Wednesday, February 14, 2024
10:00 am – 11:30 am
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S01 – Fun and Effective R Sound Therapy
Meredith Avren, MEd, CCC-SLP, Peachie Speechie
Get ready for fun and effective R sound therapy! The R sound has a reputation for being challenging to treat in speech therapy. This session explores the foundational concepts of R, including anatomy, articulatory requirements, assessment methods and effective interventions. Attendees will be guided through the process of treating R sound errors. Video models of the discussed techniques will be shown. Techniques include shaping, facilitative contexts, coarticulation, speech motor chaining and tactile cueing. This session provides practical tips and strategies that can be immediately applied in clinical practice.
Learner Outcomes: At the end of this session, participants will be able to:
- List the articulatory requirements for an accurate R sound.
- Describe three techniques to elicit an R sound.
- Formulate an individualized therapy plan for a student working on the R sound.
Instructional Level: Intermediate | Track: School Age
Product Disclosure: Peachie Speechie’s R sound workbooks will be mentioned/shown briefly on slides, but they will not be the focus of the session
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S02 – Managing Dysphagia in Adult Patients With Tracheostomy Tubes
Carmin Bartow, MS, CCC-SLP, Passy-Muir
This session emphasizes evidenced-based dysphagia intervention as well as practical approaches to best manage dysphagia in adult patients with tracheostomy tubes. Etiology of dysphagia, the importance of early intervention, assessment considerations and treatment strategies will be discussed. Benefits of tracheostomy teams, information on use of the Passy-Muir Valve and special considerations for patients requiring mechanical ventilation will also be reviewed.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the etiology of dysphagia in patients with tracheostomy.
- Describe special considerations for swallowing evaluations in patients with tracheostomy.
- List evidence based swallowing interventions for patients with tracheostomy.
Instructional Level: Intermediate | Track: Adult SLP
Product Disclosure: Passy-Muir Valve
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S03 – Medicare Updates and Navigating the Noise of Clinical and Payment Disruptions
Debra Abel, AuD, Audigy
Audiologists are at a crossroads with Medicare changes as well as having to navigate third party administrators and over-the-counter hearing aids. This session will provide updates to the Medicare changes, a peek into the near future of third party administrators and how to provide services in a market of devices purchased elsewhere.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify changes regarding audiology within Medicare Part B.
- Identify the increase in third party administrators and potential ways to position their practices.
- Identify the potential services in an over-the-counter/purchased elsewhere environment.
Instructional Level: Introductory | Track: Audiology
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S04 – Utilizing Heavy Work Strategies and Co-Treatment With OT
Becky Brown, MA, CCC-SLP, ASCB Therapy; Lisa Sheff, OTR/L, Self Employed
Do you know the important role heavy work activities play in our ability to learn, focus, attend and participate in everyday tasks? What is proprioception? Proprioception or kinesthesia is the body’s ability to sense movement, action and location. It allows one to move without thinking about next steps. Challenges in proprioception can impact typical development, both movement and demonstration of receptive and expressive language skills. A few potential signs of proprioception dysfunction are; seeking sensory needs through jumping, crashing and stomping feet. The child may love to be swaddled, squished or wrapped. Their play skills may include excessive throwing or banging with toys and their motor skills may appear to be clumsy and uncoordinated. In the adaptive domain, mealtimes may also be challenging. How many of our kids demonstrate any of these red flags and what do you do to help them sit with you to engage in play and learn? Through the use of heavy work during play, it is possible to increase a child’s focus, attention and willingness to participate and engage in simple, functional play. Co-treatments with an occupational therapist (OT) will be rewarding and beneficial and progress will be made more quickly with long lasting effects. The OT will provide the sensory diet needs therefore allowing the speech-language-pathologist to intervene in the best possible way. The sky is the limit once your child is engaged. As clinicians, we can address prelinguistic interaction, communicative understanding and expression and the social use of language while meeting society expectations.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify and describe how to implement heavy work strategies within their intervention.
- Identify how to increase a child’s focus, attention and willingness to participate and engage in simple, functional play.
- Identify signs of proprioception dysfunction.
