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Session Information

Wednesday, February 15, 2023

10:00 am – 11:30 am

  • S01 – Coaching in Early Intervention: Caregiver Strategies for Your Playbook!

    Jade Robinson, PhD, CCC-SLP, Eastern Kentucky University

    Speech-language pathologists (SLPs) utilize coaching to support family and caregiver engagement in the early intervention process. This session will highlight a communication strategies playbook to use when coaching parents/caregivers. The playbook is grounded in family-guided practices intended to enhance child development within frequently occurring routines. The playbook includes strategies designed to help caregivers establish routines for optimal child learning, set the stage for communication, encourage more communication, and respond to communication. Specific, evidence-based communication strategies will be described and illustrated using case discussions and videos of parent-child interactions within family routines. SLPs can coach parents and other caregivers on the use of the strategies during in-person and telepractice sessions to optimize early intervention results for families and children. Effective coaching requires a game plan to spark knowledge and ignite family and caregiver capacity! This session provides a playbook particularly designed for SLPs to use in early intervention.

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

    • Describe at least 10 communication strategies to share with parents/caregivers.
    • Identify communication strategies that match a child’s needs, parent/caregiver’s current interaction, and family’s routines.
    • Identify and describe ways to coach parents/caregivers on the use of communication strategies.

    Instructional Level: Intermediate  |  Track: PEDs EI

  • S02 – Culturally Responsive Assessment Considerations

    Phuong Lien Palafox, MS, CCC-SLP, Phuong Lien Palafox, LLC

    Within the scope of our professional and humanly work, our efforts include supporting the needs of our multi and bilingual communities. Supporting the heritage language of our students, clients and patients maximizes academic progress, communication growth and, most importantly, honors the lived experiences of individuals. This session will provide evidence-based practices for the continuum of services, from family-centered intake to culturally responsive assessment considerations to development of appropriate goals and execution of meaningful interventions. Attendees will leave this high-impact session fueled and empowered to support the comprehensive needs of our multilingual communicators.

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

    • Identify and describe legal mandates to support culturally responsive practices.
    • Identify and describe culturally responsive, family-centered considerations to maximize communication impact.
    • Describe the assessment framework for supporting the heritage language influences of students, clients and patients.
    • Describe the process for effectively working alongside interpreters.

    Instructional Level: Intermediate  |  Track: Multi-Interest

  • S03 – The Aging Vestibular System and Risk for Falls

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

    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 and consequences due to increasing health care costs. 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. Many of our patients have medical conditions which may contribute to higher risks of falling, especially hearing loss, diabetes, dementia, multiple sclerosis, stroke and osteoarthritis. This session will focus on defining and assessing risks of falls and will discuss how you can include potential screening and assessment methods in your everyday practice. This session will highlight how audiologists can better understand our role in fall prevention and identify ways to better screen, educate, document and refer those at risk of falls.

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

    • Identify falls risk in the elderly patient population.
    • Describe recommendations for patients with risk factors to improve outcomes and reduce falling.
    • Describe the relationship between untreated hearing loss and falls risk.
    • Identify falls risk screening techniques which can be added to a current diagnostic practice.

    Instructional Level:  Intermediate |  Track: Audiology

  • S04 – Voice Evaluation in the Absence of Laryngeal Imaging

    Vrushali Angadi, PhD, CCC-SLP, University of Kentucky; Maria Bane, PhD, CCC-SLP, Eastern Kentucky University

    Laryngeal imaging in the form of laryngoscopy or stroboscopy is an integral part of the comprehensive voice assessment and is a determining factor in commencing voice therapy services. However, speech-language pathologists (SLPs) in many adult medical settings are not equipped with advanced instrumentation to complete laryngeal imaging. Despite this limitation, there is important information to be gained from non-imaging voice assessment techniques. Non-imaging evaluations can be helpful in determining the presence or absence of voice disorder, in justifying the need for a detailed voice assessment and in tracking progress throughout voice therapy. This session focuses on application of non-imaging voice assessment tools in adult medical settings. We highlight voice assessment techniques that can be feasibly implemented outside of voice centers, offer assessment forms that can be tailored to various settings and identify appropriate billing codes for reimbursement. This session will also discuss the merits and limitations of low-tech voice evaluation and the ethical implications of completing a voice evaluation without imaging. While there are limitations to non-imaging evaluation of voice, SLPs working in settings outside of voice clinics can support patients with voice disorders through low-tech, non-imaging evaluation, education and appropriate referral.

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

    • List the primary objectives of a voice evaluation.
    • Describe areas of voice evaluation that do not require advanced instrumentation.
    • Describe the limitations of a voice evaluation without laryngeal imaging.
    • Describe how voice evaluation underlies successful management of voice disorders.

    Instructional Level: Introductory  |  Track: Adult SLP

    • 12:00 pm-1:30 pm

  • S05 – How to Standardize Stroke Education From a Dietitian’s Perspective

    Jennifer Van Dyke, RD, LD, CNSC, UofL Health; Rebecca Klemens, RD, LD, UofL Health Frazier Rehabilitation Institute

    This session will familiarize the participant with the nutritional risk factors associated with strokes. Presenters will discuss the role dietitians play in preventing recurrent events. The session will also walk the participant through a quality improvement project to increase the number of patients and caregivers educated by a dietitian on these risk factors.

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

    • Identify nutrition stroke risk factors.
    • Develop a plan for quality improvement of patient outcomes.

    Instructional Level: Intermediate  |  Track: Adult SLP

  • S06 – Providing Neurodiversity-Affirming Support in Early Intervention

    Janine Schmedding-Bartley, PhD, CCC-SLP, University of Kentucky

    This session will provide an overview of current practices reported by speech-language pathologists working with toddlers on the autism spectrum or with social communication differences and discuss ways to build upon current practices to provide strengths-based supports to clients and families. Evidence-based strategies for supporting development of a broad range of communicative skills and emotional regulation strategies, including augmentative and alternative communication, will be detailed. Emphasis will be placed on implementing strategies that promote child autonomy, affirm neurodiverse brain development, encourage child joy and support caregiver-child bonding. Examples will demonstrate implementing strategies through caregiver-mediated routines-based interventions to develop caregivers’ confidence to support their child’s unique strengths. Video examples will be used to demonstrate the principles in practice.

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

    • Identify communication goals that are respectful of child autonomy and immediately useful on a day-to-day basis.
    • Identify and describe evidence-based strategies to support communication development in autistic toddlers.
    • Create a plan to support communication development for one client within a day-to-day routine.

    Instructional Level: Intermediate  |  Track: PEDs EI

    • 12:00 pm-2:00 pm

  • S07 – Advocating for the Professions and KSHA Member Forum

    Tim Boyd, ASHA; Alan Smith, EdD, CCC-SLP, KSHA President; Kate Wood Hall, Alliance Commonwealth

    During this session, attendees will have the opportunity to develop an understanding of how to advocate for the professions of speech-language pathology and audiology. Participants will be able to identify advocacy resources available on current national policy trends. This session will also provide members with updated information regarding current legislation as it pertains to the field of speech-language pathology and audiology. Advocacy initiatives and inter-professional organization partnerships will also be discussed. Participants will learn ways to become involved with advocacy including resources for lobbying. Discussion will also provide members with ways to develop relationships with lawmakers and receive a review of how legislation comes to fruition (from concept to implementation). Members will be given the opportunity to ask questions regarding current and upcoming State and Federal legislation that may impact the provision of services for those with communication disorders. Participants will here an update from KSHA’s Lobbyist, Kate Wood Hall , and join in rountable discussions to address their immediate concerns.

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

    • Identify key aspects of advocating for the professions through the legislative process
    • Identify policy trends affect audiology and speech-language pathology at the state and national levels.
    • Describe a national or state policy trend that impacts one’s own professional practice setting.
    • Describe and apply grassroots advocacy.
    • Identify current legislation affecting the KSHA membership and apply their knowledge.
    • Identify current issues facing the KSHA membership.

    Instructional Level: Intermediate  |  Track: Professional Issues

  • S08 – Supervision: Transforming Knowledge to Clinical Skills

    Anne Blandford, SLPD, CCC-SLP, University of Louisville; Norton Healthcare

    Clinical supervision has evolved to a more structured and scholarly activity.  The goal of supervision is to create an environment conducive to learning and transitioning didactic information into clinical practice.  Supervisors need the skills to facilitate critical thinking and self-monitoring in supervisees to create the opportunity for growth as an independent practitioner.  This session will focus on the research in supervision and how to establish an environment of learning centered around critical thinking and intentional reflection of the supervisee.

    Time Ordered Agenda:

    5 mins – Introductions
    10 mins – Defining supervision and self-rating key skills
    20 mins – ASHA’s Knowledge and Skills for Supervisors
    30 mins – Defining goals of supervision and its relation to knowledge acquisition
    30 mins – Defining the supervisory teaching methods
    15 mins – Tools to facilitate self-reflection and critical thinking
    10 mins – Discussion

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

    • Describe current research in supervision.
    • Demonstrate use of intentional reflection in supervision.
    • Describe the benefits of structured supervisory activities within the clinical learning environment.

    Instructional Level: Introductory  |  Track: Supervision

    • 2:00 pm – 3:30 pm

  • S09 – Grand Round in Audiology

    Jennifer Shinn, PhD, CCC-A, FAAA; Nathan Cass, MD; Trey Cline, AuD; Mary Duncan, AuD; Amanda Davis, BA; Meg Adkins, AuD

    This session is presented by audiologists and otologists from the University of Kentucky Medical Center. Five challenging pediatric and adult cases will be discussed. These cases will focus on patients that have interesting or unique presentations, along with information that leads to effective diagnosis and treatment.

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

    • Identify and describe diagnostic findings and their impact on guiding treatment options.
    • Describe treatment options appropriate for specific audiologic disorders and how to maximize outcomes.
    • Describe specific considerations that apply to each case that drive complicated clinical decision-making.

    Instructional Level: Introductory  |  Track: Audiology

    • 2:15 pm-3:15 pm

  • S10 – The Heartbeat of Speech-Language Pathology and Audiology: Feelings, Fire and Fuel

    Phuong Lien Palafox, MS, CCC-SLP, Phuong Lien Palafox, LLC

    The fields of speech-language pathology and audiology are changing. Needs within our professional domains include workload increases, minimal time for collaboration, lack of understanding for our roles/responsibilities and, ultimately, decreased job satisfaction. This collective time will prioritize advocacy practices to maximize our bandwidth and impact as service providers, educators and individuals. Attendees will leave this session feeling acknowledged and seen, empowered and primed to re-engage in our meaningful work.

