Session Information

Wednesday, February 26, 2025

10:00 am-11:30 am

• S01 – Aging Vestibular System and Assessment Challenges

  Brittany Brose, AuD, CCC-A, University of Louisville

  The effects of aging on the vestibular system are well documented, but the functional impact is less understood. Falls among the elderly are one of the leading causes of injuries, increasing health care consequences. Assessment of individuals at risk for falls is crucial to identify functional and diagnostic factors which may be amenable to modification and therefore reduction of overall risk. By utilizing new and old assessment techniques, we now have a variety of ways to effectively identify disorders impacting both peripheral and central vestibular function. This session will highlight these new assessment techniques and discuss how we can improve our ability to identify disorders of vestibular dysfunction in our dizzy patients.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • List possible tests in a comprehensive neurodiagnostic vestibular-balance battery.
  • Identify best-practice protocols for assessing patients in the vestibular clinic.
  • Describe the pathophysiology of aging on the cochlea and vestibular canals, neural systems, and perception of hearing and balance.
  • Identify and discuss current trends in objective vestibular measures.

  Instructional Level: Intermediate  |  Track: Audiology

• S02 – Dysphagia and High Flow Nasal Cannula: Are We Full of Hot Air?

  Jasmin Cummins, MS, CCC-SLP, BCS-S, UK Healthcare
  Hanna Prince, MA, CCC-SLP, University of Kentucky Healthcare

  High flow nasal cannula (HFNC) to address respiratory issues has become increasingly common. Despite the relationship between respiration and swallowing, the full impact of HFNC on swallow function is not well understood, with research still emerging. Nasal cannula flow rate, patient respiratory rate, individual patient determinants, pre-morbid health status and many other factors are often considered when evaluating those on high flow oxygen therapy, with instrumental evaluation (MBSS or FEES) often remaining paramount. However, SLPs are not always consulted on every patient requiring HFNC and many of these patients are able to eat unrestricted diets without respiratory compromise. Current available research, contrasted with patient outcomes suggests a disconnect and that the presence of HFNC alone may not be a sole contributing factor to dysphagia. This leaves several questions remaining. Does flow rate matter most? Are there patient factors that increase risk for dysphagia alone, regardless of HFNC? Do we need instrumental evaluations for every patient on HFNC? This session will discuss these questions in the context of the current available literature and future directions for research, utilizing patient data from UK Healthcare.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the foundations of the respiratory and swallowing systems.
  • Identify and summarize the available literature on the relationship between high flow nasal cannula and adult swallow function.
  • Identify avenues to incorporate current research, critical questions and known risk factors for dysphagia in clinical practice.

  Instructional Level: Intermediate  |  Track: Adult SLP

• S03 – Next Steps: Cleft Lip and Palate Birth to 3

  Jennifer Marshall, MA, CCC-SLP, University of Kentucky

  This session is an exploration of the craniofacial anomaly population, (including: cleft lip, cleft palate, cleft lip and palate, Pierre Robin Sequence and Velocardiofacial Syndrome) for birth to three. We will review development, analyze structural differences, look at surgical timeline plans and discuss typical red flags for this population.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • List the typical surgical timeline for cleft lip and palate patients.
  • Identify and describe three areas of focus for birth to three years in this population.
  • Identify and describe oral structures impacted within this population.

  Instructional Level: Intermediate  |  Track: PEDs EI

• S04 – Stuttering|Cluttering: Differentiation, Diagnosis and Therapeutic Focus

  Meg Shake, MS, CCC-SLP, UK HealthCare

  Many SLPs lack confidence with stuttering therapy, but comfort with cluttering therapy may be even more compromised. Why? According to Kathleen Scaler Scott and much like with stuttering, little graduate preparation, myths that need debunking, and inexperience often leave speech therapists perplexed and uncertain about what to do and how to help. Stuttering and cluttering are different. Effective therapy requires an accurate diagnosis, influential targets for change and effective teaching of client and family. This session will clearly define both stuttering and cluttering and provide an overview of treatment for both speaking differences, including contrastive approaches and ideas for co-occurrence.  Specific ideas for therapy will be shared along with resources for further exploration. This session is intended to empower you as a clinician to go out and do great therapy with these kids!

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify distinctive characteristics of stuttering and cluttering.
  • List critical components of differential evaluation for stuttering and cluttering.
  • Describe activities appropriate for treatment of stuttering, cluttering, or both (in the case of co-occurrence).
  • Create disclosure and advocacy plans for potential use with individuals who stutter and/or clutter.

  Instructional Level:   |  Track: School Based

12:00 pm-2:00 pm

• S05 (DEI) – Empowering SLPs/AuDs: Building Cultural Proficiency for Inclusive Patient Care

  Jaime Welborn, PhD, Saint Louis University

  This interactive session invites speech-language pathologists and audiologists on a journey towards culturally proficient patient care. Attendees will experience interactive learning and practical application as they engage with fellow SLPs and AuDs through a reflective, dialogic and action-oriented process. They will discover how to apply the tools of cultural proficiency to their mindset, practices and behaviors by exploring the following concepts: culture, values, beliefs, behavior, relationships, barriers, data collection and action. Participants will be equipped with four tools to deliver inclusive, patient-centered care regardless of cultural differences and support their patients’ access to reach their full potential. A particular focus is on providing pathways to value patient diversity, support equitable outcomes and foster inclusive therapy settings for all. This research-based conceptual framework of cultural proficiency, widely used in healthcare, social work, and education (Cross et al., 1989; Lindsey et al., 2019; Welborn et al., 2022) includes the following four tools: (1) overcoming the barriers of cultural proficiency; (2) guiding principles of cultural proficiency; (3) the cultural proficiency continuum; and (4) the essential elements of cultural proficiency. Participants will explore the transformative power of the tools of cultural proficiency and how they can enhance practice in their roles by building a mindset through an inside-out approach of personal values and behaviors of individuals and their organization’s policies and practices that provide opportunities for positive interactions among students, patients, SLPs, AuDs, educators, families and community members. Employing a mindset of cultural proficiency allows relationships to flourish for the purpose they exist.

  Time Ordered Agenda

  10 mins | Welcome and Introductions

  • Introduction to participants.
  • Overview of session objectives.

  15 mins | Setting the Stage: Understanding Cultural Proficiency

  • Brief introduction to Cultural Proficiency
  • Overview of the importance of culturally proficient care in speech pathology and audiology.

  55 mins | Interactive Learning: Applying the Tools of Cultural Proficiency and group excerise

  • Tool 1: Overcoming the Barriers of Cultural Proficiency
  • Tool 2: Guiding Principles of Cultural Proficiency
  • Tool 3: The Cultural Proficiency Continuum
  • Tool 4: The Essential Elements of Cultural Proficiency

  20 mins | Reflective Dialogue: Sharing Insights and Action Plans

  • Group discussion on insights gained from group exercise and tools.
  • Participants share individual action steps for enhancing cultural proficiency in their practices.

  15 mins | Q&A and Wrap-Up Discussion

  5 mins   | Closing Remarks and Next Steps

  • Summary of key concepts and tools.
  • Encouragement to continue applying Cultural Proficiency in clinical practice.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe interactive learning strategies and practical applications.
  • Identify and apply the tools of cultural proficiency to their mindset, practices and behaviors.
  • Identify three actions they can take as speech-language pathologists or audiologists to increase the Cultural Proficiency of their inclusive patient services.

  Instructional Level: Introductory  |  Track: DEI

• S06 – Innovative Technologies: Advancing Pre-Professional Preparation and Professional Practice

  Joneen Lowman, PhD, CCC-SLP, University of Kentucky
  Mary Beth Allen, MS, CCC-SLP, University of Kentucky

  The session will showcase cutting-edge technologies revolutionizing the field of telehealth and the educational preparation of students majoring in speech-language pathology. Participants will gain insightful knowledge about various advanced tools available to enhance both diagnostic and therapeutic processes. The presenters will delve into the functionalities and applications of five key technological innovations: 1) AI Webcams: These intelligent cameras are designed with built-in algorithms to analyze facial movements and expressions, providing invaluable data for speech and language assessments. 2) Digital Dental Cameras: High-resolution cameras that enable detailed examination of oral structures, crucial for diagnosing and treating articulation disorders. 3) Digital Exam Cameras: Versatile cameras that allow for the remote examination of patients, offering high-quality visuals that support accurate clinical evaluations. 4) Classroom VR System: Virtual reality technology that creates immersive learning environments, facilitating interactive and engaging educational experiences for students. 5) Holographic Communication Device: A futuristic tool that projects three-dimensional images, enabling realistic and dynamic interactions between clinicians and patients. Attendees will not only learn about the theoretical aspects of these technologies but also have the opportunity for hands-on experience. This interactive segment aims to equip speech-language pathologists with practical skills and familiarity with the latest telehealth tools, preparing them for the evolving demands of their profession. Join us to explore how these innovations can transform speech-language pathology education and practice, ensuring better patient outcomes and more efficient learning processes.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify regulatory considerations unique to different technologies.
  • Describe practical applications of presented technologies.
  • Identify organization, workflow and client characteristics influencing the adoption of presented technologies.