Instructional Level: Intermediate | Track: PEDs EI
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S05 – Strategies for Fitting Complex Hearing Losses With Hearing Aids
Virginia Ramachandran, PhD, AuD, Oticon, Inc.
There are assumptions and fitting decisions hearing care providers make when fitting amplification designed to address more typical patients. However, when fitting patients with more complex hearing loss, those assumptions and fitting practices, may become irrelevant. This session will review considerations and suggestions for amplification to achieve the best possible outcome for these patients.
Learner Outcomes: At the end of this session, participants will be able to:
- List at least three assumptions hearing care providers make when fitting typical patient audiograms.
- Identify and describe the processing limitations imposed by complex hearing loss.
- Formulate alternative fitting strategies for patients with atypical hearing loss.
Instructional Level: Intermediate | Track: Audiology
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S06 – Clinical Supervision: Using Effective Communication, Providing Feedback and Setting Expectations
Donna Morris, MA, CCC-SLP, University of Kentucky; Aimee Sayre, MA, CCC-SLP, University of Kentucky
This session will discuss principles for effective teaching of clinical skills, including how to set expectations when working with supervisees. Methods to provide objective feedback and to address communication between the supervisor and supervisee will be presented. Participants will create a packet to guide supervision within their specific setting. This session meets the ASHA certification standards for providing clinical instruction and supervision to individuals preparing for ASHA certification.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the guiding principles for effective teaching of clinical skills and how to set expectations when working with supervisees.
- Identify methods to provide objective feedback.
- Describe strategies to address communication between the supervisor and the supervisee.
- Arrange a packet to guide supervision within their specific setting.
Instructional Level: Intermediate | Track: Supervision
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S07 – Embodying a New Lens: An Approach to Culturally Responsive Practice (DEI)
Lauren Prather, MS, CCC-SLP, University of Cincinnati
Diversity, equity and inclusion (DEI) within the communication sciences and disorders (CSD) field is an area that has most recently been a point of discussion. Within different areas in CSD, ranging from the changes in graduate school curriculum to ASHA’s DEI requirement for continuing education credits, there has been a rise in intentional DEI initiatives throughout the profession. Although these efforts are in place, there are lingering questions about providing culturally equitable care for clients from culturally and linguistically diverse (CLD) populations among speech-language professionals (Guiberson & Atkins, 2012). These lingering questions stem from the lack of familiarity with concepts pertaining to CLD populations and their confidence level in providing effective and responsive equitable services (Narayanan & Ramsdell, 2021). As our caseloads continue to increase with CLD clients, it is imperative to continue to discuss culturally responsive practices to ensure a decline in misdiagnosis based on race, ethnicity and culture. Therefore, this session aims to discuss a culturally responsive application and how to lay the foundation for non-discriminant practice in assessment and intervention.
Learner Outcomes: At the end of this session, participants will be able to:
- Define and describe key terms related to culturally responsive practice.
- Analyze and reflect on the historical systemic inequity in the profession of communication sciences and disorders.
- Identify and apply culturally responsive approaches to assessment and intervention.
Instructional Level: Introductory | Track: DEI
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S08 – Membership Forum
Robyn Wahl, MS, CCC-SLP, Eastern Kentucky University; Kate Wood Hall, Commonwealth Alliance
This session will provide members with updated information regarding current legislation as it pertains to the field of speech-language pathology and audiology. Advocacy initiatives and inter-professional organization partnerships will also be discussed. Participants will learn ways to become involved with advocacy including resources for lobbying. Discussion will also provide members with ways to develop relationships with lawmakers and receive a review of how legislation comes to fruition (from concept to implementation). Members will be given the opportunity to ask questions regarding current and upcoming State and Federal legislation that may impact the provision of services for those with communication disorders.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe and apply grassroots advocacy.
- Identify current legislation affecting the KSHA membership and apply their knowledge.
- Identify current issues facing the KSHA membership.
Instructional Level: Introductory | Track: Multi-Interest
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S09 – Igniting Passion and Purpose With The Be More You Experience!