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

    • List the needs of speech-language pathologists and audiologists, per research-based data, to maximize student/client/patient outcomes.
    • Identify and describe advocacy considerations to support service provider and educator workload.
    • Identify and describe evidence-based practices to support the mental health of educators and service providers.

    Instructional Level: Introductory  |  Track: Multi-Interest

    • 3:45 pm-5:15 pm

  • S11 – Developing Feeding Programs: How to Positively Impact the SLP World

    Amber Dawn Forston, MS, CCC-SLP, BCS-CL, IBCLC, CNT, Baptist Health Lexington

    The speech pathology clinician can wear many hats.  Preparation for entering the field as an speech-language-pathologist (SLP) can be very difficult to determine which niche you may fall under.  During clinical practicums and graduate school course work, SLPs search to find areas of interest. The area of infant and pediatric feeding and swallowing can be extremely tricky to navigate.  During this session, we will discuss aspects and challenges of learning to become a feeding therapist.  We will also discuss ins/outs of building a successful infant and/or pediatric feeding program in different settings.

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

    • Identify three areas for educational opportunities for becoming a feeding therapist.
    • Identify three challenges for building a feeding program.
    • Indenitfy and compare settings for potential feeding programs to determine success.

    Instructional Level: Intermediate  |  Track: PEDs EI

  • S12 – Evaluation and Treatment of Swallowing Dysfunction in Patients With Head and Neck Cancer

    Tammy Wigginton, MS, CCC-SLP, BCS-S, University of Kentucky Voice and Swallow Clinic

    Malignancies of the upper aerodigestive tract and/or the combined effects of oncological interventions adversely impact swallowing function. Swallowing dysfunction increases the risk of medical complications resulting in increased morbidity and also negatively impacts overall quality of life for the individual with head and neck cancer and their caregivers. Changes in swallowing function can be permanent, transient or recurrent. Functional swallowing outcomes are significantly influenced by site of disease, cancer stage, treatment modality and quality of rehabilitation. As the incidence of oropharyngeal cancer continues to increase, a predictable increase in the prevalence of feeding, chewing and swallowing difficulties is also noted. Successful management of swallowing dysfunction in this complex patient population is highly correlated with a multi-disciplinary team approach. This session will provide participants with a brief overview of head and neck cancer risk factors, the diagnostic process, indications for surgical and nonsurgical treatment approaches and how these factors influence swallowing outcomes. Evidence based swallowing assessment and treatment strategies will be reviewed as well as the importance of addressing swallowing dysfunction in the context of quality of life.

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

    • Describe how swallowing outcomes can be impacted by factors such as disease site, cancer stage and treatment modality impact swallowing biomechanics.
    • Describe the impact both surgical and non-surgical approaches to cancer treatment may have on overall swallowing safety and efficiency.
    • Identify assessment strategies commonly used to evaluate head and neck cancer patients.
    • List compensatory strategies, dietary modifications and exercises which have successfully been utilized to improve swallowing safety and efficiency for patient with feeding and swallowing issues related to head and neck cancer and its treatment.

    Instructional Level: Intermediate  |  Track: Adult SLP

    • 3:45 pm-5:45 pm

  • S13 – Ethics and You: A Panel Discussion on Effective Problem Solving

    Alice Inman, MS, CCC-SLP, BCS-S, University of Louisville; Kresta Wilson, MS, CCC-SLP, Wilson Pediatric Therapy LLC; Tammy Pierce, MA, CCC-SLP, Jefferson County Public Schools; Anne Blandford, SLPD, CCC-SLP, University of Louisville; Lynzee Cornell, PhD, CCC-A, F-AAA, Lee Specialty Clinic- Louisville; David Yeager, University of Louisville; Douglas Keefe, MS, Jefferson County Public Schools

    In this interactive and dynamic session designed to meet state and national standards for continuing education in Ethics, a panel of experts will present ethical dilemmas that they have encountered in their practice or work setting and outline their successful problem solving techniques. Scenarios will be presented across all age groups for both speech-language pathology and audiology. A representative from the Kentucky Board of Speech-Language Pathology and Audiology will discuss the types of complaints they adjudicate. Finally, there will be ample opportunity for questions from the audience to panel members.

    Time-Ordered Agenda

    30 mins – Introduction and Brief overview of 7 ethical principles of medical ethics and the Consensus Model of resolution of ethical dilemmas
    15 mins – Ethical dilemma in the Early Intervention Population
    15 mins – Ethical dilemma in School Age Population
    15 mins – Ethical dilemma in the Adult Population
    15 mins – Ethical dilemma in Audiology
    15 mins – Licensure Board perspective
    15 mins – Questions from the audience

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

    • List the seven principles of medical ethics.
    • Identify ethics resource documents available on the ASHA website.
    • Apply the Consensus model of resolution to commonly occurring ethical dilemmas.

    Instructional Level: Intermediate  |  Track: Ethics

    • Thursday, February 16, 2023

    9:00 am – 10:30 am

  • S14 – Benefits From Voice-Gender Difference and Spatial Separation in Multi-Talker Listening Environments for Hearing-Impaired Listeners

    Yonghee Oh, PhD, University of Louisville

    In multi-talker listening situations, there are two major acoustic cues that can enhance speech segregation performance: differences in voice characteristics between talkers (e.g., male versus female talkers); spatial separation between talkers (e.g., co-located versus spatially separated talkers). This enhancement is referred to as release from masking. In this study, we systematically investigated potential interactions between voice-gender difference and spatial separation cues to explore how they influence the relative magnitude of masking release in normal-hearing (NH) listeners, and how they differ in hearing-impaired (HI) listeners including hearing aid (HA) and/or cochlear implant (CI) users. Forty-seven adult subjects participated in the measurements of speech recognition thresholds in competing speech. For the spatial separation cue, the target phrase was fixed at 0° azimuth, and the presentation of the two masker phrases was either collocated with the target phrase (0°) or symmetrically separated at ±60° in the horizontal plane. For the voice-gender difference cue, four different voice-gender target-masker combinations were tested: male (or female) target and male (or female) maskers. Two masking release metrics, the masking release based on target-masker voice-gender difference (VGRM) and the masking release based on target-masker spatial separation (SRM), were calculated. The results show that NH listeners have relatively equal perceptual weights between talkers’ gender differences and spatial separation for their speech segregation performance. However, for HI listeners, especially for HA and bimodal CI users, it appears that they rely on more talkers’ gender differences than talkers’ spatial separation for speech segregation in multitasker listening situations.

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

    • Describe two major acoustic cues influencing speech segregation performance.
    • Describe why hearing-impaired listeners rely on talkers’ voice-gender difference cue greater than talkers’ spatial separation cue in multi-talker situations.
    • Describe why results are clinically essential for the future design of training and device-based rehabilitative strategies to increase the benefits of binaural processing for speech perception in quiet and noise.

    Instructional Level: Intermediate  |  Track: Audiology

  • S15 – Ethical Treatment and Discharge Planning of Managed Care Patients in SNF

    Jessica Wilmore, MS, CCC-SLP, Navihealth

    Ever get frustrated with the length of stay approved by managed care organizations for patients getting rehabilitation in skilled nursing facilities? Learn about the rationale behind length of stay and how to ethically provide treatment to those patients. Discharge planning is imperative and a clinician must spend time preparing patients for their next level of care. In this session you will learn about ethical considerations in treatment and discharge planning for skilled nursing facility patients, with a slight emphasis on managed care, also applicable to Medicare patients.

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

    • Demonstrate understanding of CMS Chapter 8.
    • Describe what speech-language pathology services qualify for skilled services under part A in the SNF setting.
    • Demonstrate working understanding of Jimmo v. Sebelius.
    • Describe the speech-pathologists role in discharge planning.

    Instructional Level: Intermediate  |  Track: Adult SLP

  • S16 – Gestalt Language Processing: Addressing Echolalia, Part 1

    Katja Piscitelli, MS, CCC-SLP, Total Spectrum Speech Therapy Inc.

    During this session participants will learn what gestalt language processing and the Natural Language framework is and how to work with clients who benefit from this therapeutic framework. Currently in the speech-language pathology (SLP) field, many clinicians are not familiar with gestalt language learning. This is a huge disservice to the autistic community, whom is compromised mostly of gestalt language processors. Yes, the research shows that most autistic people process language in this way. By learning the Natural Language Acquisition framework, SLPs will be better equipped to assist autistic clients (and non-autistic gestalt processors) in moving from being “stuck” in delayed echolalia / scripting, to using self-generated grammar/language. Video examples and case studies will be analyzed to gain deeper insight into the therapeutic process.

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

    • Discriminate between analytic and gestalt language learners.
    • Identify and describe the four main stages of the Natural Language Acquisition (NLA) framework.
    • Define basic evaluation and goal writing for gestalt language clients/students.
    • Develope and Support gestalt language processors through acquired therapy strategies.

    Instructional Level: Introductory  |  Track: School Age

  • S17 – Humanity Anchors in the IEP

    Sara Vank, MS, CCC-SLP, Cincinnati Public Schools

    This session will provide examples on how a tool like the individualized educational program (IEP) can be a document that increases inclusion and growth and decreases isolation. The concept of a Humanity Anchor (or AHA moment) will be presented as a way to ground a student in their humanity when discussed in the IEP. This session will provide a safe space for educators to reflect on some of their implicit biases involving disabilities as well as global stereotypes associated with disability. This session primarily addresses procedures and IEP narratives commonly found with students with significant disabilities; however a Humanity Anchor approach can be applied and reflect many intersections and levels of abilities and identities for all students. For a more interactive session, bring your laptop.

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

    • Identify internal biases as well as societal biases about people with disabilities.
    • Identify and create counter narratives to ableism and social devaluation of students with disabilities that can be found in educational institutions and processes.
    • Create and identify opportunities in an IEP to increase inclusion and contribution of students with disabilities.
    • Identify and create a humanity anchor in an IEP.