  Instructional Level: Intermediate  |  Track: Multi-Interest

• S07 (Supervision) – SLP Supervision: A Practical Guide

  Aimee Sayre, MA, CCC-SLP, University of Kentucky
  Donna Morris, MA, CCC-SLP, University of Kentucky

  This session will focus on the foundational principles of effective clinical skills teaching, including the importance of setting clear expectations for student professionalism and clinical competence. We will explore strategies for providing constructive feedback and enhancing clinical skills through simulation. Participants will create an implementation plan for student competency development. This session aligns with the 2020 ASHA certification standards for providing clinical instruction and supervision to individuals preparing for ASHA certification.

  Time Ordered Agenda

  5 minutes – Introductions and Disclosures
  20 minutes – Principles for Effective Teaching of Clinical Skills
  20 minutes – Setting Expectations for Professionalism and Clinical Competencies
  20 minutes – Feedback in the Clinical Education Environment
  20 minutes – Improving Clinical Competency through Simulations
  20 minutes – Breakout Sessions: Supervisor Implementation Plan
  15 minutes – Debrief and Q&A

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the foundational principles of effective clinical skills teaching.
  • Summarize the importance of setting clear expectations for student professionalism and clinical competence.
  • Identify methods to provide constructive feedback.

  Instructional Level: Intermediate  |  Track: Supervision

• S08 – United We Stand: Advocacy Essentials for Kentucky SLPs and AuDs

  Leigh Anne Roden, EdD, CCC-SLP, Western Kentucky University; KSHA President
  Kate Wood Hall, MBA, Commonwealth Alliance

  This session will provide members with information regarding current advocacy issues that pertain to speech-language pathology and audiology. Tools and strategies needed to advocate effectively for the professions will be discussed. Participants will learn ways to become involved with advocacy at various levels. Members will be given the opportunity to ask questions regarding advocacy initiatives and to discuss issues within their work setting.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify different advocacy methods for local, state and federal levels.
  • Identify current legislation that may impact the professions of speech pathology and audiology.
  • Identify current issues facing the KSHA membership and possible solutions.

  Instructional Level: Introductory  |  Track: Multi-Interest

2:15 pm-3:15 pm

• S09 – Personal Climate and Culture…It’s Up to You

  Gerry Brooks, MA, Self Employed

  During this session, attendees will learn strategies for making the workplace a pleasant place where faculty, administrators and support staff maintain mutual respect, regardless of personal differences. Attendees will be given ideas that can help promote a healthy, respectful working relationship even when opinions differ. Ideas that maximize opportunities to get to know colleagues and create camaraderie, taking advantage of 15 seconds here and there throughout the day, will be shared.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and describe ways to improve patient relationships.
  • Identify and describe ways to improve relationships with parents.
  • Identify and describe ways to improve relationships with colleagues.

  Instructional Level: Intermediate  |  Track: Professional Issues

3:30 pm-5:00 pm

• S10 – Recognizing and Resolving Ethical Challenges in Everyday Practice

  Janice Kuperstein, PhD, PT, MSEd, FNAP, University of Kentucky

  Audiologists and speech-language pathologists work in diverse health and educational settings, each with its own ethical challenges.  In this session, we will acknowledge the pervasiveness of ethical choices we make daily, co-create a list of some real-life issues in the ethical realm and consider extrinsic factors that increase the challenges.  We will then specifically consider ethical frameworks including virtue ethics, rule or code-based ethics and consequentialism to resolve identified scenarios.  We will conclude with recommendations to guide your decision making in daily practice.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify specific ethical challenges faced in daily practice and contextual factors that may accentuate challenges.
  • Describe the relationship among virtue, rule-based and consequential frameworks in resolving dilemmas.
  • Identify, describe and utilize the ethical frameworks discussed to resolve real-world dilemmas.

  Time Ordered Agenda:

  PENDING

  Instructional Level: Intermediate  |  Track: Ethics

Thursday, February 27, 2025

9:00 am-10:30 am

• S11 – Autism and Neurodiversity Affirming Practices

  Cari Ebert, MS, CCC-SLP, Cari Ebert Seminars

  The neurodiversity movement is a social justice and civil rights movement that intersects with the disability rights movement (Hughes, 2016). This session outlines the traits of neurodiversity-affirming SLPs so they can create supportive therapy services that foster inclusion and positive outcomes for their Autistic clients.

  Time Ordered Agenda:

  10 minutes:        The Neurodiversity Movement
  10 minutes:        Two therapy approaches
  50 minutes:        Traits of neurodiversity-affirming SLPs
  10 minutes:        Writing neurodiversity-affirming therapy goals
  10 minutes:        Q/A and discussion

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe and contrast the two therapy approaches to consider when supporting autistic clients.
  • List and describe at least 10 traits of neurodiversity-affirming providers.
  • Formulate five neurodiversity-affirming speech therapy goals.

  Instructional Level: Intermediate  |  Track: School Based/DEI

• S12 – Dementia Deep Dive: Bridging Lived Experience With Evidence-Based Strategies, Part 1

  Adria Thompson, MA, CCC-SLP, Be Light Care
  Denis Lowe

  This two part session is specifically designed for speech-language pathologists, focusing on comprehensive dementia care. The program starts with an in-depth look at dementia, covering types, stages and cognitive impairments to provide participants with foundational knowledge crucial for effective intervention. The presenters will introduce evidence-based interventions and personalized care strategies that optimize communication, adjust environments and utilize cognitive therapies for individuals with dementia. This session will include a unique co-presentation with an individual living with dementia, offering firsthand insights into their daily communication experiences and challenges. This segment aims to deepen practitioners’ understanding and empathy, enriching their perspective on practical application in their work. Participants will gain practical strategies to enhance their care approach, focusing on a person-centered therapeutic framework, which is essential for elevating their expertise in supporting people with dementia effectively.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify the main types of dementia and the stages of dementia as they relate to communication changes.
  • Identify and apply evidence-based interventions to formulate personalized care approaches for individuals with dementia.
  • Integrate insights from a person living with dementia to improve practical communication strategies and supportive care techniques.

  Instructional Level: Intermediate  |  Track: Adult SLP

• S13 – Early Childhood Response to Intervention: A Language-Based Approach to Academic Success

  Darla Gardner, MS, CCC-SLP, Wonderfully Made Therapies

  Early childhood instruction is heavily language based. When language delays are intentionally addressed in the general education classroom through response to intervention (RTI), the impact on social and academic success can be profound. SLPs have training and knowledge on developmental language and evidence based interventions that can help students make progress towards foundational academic skills. They can support the classroom teacher in a variety of ways, ultimately impacting a child’s classroom performance. Through better understanding the RTI process and being an active member in the team, school-based SLPs will educate peers on campus of their skill set and role in the school. This increased communication and collaboration will impact many more students than the ones they serve directly through special education services. Struggling learners who are delayed due to lack of exposure and language rich experiences will begin to show progress in language and communication skills.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify resources to identify weaknesses and provide specific interventions in the general education classroom.
  • Identify strategies to target vocabulary and language in everyday activities and routines.
  • Identify tools to empower parents to target vocabulary and language in the home.

  Instructional Level: Intermediate  |  Track: School Based

• S14 – IEPs for SLPs

  Amanda Schaumburg, MS, CCC-SLP, Panda Speech, LLC

  This session is designed for speech-language pathologists (SLPs) looking to enhance their skills in case management and individualized education program (IEP) development. The session will provide participants with best practices in IEP documentation with an emphasis on present levels of academic and functional performance, schedule or services, measurable goals and other key elements. This session will help SLPs ensure that their IEPs are both legally defensible and easily understood by all stakeholders.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify the four key elements of an IEP for SLPs.
  • Identify what parts of the IEP should link directly back to present levels of academic and functional performance.
  • Create a schedule of services that is easily understood by all.

  Instructional Level: Introductory  |  Track: School Based

• S15 – Love & Hate: Do the Right Thing With Language Sampling

  Karen Barako Arndt, PhD, CCC-SLP, University of Louisville
  Karen Davis, PhD, CCC-SLP, Middle Tennessee State University

  This session will detail the things SLPs love and hate about language sampling, while highlighting the many important uses of language sampling for both assessment and/or progress monitoring of the oral and written language of children with developmental language disorders. Research will be presented on how SLPs are currently using language sampling and practical evidence-based options for language sampling will be presented. SLPs will have time to consider how to incorporate language sampling into practice.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and describe what the evidence says about how most SLPs are using language sampling.
  • Describe practical evidence-based options for language sampling, related to both oral and written language.
  • Describe how to incorporate language sampling into assessment and/or progress monitoring.

  Instructional Level: Intermediate  |  Track: School Based

• S16 – Tinnitus Mechanisms: Update and Review, Part 1

  Marc Fagelson, PhD, CCC-A, East Tennessee State University

  Tinnitus remains one of the most substantial challenges facing patients and practitioners in the field of audiology. Tinnitus may affect patients with normal or elevated pure-tone thresholds and its severity may be influenced by co-occurring, non-audiologic conditions or injuries such as traumatic brain injury and PTSD. Patient ratings of severity do not correspond well to psychophysical (i.e., tinnitus matching) measures of the tinnitus “sound,” hence the procedure by which patients voice their tinnitus-related concerns, experiences and challenges requires the use of validated survey instruments. This two-part session will provide a review of peripheral and central mechanisms, as well as audiologic and non-audiologic factors associated with the tinnitus perception and its effects. Relevance of these mechanisms and their measurement, as well as the way the measures identify challenges for the patient, will be considered with regard to current practice, as well as to the complications in management attributed to patient heterogeneity. Part two will frame the mechanisms in the context of the clinical management of tinnitus. Clinic practice guidelines, as well as findings from emerging interventions such as those employing bimodal stimulation and cognitive-behavioral therapy will be reviewed. A case study centered on a patient whose tinnitus was complicated by mental health issues will be offered in order to illustrate the importance of identifying and addressing non-audiologic elements affecting patients’ tinnitus coping.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify audiologic and non-audiologic mechanisms relevant for tinnitus management and counseling.
  • Identify a patient’s functional and emotional needs based upon the results from validated survey instruments.
  • Identify and describe tinnitus practice guideline recommendations with regard to patient population heterogeneity.

