2018 Convention Program
Session 78, Incorporating Evidence-Based Compensatory Strategies in Dysphagia Management (8:30 am – 10:00 am)
Alison Cain, MS, CCC-SLP, Baptist Health Lexington
Stefanie Moynahan, MS, CCC-SLP, BCS-S, Baptist Health Lexington
Whether working at an acute-care, rehabilitation or long-term care facility, a large part of adult dysphagia management for the speech-language pathologist (SLP) includes incorporating compensatory strategies into a patients dysphagia treatment plan. Compensatory strategies include postural techniques (e.g., chin tuck), swallow maneuvers (e.g., supraglottic swallow) and diet modifications (e.g., thickened liquids). Selection of strategies should be based on the evidence while guided by clinical findings. Patients cognitive status, personal goals and quality of life must also be considered when determining the most appropriate treatment plan. This presentation will review types of compensatory strategies available to the SLP, including a thorough review of the literature, as well as discuss applications across various dysphagia patient populations (e.g., neurogenic, head and neck cancer, dementia). Case studies will be included.
Learner Outcomes: At the end of the presentation, participants will be able to list compensatory strategies available to facilitate dysphagia management, describe evidence to support use of various dysphagia compensatory strategies and explain other factors that must be considered when incorporating compensatory strategies into a dysphagia treatment plan.
Instructional Level: Intermediate │ Track: Adult SLP
Session 79, Multidisciplinary Approach to Diagnosis and Treatment of Breastfeeding Difficulties (8:30 am – 10:00 am)
Amber Valentine, MS, CCC-SLP, BCS-S, IBCLC, CNT, Baptist Health Lexington
Lillian Scott, MS, CCC-SLP, CLC, Baptist Health Lexington
Michael Forston, MS, PT, Baptist Health Lexington
This presentation is designed to discuss the role of the feeding therapist, as a multidisciplinary approach, in breastfeeding. Evaluation and treatment of breastfeeding dyad includes assessment of the mother as well as infant, as it relates to feeding success. There are multiple areas that can become difficult, especially in the early learning stage of breastfeeding. One specific area that occurs is the mother reported breastfeeding pain and lesions to the breast. This presentation will discuss strategies for reducing the mothers pain including latch difficulties, assessment of oral mechanism and wound management, including lesions, irritations or excoriated nipples.
Learner Outcomes: At the end of the presentation, participants will be able to identify correct and incorrect latch, determine at least three causes of nipple pain, describe techniques for management of nipple pain related to breastfeeding and identify appropriate referrals determined during evaluation and treatment process.
Instructional Level: Intermediate │ Track: PEDs SLP/OT/PT
Session 80, Practical Strategies for the Professional Practice of Clinical Supervision (8:30 am – 10:00 am)
Kelly Kleinhans, PhD, CCC-SLP, Murray State University
Lauren Bland, PhD, CCC-SLP, Western Kentucky University
Tina Brock, MS, CCC-SLP, Boone County Schools
Bethany Berry, MA, CCC-SLP, Ephraim McDowell Health
The scope of practice in speech-language pathology identifies clinical supervision as a domain of professional practice that requires a unique skill set different from clinical competencies. Clinical education is a process in which a supervisor mentors, teaches, observes, evaluates and provides feedback to a student or mentee to develop the professional competencies of the learner and ensure quality client care. The aim of this presentation is to promote excellence in the practice domain of clinical education for speech-language pathologists who supervise and mentor others in the discipline. Participants will learn strategies to develop structured and effective clinical learning experiences.
Learner Outcomes: At the end of the presentation, participants will be able to explain the benefits of recognizing clinical education as a defined area of practice within the profession of speech-language pathology, formulate a clinical teaching episode, describe strategies for teaching a skill and giving effective feedback and use questions effectively during teaching.