    Instructional Level: Introductory  |  Track: School Age

  • S18 – OSMO is Amazing (limited to 40 participants. First Come First Served)

    Dala Sparks, MS, CCC-SLP, Jefferson County Public Schools

    This session will be limited to a small number of participants (40) as it will be dependent on use of an ipad and manipulative (provided by presenter) throughout the presentation. Technology continues to be the center of our student’s world, though it often seems to foster loss of connection. OSMO has created fun, interactive and relevant games and activities which can easily be incorporated in our treatment and get our students excited about communicating. This session will provide a hands-on opportunity to explore OSMO applications and manipulatives in a structured and guided setting. As the games and activities are explored, target treatment goals and student needs will be discussed. Additionally, learners will gain knowledge about how to customize activities to target student specific goals through use of the OSMO applications. Watch as your students come to speech therapy excited about working together or even competing all while working toward their speech and language goals.

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

    • Identify OSMO applications to target treatment goals for students receiving speech and language therapy services.
    • Create customized activities to target a specific treatment goal.
    • Demonstrate the ability to use OSMO applications and manipulatives to facilitate speech therapy.

    Instructional Level: Intermediate  |  Track: Multi-Interest

  • S19 – The Clinical Fellowship: Navigating the Process From Start to Finish

    Alan Smith, KSHA President

    This student session will provide an overview of ASHA’s mentored professional experience known as the clinical fellowship (CF). The presentation will highlight mentor/mentee qualifications and responsibilities and will culminate in a panel discussion from former clinical fellows that have successfully navigated the process.

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

    • Identify transferable skills and how to ones self.
    • Develop skills for job searching.
    • Identify opportunities for innovation and entrepreneurship in your career.

    Instructional Level: Beginner  |  Track: Student

  • S20 – The Nuts and Bolts of Apraxia Therapy, Part 1

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

    A young child presents with a diagnosis of  childhood apraxia of speech (CAS). Now what? Establishing an appropriate treatment plan based on the principles of motor learning is essential when treating CAS. For minimally verbal children with suspected CAS, the principles of motor learning should still guide the treatment approach. This session will outline goal writing, target selection, therapy strategies and activities, use of multisensory cueing and carryover techniques for speech-language pathologists working with toddlers, preschoolers and early school-aged children who have CAS or suspected CAS.

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

    • Identify speech therapy approaches for children with apraxia of speech, phonological impairments and articulation disorders.
    • Summarize how to write speech therapy goals based on the principles of motor learning.
    • Describe five activities for supporting repetitive speech practice without doing drill work.

    Instructional Level: Intermediate  |  Track: PEDs EI

  • S21 – Using Technology to Support Reading Comprehension for People With Aphasia, Part 1

    Kelly Knollman-Porter, PhD, CCC-SLP, Miami University

    The purpose of this session is to review and summarize recent evidence about using text-to-speech technology as a reading support for people with aphasia. The clinical implications of recent research findings regarding changes in comprehension and processing time when people with aphasia use text-to-speech systems while reading narratives will be addressed along with the perspectives of people with aphasia using this technology and the features they consider most salient.  We will discuss the eye movement patterns of people with aphasia while reading through the use of eye tracking technology.  Forward, regressive and off-track fixations in comparison to neurotypical healthy adults when reading short narratives with and without text-to-speech technology will be shared along with the clinical implications of these findings.  To conclude, ideas about the settings and types of reading materials most conducive to text-to-speech compensation will be shared.

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

    • List three potential benefits of using text-to-speech systems for people with aphasia.
    • Describe the different eye movement patterns exhibited by people with aphasia while reading with and without text-to-speech technology.
    • List three possible methods to personalize a text-to-speech system for people with aphasia.
    • Describe two perspectives of people with aphasia that may influence selection of text-to-speech systems.

    Instructional Level: Intermediate  |  Track: Adult SLP

    • 11:00 am  12:30 pm

  • S22 – Gestalt Language Processing: Addressing Echolalia, Part 2

    Katja Piscitelli, MS, CCC-SLP, Total Spectrum Speech Therapy

    During this sessionparticipants will lear n what gestalt language processing and the Natural Language framework is and how to work with clients who benefit from this therapeutic framework. Currently in the speech-language pathology  field, many clinicians are not familiar with gestalt language learning. This is a huge disservice to the autistic community, whom is compromised mostly of gestalt language processors. Yes, the research shows that most autistic people process language in this way. By learning the Natural Language Acquisition framework, speech-language pathologists will be better equipped to assist autistic clients (and non-autistic gestalt processors) in moving from being stuck in delayed echolalia / scripting, to using self-generated grammar/language. Video examples and case studies will be analyzed to gain deeper insight into the therapeutic process.

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

    • Discriminate between analytic and gestalt language learners.
    • Identify and describe the four main stages of the Natural Language Acquisition (NLA) framework.
    • Define basic evaluation and goal writing for gestalt language clients/students.
    • Develope and support gestalt language processors through acquired therapy strategies.

    Instructional Level: Introductory  |  Track: School Age

  • S23 – NAS, NOWS, CHOE: Acronyms SLPs Need to Know and Why!

    Pam Holland, MA, CCC-SLP, BCS-S; Lisa Fry, PhD, CCC-SLP; Jaime Maxwell, PhD, CCC-SLP; Kelly Ruterford, EdD, CCC-SLP, from Marshall University

    Speech-language pathologists (SLPs) have been introduced to a unique population of children and families for whom needs are great and research is limited. Appalachia is considered one of the epicenters of the opioid epidemic and the effects are evolving with changes in the caseloads of SLPs across many settings.  This session will provide the results of research funded by the West Virginia Department of Education. The panel presentation will showcase results of focus groups, a survey and case studies which have collectively begun the process of creating characteristics of children with prenatal exposure to opioids.

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

    • Create a list of characteristics associated with a history of prenatal exposure opioids which has been luminated by research.
    • Consider social emotional language and its relevance for inclusion in a child’s plan of care.
    • Interpret the data presented and its implications for their current and future caseload.

    Instructional Level: Intermediate  |  Track: School Age

  • S24 – Structuring the Clinical Interview for Patient-Centered Goal Writing

    Peter Meulenbroek, PhD, CCC-SLP; Vrushali Angadi, PhD, CCC-SLP; Maria Bane, PhD, CCC-SLP, from Eastern Kentucky University

    The patient interview is critical to any comprehensive speech-language pathologist (SLP) assessment. It is the primary mode of obtaining pertinent information so the clinician can plan and deliver patient-centered care. The patient interview is often the first point of contact between the patient and the clinician and has the potential to influence the course of rehabilitative care by contributing to (or undermining) the therapeutic alliance.  This session is for SLPs working in medical settings with adults. Barriers to effective patient interviewing include logistics, workflow, time constraints and the existential problem that clinicians rely on communication itself to learn about communication impairments. Practical strategies for overcoming these barriers will be illustrated, including motivational interviewing and visual supports. Clinical examples will be used to illustrate strengths and limitations of the patient interview in patients presenting with voice, swallowing and acquired neurogenic communication disorders.

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

    • Demonstrate at least one principle of motivational interviewing.
    • Describe motivational interviewing and the Centeredness Interview Approach.
    • Create patient-centered goals based on a clinical scenario.

    Instructional Level: Introductory  |  Track: Adult SLP

  • S25 – Supporting AAC in Inclusive Settings

    Jane Kleinert, PhD, CCC-SLP; Jacqui Kearns, EdD; Judith L. Page, PhD, CCC-SLP, F-ASHA, FNAP, from University of Kentucky

    Successful participation in general education classrooms requires students to develop a level of communicative competence (Light & McNaughton, 2014) that includes functional communication skills needed for participation in several domains: academics, assessment and social interactions. Unfortunately, students with significant disabilities often have complex communication needs and limited expressive and receptive communication skills which interfere with their ability to participate across these important domains. This lack of communication competence is surely one of the factors working against their full inclusion in general education classrooms. It is clear from the literature that students with the most significant communication disabilities can respond to communication interventions (Snell et al, 2010). What is not so clear is which interventions have the most positive impact on developing communication skills with these students and specifically which evidence-based approaches support the development of communicative competence in inclusive educational settings. This session is based on findings and conclusions drawn from a review of the literature investigating factors supporting use of AAC in inclusive classrooms (Kleinert, Kearns, et.al.,2019). Three primary facilitating factors were identified: peer mediated supports; aided language modeling and; professional collaboration and planning for implementation. This session will present the results of the literature review and focus on strategies for implementing these supporting factors to improve AAC use, social relationships and academic learning for students with complex communication needs in the context of inclusive classrooms.

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

    • Identify three evidence-based factors for increasing AAC use in inclusive classrooms.
    • Describe one or more strategies for implementing each of the three factors.
    • Discuss strategies for teaching and supporting communication in an inclusive setting.

    Instructional Level: Intermediate  |  Track: School Age

  • S26 – The Business Case for Unbundling

    Erica Person, AuD, CCC-A, Private Practice

    Consumer preferences are changing, driven by B2C buying experiences. Consumers want options and expect businesses, including HC providers, to meet their unique needs and make the buying process more convenient and transparent. To stay competitive in our space, there is a strong business case for adding an unbundled option to your practice. The following will be covered: defining and understanding the why behind unbundling; debunking four common myths about unbundling; identifying three keys to success when creating an unbundled option.

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

    • Define unbundling and hourly rate.
    • Define the why behind unbundling.
    • Identify and debunk four common myths about unbundling.

    Instructional Level: Intermediate  |  Track: Audiology

  • S27 – The Nuts and Bolts of Apraxia Therapy, Part 2

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

    A young child presents with a diagnosis of  childhood apraxia of speech (CAS). Now what? Establishing an appropriate treatment plan based on the principles of motor learning is essential when treating CAS. For minimally verbal children with suspected CAS, the principles of motor learning should still guide the treatment approach. This session will outline goal writing, target selection, therapy strategies and activities, use of multisensory cueing and carryover techniques for speech-language pathologists working with toddlers, preschoolers and early school-aged children who have CAS or suspected CAS.

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

    • Identify speech therapy approaches for children with apraxia of speech, phonological impairments and articulation disorders.
    • Summarize how to write speech therapy goals based on the principles of motor learning.
    • Describe five activities for supporting repetitive speech practice without doing drill work.

    Instructional Level: Intermediate  |  Track: PEDs EI

  • S28 – Using Technology to Support Reading Comprehension for People With Aphasia, Part 2

    Kelly Knollman-Porter, PhD, CCC-SLP, Miami University

    The purpose of this session is to review and summarize recent evidence about using text-to-speech technology as a reading support for people with aphasia. The clinical implications of recent research findings regarding changes in comprehension and processing time when people with aphasia use text-to-speech systems while reading narratives will be addressed along with the perspectives of people with aphasia about using this technology and the features they consider most salient.  We will discuss the eye movement patterns of people with aphasia while reading through the use of eye tracking technology.  Forward, regressive and off-track fixations in comparison to neurotypical healthy adults when reading short narratives with and without text-to-speech technology will be shared along with the clinical implications of these findings.  To conclude, ideas about the settings and types of reading materials most conducive to text-to-speech compensation will be shared.

