S137

Law, J., Garrett, Z., & Nye, C. (2005). Speech and language therapy interventions for children with primary speech and language delay or disorder. Campbell Systematic Reviews1(1), 1-85.

Suze Leitão works as an Associate Professor of Speech Pathology and as the Director of Graduate Research in the Curtin School of Allied Health in Western Australia. She is a Life Member and Fellow of Speech Pathology Australia, recently completing 9 years as the Chair of the National Ethics Board of SPA. She is on the board of the International Journal of Speech-Language Pathology and Child Language Teaching and Therapy. 

Her research interests encompass theory, assessment and intervention for children and young people with Language Disorder and Developmental Language Disorder. She has published extensively in these areas with her HDR students and research group: Language and Literacy in Young People. She grew up in Europe, trained and lived in the UK, and currently lives in Fremantle, Western Australia.

Dr Tiffany Hogan

Professor Tiffany P Hogan

Developmental Language Disorders: Screening, Diagnosis, Intervention Frameworks, and Literacy Outcomes

Children with Developmental Language Disorders (DLD) can be reliably diagnosed by thestart of formal schooling. In longitudinal studies, those who are diagnosed with DLD are highly likely to have DLD into early adulthood and they show predictable literacyimpairments. Despite this reliability and stability in diagnosis and outcomes, studies spanning the past 30 years have shown that approximately 50% of children with DLD do not have formal diagnosis in the early school years, which means they are not likely receiving interventions to support their language and literacy development.

In this presentation we will review barriers to screening and diagnosis, the use of implementation science to overcome those barriers and how new intervention frameworks may be used to support the language and literacy skills of children with DLD.

Tiffany P. Hogan, PhD CCC-SLP, is Director of the Speech and Language (SAiL) Literacy Lab and Professor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions in Boston, MA.Dr. Hogan studies the genetic, neurologic, and behavioral links between oral and written language development, with a focus on implementation science for improving assessment and intervention for young children with speech, language and/or literacy impairments.  

Her research is funded by the National Institutes of Health’s National Institute on Deafness and Other Communication Disorders and the Department of Education’s Institute of Education Sciences. She is an advocate for children with communication disorders including Developmental Language Disorders, Dyslexia, and Speech Sound Disorders. 

She is co-founder of the DLD informational website dldandme.org, she hosts a podcast, SeeHearSpeak Podcast, and she is an elected board member for the Society for the Scientific Studies of Reading. Her career achievements have been acknowledged through receipt of numerous awards and fellowships including an Award for Early Career Contributions in Research and Lifetime Fellow bestowed by the American Speech-Language-Hearing Association,and a Faculty Excellence in Research Award and a Mentoring Award from the MGH Institute.

Find Dr. Hogan on twitter (@tiffanyphogan), Facebook (sailliteracylab), Instagram(@seehearspeakpodcast) or the web (www.mghihp.edu/sail). 

Courtenay Norbury

Professor Courtenay Norbury

Why is language important for developing social, emotional, and behavioural well-being?

There is consistent evidence that children with developmental language disorder (DLD) are at increased risk of poor social, emotional, and behavioural outcomes (Yew & O’Kearney, 2013). In this talk, I will consider evidence from the longitudinal SCALES study that tests a number of hypotheses. These include the role of language in developing emotion recognition and emotion regulation, the impact of language disorder on school experiences, and language disorder as part of a broader cluster of risks for adverse outcomes. These data highlight the challenges many children with DLD will have with accessing support for well-being, and how a focus on language may be beneficial to improving social, emotional and behavioural outcomes.

Courtenay Norbury is Professor of Developmental Disorders of Language and Communication at Psychology and Language Sciences, University College London. She is the Director of the Literacy, Language and Communication (LiLaC) Lab (www.lilac-lab.org) and a Fellow of the Royal College of Speech and Language Therapists. 

She obtained her PhD in Experimental Psychology at the University of Oxford, working with Professor Dorothy Bishop on the overlapping language profiles that characterise autism and developmental language disorder. Professor Norbury’s current research focuses on language disorders and how language interacts with other aspects of social and cognitive development. 

She is leading SCALES, a population study of language development and disorder from school entry. She is also a founding member of the RADLD campaign (https://radld.org/).

CALL FOR ABSTRACTS - CLOSED

The call for abstracts closed on Monday 31 May (midnight AEST). If you have any questions regarding your submission please email connect@thedldproject.com.  

IDLDRC TIMELINE 2021

Become a Sponsor of IDLDRC 2021

There are different levels of sponsorship packages for IDLDRC 2021 and recognition will be given to each sponsor at online events, in pre-conference marketing materials, and on thedldproject.com. This is a great opportunity to highlight your business, program or institution in front of conference participants, researchers, educators, people with DLD and their families.

IDLDRC provides an excellent opportunity for your organisation to:

  • Gain exposure to national, regional and international delegates;
  • Maintain a high profile with your target market;
  • Demonstrate your involvement, commitment and support of people with DLD and those who empower them;
  • Launch new products and services.

United Nations Sustainable Development Goals Alignment

The work of the International Developmental Language Disorder Research Conference supports SDGs 3, 4, 8, 10, 16, 17 (and others). Each presentation will be aligned with relevant United Nations Sustainable Development Goals.

International Developmental Language Disorder Research Conference Web UN Goals

Who is Hosting IDLDRC 2021?

The International DLD Research Conference is coordinated by The DLD Project in Australia. We are an impact focussed social enterprise founded to elevate awareness and understanding of DLD. This is an exciting opportunity to present and engage with current research in a virtual space.