2022 Convention Program
Wednesday Sessions
-
Session 1, Connecting With Clients Through Context-Based Aphasia Therapy (10:00 am-11:30 am)
Christen Page, PhD, CCC-SLP, Eastern Kentucky University; Robert Marshall, PhD, F-ASHA, CCC-SLP, BC-ANCDS, Honors-ASHA, Retired
One thing is certain, real-life communication always takes place in a context and real-life communication is what persons with aphasia need to be prepared to do. Context relates to the physical and social situations of the conversational participants as well as their point of view. A communicative context allows individuals to share knowledge about a personally relevant topic which is motivating. It stresses equal speaker-listener interactions and focuses on communication instead of forced production drills or fake communication exchanges where the clinician is in charge. The resource allocation model for aphasia therapy facilitates equal participation between the clinician and client. This session will describe the steps of implementing context-based therapy as well as the resource allocation model for adults with neurogenic communication disorders. With this information, we can better prepare our clients to participate in conversations outside of the therapy office, essentially participate in life.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe the benefits of a context-based approach and the resource allocation model for aphasia therapy based on empirical evidence and clinical expertise.
• Describe the steps of a context-based approach and the resource allocation model for aphasia therapy.
• Develop treatment goals using a context-based approach and the resource allocation model for aphasia therapy.Instructional Level: Intermediate | Track: Adult SLP
-
Session 2, You’ve Never Heard Anything Like It – The NEW Cochlear™ Osia® System (10:00 am-11:30 am)
Jacklynn Neutz, AuD, CCC-A, Cochlear AmericasOsia builds upon 40 plus years of implantable bone conduction technology with proven hearing performance. Osia is a new category of active osseointegrated auditory implant which uses a digital piezoelectric stimulation!
Learner Outcomes: At the end of this session, participants will be able to:
• Identify and list the benefits of piezoelectric stimulation.
• Describe the Osia clinical performance outcomes.
• Describe how traditional bone conduction differs from Osia.Instructional Level: Introductory | Track: Audiology
-
Session 3, Family-Centered Early Intervention Practices (10:00 am-11:30 am)
Julie Rutland, PhD, Eastern Kentucky UniversityBoth legislation and evidence-based practice recognize the interdependence of the child and family. Through the Division for Early Childhood Recommended Practices, participants will synthesize the evidence-base and have the knowledge necessary to effectively support and include families. This session will demonstrate the importance of involving ALL family members in early intervention, including siblings, thus ensuring that families get the most effective interventions. Participants will discuss stressors in modern day families, explore how they affect behaviors and attitudes of the families we support and will be introduced to strategies for working with and communicating with families.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify stressors in modern day families and how they impact behaviors and attitudes of families.
• Demonstrate strategies for working with and communicating with families.
• List recommended practices for family-centered intervention.Instructional Level: Introductory | Track: PEDs EI
-
Session 4, Using Education Standards to Enhance the Success of SLI Students (10:00 am-11:30 am)
Lissa Power-deFur, PhD, CCC-SLP, BCS-S, CLC, Longwood UniversityState education standards serve as the foundation for general curriculum, the curriculum that all children must meet to progress through K-12 education. As these standards include many complex language and communication expectations, they can often be challenging for children with speech-language impairment. Speech-language pathologists can support students’ success by linking our work with the standards. This session will lead participants through a process of analyzing standards in comparison with student specific speech-language skills and needs. This step provides valuable information about the educational impact of a speech-language impairment to support eligibility determination. In addition, this analysis provides a framework for intervention, both direct intervention by the SLP and collaborative intervention with the teacher. Case studies will be included.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify the language and communication expectations of education standards.
• Analyze the standards in comparison with student speech-language skills.
• Identify and use education standards to support eligibility recommendations.
• Develop interventions to facilitate students’ mastery of education standards.Instructional Level: Intermediate | Track: School Age
-
Session 5, Advocacy and Member Forum (12:15 pm-1:45 pm)
Christina W. Brock, MAEd, CCC-SLP; Kate Wood Hall, LobbyistThis session will provide members with updated information regarding current legislation as it pertains to the field of speech-language pathology and audiology. Advocacy initiatives and inter-professional organization partnerships will also be discussed. Participants will learn ways to become involved with advocacy including resources for lobbying. Discussion will also provide members with ways to develop relationships with lawmakers and receive a review of how legislation comes to fruition (from concept to implementation). Members will be given the opportunity to ask questions regarding current and upcoming State and Federal legislation that may impact the provision of services for those with communication disorders.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe and apply grassroots advocacy.
• Identify current legislation affecting the KSHA membership and apply their knowledge.
• Identify current issues facing the KSHA membership.Instructional Level: | Track: Multi Interest: Audiology/SLP
-
Session 6, KEYNOTE: Personal Climate and Culture … It’s Up To You (2:15 pm-3:15 pm)
Gerry Brooks, SelfGerry uses his videos to develop a strategy for making the workplace a pleasant place where faculty, administrators and support staff all maintain mutual respect, regardless of personal differences, resulting in more efficient and fulfilled workers. In his sessions, he uses object lessons to make these strategies meaningful. He will share policies that he has incorporated that promote a healthy respectful working relationship even when opinions differ. He will also share ideas that maximize opportunities to get to know staff members and create camaraderie, taking advantage of 15 seconds here and there throughout the day.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe the importance of establishing positive relationships with clients.
• List several way to motivate and empower clients, colleagues and parents.