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

    • List three potential benefits of using text-to-speech systems for people with aphasia.
    • Describe the different eye movement patterns exhibited by people with aphasia while reading with and without text-to-speech technology.
    • List three possible methods to personalize a text-to-speech system for people with aphasia.
    • Describe two perspectives of people with aphasia that may influence selection of text-to-speech systems.

    Instructional Level: Intermediate  |  Track: Adult SLP

    • 1:00 pm-2:30 pm

    Poster Sessions

    Check back to view poster details

    1:30 pm-3:30 pm

  • S29 – Eliminating ‘Isms’ in Communication Sciences and Disorders Programs

    Janice M. Wright, MA, CCC-SLP, Ohio University

    Microaggressions against student clinicians in the field of speech pathology and audiology have occurred for many years. Often, a university program considered the reporting of such behaviors as a one off and did not take the student’s reporting seriously.  While issues of microaggression can occur at clinical sites both on and off campus, off-campus reporting of such behaviors either occurs once the student has left the site, occurs but the student does not report it or if a student does report an instance of microaggression, the site and the supervisor are still used by the program.  This session will address the issues of isms, microaggressions, microinvalidations and microinsults that can occur against students.

    Time Ordered Agenda

    5 mins – Welcome and overview
    25 mins – Definition/explanation  of terms : Microagressions, Microinsults and Microassults
    30 mins – Steps to having difficult conversations
    30 mins – Steps to resolving cultural conflicts
    30 mins – Developing actions plans

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

    • Identify the terms “isms”, microaggression, microinsults and microinvalidations.
    • Identify how these “isms” and microaggressions manifest themselves in clinical placements.
    • Describe the steps needed to have difficult conversations when microagressions are identified.
    • Demonstrate the steps needed  to help resolve the conflict that occurs when microaggressions are used.

    Instructional Level: Intermediate  |  Track: DEI

  • S30 – Supervising Zillenneals: The Changing CSD Student

    Robyn Wahl, MS, CCC-SLP, Eastern Kentucky University; Christen Page, PhD, CCC-SLP, University of Kentucky; Maria Bane, PhD, CCC-SLP, Eastern Kentucky University

    Student clinicians are now enrolling in Communication Sciences and Disorders (CSD) programs with unique learning and communication needs compared to previous generations.  This session uses beginning level content to expose clinical instructors (CI) to generational differences in learning and communication styles that impact clinical education.  The presenters will share the results of their qualitative and quantitative research from a 2022 survey of 180+ CIs from across the country, highlight needs of Generation Z as perceived by clinical instructors and suggest practical strategies for clinical education of Generation Z students in CSD.  The presentation will propose a spectrum model of clinical education that includes student-clinician’s knowledge, skills, reasoning, mentoring and professional practices.   Attendees will learn six interaction styles that are effective in providing evaluation and observational feedback specific to the current and upcoming generations.

    Time-Ordered Agenda

    5 mins – Introduction  / Disclosures
    20 mins – Generational learning and communication styles (Boomers, Gen X, Y, & Z)
    30 mins – Review and discuss current research about feedback models, including style (direct vs. indirect), timing (immediate vs. delayed) and method (written/verbal)20 mins – Introduction and discussion of research survey of 180+ CSD supervisor’s response to Gen Z
    20 mins – Discussion of feedback models (style, timing, and methods) to which Gen Y and Z will better receive.
    15 mins – Case-study review and reflection relating to generational differences in receiving feedback
    10 mins – Questions and discussion

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

    • Describe generational learning and communication differences as they apply to CSD clinical education.
    • Summarize the spectrum model of clinical education across five areas of CSD instruction and learning.
    • Identify six engagement styles that are effective with Generation Z students.

    Instructional Level: Introductory  |  Track: Supervision

    • 2:00 pm-3:30 pm

  • S31 – Assessing Attention Through Auditory Distraction, Part 1

    Erin Lynch, PhD, AuD;  Travis Riffle, PhD, AuD, Indiana University

    Listeners rely on mechanisms of attention to switch between conversation partners, select relevant information from competing inputs and maintain concentration on given tasks. Regardless of how engaged listeners report to be, or how hard they are trying, success within challenging environments remains variable. Factors such as age, cognitive capacity limitations and task demands have been identified as components that contribute to variability in performance. In controlled experimental settings, task paradigms can be manipulated to evaluate particular aspects of auditory attention during listening tasks. Recent research from our labs has set out to investigate how attentional capture by irrelevant information can provide insight into individual listening performance. Results from our experiments show that auditory distraction is not equal under various conditions and cognitive capacity measurements do not have a straightforward relationship with distractibility. Implications of experimental findings are discussed with regards to current models of auditory cognition.

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

    • Identify and compare at least two theoretical frameworks proposed to describe auditory attention.
    • Identify intrinsic and extrinsic variables that contribute to distractibility.
    • Describe potential strategies utilized by listeners in challenging environments.

    Instructional Level: Introductory  |  Track: Audiology

  • S32 – Disorders of Consciousness; Why Treatment Matters

    Jenna Panther, MA, CCC-SLP, CBIS; Beth Thompson, OTR/L, CBIST, from Frazier Rehab Institute

    This session will provide an overview of disorders of consciousness (DOC); coma, vegetative state and minimally conscious state. The presenters, an occupational therapist and a speech-language-pathologist, will provide evidence based practice, explain why rehabilitation is necessary for this patient population and how it is conducted. The importance of caregiver education and training in the rehab process will be highlighted. They will provide the interdisciplinary approach that has proven most successful to promote emergence into consciousness. The presenters will share their experience working with individuals with DOC in the EMERGE program at Frazier Rehab Institute. In addition to the narrative presented, the attendees will receive resource information, goal recommendations and documentation examples.

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

    • Describe the levels of disordered consciousness.
    • Identify treatment approaches for patients with disordered consciousness.
    • List available resources for professionals and family/caregivers for this patient population.
    • Identify relevant treatment goals for patients with disorders of consciousness.

    Instructional Level: Intermediate  |  Track: Adult SLP

  • S33 – Sleep Related Breathing Disorders Implications for the SLP

    Sue Mahanna-Boden, PhD, CCC-SLP, Retired

    Sleep-related breathing disorders (SRBDs) are conditions of abnormal and difficult respiration during sleep, including sleep apnea and chronic snoring. Both children and adults are affected. In 2017, the American Dental Association in a collaborative multidisciplinary effort with the American Medical Association, began implementing screening procedures for SRBDs as part of a comprehensive medical and dental history with patients.  As speech-language pathologists (SLPs), we need to look at the bigger picture when examining the oral structures and functions of a patient, specifically how sleep and breathing patterns impact not only articulation and swallowing for example, but the overall health of a patient.  Enuresis (bedwetting), mouth breathing, restless sleep, nightmares, chronic allergies, dark circles under the eyes, bruxism and difficulty in school are common in children with an underlying compromised airway leading to a SRBD. A growing body of research indicates that children who experience sleep-disordered breathing are at greater risk for problems with behavioral, emotional and cognitive development. As professionals, we play an important role in referring children and adults with potential airway compromise to dentists providing intervention. A non-surgical method, similar to an orthodontic retainer designed to correct maxillary hypoplasia and mandibular retrognathia, designed by Vivos Therapeutics, will be presented. This session is designed to introduce the participant to the stages of sleep, types of SRBDs and sleep mechanisms (e.g., circadian rhythms). Key concepts of normal craniofacial growth will be addressed in addition to salient features of an oral mechanism examination. Techniques for establishing nasal breathing will be addressed.

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

    • Describe the importance of early identification of SRBDs on the overall health of children and adult patients.
    • List the visible symptoms (e.g., bedwetting, mouth breathing, ADD/ADHD) and possible root causes contributing to a compromised airway.
    • List specific clinical signs to identify during an oral mechanism examination that may be indicative of airway compromise.

    Instructional Level: Introductory  |  Track: Multi-Interest

    • 2:30 pm-3:30 pm

  • S34 – A Speech-Language Pathologist’s Introduction to Working With Students From Poverty

    Allison Webb Brown, MS, CCC-SLP, Johnson County Schools

    Without a framework, working with students and families from a background of generational poverty can be challenging. This session will include analysis of the data from Dr. Ruby Payne’s poverty research as well as practical strategies for meeting the needs of students.

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

    • Identify the hidden class rules,as listed in Dr. Payne’s research.
    • Create framework for understanding a student’s ability to communicate in light of the influence of poverty.
    • Demonstrate an improvement to parent/family collaboration with individuals from impoverished backgrounds.

    Instructional Level: Introductory  |  Track: School Age

  • S35 – Grand Rounds: Interpreting Swallowing Dynamics With Modified Barium Swallow Studies in Complex Cases

    Suzanne King, PhD, CCC-SLP, University of Louisville; Anne Blandford, SLPD, CCC-SLP, Cressman Neurological Rehabilitation/University of Louisville; Jennifer Lutes, MS, CCC-SLP, University of Louisville Health; Sara Dixon, MS, CCC-SLP, Norton Healthcare; Ann Marie Luaire, MS, CCC-SLP, Baptist Health Louisville

    Modified barium swallow studies (MBS) are highly relied upon in hospital settings for visualization of swallowing kinematics and bolus flow parameters. Speech-language pathologists (SLPs) utilize MBS in a wide variety of diseases/disorders for the purpose of diagnosis and management of dysphagia. SLPs must be prepared for the changing needs of the clinical situation requiring actions beyond what was planned or anticipated. To build expertise with MBS, it is important to expand our clinical experience to new cases/clients, as well as learn from the mistakes of colleagues. This session will provide an active learning environment where speakers will review complex case-based scenarios, including patient’s history, situation and any challenges related to the case. Attendees will have the opportunity to review the patient’s MBS video and apply their knowledge to solve the problem. Learning from clinical cases can help clinicians recognize future similar cases and build confidence in clinical decision-making.

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

    • Describe swallowing dysfunction in complex cases through MBS assessment.
    • Integrate clinical knowledge into clinical decision making.
    • Generalize skills to new cases/patients with dysphagia.