  Instructional Level: Intermediate  |  Track: Audiology

10:45 am-12:15 pm

• S17 – Initial Licensure and Certification 101

  Leigh Anne Roden, EdD, CCC-SLP, Western Kentucky University; KSHA President

  This session will guide graduate students in speech-language pathology and audiology through the critical process of obtaining licensure and certification, which are essential milestones for professional practice.  Participants will gain a comprehensive understanding of Kentucky licensure requirements and how to obtain the Certificate of Clinical Competence from ASHA. This session will also provide solutions to common challenges and tips for success.  By the end of the session, attendees will be equipped with practical strategies to navigate the complex process of licensure and certification.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and list the steps to obtain Kentucky licensure.
  • Identify and list the steps to obtain the CCC from ASHA.
  • Identify and describe common challenges in initial licensure and certification.

  Instructional Level: Introductory  |  Track: Pre-Professional

11:00 am-12:30 pm

• S18 – Data Collection and Goal Writing Best Practices

  Amanda Schaumburg, MS, CCC-SLP, Panda Speech, LLC

  Goal writing doesn’t have to be complicated. This session will help SLPs working in the schools write SMART goals that are directly linked to a student’s areas of needs identified in their IEP. The way SLPs write goals impacts the ease of their data collection and progress reporting. Data collection should not take away from teaching and learning. Learn how to take data more efficiently and report data that is more accurate and valid.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify the letters in the acronym SMART goal and describe its value.
  • Identify and describe two new strategies for data collection.
  • Identify raw vs. influenced data.

  Instructional Level: Introductory  |  Track: School Based

• S19 – Dementia Deep Dive: Bridging Lived Experience With Evidence-Based Strategies, Part 2

  Adria Thompson, MA, CCC-SLP, Be Light Care
  Denis Lowe

  This two part session is specifically designed for speech-language pathologists, focusing on comprehensive dementia care. The program starts with an in-depth look at dementia, covering types, stages and cognitive impairments to provide participants with foundational knowledge crucial for effective intervention. The presenters will introduce evidence-based interventions and personalized care strategies that optimize communication, adjust environments and utilize cognitive therapies for individuals with dementia. This session will include a unique co-presentation with an individual living with dementia, offering firsthand insights into their daily communication experiences and challenges. This segment aims to deepen practitioners’ understanding and empathy, enriching their perspective on practical application in their work. Participants will gain practical strategies to enhance their care approach, focusing on a person-centered therapeutic framework, which is essential for elevating their expertise in supporting people with dementia effectively.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify the main types of dementia and the stages of dementia as they relate to communication changes.
  • Identify and apply evidence-based interventions to formulate personalized care approaches for individuals with dementia.
  • Integrate insights from a person living with dementia to improve practical communication strategies and supportive care techniques.

  Instructional Level: Intermediate  |  Track: Adult SLP

• S20 – Let’s Put the Fun in Funding for AAC

  Laura Glastetter-Stone, PhD, CCC-SLP, University of Kentucky
  Sara Elise Craig, MS, CCC-SLP, University of Kentucky Pediatric Therapies

  Speech-language pathologists in many settings are required to complete AAC device selection and written reports for obtaining funded devices for the clients we serve. The detailed aspects of the written documentation for speech generating devices can be a daunting and time-consuming process for many SLPs. The presenters will highlight the required components of funding reports for speech generating devices.  Sections of the written evaluation reports such as current communication status, comprehensive assessment of language skills, cognition, vision status, hearing status, motor skills, daily communication needs and discussion of trials for insurance purposes will all be discussed.  Written examples of each section of funding evaluation reports for a variety of cases will be shared with the participants.  Appropriate funding sources available for many settings including school-based, medical, outpatient and private practices, as well as for different populations across the lifespan, will be identified. Funding requirements based on current insurance trends such as duration of trials and number of systems presented during the evaluation period will be discussed. Setting specific details for seeking funding and barriers that may be encountered will be considered. Resources will be shared regarding funding sources and consideration of device selection. After attending this presentation, the participants will have the resources needed to save time and make this process much more fun!

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify required components of the funding process to obtain AAC/speech generating devices for clients across the lifespan.
  • Describe the details of the required sections of the written AAC evaluation report.
  • Identify appropriate funding sources for different professional settings, including schools, clinics, private practice, and medical settings.

  Instructional Level: Intermediate  |  Track: Multi-Interest

• S21 – Tinnitus Mechanisms: Update and Review, Part 2

  Marc Fagelson, PhD, CCC-A, East Tennessee State University

  Tinnitus remains one of the most substantial challenges facing patients and practitioners in the field of audiology. Tinnitus may affect patients with normal or elevated pure-tone thresholds and its severity may be influenced by co-occurring, non-audiologic conditions or injuries such as traumatic brain injury and PTSD. Patient ratings of severity do not correspond well to psychophysical (i.e., tinnitus matching) measures of the tinnitus “sound,” hence the procedure by which patients voice their tinnitus-related concerns, experiences and challenges requires the use of validated survey instruments. This two-part session will provide a review of peripheral and central mechanisms, as well as audiologic and non-audiologic factors associated with the tinnitus perception and its effects. Relevance of these mechanisms and their measurement, as well as the way the measures identify challenges for the patient, will be considered with regard to current practice, as well as to the complications in management attributed to patient heterogeneity. Part two will frame the mechanisms in the context of the clinical management of tinnitus. Clinic practice guidelines, as well as findings from emerging interventions such as those employing bimodal stimulation and cognitive-behavioral therapy will be reviewed. A case study centered on a patient whose tinnitus was complicated by mental health issues will be offered in order to illustrate the importance of identifying and addressing non-audiologic elements affecting patients’ tinnitus coping.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify audiologic and non-audiologic mechanisms relevant for tinnitus management and counseling
  • Identify a patient’s functional and emotional needs based upon the results from validated survey instruments
  • Identify and describe tinnitus practice guideline recommendations with regard to patient population heterogeneity

  Instructional Level: Intermediate  |  Track: Audiology

• S22 – Using Connection and Co-Regulation to Address Challenging Behavior

  Cari Ebert, MS, CCC-SLP, Cari Ebert Seminars

  Challenging behavior is often cited as one of the primary obstacles to successful interactions when working with young children. Using research from the field of neuroscience, this session will 1) reframe challenging behavior as dysregulation, 2) outline the limitations of using reinforcers to manage the behavior of young learners and 3) explore the importance of using the four Cs (curiosity, compassion, connection and co-regulation) to support young children during times of distress. Participants will gain effective strategies for addressing challenging behaviors by identifying and then addressing the why behind them.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and explain the two primary causes of challenging behavior.
  • Describe how traditional behavior modification approaches that rely on reinforcers and punishment can be co-escalating rather than co-regulating.
  • Summarize the importance of using the four Cs (curiosity, compassion, connection, co-regulation) to address challenging behavior in young children.

  Instructional Level: Intermediate  |  Track: School Based

• S23 – Using Themes to Align Early Childhood Speech Therapy With State Standards

  Darla Gardner, MS, CCC-SLP, Wonderfully Made Therapies

  Teachers use thematic instruction in early childhood classrooms daily. SLPs can use meaningful activities with common topics, vocabulary and concepts over several sessions. Our IEPs targeted should align with state standards, specifically addressing students’ obstacles with the general education curriculum.

  SLPs can easily align themed therapy activities with the expected state standards. Don’t get lost in the cute graphics and fun toys and miss the IEPs that should be implemented. Activities should target language about the theme beyond the graphics on the pages. The topic’s concepts and vocabulary should provide natural opportunities for using language surrounding the theme and facilitate connections between previous and new knowledge. Themes provide natural opportunities to generalize and apply new information, leading to higher retention.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify where to access the pre-kindergarten guidelines and kindergarten TEKS and how to decipher language skills and concepts needed to achieve the standards.
  • Identify and describe examples of thematic instruction.
  • List at least two researched based reasons that thematic therapy is effective.
  • List examples of activities that are effectively used in thematic therapy and correlate them to state standards for pre-k and kindergarten.

  Instructional Level: Introductory  |  Track: School Based

12:30 pm-2:00 pm

Poster Sessions
Check back for more information.

1:30 pm-3:00 pm

• S24 – Early Intervention, Anywhere: Leveraging Telehealth for Young Children and Families

  Joneen Lowman, PhD, CCC-SLP, University of Kentucky
  Brianna Hairston, SLPD, CCC-SLP, Kentucky Early Intervention Providers Association

  Telehealth has rapidly evolved into a critical tool for delivering health care and early intervention services, particularly in regions like Kentucky, where rural landscapes often limit access to specialized care. This session explores the history and development of telehealth nationally and in Kentucky, with a focus on its adoption and impact within early intervention services. The session will then shift to best practices for using telehealth in early intervention, emphasizing strategies that ensure effective, engaging and family-centered care. Attendees will learn about practical techniques for building rapport with families remotely, maintaining child engagement during sessions and adapting traditional intervention methods to the virtual environment. Furthermore, the session will provide guidance on selecting the appropriate hardware and software for telehealth in early intervention. Considerations such as user-friendliness, compatibility, security and cost will be discussed to help practitioners choose the most effective tools for their practice. By the end of the session, participants will have a comprehensive understanding of the evolution of telehealth, be equipped with actionable best practices for early intervention and feel confident in selecting the right technology to enhance their telehealth services.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Create and outline of the history and development of telehealth nationally and within the state of Kentucky, with a particular focus on its application in early intervention services.
  • Identify and describe best practices for delivering early intervention services through telehealth in alignment with the principles of a family-centered coaching model.
  • Identify, assess and choose the most suitable hardware and software for telehealth in early intervention.