Joel Katte, MEDL, Fayette County Public Schools
Joel Katte’s The Be More You Experience was adapted from his children’s book (written for all ages including adults) Finding You At The Zoo. Imagine if throughout your life you and everyone around you received the message, “Just keep being you; in fact, be even more you!” Through humor, inspiration and discussion, Joel will guide participants on a journey of self-reflection, discovery and affirmation that will catapult them forward to live the lives they know deep down they were destined to live.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify and apply tools to regulate emotions.
- Describe how to develop a new paradigm to allow pain and struggle to be a source for gaining strength and experience.
- Identify and assess individual strengths and determine how to live, work and lead according to those strengths.
Instructional Level: Introductory | Track: Keynote
Product Disclosure: The Be More You Experience
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S10 – Cognition Across the Continuum of Care: Inpatient to Outpatient
Bethany Berry, MA, CCC-SLP, BCS-S, Ephraim McDowell Health; Miranda Bullock-Davidson, MA, CCC-SLP, BCS-S, Ephraim McDowell Health; Jazmin Mercado, MS, CCC-SLP, Ephraim McDowell Health
According to the DSM-5, a major neurocognitive disorder briefly explained is one in which there is significant cognitive decline in one of more areas of cognitive domains. As speech-language pathologists, we are tasked with helping to treat the spectrum from major to mild cognitive impairments across settings, educating patients and families and in some cases, referring to providers for a possible diagnosis when symptoms persist. During this session, the presenters will discuss the foundations of cognition, risk factors/diagnoses associated with cognitive impairment and how to educate and treat these patients with evidenced based treatment and compassion.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify risk factors associated with cognitive impairment.
- Demonstrate an understanding of the fundamental elements of cognition as associated with potential areas of deficit.
- Describe how individuals form and code information.
- Apply and evaluate appropriateness, integrate and apply specific strategies into clinical practice at various stages of cognitive function from inpatient to outpatient services.
Instructional Level: Intermediate | Track: Adult SLP
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S11 – Ethics Across Settings: A Panel Discussion (Ethics)
Stephanie Schaaf, EdD, CCC-SLP, Murray State University; Nikki Gaylord, EdD, CCC-SLP, CScD, Murray State University; Alison Brown, EdD, CCC-SLP, Murray State University
During this session, participants will examine the 2023 Code of Ethics through a panel discussion in the context of ethical dilemmas taken from clinical case studies across medical, school and early intervention settings. The primary principles of the code, bioethical terms and models of ethical decision-making will be used to discuss management of ethical challenges frequently encountered by experienced speech-language pathologists, students and clinical fellows.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify and list changes to the 2023 ASHA Code of Ethics.
- Identify appropriate principles from the 2023 Code of Ethics that justify decisions for specific case studies.
- Describe a model for ethical decision-making in various settings to apply to ethical dilemmas faced by SLPs.
Instructional Level: Introductory | Track: Ethics
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S12 – Cancer Rehabilitation Across Kentucky – A Call to Speech Therapists
Megan Nelson, MD, FAAPMR, University of Louisville; Audrey Stockwell, PT, DPT, CLT, OncPT, KORT; Rebecca Lotz, PT, DPT, CLT, University of Louisville Health; Thomas Sturgis, PT, DPT, University of Louisville Health; Cynthia Racine, MD, FAAPMR, Veterans Affairs; Pam Temple, BA, CTTS, Kentucky Cancer Program; Jamie Smith, MS, University of Louisville
Nationally, Kentucky ranks first in all-site cancer incidence and mortality with a growing cancer survivor population. Although these survivors are living beyond their diagnosis, they are living with impairments due to their cancer and its treatments including speech and swallow dysfunction and cognitive deficits. In response to this, rehabilitation professionals and a community partner, Kentucky Cancer Program have developed and implemented a statewide initiative called Cancer Rehabilitation Across Kentucky. We will discuss the need for specialized cancer rehabilitation and the development of a non-institutionally biased centralized access point for cancer rehabilitation care for Kentucky patients. Additionally, an overview of professional development pathways for speech therapy specialization in cancer rehabilitation will be provided. We will utilize case scenarios and discussion to achieve our objectives.