    Instructional Level: Intermediate  |  Track: Adult SLP

  • S36 – Neurodiversity Affirming Social Language/Pragmatics Therapy Practices

    Katja Piscitelli, MS, CCC-SLP, Total Spectrum Speech Therapy

    During this session participants will be guided through a critique of traditional pragmatics goals (ex: conversational turn-taking). Discussion about why these goals are outdated and potentially harmful to the autistic community at large will be facilitated. In turn, alternate, neurodiversity affirming goals and therapy strategies will be presented and discussed. The information in the presentation is informed by the views/opinions/experience of autistic adults.

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

    • Define what makes a goal / strategy neurodiversity affirming.
    • List at least five new, neurodiversity-affirming pragmatics goals.
    • Describe why various traditional pragmatics goals may be harmful.

    Instructional Level: Introductory  |  Track: School Age

    • 3:45 pm – 5:15 pm

  • S37 – Collaboration of Speech-Language Pathologists and Special Educators Using the C-SETT Planning Tool

    Leisa S. Hutchison, MS, CCC-SLP; Christina Noel, PhD; Courtney Hale Dolbeare, from Western Kentucky University

    Speech-language pathologists (SLPs) and classroom teachers are expected to collaborate in public school settings to improve outcomes for individuals with complex communication needs. SLPs and teachers have complementary skills that when utilized in tandem can improve outcomes for students (Archibald, 2017); however, there are numerous systemic barriers in school systems that make successful collaboration challenging between these two professionals (Hamilton-Jones & Vail, 2014).  Among the identified barriers, include lack of time, differences in training and different understanding of language interventions.  Many public schools report teacher or speech-language pathologist shortages and do not have the ability to support additional time for SLPs and teachers to co-plan and co-deliver their instruction (Archibald, 2017).  The C-SETT Framework (Communication – Student Environments Tasks Tools) is a communication adaptation of the SETT Framework by Joy Zabala (2005). The C-SETT (Kearns & Page, 2018) is a planning tool that can be used by teachers and SLPs to proactively plan for and implement strategies to meet student communication goals across the entire school day. We will present how five SLPs and five MSD teachers used this planning tool to improve instruction.

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

    • Demonstrate how to use the C-SETT Framework to plan for individuals with complex communication needs.
    • Identify and compare the C-SETT planning tool with other collaborative practices being done in the schools.
    • Identify how to embed instructional/clinical practices within the C-SETT framework.

    Instructional Level: Intermediate  |  Track: School Age

    • 4:00 pm-5:00 pm

  • S38 – Assessing Attention Through Auditory Distraction, Part 2

    Erin Lynch, PhD, AuD; Travis Riffle, PhD, AuD, from Indiana University

    Listeners rely on mechanisms of attention to switch between conversation partners, select relevant information from competing inputs and maintain concentration on given tasks. Regardless of how engaged listeners report to be, or how hard they are trying, success within challenging environments remains variable. Factors such as age, cognitive capacity limitations and task demands have been identified as components that contribute to variability in performance. In controlled experimental settings, task paradigms can be manipulated to evaluate particular aspects of auditory attention during listening tasks. Recent research from our labs has set out to investigate how attentional capture by irrelevant information can provide insight into individual listening performance. Results from our experiments show that auditory distraction is not equal under various conditions and cognitive capacity measurements do not have a straightforward relationship with distractibility. Implications of experimental findings are discussed with regards to current models of auditory cognition.

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

    • Identtify and compare at least two theoretical frameworks proposed to describe auditory attention.
    • Identify intrinsic and extrinsic variables that contribute to distractibility.
    • Describe potential strategies utilized by listeners in challenging environments.

    Instructional Level: Introductory  |  Track: Audiology

  • S39 – Esophageal Atresia in Infants and Toddlers: A Dual Perspective

    Mary Starks, MS, CCC-SLP, Calloway County School District; Kresta Wilson, MS, CCC-SLP, Wilson Pediatric Therapy LLC

    Esophageal atresia (EA) and tracheoesophageal fistula (TEF) are rare congenital birth defects. Newborns who have EA-TEF require surgery to repair the esophagus. Feeding, swallowing and breathing difficulties are common problems associated with post-surgical repair of the EA-TEF. Parents and caregivers require individualized and specialized care and support from the child’s infancy throughout their childhood. In this session, learners will hear parent and speech-language pathologist perspectives of the diagnosis, evaluation and treatment pre- and post- surgical repair of EA-TEF in infants and toddlers.

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

    • Define and describe EA and TEF.
    • Describe common feeding, swallowing and breathing difficulties in children with EA and TEF.
    • Identify how to provide support to parents of children with EA and TEF based on an individual child’s needs in treatment sessions.

    Instructional Level: Intermediate  |  Track: PEDs EI

  • S40 – Group Therapy: The What, Why and How

    Taylor J. Adams, CF-SLP, Louisville Center for Voice Care

    Group speech therapy consists of two or more individuals performing the same or similar activities (ASHA). This service delivery model can provide a solution to many clinical problems including generalization of skills learned in individual therapy, access to care for vulnerable populations and feelings of community within speech therapy sessions. Group therapy can target a variety of speech, language and voice disorders and can contribute to levels of success a patient achieves. There are multiple factors to consider when designing a therapy group, including payment, documentation and features of the group (size, length of treatment, etc.). This session will explore these parameters through the description of designing and conducting a voice therapy group for transgender and nonbinary individuals.

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

    • Define the group therapy delivery model.
    • Identify the benefits of the group therapy delivery model.
    • Describe the process of designing and conducting a voice group for transgender and gender nonbinary individuals.

    Instructional Level: Introductory  |  Track: Adult SLP

  • S41 – Is This Vocal Cord Dysfunction? What SLPs Need to Know

    Justin White, MA, CCC-SLP, University of Louisville School of Medicine; Lisanne Craven, MS, CCC-SLP, Louisville Center for Voice Care

    Vocal cord dysfunction (VCD), also known as paradoxical vocal fold movement or inducible laryngeal obstruction, is often characterized by sudden-onset shortness of breath with difficulty on inhalation and throat tightness. VCD is a rule-out diagnosis, requiring medical workup for other causes of dyspnea before arriving at its diagnosis. While the typical presentation of VCD can make diagnosis straightforward, atypical presentations in the setting of concomitant airway disease can complicate evaluation. Aspects of symptomatology, medical workup and responsiveness to therapy can help guide diagnosis and treatment. It is vital for speech-language pathologists to understand red flags of symptomatology and possible primary medical causes of dyspnea to prevent misdiagnosis and mismanagement. In this talk, we will review the steps in diagnosis and treatment of VCD and discuss its important differential diagnoses.

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

    • List common differential diagnoses for vocal cord dysfunction.
    • Identify presenting symptoms that are consistent and inconsistent with vocal cord dysfunction.
    • Describe the typical medical workup for patients with suspected vocal cord dysfunction.
    • List common treatment strategies for vocal cord dysfunction.

    Instructional Level: Introductory  |  Track: Adult SLP

  • S42 – Kentucky Speaks AAC: Ongoing AAC Resources and Supports for SLPs

    Mary Jo Cooley Hidecker, PhD, CCC-A/SLP, University of Kentucky; Judith L. Page, PhD, CCC-SLP, F-ASHA, F-NAP; Jacqui Kearns, EdD, University of Kentucky; Patti Logsdon, MA, University of Kentucky; Jane Kleinert, PhD, CCC-SLP, University of Kentuky; Lou-Ann Land, MEd, from University of Kentucky

    This session will highlight trainings and resources developed by the TAALC ( Teaching Age-Appropriate Learning Through Communication) Project. These are available to professionals who work with students with complex communication needs. Four asynchronous online courses for speech-language patholigists (SLPs), teachers, related service providers, administrators and family members. Topics include necessary elements in communication programming needed to increase student’s communicative abilities (Listen UP! series); the importance of communication and options available to augmentative and alternative communication (AAC) users (Call to Action); supports for youth and adults who use AAC (AAC Supports for Transition-Aged Youth and Adults); communication in inclusive environments (TIES 101). The TAALC team will help your team implement AAC with your student and school team.  The TAALC Communication Project is a collaboration between the University of Kentucky Human Development Institute (HDI) and the Department of Communication Sciences and Disorders.

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

    • Identify resources on the Kentucky Speaks AAC website to pursue.
    • Identify and recommend AAC resources and trainings to colleagues and related service providers.
    • Advocate for students and others who have complex communication challenges to learn a robust communication system.
    • Describe how to present a case study to the ECHO in AAC

    Instructional Level: Introductory  |  Track: School Age

  • S43 – My Students are Far Behind in Their Basic Skills! How to Overcome the COVID Learning Gap

    Thomas Webber Jr., JD, Super Duper Publications

    The purpose of the session is to address how educators and parents can help their children ages 4-12 catch up on the basic learning skills they have fallen behind with due to the COVID interruption of in-class learning.  Tens of thousands of students across the country in grades preK-5 are very deficient in their ability to follow directions, listen carefully, comprehend and retain information and read. These children need to improve their skills now or they will not be successful in school and they will more than likely continue to struggle their entire lives. Unfortunately, most teachers and parents do not have time to give these at-risk students all the help they need, nor do they have the specific teaching tools that children need to improve their skills quickly. What can be done?  The answer is to have these children start using the online programs HearBuilder® and, if necessary, the Super Duper® Digital Library.

    Why HearBuilder? It’s because HearBuilder is the only online, research-based, foundational literacy program that address four fundamental learning skills: Following Directions (with Basic Concepts); Auditory Memory (Listening); Phonological Awareness (Sound Recognition); and Sequencing. Children move through the program step-by-step at their own pace and work independently without the need for constant adult supervision. Significantly, HearBuilder keeps track of their progress. For those students needing additional help, the Super Duper Digital Library offers support with over 55,000 online educational resources.

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

    • Describe how students can work independently to improve their basic skills in four critical areas of elementary school learning – following directions, auditory memory and comprehension, phonological awareness and sequencing.
    • Identify over 55,000 online educational resources that they can use daily in their therapy sessions to help their students in topic areas including articulation, phonology and numerous areas of language and communication.
    • Identified and reviewed/discussed strategies and suggestions for how to incorporate teaching techniques that were successful in teletherapy into the in-person therapy environment.