  Instructional Level: Intermediate  |  Track: PEDs EI

2:00 pm-3:30 pm

• S25 – Clinical Myopia: Looking Beyond the Diagnosis

  Amy Engelhoven, PhD, CCC-SLP, CBIS, Western Kentucky University

  Patients are often referred for speech-pathology services with primary medical diagnoses established from physicians and specialists. However, sometimes the coded diagnosis isn’t always congruent with patient report, test scores, or what is seen or heard during the assessment. This session will use a case study approach to illustrate the importance of strong conceptual neuroanatomical knowledge, visual- and auditory-perceptual skills, and community resources for best diagnostic practices and patient advocacy. We will discuss the effects and long-term consequences of what a misdiagnosis could mean, as well as clinical and community resources for outcomes, patient and family support and continuity of care.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the salience of visual- and auditory-perceptual praxis in the diagnosis of acquired neurogenic communication disorders in adults.
  • Describe the significance of incongruent medical and clinical diagnoses and its role in patient subjective and objective outcomes.
  • Identify and articulate understanding of the role of visual- and auditory-perceptual skills in differential diagnosis of acquired neurogenic communication disorders in adults.

  Instructional Level: Intermediate  |  Track: Adult SLP

• S26 – Developing Language and Communication While Using Augmentative and Alternative Communication (AAC)

  Mary Jo Cooley Hidecker, PhD, CCC-A/SLP, F-NAP, University of Kentucky

  This session will describe how to use a developmental language model with AAC users to consider the advantages and disadvantages of different AAC layouts on a child’s development of pragmatics, semantics, morphology and syntax (Binger, Harrington, & Kent-Walsh, 2024). Discussion will focus on strengths and weaknesses on a variety of approaches including noun-based AAC, core vocabulary, activity-based AAC, visual scene displays, PODD books, and LAMP/UNITY. In addition, AAC language sample analysis will be demonstrated to understand the student’s pragmatic, semantic, morphologic and syntactic development. Speech-language pathologists will learn that no one AAC approach can be used for all areas of language development. Instead, the speech-language pathologist will consider the students’ current language development needs and be flexible in the AAC layouts that support the students’ next stages of language development.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe a developmental language approach.
  • Identify common AAC layouts including noun-based AAC, core vocabulary, activity-based AAC, visual scene displays, PODD books and LAMP/UNITY.
  • Identify and use AAC language sample analysis to consider a student’s developmental language stage.
  • Describe the strengths and weaknesses in different AAC layouts in developing language and communication.

  Instructional Level: Advanced  |  Track: School Based

• S27 – Hearing Loss and Cognitive Function

  Karah Gottschalk, AuD, PhD, Mountain Home VA

  Since the 1980s, research has suggested that there is a relationship between aging, hearing loss and cognitive functioning in adults. With the increase in research over the last twenty years, this relationship has become even more convoluted. This session will describe the aging brain, cognitive functioning and changes, and how hearing loss may also have an impact on these.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe aspects of cognition and the aging brain.
  • Identify the aging impacts that occur on hearing and cognitive functioning.
  • Identify and describe the current literature on the relationship between hearing loss and cognitive functioning.

  Instructional Level: Intermediate  |  Track: Audiology

• S28 – Respiratory Muscle Training

  Emily Goggin, MS, CCC-SLP, University of Kentucky

  This session focuses on respiratory muscle strength and potential benefits of respiratory muscle training (RMT) on respiration, cough, swallowing and speech in adult patient populations. The session begins by defining respiratory system components and functions and describing the potential impact of respiratory muscle weakness on respiration, cough, swallowing and speech. The session explores potential benefits of RMT on dyspnea, dystussia, dysphagia and dysphonia, reviews how to assess respiratory muscle strength in patients and compare patient data to normative data and identifies contraindications and precautions for RMT. The presenter briefly examines several RMT devices, including a discussion of key therapeutic differences between pressure-threshold devices and resistance-based devices and guidelines for establishing individualized training programs for patients. Also included is a cursory literature review across multiple patient populations that may benefit from RMT (e.g. Parkinson’s disease, cerebrovascular accident, multiple sclerosis, amyotrophic lateral sclerosis, head and neck cancer and tracheostomy/ventilator dependence).

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the components and functions of the respiratory system.
  • Identify and explain the potential impact of respiratory muscle weakness on respiration, cough, speech and swallowing.
  • Identify how to assess maximum inspiratory pressure (MIP) and maximum expiratory pressure (MEP) in patients and compare to normative data.
  • List three contraindications for respiratory muscle training and three patient populations that may benefit from expiratory muscle strength training (EMST) and/or inspiratory muscle strength training (IMST).

  Instructional Level: Intermediate  |  Track: Adult SLP

• S29 – Working Hard but Nothing’s Working: Time for a Therapy Upgrade!

  Meg Shake, MS, CCC-SLP, UK HealthCare

  What’s missing from your therapy? What might happen if you strengthened connections with your clients, more thoroughly understood barriers to progress, and had skills to help clients and families better understand themselves? Counseling is an area of practice that many of us don’t think too much about, but it can be transformational in our therapy. Learning to assess our clients’ readiness to change, ways of thinking, and behavior and motivations, and understanding ways to reframe challenges and successes can lead to breakthroughs, new discoveries and help us more accurately quantify change. Drawing from cognitive behavioral therapy, solution-focused brief therapy, acceptance and commitment therapy, and rational emotive behavior therapy, we will explore specific strategies to use therapeutically as well as ways to incorporate counseling into everyday sessions.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and use the best hopes exercise to detail individual clients’ values during goal formulation.
  • Describe the transtheoretical model and identify client readiness to change.
  • Create cognitive cycles to demonstrate the connection between thoughts, feelings and actions.
  • List cognitive distortions and identify strategies for challenging them with clients.

  Instructional Level: Intermediate  |  Track: Multi-Interest

2:15 pm-3:15 pm

• S30 – Pediatric Swallow Studies: How do They Impact Plans of Care?

  Amber Valentine Forston, MS, BCS-S, IBCLC, CNT, Baptist Health Lexington

  As speech pathologists, we are responsible for the safety and efficiencies of swallowing.  Regardless of age or setting, modified barium swallows and fiberoptic endoscopic evaluation of swallowing have be surmountable in improving development of more in depth plans of care for out patient populations. While extremely prevalent in adult setting, it has not been as predominant in the pediatric world. This session will discuss the pros and cons of each study and discuss how these invaluable tools can enhance the services we offer to our pediatric population

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and describe the main differences between FEES and MBS.
  • Identify rationales of reach study and setting.
  • Identify and describe outcomes and strategies for improvement in pediatric dysphagia.

  Instructional Level: Intermediate  |  Track: PEDs EI

3:30 pm-5:00 pm

• S31 – Screening and Evaluation for Early Learners: Considering the Post Pandemic Skills Gap

  Marie Ireland, MEd, CCC-SLP, BCS-CL, Charles Sturt University

  This session will review the newest research regarding the post pandemic skills gap resulting in increased referral rates and the long-term impact of COVID on children’s development including fine and gross motor, language and processing. The impact of environmental changes on children’s development necessitates the use of a more comprehensive approach to assessment and eligibility to confirm with state regulations. Participants will review non-standard screening and assessment procedures that can also be used during instructional or therapeutic interventions. Non-word repetition, inferential word learning and narratives will be used.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the impact of COVID on child development and performance on standardized screening and assessment tools.
  • Identify techniques to support language and socialization in the home.
  • Identify techniques to support literacy development in the home.

  Instructional Level:   |  Track:

4:00 pm-5:00 pm

• S32 – Can You Balance It? Self Advocating and Setting Boundaries in the Work Place

  Amanda Schaumburg, MS, CCC-SLP, Panda Speech LLC

  Speech-language therapists are typically overworked, underpaid and too busy to realize that our jobs are taking over our lives. Many of us do not speak up for ourselves, which has created a pretense that our workloads are manageable. This has led to overwhelm, burnout and many professionals leaving the field. It is essential for SLPs to work on building self advocacy skills and setting clear boundaries to build a healthier work-life balance.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify four key areas that cause burn out and overwhelm in SLP jobs.
  • Identify and list three reasons to self advocate at work.
  • Identify and describe four elements of self advocacy.

  Instructional Level: Introductory  |  Track: School Based

• S33 – Collaboration Between MSD Teacher and SLP for Student Success

  Tara Noe, MA, CCC-SLP, Garrard County Schools
  Shiloh Stanley, MS, Garrard County Schools

  In the ever-evolving field of special education, the collaboration between moderate-severe learning teachers and speech-language pathologists (SLPs) is pivotal for addressing the complex needs of students with significant learning and communication challenges. This session will explore the dynamic partnership between these two professionals, focusing on strategies to enhance student outcomes through coordinated efforts.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify best practices and joint planning between two professionals.
  • Create a framework for implementation of strategies.
  • Describe the importance of collaboration for moderate severe learning disabled students.