• Identify at least two new skills to better engage with those you serve.Instructional Level: Introductory | Track: Multi Interest: Keynote
-
Session 7, Adapting to a New Reality: COVID-19 and Online Education in Audiology and Speech Pathology (2:15 pm-3:15 pm)
Patti Johnstone, PhD, CCC-A/SLP, University of TennesseeCOVID-19, has significantly change the way audiology and speech pathology clinic education (ASPCE) can occur. Advice for strict, widespread social distancing and use of face masks have catalyzed transformation of academic and clinical course delivery into fully online design across the USA. This is problematic for ASPCE, which has traditionally relied on face-to-face learner interaction, in the form of skills laboratories, direct patient care, and industry-based clinical placements. The transition to online-only course delivery has brought with it a need to address particular issues regarding the construction and delivery of quality clinical curricula and education activities. It is in this context that regional, rural and remote health professionals and academics can provide invaluable insights into the use of technology to overcome distance, promote high-quality online ASPCE, and enable the ongoing development of communities of practice. This lecture addresses the risks and opportunities in the current transition to online ASPCE, providing practical solutions for educators and clinical preceptors.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe the COVID-driven issues regarding on-line clinical training in ASP programs.
• Identify the effects of on-line on student clinical practicum outcomes.
• Demonstrate how regional, rural, and remote ASP providers can provide insight and develop communities of practice for students.Instructional Level: Intermediate | Track: Audiology
-
Session 8, Anatomic and Structural Abnormalities Found on the MBSS: The SLP’s Role in Identification and Management (3:45 pm-5:15 pm)
Brittany McAndrew, MA, CCC-SLP, BCS-S, CBIS, Norton HealthcareMedical speech-language pathologists (SLPs) serve a primary role in the management and treatment of patients with dysphagia which includes comprehensive swallowing evaluation using the MBSS. Analysis of the MBSS involves not only the identification of anatomy, physiology and safety with swallowing, but also in identifying and reporting structural abnormalities and need for additional medical professional referral. This session will focus on the SLPs role in identifying structural abnormalities on the MBSS and how to describe them effectively in documentation. This will include discussion regarding best practice with regards to referral to other professionals.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify pharyngeal and esophageal anatomic and structural abnormalities on the MBSS.
• Identify and use appropriate and effective terminology in report writing to describe abnormalities.
• Identify when and who to refer when an abnormality is found on the MBSS.Instructional Level: Intermediate | Track: Adult SLP
-
Session 9,Genetics and Hearing Loss Update (3:45 pm-5:15 pm)
John Greinwald, MD, FAAP, Cincinnati Children HospitalThe evaluation of pediatric sensorineural hearing loss has changed greatly over the last several decades and has transformed the ability of providers to better diagnose and treat hearing loss. Hearing aids and implantable hearing devices are still the cornerstone of treatment, but gene therapy and hair cell regeneration are now on the horizon as treatment options for children.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify the medical evaluation of pediatric hearing loss.
• Describe the current state of genetic evaluation and treatment for hearing loss patients.
• Describe the use of implantable hearing devices in this population.Instructional Level: Advanced | Track: Audiology
-
Session 10, Assessment, Evaluation and Programming System (AEPS) 3rd Edition (3:45 pm-5:15 pm)
Jennifer Grisham, EdD, University of KentuckyThe Assessment, Evaluation and Programming System (AEPS) is one of three approved assessment tools for Kentucky’s Early Intervention system. This session will overview the new edition with its emphasis on recommended practices in early intervention including authentic assessment, family centered programming and routines-based intervention in the natural environment. Both the assessment and the curriculum will be highlighted. This session does not meet the First Steps requirement of AEPS assessment training.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify the relationship between AEPS and early intervention recommended practices.
• Describe components of AEPS assessment and how it can be used to gather information about infants and toddlers with disabilities.
• Describe components of the AEPS curriculum and how it can help create intervention strategies for young children with disabilities.Instructional Level: Introductory | Track: PEDs EI
-
Session 11, Decision-Making: What Science Tells Us About Approaching Ethical Dilemmas (3:45 pm-5:45 pm)
Lissa Power-deFur, PhD, CCC-SLP, BCS-S, CLC, Longwood UniversityThe process of approaching an ethical challenge is influenced by how we make decisions. The science of decision-making informs us that there are multiple factors that challenge our decision-making ability. These include our cognitive capacity, our personal predispositions and preferences, the confidence we have in our own knowledge, the phenomena of willful blindness and our comfort being comfortable. By exploring these factors, we can better understand how they can influence our ability our ability to make thoughtful, well-informed decisions, especially ethical decisions. The session concludes with strategies that can minimize the influence of these factors and create more positive, achievable outcomes.
Learner Outcomes: At the end of this session, participants will be able to:
• Explain the science of decision-making.
• Explain the influence of factors that challenge our decision-making (e.g., cognitive capacity, predispositions).
• Develop strategies to mitigate the negative influences on ethical-decision-making.Time-Ordered Agenda:
5 Minutes – Welcome, overview
15 Minutes – Science of decision-making: thinking fast, thinking slow
25 Minutes – Personal predispositions and biases
15 Minutes – Dunning-Kruger effect
15 Minutes – Our comfort with being comfortable
15 Minutes – Intersection with our ethical principles and ethical decision-making
30 Minutes – Strategies to improve our ethical decision-makingInstructional Level: Intermediate | Track: Ethics