    Instructional Level: Intermediate  |  Track: School Age

  • S44 – Supported Communication for Adults With Aphasia: Using Conversation to Reveal Competence and Increase Participation

    Ann Marie Luaire, MS, CCC-SLP, Baptist Health Louisville

    The life participation approach to aphasia (LPAA) and supported communication techniques are well known in the field of aphasia treatment; however, clinicians continue to report it is difficult to implement these methods within treatment sessions and move away from medical model of treatment. This session will provide an updated review of supported communication techniques for adults with aphasia and communication partner training with discussion of incorporating technology, working with bilingual/multilingual clients, aphasia couples therapy and use of collaborative goal setting to more effectively measure outcomes.

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

    • List at least three communication strategies to support comprehension skills and three communication strategies to support expression skills in conversation with a person with aphasia.
    • Describe at least two ways to incorporate technology to support communication for people with aphasia.
    • List at least three considerations for collaborating with an interpreter when using supported communication techniques with a bilingual person with aphasia.
    • Describe two ways to use collaborative goal setting to measure communication success outcomes.

    Instructional Level: Intermediate  |  Track: Adult SLP

    • 6:00 pm-7:30 pm

    • S45 – Battle for the Golden Brain – A Praxis Competition

      Douglas Keefe, MS, Jefferson County Public Schools

      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.
      • Demonstrate knowledge of a broad range of concepts and skills related to their field of practice.
      • Identify areas for professional growth through analysis of identified areas of weakness.

      Instructional Level:   |  Track: Multi-Interest

      • Friday, February 17

      8:00 am – 9:30 am

    • S46 – Beyond the Matrix – Assessment to Implementation for Students With Complex Communication Needs, Part1

      Nancy Steele; Holli Decker, MS, CCC-SLP, Ohio County Schools

      Do you have students with complex communication needs? During this session, you will learn how to evaluate students with complex communication needs and apply functional interventions across a variety of settings throughout the school day. This session is designed as a team approach to evaluate and implement communication strategies consistently for students with complex needs. It is vital that everyone on a student’s team understand, respond and support their communication attempts in a

      consistent manner. This session is appropriate for teachers of moderate-severe disabilities, preschool teachers (IECE) that provide services to students with complex needs, occupational therapists, orientation-mobility instructors, teachers of visual impairments, teachers of deaf/hard-of-hearing, speech-language pathologists, special dducation teachers, school psychologists, as well as support staff/paraprofessionals.

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

      • Describe the importance of a team approach to communication.
      • Create Communication Matrix – an evaluation tool for expressive communication functioning across multiple settings with a variety of communication partners.
      • Identify and correlate the results from the Communication Matrix with the student’s level of communication (Level I-VII).

      Instructional Level: Introductory  |  Track: School Age

    • S47 – Building Executive Function Skills Through Play-Based Learning, Part 1

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

      Language and executive function skills are interdependent―one cannot develop without the other. This session provides insight on how to facilitate development of language and executive function skills through play-based learning. Being able to plan, organize, inhibit responses, follow multi-step directions, stay focused, complete tasks amid distractions, be resilient, engage in non-preferred tasks, delay gratification and be a flexible thinker are skills that set young children up for success in school and in life. Research shows that executive function skills develop most rapidly between ages three and five making high-quality early childhood services critical for optimal growth and development.

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

      • Describe the connection between language and executive function skills.
      • Describe the three key areas of executive function.
      • Summarize how speech-language pathologists can support the development of executive function skills.

      Instructional Level: Intermediate  |  Track: PEDs EI

    • S48 – Complexity Approach or Cycles: How to Choose

      Amy Graham, MA, CCC-SLP, Graham Speech Therapy

      Children with phonological deficits require different intervention approaches than those with articulation errors and/or motor speech deficits. This session will explain two well-researched interventions for children with phonological disorders, cycles and complexity and explain the rationale for choosing one over the other. The cycles approach is a systematic intervention designed to help improve overall intelligibility among children with phonological deficits. The complexity approach contends that strategically targeting just one or two complex later developing phonemes or clusters will have a broader and more efficient impact on a child’s speech system than by targeting each sound in error one at a time. This session will provide rationales and overviews of these two evidence-based phonological interventions, as well as important factors for clinical decision-making when careful thought is given to a child’s specific phonological deficit and other personal considerations. Strategies for target selection and videos of actual therapy sessions demonstrating implementation will also be included in this session.

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

      • Describe how the complexity approach differs from traditional developmental approaches.
      • Identify for whom the cycles approach may be appropriate.
      • Describe personal factors that can influence an SLPs decision to choose cycles or complexity.

      Instructional Level: Intermediate  |  Track: School Age

    • S49 – Heat and Moisture Exchanger Use With Trachs and Total Laryngectomy

      Nicole Goodwin, MS, CCC-SLP;  Renee Brown, MS, CCC-SLP, UofL Health

      Patients with tracheostomy and total laryngectomy have very similar problems when it comes to filtration, humidification and secretion clearance of the lower respiratory system. A heat and moisture exchanger (HME) can improve all of these conditions both objectively by measurement and subjectively by the patient. This session will introduce how an HME is used, how it benefits patients and different types of HMEs. Participants will have the opportunity to interact with samples and place them on appropriate housing.

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

      • Identify an HME.
      • List at least three benefits of HME use.
      • Describe the care and use of an HME.

      Instructional Level: Intermediate  |  Track: Adult SLP

    • S50 – ICU Trends & Bundles: The Role of the SLP in Post Extubation and CSE, Part 1

      Jo Puntil, MS, CCC-SLP, BCS-S, St. George Regional Hospital

      There is a strong need for integration and collaboration in the provision of speech pathology services in ICU and acute care. An evidence-based team approach is the best method to effectively integrate best practices with ICU trends and bundles.  Speech pathologists involvement in the ICU and their understanding of A-F bundles are paramount to initiate evaluations and treatment at the onset of illness to ensure patient-centered care.  This session will cover the prevalence and evidence of ICU trends and bundles, how patients benefit from swallowing services and how to deliver evidence-based patient-centered care versus fear-based care.  Collaboration with RNs on managing post-extubation dysphagia and the need for implementing evidence-based swallow screens will be reviewed.

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

      • Describe three potential mechanisms for post extubation dysphagia.
      • Describe two key differences between a screen and a bedside swallowing evaluation.
      • Identify the three highest predictors of aspiration pneumonia to determine oral intake, especially liquid viscosities.

      Instructional Level: Intermediate  |  Track: Adult SLP

    • S51 – Implementing Facilitators of Early Hearing Detection and Intervention (EHDI)

      Ursula Findlen, PhD, Nationwide Children’s Hospital; The Ohio State University Wexner Medical Center

      Early hearing detection and intervention (EHDI) has evolved greatly over the past several decades with varying success across the 1-3-6 journey.  Although significant improvement in screening infants for congenital hearing loss by one month has been demonstrated in the United States, effective and timely diagnosis by three months and early intervention enrollment by six months has lagged.  This  session will discuss both the barriers and facilitators that exist for effective EHDI at each of the 1-3-6 benchmarks and provide tangible interventions that can be implemented to maximize hearing and speech/language outcomes for children who are deaf or hard-of-hearing (D/HH).  Special emphasis will be placed on facilitators that can move families from screening to diagnosis and subsequently diagnosis to early intervention, including both public (Part C) and private (community-based) intervention pathways.

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

      • Identify barriers and facilitators of screening, diagnosis, and early intervention of congenital hearing loss.
      • Identify ways in which programs serving infants and young children with hearing loss can move from 1-3-6 to 1-2-3 for maximizing outcomes.
      • Identify and examine potential facilitators to implement for improving compliance with JCIH goals of 1-3-6.

      Instructional Level: Intermediate  |  Track: Audiology

    • S52 – Learning to Suck, Swallow, Breathe…But Not at the Same Time: An Introduction to Infant Feeding

      Kellie Lozano, MS, CCC-SLP, University of Kentucky; Raley Smarr, MS, CCC-SLP, University of Kentucky, Horn and Associates in Rehabilitation

      Infant feeding disorders are quite common; however, there seems to be a shortage of speech-language pathologists who feel comfortable treating this often very complex patient population. There are many possible explanations for this gap including limited coursework dedicated to pediatric feeding, lack of clinical rotations in NICUs and a multitude of barriers to getting observation and hands-on experience. This session aims to bridge that gap by providing foundational information and tools for clinicians interested in building their skills and confidence in infant feeding.

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

      • Outline normal development of feeding skills.
      • Describe the steps of a comprehensive feeding evaluation.
      • Provide targeted treatment strategies for a variety of feeding issues.

      Instructional Level: Introductory  |  Track: PEDs EI

      • 10:00 am – 11:00 am

    • S53 – Beyond the Matrix – Assessment to Implementation for Students With Complex Communication Needs, Part2

      Nancy Steele; Holli Decker, MS, CCC-SLP, Ohio County Scholols

      Do you have students with complex communication needs? During this session, you will learn how to evaluate students with complex communication needs and apply functional interventions across a variety of settings throughout the school day. This session is designed as a team approach to evaluate and implement communication strategies consistently for students with complex needs. It is vital that everyone on a student’s team understand, respond and support their communication attempts in a consistent manner. This session is appropriate for teachers of moderate-severe disabilities, preschool teachers (IECE) that provide services to students with complex needs, occupational therapists, orientation-mobility instructors, teachers of visual impairments, teachers of deaf/hard-of-hearing, speech-language pathologists, special dducation teachers, school psychologists, as well as support staff/paraprofessionals.

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

      • Describe the importance of a team approach to communication.
      • Create Communication Matrix – an evaluation tool for expressive communication functioning across multiple settings with a variety of communication partners.
      • Identify and correlate the results from the Communication Matrix with the student’s level of communication (Level I-VII).

      Instructional Level: Introductory  |  Track: School Age

    • S54 – Building Executive Function Skills Through Play-Based Learning, Part 2

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

      Language and executive function skills are interdependent―one cannot develop without the other. This session provides insight on how to facilitate development of language and executive function skills through play-based learning. Being able to plan, organize, inhibit responses, follow multi-step directions, stay focused, complete tasks amid distractions, be resilient, engage in non-preferred tasks, delay gratification and be a flexible thinker are skills that set young children up for success in school and in life. Research shows that executive function skills develop most rapidly between ages three and five, making high-quality early childhood services critical for optimal growth and development.

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

      • Describe the connection between language and executive function skills.
      • Describe the three key areas of executive function.
      • Summarize how speech-language pathologists can support the development of executive function skills.