  Instructional Level: Introductory  |  Track: School Based

• S34 – Counseling for Individuals With Acquired Brain Injury – The Role of the SLP

  Jill Ligon Davis, MS, CCC-SLP, University of Louisville
  Allison Ferguson, MS, CCC-SLP, Blossom Neuro Speech & Wellness

  Individuals with acquired brain injury , and their families and loved ones, experience a wide range of emotions, thoughts, and experiences as part of their recoveries and adjustments to living with acquired brain injury. As speech pathologists, we know that these emotions, thought, and experiences don’t just go away because the client is in a speech therapy session. What is our role in helping to counsel clients and families? How can we include counseling techniques as a natural part of a speech therapy session? Why is it important that we learn about counseling? This session will address these questions and provide practical and accessible ways to use research-based counseling techniques with individuals with acquired brain injury.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe counseling and the role of SLPs.
  • Identify methods of counseling and ways to personalize them for individuals with ABI.
  • Identify, select and apply methods in a clinical setting with individuals with ABI and their loved ones.

  Instructional Level: Introductory  |  Track: Adult SLP

• S35 – Psychosocial Impacts of Pediatric Hearing Loss

  Theodora Bowman, AuD, CCC-A, University of Kentucky

  Hearing loss can affect many aspects of a child’s life, including their psychosocial well-being. There are many risk factors for developing mental health disorders that are related to hearing loss, like having a chronic disability, presence of multiple stressors, social isolation and peer victimization. Because of this, the concern for poor mental health in pediatric patients with hearing loss has increased. Although there are effective aural rehabilitation methods, hearing loss can still impact communicative, social and emotional development, thus increasing the risk of developing mental health disorders, like anxiety and depression. There is great potential for audiologists to identify psychological difficulties, but mental health can often be overlooked in audiologic care. The American Speech-Language and Hearing Association’s scope of practice for audiologists includes the use of several screening measures for mental health disorders, but these screeners are underutilized. Audiologists play an imperative role in contributing to the overall well-being of their patients and have a responsibility to assist with detection and referral for mental health concerns, as well as personal adjustment counseling. Screening for mental health disorders allows for earlier identification and intervention, which is imperative in this population, as mental health disorders are now surpassing physical health problems in children and adolescents.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe how hearing loss can impact psychosocial well-being of pediatric patients.
  • Identify four risk factors for mental health disorders that relate to hearing loss.
  • Define the role audiologists have regarding pediatric patients’ mental health.
  • Identify and utilize pediatric mental health screening tools deemed appropriate for audiologist use.

  Instructional Level: Intermediate  |  Track: Audiology

• S36 – Supporting Parents Through the Early Language and Literacy Journey

  Darla Gardner, MS, CCC-SLP, Wonderfully Made Therapies

  SLPs understand the importance of early language and literacy in the home and its impact on a child’s future academic success. We may not understand why more parents don’t take the opportunity to read or intentionally communicate with their child daily. In this session, we will discuss possible barriers to parent/child interactions and ways we can coach and support parents through obstacles or insecurities. Whether in a public school or private practice, we can creatively partner with parents and positively influence future language and literacy interactions in the home.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and describe research regarding early shared reading experiences between parent and child.
  • Identify research based strategies parents can use during language and literacy experiences in the home.
  • Identify and describe ways they can instruct, coach and support parents through the learning process in different settings with different funding options.

  Instructional Level: Introductory  |  Track: School Based

• S37 – Swallowing and Cognitive-Communication Outcomes Post Left Ventricular Assist Device Placement

  Kacie Gamm, MS, CCC-SLP, St. Elizabeth Healthcare
  Desiree’ Weirich, MA, CCC-SLP, BCS-S, St. Elizabeth Healthcare

  Heart failure (HF) occurs when the heart is unable to pump enough blood to meet the body’s needs. In some patients, a left ventricular assistive device (LVAD) is needed for mechanical circulatory support.  An LVAD is an implantable device that helps blood pump from the left ventricle to the ascending aorta. In post-operative cardiothoracic patients, pneumonia is a common major infection and can be related to mechanical ventilation, prolonged TEE placement, or recurrent laryngeal nerve injury. Specifically, patients post LVAD implantation were found to have a greater pneumonia risk due to higher patient acuity, longer OR times, and longer TEE placements. With nursing dysphagia screens lacking sensitivity in cardiothoracic patients, post operative instrumental swallow evaluations are necessary to identify dysphagia and reduce risk of aspiration that could complicate recovery. Additionally, research shows that 40% of HF patients have mild cognitive dysfunction due to impaired cerebral perfusion. The speech-language pathologist plays an important role in preoperative work up for implantation by evaluating cognitive-linguistic skills to identify potential deficits that could negatively impact outcomes. These evaluations provide valuable information on how the patient learns best for consideration during patient education. The purpose of this session is to review the pathophysiology related to swallowing and cognitive functioning in individuals with heart failure and cardiac surgery, provide guidance for best practice for pre/post operative evaluation and rehabilitation in this population for optimized patient outcomes as well as describe outcomes in those patients who received LVAD implant based on data collected from our IRB study.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • List pathophysiologic components of heart failure and cardiac surgery that can impact cognitive linguistic and swallow functioning.
  • Describe the SLP role as a member of care team for cardiothoracic and LVAD patients and describe current best practice for pre/post operative evaluation and rehabilitation in this population for optimized patient outcomes.
  • Identify standardized exams / rating scales that can be used to assess cognitive communication and swallow performance pre vs post LVAD incidence of dysphagia post LVAD placement as well as develop individualized treatment tools specific to post LVAD care.
  • Describe swallow and cognitive trends and outcomes in those patients who received LVAD implant based on initial data collected from a current IRB study being conducted at St. Elizabeth Healthcare System by the speakers.

  Instructional Level: Intermediate  |  Track: Adult SLP

6:00 pm-7:30 pm

• S38 – Battle for the Golden Brain – A Praxis Competition

  To Be Determined

  The Battle for the Golden Brain is a review of general knowledge from all areas of practice in speech-language pathology and audiology. Participants will be required to demonstrate knowledge and best practice in the areas of research methods, professional practice and medical treatment across the disciplines by answering a number of questions related to all aspects of the field.  Audience members, using their own devices, will compete in real-time along with students and other professionals to test their knowledge, review important information and gain exposure to new content.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • List pertinent practice concepts related to the fields of speech-language pathology and audiology.
  • List at least three standards of practice related to speech science, anatomy/physiology, dysphagia, and/or audiology.
  • Identify areas for professional growth through analysis of identified areas of weakness.

  Instructional Level:   |  Track: Multi-Interest

Friday, February 28

8:00 am-9:30 am

• S39 – Amplification and Functional Hearing Loss: Technology and Normal Hearing

  Gail Whitelaw, PhD, MHA, The Ohio State University

  Adults and children with normal hearing yet functional issues in communicating arrive at audiologist’s offices on a regular basis.  It is our choice to either address the needs of these patients or inform them they have normal hearing and send them on their way.  This session will focus on the people with normal hearing and how to use current technology to address their needs and change the quality of their lives.  Information that is foundational for this population will be addressed. Protocols for fitting technology in these patients will be presented. Cases will be offered to illustrate challenges and successes.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and describe this patient population.
  • Identify technology considerations.
  • Create a protocol for fitting technology in this population.

  Instructional Level: Intermediate  |  Track: Audiology

• S40 – Coaching the Coach to Support Caregivers: A Cascading Approach to Coaching

  Scott Tomchek, MS, University of Louisville
  Serena Wheeler, MAE, University of Louisville
  Minda Kohner-Coogle, MA, CCC-SLP, University of Louisville
  Cybil Cheek, MA, University of Louisville

  Positive outcomes for young children with developmental differences and their families are often predicated on the partnerships formed with comprehensive systems of support. In response to OSEP’s Results Driven Accountability, Kentucky’s Early Intervention System (KEIS) State Systemic Improvement Plan developed a comprehensive system of professional development to ensure capacity-building practices are used to support caregivers of young children with developmental differences.  Central to these efforts are KEIS-specific program and quality standards. Caregiver coaching is effective to improve child and family outcomes. This capacity-building approach supports caregivers to help their child develop and learn and is consistent with IDEA, the Mission and Key Principles for Providing EI Services in Natural Environments, DEC recommended practices and ASHA. Coaching caregivers in EI from diverse backgrounds and historically marginalized communities empowers them to identify their priorities, reflect on what they’ve tried, learn/practice new strategies and plan for embedding strategies into everyday life. Affirming the central role of the family as the agent of change in their child’s life, KEIS supports implementation of caregiver coaching practices through the Coaching in Early Intervention Training and Mentorship Program (CEITMP). This session will describe the cascading use of coaching practices initially with EI providers who in turn support caregivers through coaching. We will explore adult learning, coaching practices to present CEITMP pathways, current content and collaborations with EI providers.  We will discuss the roles and benefits of systematic coaching practices and hear from families, providers and PD specialists via video recorded interviews, meetings  and EI sessions.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and define common adult learning practices consistent with Kentucky’s identified caregiver coaching quality indicators.
  • Identify current core phases, activities and tracks of the CEITMP.
  • Identify and describe opportunities to further adopt or employ coaching practices.