Learner Outcomes: At the end of this session, participants will be able to:
- List common impairments amenable to speech therapy in cancer patients.
- Describe the mission and vision of the statewide initiative to expand cancer rehabilitation across Kentucky.
- Identify the importance of cancer rehabilitation specialty training for speech and language pathologists and training opportunities that are available.
- Identify how to access the Kentucky Cancer Program website to locate cancer rehabilitation specialized providers across Kentucky.
Instructional Level: Introductory | Track: Multi-Interest
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S13 – Don’t Skip It! The Building Blocks to Preverbal Language, Part 1
Erin Larsen, MS, CCC-SLP, Speech Tea, LLC
Oftentimes when a child is not producing words, the immediate thought is, let’s work on words! However, research shows there are several skills that analytic language learners need before they begin producing verbal language. This session explores the skills, or building blocks, a child must master before using verbal language. After identifying each skill, the session will dive into strategies, activity ideas, parent coaching and home carryover plans to ensure mastery in all environments. Clinicians will walk away feeling confident in knowing the starting point with analytic language learners and able to build language through skills that build on each other.
Learner Outcomes: At the end of this session, participants will be able to:
- List the ten building blocks pf preverbal language.
- Identify and perform engaging activities for each skill.
- Formulate an effective home carryover plan.
Instructional Level: Introductory | Track: PEDs EI
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S14 – Fun and Effective R Sound Therapy (This is a repeat of the Wednesday session)
Meredith Avren, MEd, CCC-SLP, Peachie Speechie
Get ready for fun and effective R sound therapy! The R sound has a reputation for being challenging to treat in speech therapy. This session explores the foundational concepts of R, including anatomy, articulatory requirements, assessment methods and effective interventions. Attendees will be guided through the process of treating R sound errors. Video models of the discussed techniques will be shown. Techniques include shaping, facilitative contexts, coarticulation, speech motor chaining and tactile cueing. This session provides practical tips and strategies that can be immediately applied in clinical practice.
Learner Outcomes: At the end of this session, participants will be able to:
- List the articulatory requirements for an accurate R sound.
- Describe three techniques to elicit an R sound.
- Formulate an individualized therapy plan for a student working on the R sound.
Instructional Level: Intermediate | Track: School Age
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S15 – Isn’t It Ironic? Wordless Picture Books for Speech and Language Therapy, Part 1
Jenna Rayburn Kirk, MA, CCC-SLP, Speech Room News, LLC
Wordless picture books (WLPBs) can be utilized for assessment and treatment in speech and language therapy for a variety of ages. This session highlights how to turn WLPBs into no-prep/low-prep therapy plans for all ages. Treatment strategies include goals for articulation, language, syntax and social goals in mixed groups. Recommended book lists and reviewed books will include preschool, elementary and secondary titles.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify and describe two ways to use wordless picture books for dynamic assessment.
- List two treatment strategies to accompany wordless picture books.
- List five wordless picture books for speech and language therapy.
Instructional Level: Introductory | Track: School Age
Product Disclosure: Speech Room News Book Companions
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S16 – SLPs in the Bathroom: Our Role in ADLs and Dementia
Adria Thompson, MA, CCC-SLP, Be Light Care Consulting
This session provides a foundational overview of dementia, including its stages and focuses on the role of speech language pathologists (SLPs) in assessing and treating communication challenges during activities of daily living (ADLs). While SLPs often provide support during certain ADLs like self-feeding, they may be less involved in tasks such as toileting, showering, dressing and grooming. This session aims to bridge that gap by outlining how SLPs can offer essential communication support during these self-care activities. It covers evidence-based interventions for addressing common issues like agitation, combativeness, resistance and lack of participation observed in individuals with dementia. Participants will also explore barriers that SLPs face in feeling confident and competent in providing ADL assistance. Practical documentation and caregiver training tips will be shared to ensure proper reimbursement and effective implementation of strategies. By the end of the session, participants will gain valuable insights and skills to enhance their ability to support individuals with dementia and optimize their communication during ADLs.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the role of an SLP in the context of activities of daily living (ADLs).