Instructional Level: Beginner │ Track: Professional Issues
Session 81, AAC Use in Vanderbilt’s Preschool for Children With Autism (10:15 am – 11:45 am)
Kelly Denison, OTD, OTR/L, Vanderbilt Bill Wilkerson Center
Renee Ingle, MS, CCC-SLP, Vanderbilt University Medical Center
Mary Alice Keller, MA, CCC-SLP, Vanderbilt Bill Wilkerson Center
Augmentative and alternative communication (AAC) use in group therapy is a journey. This has proven true for the Preschool for Children With Autism (PCA) at the Vanderbilt Bill Wilkerson Center. This presentation outlines the program’s growth as it relates to AAC and provides ideas for implementation in other group programs. The PCA at Vanderbilt is a communication program for preschoolers with autism led by speech-language pathologists who use evidenced based practices to facilitate the receptive and expressive language skills of the 16 children enrolled. Occupational therapists participate in planning and programming through consultation with the lead speech-language pathologists and direct therapy, as needed. Cases of several children will be reviewed by providing details of their journey to obtain functional means of communication. Additionally, programmatic history and development will be covered including parent education, which has been shown to significantly improve adaptive behavior and autism symptoms in preschoolers.
Learner Outcomes: At the end of the presentation, participants will be able to describe the history of the creation and growth of the preschool for children with autism, describe the progression of AAC strategies and use within the classrooms and list ideas for other programs to implement similar strategies in group settings.
Instructional Level: Intermediate │ Track: PEDs SLP/OT/PT
Session 82, Eye Tracking for Communication: The Who, What and How (10:15 am – 11:45 am)
Lana Ridge, MS, CCC-SLP, LC Technologies
Do you have a client who could benefit from augmentative and alternative communication (AAC)? Are you uncertain how to help your client with limited mobility and little to no verbal skills? Do you always feel the need to refer your clients to someone else who is more experienced with AAC? Are you familiar with AAC but not sure how eye tracking actually works? Have a client or friend using an eyegaze device and just need to learn more about eye tracking? If you answered yes to any of the above questions, then this presentation is for you! Learn how you can pre-screen a possible candidate for eye tracking devices for communication purposes. Learn the basics surrounding eye tracking technology and what you need to know when helping to select a speech generating device for a client. This presentation will also discuss the impact different disorders have on using eyegaze for communication.
Learner Outcomes: At the end of the presentation, participants will be able to describe at least two attributes of optimal candidates for eyegaze speech generating devices, describe at least three disorders and how it may impact eyegaze use, describe a pre-screening process for eyegaze use and what you learn about the client from that process.
Instructional Level: Beginner │ Track: Multi-Interest SLP/OT/PT
Session 83, Trach Trifecta (10:15 am – 11:45 am)
Mark Fritz, MD, University of Kentucky; Mark Finfrock, RT, University of Kentucky
Tammy Wigginton, MS, CCC-SLP, BCS-S, University of Kentucky
Tracheotomy is a common, lifesaving procure performed to manage a variety of airway issues. There is evidence a multidisciplinary approach to management of tracheotomy patients leads to decreased morbidity and mortality and positive impact on quality of life. Tracheostomy results in anatomical and physiological changes in the respiratory system which impact voice production and may also impact swallowing function and overall quality of life. Speech-language pathologists (SLPs) typically play an important role in the multidisciplinary teams. Unfortunately, many SLPs lack academic-based training specific to tracheostomy and fewer have had the opportunity to participate in specialized hands-on training prior to interactions with patients. This presentation will provide participants with an understanding of the indications for tracheotomy, how the procedure is performed, the physiological effects of tracheotomy on the respiratory system and an introduction to assessment and management of communication and swallowing challenges in tracheotomized patients.
Learner Outcomes: At the end of the presentation, participants will be able to identify two common reasons patients undergo tracheotomy, identify two ways the presence of a tracheostomy impacts respiratory function, identify two common myths about the impact of tracheostomy on swallowing function and identify two strategies for facilitating functional communications for tracheotomized patients.
Instructional Level: Beginner │ Track: Adult SLP