  Instructional Level: Introductory  |  Track: School Based

• S41 – Communication and Augmentative and Alternative Communication (AAC) Goals for the IEP

  Mary Jo Cooley Hidecker, PhD, CCC-A/SLP, F-NAP, University of Kentucky
  Judith Page, PhD, CCC-SLP, F-ASHA, F-NAP, University of Kentucky
  Jacqueline Kearns, EdD, University of Kentucky

  AAC users must develop linguistic, social, operational and strategic competencies (Light, 1984) for communication. The speech-language pathologist in collaboration with the student, parents and IEP team members can use a variety of tools to assess the student’s current communication status. In addition, the IEP team needs to collaborate on the IEP goals and intervention plans. The ultimate goal of all AAC planning is to ensure that AAC users’ transition out of school with the communication they need for their adult roles. Thus, all goals must be evaluated for both today and future needs (Beukelman & Light, 2020).

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify communication competencies for AAC use.
  • Identify and describe tools for determining current communication status.
  • Describe methods for selecting communication and AAC goals for the IEP.

  Instructional Level: Intermediate  |  Track: School Based

• S42 – Dysphagia and Its Assessment With Patients in Non-Acute Care Settings, Part 1

  John Ashford, PhD, CCC-SLP, SA Swallowing Services, PLLC

  Clinicians caring for patients with potential dysphagia in non-acute care settings often have limited and outdated information and reduced resources for properly reassessing and planning appropriate intervention. This four part session will examine (1) the unique differences in frail and sarcopenic non-acute care patients, health status concerns and options for dysphagia reassessing; (2) the use of mobile instrumental studies in non-acute care settings, how they are administered, scored, and analyzed, and what the staff SLP should receive in a report; and (3) the consequences of dysphagia using the Three Pillars of Bacterial Aspiration Pneumonia model.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and contrast patient types in non-acute settings who are prone to have or develop oropharyngeal dysphagia.
  • Identify and describe the appropriate use of FEES, its standard procedures, its analysis and use of results in a non-acute medical facility.
  • List and define the four potential consequences of oropharyngeal dysphagia with patients in non-acute medical facilities.
  • Describe, contrast and clinically apply the factors in the Three Pillars of Bacterial Aspiration Pneumonia model in assessing and treating patients with dysphagia in non-acute medical settings.

  Instructional Level: Advanced  |  Track: Adult SLP

• S43 – Language Engineering: Building Language Skills to Support Academic Growth

  Kellie Ellis, PhD, CCC-SLP, Eastern Kentucky University

  Are you unsure of what language goals to target with school-aged children? Struggling to identify therapy goals for language that will transfer to the classroom? Look no further! This session will explore how to strategically select semantic and morpho-syntactic goals that support students’ academic growth. More specifically, the session will focus on how to increase students’ understanding and use of content-specific vocabulary and syntactic features.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify meaningful ways SLPs can target content-specific vocabulary and morpho-syntactic features in language therapy.
  • Identify and describe the significance of disciplinary literacy skills for children with language disorders.
  • Describe the specialized language skills used across content areas.

  Instructional Level: Intermediate  |  Track: School Based

• S44 – SLP’s Role in the Legal System

  Christen Page, PhD, CCC-SLP, University of Kentucky
  Mary Beth Allen, MS, CCC-SLP, University of Kentucky

  While the school-to-prison pipeline aims to increase safety, it results in more children with communication needs entering and remaining in the criminal justice system. 70% of youth in the criminal justice system have a history of traumatic brain injury (TBI) and 100% of individuals who received the death penalty reported a history of TBI. The cognitive-communication characteristics associated with 75-80% of individuals who experience a TBI present challenges with navigating the complex social interactions and fast-paced information processing demands of the legal system. This relates to an increased rate of recidivism (recommitting an offense) for individuals with TBI (69%) compared to those without a TBI (37%). During this session, we will link behaviors teachers, police officers, attorneys, judges and correction staff may observe in juveniles and adults with potential cognitive-communication needs. For example, a child may be crying or disrupting class because they are overstimulated instead of defiant. A person may miss a court appearance because they have memory loss. Then, we will discuss treatment strategies and advocacy needs to ensure equal participation in the legal system for individuals with TBI.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the cognitive-communication demands associated with navigating the legal system.
  • Identify community members who may benefit from increased awareness and education of the cognitive-communication demands associated with TBI.
  • Discuss treatment strategies to enhance participation in the legal system for individuals with TBI.

  Instructional Level: Intermediate  |  Track: Multi-Interest

• S45 (DEI) – Supporting Culturally and Linguistically Diverse Families: Considerations for Early Intervention

  Marie Ireland, MEd, CCC-SLP, BCS-CL, Charles Sturt University

  Join in an exploration of research and guidance focusing on the provision family centered and culturally and linguistically responsive services to young children and their families. Information on research based techniques that focus on socialization, literacy and language development will be reviewed. Information about the post pandemic skills gap will be discussed. Participants will engage in case studies and discussions using role play for implementation in their work settings.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and describe cultural and linguistic differences that impact family participation in treatment.
  • Identify techniques to support language and socialization in the home.
  • Identify techniques to support literacy development in the home.

  Instructional Level: Introductory  |  Track: PEDs EI/DEI

9:45 am-11:15 am

• S46 – Autism and Apraxia: Assessment and Treatment From a PROMPT Perspective

  Amy Clark, MS, CCC-SLP, (PI), PROMPT Institute

  PROMPT is an acronym for PROMPTs for Restructuring Oral Muscular Phonetic Targets. PROMPT trained SLPs assess and treat the whole child by viewing communication as an interaction of the physical-sensory, cognitive-linguistic, and social-emotional domains with the conceptual framework. Each child’s unique strengths and abilities are assessed and their interests are used to design and implement an individualized and functional treatment plan. Case study reviews that illustrate how to guide clinicians to use principles of PROMPT assessment and treatment with autistic children and children with apraxia will be presented and discussed.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and describe key components of PROMPT assessment and treatment.
  • Describe physical-sensory, cognitive-linguistic, and social-emotional domains.
  • Describe how to apply principles of PROMPT assessment and treatment with autistic children and children with apraxia.

  Instructional Level: Intermediate  |  Track: School Based

10:00 am-11:00 am

• S47 – Allocating Our Resources: How to Apply the Resource Allocation Model in Neuro Rehab

  Katie McComas Maddy, PhD, CCC-SLP, UK Healthcare

  When is the last time you discussed theory on your first day of therapy? The Resource Allocation Model (Kahneman, 1973) suggests that the brain has a finite pool of resources and when the cognitive demands exceed the person’s cognitive resources, performance suffers. People allocate cognitive resources to various cognitive processes each day. However, research shows that people with brain injury have reduced resources and have more difficulty successfully allocating resources. As clinicians, we can use the principles of this model to control for the processing load and cognitive resources available by manipulating task stimuli. This session will introduce clinicians to the Resource Allocation Model and provide a framework for clinical application for clinicians across a variety of clinical settings.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the resource allocation model and its clinical applications.
  • Identify various ways to implement the resource allocation model across clinical contexts.
  • Create a patient education program utilizing the resource allocation model.

  Instructional Level: Advanced  |  Track: Adult SLP

• S48 – Connecting Radiology to Clinical Decision Making: Transdisciplinary Cases for the Hearing Health Care Provider

  Matthew Bush, MD, University of Kentucky

  The comprehensive evaluation of auditory and vestibular disorders requires the combined efforts of different disciplines using diagnostic modalities, including radiographic imaging and audiological assessment. Transdisciplinary collaborative care of patients can be improved through a working knowledge of the indications, study types and clinical correlations for radiographic imaging studies and how these studies correlate with audiological testing. This session will provide hearing health care providers with a transdisciplinary case-based approach to discuss relevant anatomy and pathology of the auditory and vestibular systems on MRI and CT scan radiographic studies and how the pathology manifests clinically and audiologically. The presenters will discuss indications for different studies and the integration of study results into team-based comprehensive care for patients.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the purpose, process and indications of different radiographic imaging modalities
  • Identify and describe relevant anatomy of the auditory and vestibular systems through radiographic imaging modalities.
  • Identify appropriate imaging studies that are involved in the evaluation and management of diseases affecting the auditory and vestibular systems and how those studies correlate with audiological and clinical findings

  Instructional Level: Intermediate  |  Track: Audiology

• S49 – Dysphagia and Its Assessment With Patients in Non-Acute Care Settings, Part 2

  John Ashford, PhD, CCC-SLP, SA Swallowing Services, PLLC

  Clinicians caring for patients with potential dysphagia in non-acute care settings often have limited and outdated information and reduced resources for properly reassessing and planning appropriate intervention. This four-part session will examine (1) the unique differences in frail and sarcopenic non-acute care patients, health status concerns, and options for dysphagia reassessing; (2) the use of mobile instrumental studies in non-acute care settings, how they are administered, scored, and analyzed, and what the staff SLP should receive in a report ; and (3) the consequences of dysphagia using the Three Pillars of Bacterial Aspiration Pneumonia model.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and contrast patient types in non-acute settings who are prone to have or develop oropharyngeal dysphagia.
  • Describe and discuss the appropriate use of FEES, its standard procedures, its analysis, and use of results in a non-acute medical facility.
  • List and define the four potential consequences of oropharyngeal dysphagia with patients in non-acute medical facilities.
  • Describe, contrast, and clinically apply the factors in the Three Pillars of Bacterial Aspiration Pneumonia model in assessing and treating patients with dysphagia in non-acute medical settings.