      Instructional Level: Intermediate  |  Track: PEDs EI

    • S55 – Childhood Apraxia of Speech: Practical Intervention Strategies

      Amy Graham, MA, CCC-SLP, Graham Speech Therapy

      Childhood apraxia of speech (CAS) is a motor speech disorder requiring a treatment approach distinct from those implemented among children with other speech sound disorders, specifically including principles of motor learning (i.e., increased trials, practice distribution, practice variability, schedule of practice and feedback). This session will introduce options for evidence-based interventions, considerations for target selection and demonstrate how motor learning principles can be put to use with practical therapy tips that participants can utilize straight away.

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

      • List three evidence-based interventions for childhood apraxia of speech.
      • Describe how target selection differs from other speech sound disorders.
      • Identify five core principles of motor learning as they relate to CAS intervention.

      Instructional Level: Intermediate  |  Track: School Age

    • S56 – Discourse and Aging: When It’s Normal and When It’s Not

      Katherine Maddy, PhD, CCC-SLP, UK Healthcare

      Discourse impairments are common following stroke and brain injury and also manifest in the early to late stages of various dementias, including Alzheimer’s disease. Discourse can be defined as any language that is beyond the boundaries of isolated sentences and is aimed at conveying a message among communication partners (Ewing-Cobbs et al., 1998; Ulatowska & Olness, 2004). It is a highly complex task that involves retrieving information from memory, planning what to say, acknowledging what the listener may already know and executing the message while maintaining the topic. Recent studies have examined the current practices of speech-language pathologists (SLPs ) in the assessment and intervention of discourse production in individuals in non-aphasic brain injury and aphasia and found that many practicing SLPs reported limited knowledge regarding what qualifies discourse as normal in health adults and those with neurological conditions (Bryant, 2017; Maddy et al., 2016). This session will review the literature regarding changes in discourse comprehension and production of older, healthy adults and how this understanding helps clinicians determine when discourse deficits may signal an underlying neurological condition.

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

      • Identify underlying causes of narrative discourse production changes in healthy aging.
      • Identify three age-related changes in discourse production.
      • Describe the importance of understanding normal changes in discourse production in healthy aging.

      Instructional Level: Introductory  |  Track: Adult SLP

    • S57 – Educational Audiology: Working With Hearing Impaired Students in the Classroom

      Casey Rutledge Roof, AuD, CCC-A; Christina Delk, BS, NBCT, MAT IECE, from Jefferson County Schools

      In this session we will discuss teaching age-appropriate learning through communication and pathway from identification of hearing loss within the school system to enrollment into hearing impaired services/related services. We will also explore the differences in services provided within the school system for children with hearing loss through IEPs or 504 plans.

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

      • Describe teaching age-appropriate learning through communication.
      • Define the pathway from identification of hearing loss within the school system to enrollment into hearing impaired services/related services.
      • Describe the differences in services provided within the school system for children with hearing loss through IEPs or 504 plans.

      Instructional Level: Introductory  |  Track: Audiology

    • S58 – ICU Trends & Bundles: The Role of the SLP in Post Extubation and CSE, Part 2

      Jo Puntil, MS, CCC-SLP, BCS-S, St. George Regional Hospital

      There is a strong need for integration and collaboration in the provision of speech pathology services in intensive care unit (ICU) and acute care. An evidence-based team approach is the best method to effectively integrate best practices with ICU trends and bundles.  Speech pathologists involvement in the ICU and their understanding of A-F bundles are paramount to initiate evaluations and treatment at the onset of illness to ensure patient-centered care. This session will cover the prevalence and evidence of ICU trends and bundles, how patients benefit from swallowing services and how to deliver evidence-based patient-centered care versus fear-based care.  Collaboration with RNs on managing post-extubation dysphagia and the need for implementing evidence-based swallow screens will be reviewed.

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

      • Differentiate at least three differences between hypoactive and hyperactive delirium and what the SLP can do to assist in the patient’s recovery.
      • Analyze the appropriate time to screen for swallowing post extubation and when to perform a bedside swallowing evaluation.
      • Distinguish the three highest predictors of aspiration pneumonia to determine oral intake, especially liquid viscosities.

      Instructional Level: Intermediate  |  Track: Adult SLP

    • S59 – Putting the Spark in Education Through SoTL

      Page Christen, PhD, CCC-SLP, University of Kentucky

      Scholarship of teaching and learning (SoTL) serves as an evaluation of teaching aimed at improving student learning in the classroom.  Just as we strive to be evidence-based practicing clinicians, professors strive to be evidence-based practicing educators.  Recent evidence indicated that college graduates are not performing well at jobs or learning enough in college which may relate to pedagogical delivery (Fink, 2010; Sheppard et al., 2009).  Evidence-based education may better prepare communication science disorder (CSD) graduates to enter the clinical workforce.  SoTL also supports program assessment and accreditation, facilitates collaboration, provides data to enhance CSD priorities and strengthens graduate training and future faculty development (McKinney, 2004).  In the early 2000s, CSD’s interest in SoTL increased resulting in a publication vehicle for SoTL projects, heightened attention at national conferences, as well as committees and associations related to more SoTL engagement. During this session, you will learn why SoTL is important in higher education, view examples of SoTL projects, obtain resources/tools to embark on your own SoTL project and disseminate to other educators.

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

      • Describe the components and process of scholarship of teaching and learning.
      • Describe implications for scholarship of teaching and learning at the student, faculty and university levels.
      • Identify and apply information to develop a SoTL project for next semester.

      Instructional Level: Intermediate  |  Track: Higher Education

      • 12:30 pm – 1:30 pm

    • S60 – Recharge, Reignite and Renew

      Lori Stewart Gonzalez, PhD, CCC-SLP, University of Louisville

      Speech-language pathologists and audiologist receive tremendous personal and professional satisfaction helping others gain or regain the basic human connection – communication. In this work, every person is valued and respected; human dignity is preserved and protected. However, the work is challenging and requires much from clinicians. It is critical that these communication professionals identify strategies to recharge their energy, reignite their passions and renew the commitment to themselves, their families and those they serve. Continued attention to care of self and positive thinking will ensure they continue to make even greater impacts in their personal and professional lives.

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

      • Describe the impact of negative thinking on health and well-being.
      • Identify strategies to ensure positive thinking and resilience.
      • Describe the importance of personal reflection.

      Instructional Level: Introductory |  Track: Multi-Interest

      • 1:45 pm – 3:15 pm

    • S61 – Tinnitus – A Clinical View

      Lauren Pollock, AuD, FAAA, University of Louisville

      The purpose of the session is to provide an overview of tinnitus applications in audiology. Topics will include defining tinnitus and discussing theoretical foundations, tinnitus in relation to hearing impairment, psychological mechanisms involved with tinnitus, tinnitus in the various age populations, assessing and evaluating a patient’s tinnitus for clinical decision making, and the use of hearing aids/ combination devices as treatment for tinnitus.

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

      • Classify tinnitus and understand the red flags requiring medical referrals.
      • Describe and compare and contrast the theoretical models of tinnitus
      • Describe various working strategies for tinnitus management.
      • Identify and select a treatment outcome for their patient based on diagnostic information and tinnitus classification.

      Instructional Level: Intermediate  |  Track: Audiology

      • 2:00 pm-3:30 pm

    • S62 – AAC Playground: Hands-On language Learning Strategies for Beginning Communicators, Part 1 (This session limited to 40 participants. First Come, First Served Basis)

      Mary Jo Cooley Hidecker, PhD, CCC-A/SLP; Judith L. Page, PhD, CCC-SLP, F-ASHA, FNAP; Jacqui Kearns, EdD; Patti Logsdon, MA; Jane Kleinert, PhD, CCC-SLP, F-ASHA; Lou-Ann Land, MEd, from University of Kentucky

      This session, presented by an interdisciplinary team of speech-language pathologists, educators and parents, will offer experiences in use of strategies to support augmentative and alternative communication (AAC ) with beginning communicators. Attendees will rotate through a variety of playground stations related to use and programming of AAC for school-aged students. Stations will include learning and practicing aided language modeling, engineering the environment using talking switches (one message and sequential messages), supporting literacy with AAC, creating and using visual scene displays and using games to promote peer interaction. We will have a variety of no-tech, low tech and high tech AAC with which to practice. Attendance is limited to 40.

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

      • Demonstrate aided language modeling.
      • List ways to engineer the environment.
      • Describe at least one way to use AAC to support literacy.

      Instructional Level: Intermediate  |  Track: School Age

    • S63 – AAC and Early Intervention: Getting Started

      Brittany Toney, MA, CCC-SLP, PRC-Saltillo

      What is augmentative and alternative communication (AAC)? Could AAC benefit children under three years of age? If so, when and how do I get started? These questions and more will be discussed in this session about AAC and early intervention. Participants will learn about the different types of AAC available and how AAC can support language and communication. The session will discuss common myths and caregiver concerns surrounding AAC in the birth to three population. Strategies and resources are provided to help early interventionists support caregivers in considering and implementing AAC options.

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

      • Describe the different types of AAC used in Early Intervention.
      • Describe three common concerns regarding AAC and Early Intervention.
      • Identify three resources to support AAC in Early Intervention.

      Instructional Level: Introductory  |  Track: PEDs EI

    • S64 – Fear-Based Versus Evidence-Based Decision Making for Patients With Dysphagia Across the Care Continuum

      Jo Puntil, MS, CCC-SLP, BCS-S, CLC, St. George Regional Hospital; Debra Suiter, PhD, CCC-SLP, BCS-S, University of Kentucky

      As speech-language pathologists working in an ever-changing healthcare environment, we often encounter situations that may result in us choosing treatments for our patients that are familiar rather than evidence-based. In this session, we will discuss an evidence-based approach to the videofluoroscopic swallow study, including how and when factors such as patient medical acuity and care setting factor into our decisions for treatment.

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

      • Describe the normal age range for penetration and aspiration.
      • Describe what safety versus efficiency means.
      • Identify the three biggest predictors of aspiration pneumonia.

      Instructional Level: Intermediate  |  Track: Adult SLP

    • S65 – Introduction to Curriculum-Based Therapy

      Marisha Mets, MS, CCC-SLP, SLP Now

      Have you ever had students who demonstrated mastery of a skill in the therapy room but failed to generalize to the classroom? In this session participants will learn about curriculum-based therapy and how it can facilitate meaningful and functional outcomes for our students. Participants will be presented with tools and strategies to easily implement this type of therapy with their caseloads.