  Instructional Level: Advanced  |  Track: Adult SLP

• S50 – Navigating Multidisciplinary Advocacy in Kentucky’s Early Intervention System

  Caitlin Conley, MEd, Bright Start Early Intervention
  Brianna Hairston, SLPD, CCC-SLP, Kentucky Early Intervention Providers Association; Family Choice Home Care
  Leigh Anne Roden, EdD, CCC-SLP, Western Kentucky University; KSHA President

  This session will consist of advocates and early intervention providers from multiple disciplines to discuss the struggles, strategies and solutions they engaged in to form new partnerships and create the Kentucky Early Intervention Providers Association. Key session themes include equitable access, adequate funding and workforce recruitment/retention.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe how early intervention providers formed new partnerships and collaborations to ensure equitable EI services are available to all eligible infants, toddlers, and their families.
  • Identify a range of levers to increase access, equity and quality in early intervention to support the diversity of children, their families and the workforce.
  • Identify ideas, tools, and strategies to engage in early intervention advocacy efforts and policy recommendations.

  Instructional Level: Introductory  |  Track: PEDs EI

• S51 – Play-Based Therapy Ideas to Target Speech and Language Goals

  Felice Clark, MS, CCC-SLP, The Dabbling Speechie

  Play-based speech therapy offers a dynamic and engaging approach to addressing speech and language goals, particularly for young learners. This session will provide attendees with a comprehensive understanding of play-based therapy, beginning with an exploration of what it is and the stages of play that are critical to child development. The session will include practical examples of lesson planning for group therapy with play therapy activities, demonstrating how to create an environment that fosters both structured learning and spontaneous communication opportunities. Attendees will also gain insights into how to adapt common toys, games and play activities to target a range of speech and language skills, making therapy more versatile and individualized. Whether you’re working with children who have articulation challenges, language delays, or social communication difficulties, this session will equip you with the tools and knowledge needed to make play a powerful and effective part of your therapy practice.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe what play-based therapy is and the stages of play.
  • Identify several ways to set up their sessions using play toys and activities.
  • Identify and describe how to adapt toy, games and play activities to cover a variety of speech and language goals.

  Instructional Level: Introductory  |  Track: School Based

• S52 – Sound Strategy? The Latest on Speech Perception

  Kellie Ellis, PhD, CCC-SLP, Eastern Kentucky University

  The effectiveness of speech perception training for children with speech sound disorders has been debated in the literature for quite some time. This session will explore the distinction between speech perception and phonological awareness, two important skills that are often areas of growth for children with communication disorders. The session will provide an overview of recent research related to the speech perception training, as well as practical approaches for integrating speech perception training in therapy for children.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify the difference between speech perception and phonological awareness.
  • Describe how speech perception training can bring about growth in children’s speech and literacy skills.
  • Identify ways to integrate speech perception into therapy sessions for children with communication disorders.

  Instructional Level: Intermediate  |  Track: School Based

12:30 pm-1:30 pm

• S53 – When Your Purpose Ignites Our Passion

  Jeffrey Bracken, MA, Shelby County Public Schools

  According to Maslow’s Hierarchy of needs, we cannot reach our fullest potential unless we first satisfy our basic physiological needs, then our safety/security needs, and then our need for love and belonging.  For us individuals with hearing or speech impairments, we can more easily be stuck in that second or third category.  Despite all of us being made with unique gifts, skills and talents that can help us live out our passions, the struggles of inclusivity, or belonging, are real and may cause us to suppress our passions.  But then there’s you and the work you do, that serves as a resource for us.  So when you get stuck in the daily grind of your “job,” I want to remind you that we’re not just clients or “minutes” that you need to meet.  Your work is your purpose that makes it possible for us to thrive in society.  I hope to inspire you with my story and how your purposeful work allowed me to live out my passions, and maybe your passion will be reignited.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and list struggles faced by hearing or speech impaired individuals.
  • Create a purpose statement for your profession.
  • Identify and describe the relationship you want with your clients.

  Instructional Level: Introductory  |  Track: Multi-Interest

1:45 pm-3:15 pm

• S54 – AAC for Toddlers and Preschoolers: Getting Started

  Kelsey Brown, MS, CCC-SLP, UK Healthcare

  This session will provide an introduction to augmentative and alternative communication (AAC) for clinicians who work in EI, clinical, and/or preschool settings. Starting at the point where you think, maybe they are a candidate for AAC, this session will be a primer in how to talk about, think about and use AAC as a SLP. Participants will leave the session with unaided and low-tech ideas they can begin implementing immediately, next steps towards obtaining high-tech systems for their clients  and increased comfort in using AAC to enhance your early language therapy strategies.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • List two forms of unaided AAC and two forms of aided AAC.
  • Identify and match features of high-tech AAC systems to their individual clients’ needs.
  • Identify and describe how to introduce a high-tech AAC system to a family member, teacher, caregiver, etc.

  Instructional Level: Introductory  |  Track: PEDs EI

• S55 – Articulation Carryover – How to Help Your Students Graduate Speech

  Felice Clark, MS, CCC-SLP, The Dabbling Speechie

  For many school-based SLPs, students with 1-2 lingering speech sound errors can be a source of ongoing concern, particularly when these students struggle to generalize correct production into everyday conversation. In this session, we will explore common barriers to generalization and identify potential gaps in speech sessions that may be contributing to limited progress. Participants will gain practical insights into session planning frameworks that support speech sound carryover, as well as creative articulation activities designed to engage students and foster generalization. The session will also include effective data collection strategies and tips for working with students who are unmotivated to practice. Attendees will leave with actionable strategies and fresh ideas to help their students make the progress they need to graduate speech therapy!

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and describe what is needed for generalization of speech sounds.
  • Create speech therapy sessions that promote generalization.
  • Identify new therapy ideas and tips for working on articulation carryover with students.

  Instructional Level: Introductory  |  Track: School Based

• S56 – Dysphagia and Its Assessment With Patients in Non-Acute Care Settings, Part 3

  John Ashford, PhD, CCC-SLP, SA Swallowing Services, PLLC

  Clinicians caring for patients with potential dysphagia in non-acute care settings often have limited and outdated information and reduced resources for properly reassessing and planning appropriate intervention. This four-part session will examine (1) the unique differences in frail and sarcopenic non-acute care patients, health status concerns, and options for dysphagia reassessing; (2) the use of mobile instrumental studies in non-acute care settings, how they are administered, scored, and analyzed, and what the staff SLP should receive in a report ; and (3) the consequences of dysphagia using the Three Pillars of Bacterial Aspiration Pneumonia model.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and contrast patient types in non-acute settings who are prone to have or develop oropharyngeal dysphagia
  • Describe and discuss the appropriate use of FEES, its standard procedures, its analysis, and use of results in a non-acute medical facility.
  • List and define the four potential consequences of oropharyngeal dysphagia with patients in non-acute medical facilities.
  • Describe, contrast, and clinically apply the factors in the Three Pillars of Bacterial Aspiration Pneumonia model in assessing and treating patients with dysphagia in non-acute medical settings.

  Instructional Level: Advanced  |  Track: Adult SLP

• S57 – Establishing Speech Therapy in a NICU: How to be Tiny but Mighty

  Allison Fears, MS, CCC-SLP, CNT, Baptist Health Floyd; Norton Children’s Hospital
  Susan Mathews, MS, CCC-SLP, Baptist Health Floyd

  Through medical advances, neonates are surviving earlier and require more intensive and multi-disciplinary care. There is an increasing demand in our community to provide services for this population.  Speech-language pathologists that specialize in this population have the privilege, responsibility and opportunity to influence the earliest states of development.  We protect, support and promote the healthiest beginnings during this critical period.  Learn how several speech-language pathologists at Baptist Health Floyd were presented with a unique opportunity in establishing speech-language pathology services in a new level two NICU.  Learn how these therapists built a neuro protective feeding program from the ground up while educating both staff and families.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify neuro protective feeding strategies.
  • Identify and describe challenges encountered in the development in establishing a feeding program in the NICU.
  • Identify continued carryover of patient care from NICU to post discharge.

  Instructional Level: Introductory  |  Track: PEDs EI

• S58 – Helping Kentuckians With Hearing Loss With Obtaining and Maintaining Employment

  Ashley Hadden, MA, MRC, CRC, Kentucky Office of Vocational Rehabilitation

  The Office of Vocational Rehabilitation (OVR) understands that individuals with hearing loss have different communication needs that impact every aspect of their lives. OVR works to empower Kentuckians with disabilities to maximize independence and economic security through competitive, integrated employment. Within OVR, the Deaf and Hard of Hearing Services Branch has trained staff to understand the different problems individuals with hearing loss may face in different training and employment environments. Rehabilitation counselors for the deaf have sign language skills and serve deaf individuals and use this type of communication. Communication specialists are trained about devices and ways to serve individuals who are hard of hearing or late deafened. Rehabilitation counselors for the deaf and communication specialists are also skilled in serving individuals who have both vision and hearing loss or deafness. OVR works with those with hearing loss (and other impairments) in a variety of ways including assessments, hearing assistive technology (including but not limited to hearing aids, ALDs, BAHAs, CIs, etc.), workplace accommodations, job placement, job retention, providing guidance and counseling and more. Eligible individuals receive services based on their needs and vocational goals. Communication between the rehabilitation counselor and the individual with hearing loss is the key to successful vocational rehabilitation services. The counselor and consumer work closely together to identify and overcome barriers and maximize personal independence.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe the mission and goals of the Office of Vocational Rehabilitation.
  • Identify services that can benefit Kentuckians with hearing loss.
  • Identify and describe ways in which audiologists can benefit from working with the Office of Vocational Rehabilitation.