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

      • List three benefits of using curriculum-based therapy.
      • Identify the six steps that they can use when implementing curriculum-based therapy.
      • Describe three evidence-backed strategies that they can use when targeting goals using curriculum-based materials in therapy.

      Instructional Level: Introductory  |  Track: School Age

    • S66 – Stuttering Therapy With School-Age Children and Teens: Implementing Approaches to Address Feelings/Attitudes Toward Communication

      Ashley Cubberly, MA, CCC-SLP, Associates in Pediatric Therapy

      Many speech-language pathologists (SLPs)report a lack of confidence in working with people who stutter, often due to lack of training and misconceptions about stuttering speech therapy. Influenced by research and approaches from Scott Yaruss, Courtney Bird, Christopher Constantino and Vivian Sisskin, therapy that focuses on open, spontaneous speech and communication confidence can challenge the SLP to expand on skills to address feelings/attitudes in therapy. Recent models of stuttering therapy aim to address thoughts/feelings associated with stuttering experiences, increase the joy in communication, reduce unhelpful behaviors and burdens, focus on solutions and increase speech spontaneity. This session is designed to provide an SLP with skills to help implement intervention and specific ideas for approaches to use during implementation. It will highlight counseling techniques applicable to the scope of speech-language pathology. Content will include theoretical bases, counseling approaches, meaningful goal formation, outlines of therapeutic services and suggestions for therapeutic activities.

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

      • Identify counseling approaches that could be implemented during stuttering therapy.
      • List therapeutic practices that could be used to address attitudes/feelings toward experiences with stuttering and communication.
      • Develop individual-centered goals that are measurable and meaningful using a rating-scale approach.
      • Independently create different therapeutic activities for stuttering therapy sessions including cognitive cycles, reframing charts and hierarchies.

      Instructional Level: Intermediate  |  Track: School Age

    • S67 – Understanding Memory Strategies – How to Educate Patients and Caregivers

      Scarlett Staton, MS, CCC-SLP, Norton Healthcare

      Cognitive linguistic impairment is a commonly treated population within the field of speech-language pathology. Oftentimes, patients with cognitive impairment stemming from a diverse range of pathologies present with complaints of memory difficulties. Speech-language pathologists in care of these patients are charged with the responsibility of understanding and selecting appropriate strategies, equipping patients and caregivers with thorough education for use of strategies and creating a safe therapeutic environment for patients and caregivers to refine their skills for practical application of memory aids for best patient outcomes. This session will discuss therapeutic intervention for cognitive linguistic impairment with an emphasis on how to focus on the functional application of memory strategies to help patients and caregivers restore or maintain independence, care for themselves and their family members and improve their quality of life.

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

      • Identify current evidence-based practice regarding use of memory strategies for improved patient outcomes.
      • Demonstrate components of the memory process and identify SLP role in providing patient and caregiver education regarding memory strategies.
      • Identify methods for assessment and implemtnation of most appropriate memory strategies for a variety of patient populations.

      Instructional Level: Introductory  |  Track: Adult SLP

      • 3:30 pm – 5:00 pm

    • S68 – Using Simulation to Teach Audiometry to Students in Communication Disorders

      Shae Morgan, AuD, University of Louisville

      The COVID-19 pandemic and its associated public health recommendations suddenly and severely limited the availability and accessibility of clinical learning experiences in audiology for students in communicative disorders (undergraduate, graduate AUD, and graduate SLP). Theta is a new internet-based tool that can be used to teach audiometry to this population of students. This  session will provide an overview of ASHA clinical simulation requirements and will demonstrate and discuss how educators can use Theta to develop clinical skills and supplement in-person and remote classroom instruction in undergraduate and graduate educational settings. Theta provides an opportunity for students to engage with audiometry early in their program, identify and improve evidenced-based techniques, and experience hands-on learning, even when in-person clinical experiences are limited or restricted by unforeseen circumstances.

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

      • Describe the primary uses and functionality of the Theta web application.
      • Identify at least one way to integrate internet-based simulation into undergraduate or graduate classroom instruction.
      • Describe the ASHA requirements for clinical simulation.

      Instructional Level: Introductory |  Track: Audiology

      • 4:00 pm-5:00 pm

    • S69 – AAC Playground: Hands-On language Learning Strategies for Beginning Communicators, Part 2 (This session is limited to 40 participants, First Come, First Served Basis)

      Mary Jo Cooley Hidecker, PhD, CCC-A/SLP; Judith L. Page, PhD, CCC-SLP, F-ASHA, FNAP; Jacqui Kearns, EdD; Patti Logsdon, MA; Jane Kleinert, PhD, CCC-SLP, F-ASHA; Lou-Ann Land, MEd, from University of Kentucky

      This session, presented by an interdisciplinary team of speech-language pathologists, educators and parents, will offer experiences in use of strategies to support augmentative and alternative communication (AAC ) with beginning communicators. Attendees will rotate through a variety of playground stations related to use and programming of AAC for school-aged students. Stations will include learning and practicing aided language modeling, engineering the environment using talking switches (one message and sequential messages), supporting literacy with AAC, creating and using visual scene displays and using games to promote peer interaction. We will have a variety of no-tech, low tech and high tech AAC with which to practice.

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

      • Demonstrate aided language modeling.
      • List ways to engineer the environment.
      • Describe at least one way to use AAC to support literacy.

      Instructional Level: Intermediate  |  Track: School Age

    • S70 – Evidence-Based Treatment for Dysphagia: Where Are We?

      Debra Suiter, PhD, CCC-SLP, BCS-S, University of Kentucky

      Appropriate management of swallowing disorders is critically important to mitigate the potential impact untreated oropharyngeal dysphagia has on a patient’s health and quality of life. In this session, we will review current evidence for dysphagia therapies. Physiologic and nonphysiologic factors that must be considered when planning treatment will be discussed.

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

      • Describe how principles of motor learning can be incorporated into treatment planning.
      • Identify and explain two patient-centered, non-physiologic factors that should be considered when planning treatment.
      • Identify and explain two new treatments for oropharyngeal dysphagia.

      Instructional Level: Intermediate  |  Track: Adult SLP

    • S71 – Grandma-Chic Therapy for Early Intervention

      Alison Brown, EdD, CCC-SLP, Murray State University; Todd Terry, MEd, Calloway County School District

      Language and music are neurologically intertwined. Capitalizing on these shared neural pathways is not only therapeutically sound, but also lays the foundation for engaging interventions. Speech-language pathologists (SLPs) can use rhythmic games and folk music paired with gross-motor activities to facilitate speech and language goals in young children. This session will review early language milestones, briefly illustrate the shared neural networks for language and music and equip SLPs with specific musical strategies to pair with language interventions.

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

      • Identify the shared neural networks for language and music.
      • Define beat, rhythm and describe their connections to early language and speech development.
      • Facilitate speech and language for young children by using songs with movements.

      Instructional Level: Introductory  |  Track: PEDs EI

    • S72 – How to Tackle Narrative Assessment and Intervention With Confidence

      Marisha Mets, MS, CCC-SLP, SLP Now

      In this session, participants will learn how to implement narrative intervention, with a focus on facilitating meaningful and functional outcomes for our students. Participants will be presented with strategies to gather relevant assessment data. Participants will also review the relevant evidence and will be provided with practical demonstrations of how to implement evidence-based strategies when targeting narrative goals in therapy.

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

      • List three benefits of targeting narratives in therapy.
      • Identify three strategies to assess students’ narrative abilities.
      • Describe three evidence-backed strategies that can be used to target students’ individualized narrative goals.

      Instructional Level: Intermediate  |  Track: School Age

    • S73 – OSMO is Amazing! Captivating Students With Technology in Speech Therapy (This session is a repeat of the Thursday session and is limited to 40 participants. First Come, First Served Basis)

      Darla Sparks, MS, CCC-SLP, Jefferson County Public Schools

      Technology continues to be the center of our student’s world, though it often seems to foster loss of connection. OSMO has created fun, interactive and relevant games and activities which can easily be incorporated in our treatment and get our students excited about communicating. This session will provide a hands-on opportunity to explore OSMO applications and manipulatives in a structured and guided setting. As the games and activities are explored, target treatment goals and student needs will be discussed. Additionally, learners will gain knowledge about how to customize activities to target student specific goals through use of the OSMO applications. Watch as your students come to speech therapy excited about working together or even competing all while working toward their speech and language goals.

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

      • Identify OSMO applications to target treatment goals for students receiving speech and language therapy services.
      • Create customized activities to target a specific treatment goal.
      • Demonstrate the ability to use OSMO applications and manipulatives to facilitate speech therapy.

      Instructional Level: Intermediate  |  Track: Multi-Interest

    • S74 – Pediatric Voice Disorders: Direct and Indirect Approaches to Treatment

      Karen Crow, MA, CCC-SLP, NM, MM, Louisville Center for Voice Care, University of Louisville

      Voice disorders have a significant prevalence among the pediatric population (estimations range anywhere from 6-23%). Such disorders among this population can have negative impacts on child participation in academic and extra-curricular activities, self-esteem and self-image, quality of life and can contribute to negative perceptions from both their peers and adults. There is evidence to support both direct and indirect therapy modalities for the treatment of pediatric voice disorders. Indirect therapies focus on client and caregiver education, modifying or eliminating potentially phonotraumatic behaviors and appropriate environmental modifications. Direct therapies incorporate specific voice therapy protocols (semi-occluded vocal tract posturing, flow phonation, etc.) to directly address phonation physiology and facilitate efficient voicing. A variety of factors may inform which treatment modalities are appropriate for a child with a voice disorder (diagnosis, age at time of treatment, child’s response to stimulability testing, available resources, etc.) and, in many cases, a combination of direct and indirect approaches may be appropriate. In this session, direct and indirect therapies for common pediatric voice disorders will be described and demonstrated, as well as developing an appropriate treatment plan based on the factors listed above. Barriers to pediatric voice treatment, particularly within the school setting, will also be addressed.

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

      • Describe common pediatric voice disorders and identify various factors that may lead to the development of such disorders.
      • Describe indirect therapy approaches to address common pediatric voice disorders.
      • Describe and demonstrate direct voice therapy modalities appropriate for pediatric voice disorders.
      • Describe various ways to adapt traditional voice therapy modalities to appropriately address the pediatric population.

      Instructional Level: Introductory  |  Track: Multi-Interest

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