  Instructional Level: Introductory  |  Track: Multi-Interest

• S59 – Now What? Exploration of Craniofacial Anomalies in School Aged Children

  Jennifer Marshall, MA, CCC-SLP, University of Kentucky

  Provide a basis for the generalist for SLPs to feel more confident working with craniofacial specialty children. Explore common craniofacial anomalies and the role of the speech-language pathologist. The presenter will also review structural variations that may impact our plan of care for school-aged children.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify common CFAs and potential impacts on speech and language.
  • Identify and describe what is VPI/VPD.
  • Describe best practice to determine when an errors is structural, habitual or both.

  Instructional Level: Intermediate  |  Track: School Based

• S60 – Updating Your Pediatric Audiology Toolbox

  Shelley Moats, AuD, PASC, Norton Children’s Medical Group

  Attendees will be encouraged to participate in case discussions around use of SII and RMSe in pediatric hearing aid fittings, following an introduction to each topic area. Additional case presentations will be given to highlight the importance of aided speech perception testing for children.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Describe speech Intelligibility index (SII) and explain its clinical utility in pediatric hearing aid fittings.
  • Describe root-mean-square error (RMSe) and explain its clinical utility in pediatric hearing aid fittings.
  • Identify speech perception tests that are part of the Pediatric Minimum Speech Test Battery (PMSTB).

  Instructional Level: Intermediate  |  Track: Audiology

3:30 pm-4:30 pm

• S61 – Adult and Pediatric Cochlear Implant Assessment and Programming Challenges

  Meg Adkins, AuD, FAAA, University of Kentucky
  Ricardo Vallejo, AuD, University of Kentucky Healthcare

  This session will explore the assessment challenges experienced when evaluating patients for possible cochlear implant candidacy. We will also explore ways to expand your CI programming skills and help you maximize your patient’s potential for performance.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and describe strategies to assess hard to test patients for CI.
  • Identify and describe strategies for programming post CI.
  • Identify CI Team connections for tough cases.

  Instructional Level: Intermediate  |  Track: Audiology

• S62 – Dysphagia and Its Assessment With Patients in Non-Acute Care Settings, Part 4

  John Ashford, PhD, CCC-SLP, SA Swallowing Services, PLLC

  Clinicians caring for patients with potential dysphagia in non-acute care settings often have limited and outdated information and reduced resources for properly reassessing and planning appropriate intervention. This four-part session will examine (1) the unique differences in frail and sarcopenic non-acute care patients, health status concerns, and options for dysphagia reassessing; (2) the use of mobile instrumental studies in non-acute care settings, how they are administered, scored, and analyzed, and what the staff SLP should receive in a report; and (3) the consequences of dysphagia using the Three Pillars of Bacterial Aspiration Pneumonia model.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and contrast patient types in non-acute settings who are prone to have or develop oropharyngeal dysphagia
  • Describe and discuss the appropriate use of FEES, its standard procedures, its analysis, and use of results in a non-acute medical facility.
  • List and define the four potential consequences of oropharyngeal dysphagia with patients in non-acute medical facilities.
  • Describe, contrast, and clinically apply the factors in the Three Pillars of Bacterial Aspiration Pneumonia model in assessing and treating patients with dysphagia in non-acute medical settings.

  Instructional Level: Advanced  |  Track: Adult SLP

• S63 – Embracing Echolalia: Songs and Scripts for the Speech-Language Pathologist

  Kelsey Brown, MS, CCC-SLP, UK Healthcare

  So you know we don’t ignore echolalia anymore, but what DO we do with it?!?! Join a clinician on a mission to connect with and support her clients who sing before they speak, say are you thirsty when they need a drink, watch specific YouTube clips over and over, and act out Ms. Rachel when they’re playing with toys. Using real case studies, this session will briefly walk through an overview of the natural language acquisition framework while focusing on recommended therapy strategies in an approachable and realistic manner for the busy home, clinic, and/or preschool-based SLP.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and describe the first four stages of the Natural Language Acquisition framework.
  • Demonstrate three language strategies that support individuals who appear to fit the GLP profile.
  • Identify and explain three language strategies to avoid when supporting individuals who appear to fit the GLP profile.

  Instructional Level: Introductory  |  Track: PEDs EI

• S64 – Executive Functioning Skills and Middle Schoolers

  Kelly Twehues, MA, CCC-SLP, KTL Therapy

  Executive Functioning Skills are paramount to long term academic success. Anyone working or living with children ages 10 to 14 is likely to have thoughts about these skills and may be noticing their impact on school success. This session will focus on the planning and execution of an executive functioning group for middle school age children. Attendees will also learn about the parent, professional and student perspectives following a six week, community-based executive functioning group, offered to middle school age children with and without identified executive function disorder. Additionally, a discussion of community-based versus treatment-based  groups will be introduced.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify target outcomes for children participating in small group, community-based, executive functioning sessions.
  • Identify evidence-based assessment techniques to determine the need for community-based versus treatment-based group participation.
  • Describe the process of planning and implementing a community-based group and identifying children needing further treatment for executive functioning disorder.

  Instructional Level: Introductory  |  Track: School Based

• S65 – How to Use Books to Cover Speech and Language Goals

  Felice Clark, MS, CCC-SLP, The Dabbling Speechie

  Books are powerful tools for targeting a wide range of speech and language goals, making them invaluable resources for SLPs. This session will empower participants with the skills to select books that are well-suited for various speech and language objectives, ensuring that each choice serves a clear and purposeful role in therapy. Attendees will learn practical strategies to increase student engagement with books, transforming reading sessions into interactive and dynamic learning experiences. We will explore how to cover multiple goals within a single book session, demonstrating the flexibility and effectiveness of using literature in speech therapy. Additionally, this session will provide evidence-based practices for teaching language skills through books. Participants will be equipped to explain and demonstrate these strategies, ensuring they can effectively integrate them into their therapy sessions. By the end of the session, attendees will have a deeper understanding of how to use books not just as a reading activity, but as a multifaceted tool for advancing speech and language development in students.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify and describe how to pick a book for their therapy session.
  • Describe strategies for increasing engagement while reading the book.
  • Identify and describe how to use a book to cover a variety of speech and language goals.
  • Identify strategies and evidence-based practices for teaching language skills with books.

  Instructional Level: Introductory  |  Track: School Based

• S66 – Maximizing Student Outcomes Through Strong Teacher-SLP Collaboration

  Heather Tackett, MA, CCC-SLP, Floyd County Schools
  Jessica Kiser, MEd, Floyd County Schools

  The need for maximizing student outcomes in communication and behavior has never been as critical as it is today. There are more children entering into the school setting with moderate to severe needs than ever before. Without a strong plan addressing foundational skills, our students are at risk of being trapped in a setting where they do not understand or follow school expectations. More so, they are at risk of being unable to communicate their thoughts and ideas to others. We can change that by training staff to implement learning readiness programs within the classroom and by supporting communication, behavioral and academic skills as identified by the speech-language pathologist, teachers  and interventionists. When all staff work together to address identified needs, model communication using a student’s appropriately identified form of communication and provide effective individualized support, students’ communication, learning and behaviors can be maximized to their optimal potential.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify at least three evidenced based methods to promote reciprocal communication in a natural environment.
  • Identify three strategies that can be implemented by classroom staff in order to maximize behavior and communication outcomes for students with moderate to severe communication disorders.
  • Develop three to five IEP goals that can be implemented to promote learning readiness and communication skills for students with moderate to severe communication disorders.
  • Implement strategies learned from this topic in your own school.

  Instructional Level: Intermediate  |  Track: School Based

• S67 – Understanding ADHD

  Tyler Dorsey, CALC, ACC, Self Employed

  In this dynamic and transformative session, we’re diving deep into the heart of what it truly takes to support children with ADHD, not just managing the symptoms but addressing the underlying issues that often go overlooked. ADHD isn’t just about impulsivity or distraction; it’s tied to a complex web of emotions like overwhelm, avoidance, anxiety and even depression-like symptoms. If we only focus on surface-level strategies, we’re missing the mark. This session is designed to shift your perspective and empower you to dig deeper. Whether you’re a parent or a professional, you’ll discover how to become the person who consistently manages ADHD, rather than adding it to the long list of things that “didn’t work.” We’ll explore practical techniques and strategies that go beyond the usual tips and tricks. You’ll learn how to address the root causes of these struggles, enabling children to thrive, not just cope. Join us for an engaging discussion filled with conviction and enthusiasm as we redefine success for kids with ADHD and equip you with the tools to make lasting, meaningful change. This is your opportunity to become a true advocate and guide for children with ADHD, helping them unlock their full potential.

  Learner Outcomes: At the end of this presentation, participants will be able to:

  • Identify the underlying emotional and psychological factors, such as overwhelm, avoidance, and anxiety, that contribute to challenges in managing ADHD.
  • Demonstrate effective strategies for addressing these underlying issues to support consistent ADHD management in children.
  • Create a personalized action plan that goes beyond traditional ADHD management techniques, focusing on holistic support for children with ADHD.
  • List key indicators that signify a successful shift from symptom management to addressing root causes, enabling lasting behavioral and emotional change.

  Instructional Level: Introductory  |  Track: Multi-Interest