- List three cognitive-communication interventions SLPs can implement in the context of ADLs.
- Identify solutions to two barriers SLPs face in providing therapy services during ADLs.
- Identify and implement cognitive-communication terminology in goals and daily documentation.
Instructional Level: Introductory | Track: Adult SLP
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S17 – Stuttering Therapy With School-Age Children and Teens: Implementing Approaches to Address Feelings/Attitudes Toward Communication, Part 1
Ashley Cubberly, MA, CCC-SLP, Associates in Pediatric Therapy
Many speech-language pathologists report a lack of confidence in working with people who stutter, often due to a lack of specific 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 speech-language pathologist (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 for school-aged children and teenagers. It will highlight counseling techniques applicable to the scope of speech-language pathology. Content will include theoretical bases, counseling approaches, meaningful goal formation at assessment, outlines of therapeutic services and suggestions for therapeutic activities.
Learner Outcomes: At the end of this session, 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.
- Identify and create individual-centered goals that are measurable and meaningful using a rating-scale approach.
Instructional Level: Intermediate | Track: School Age
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S18 – Vestibular Migraine and the Audiologist, Part 1
Richard Roberts, PhD, Vanderbilt University Medical Center
Vestibular migraine is common in isolation or as a co-occurring vestibular disorder. Pharmacological management is usually recommended, but there is evidence lifestyle modifications are effective. We investigated a lifestyle modification intervention (restful sleep, dietary trigger elimination and exercise and mealtime regularity) in patients with vestibular migraine. Results exceeded performance reported in other lifestyle modification investigations. Results of recent work investigating short and long-term effects, as well as which patients who may be more likely to be successful with this intervention, will be discussed.
Learner Outcomes: At the end of this session, participants will be able to:
- List the probability of vestibular migraine in isolation and with common co-occurring vestibular disorders.
- Describe common lifestyle factors used in non-pharmacologic intervention of vestibular migraine.
- Identify and describe the results of lifestyle modification intervention on headache and dizziness symptoms associated with vestibular migraine.
Instructional Level: Intermediate | Track: Audiology
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S19 – Don’t Skip It! The Building Blocks to Preverbal Language, Part 2
Erin Larsen, MS, CCC-SLP, Speech Tea, LLC
Oftentimes when a child is not producing words, the immediate thought is let’s work on words! However, research shows that there are several skills that analytic language learners need before they begin producing verbal language. This session explores the skills, or building blocks, a child must master before using verbal language. After identifying each skill, the session will dive into strategies, activity ideas, parent coaching and home carryover plans to ensure mastery in all environments. Clinicians will walk away feeling confident in knowing the starting point with analytic language learners and able to build language through skills that build on each other.
Learner Outcomes: At the end of this session, participants will be able to:
- List the ten building blocks pf preverbal language.
- Identify and perform engaging activities for each skill.
- Formulate an effective home carryover plan.
Instructional Level: Introductory | Track: PEDs EI
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S20 – Isn’t It Ironic? Wordless Picture Books for Speech and Language Therapy, Part 2
Jenna Rayburn Kirk, MA, CCC-SLP, Speech Room News, LLC
Wordless picture books (WLPBs)can be utilized for assessment and treatment in speech and language therapy for a variety of ages. This session highlights how to turn WLPBs into no-prep/low-prep therapy plans for all ages. Treatment strategies include goals for articulation, language, syntax and social goals in mixed groups. Recommended book lists and reviewed books will include preschool, elementary and secondary titles.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify and describe two ways to use wordless picture books for dynamic assessment.
- List two treatment strategies to accompany wordless picture books.
- List five wordless picture books for speech and language therapy.
Instructional Level: Introductory | Track: School Age
Product Disclosure: Speech Room News Book Companions
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S21 – Life Participation Approach to Aphasia: Procedures for Clinical Application
Christen Page, PhD, CCC-SLP, University of Kentucky
It is well-known that individuals with aphasia prefer goals related to participating in life and treatment tailored to their interests. They wish to improve communication for participation in their social life, work, leisure, and altruism. An understanding of these life participation preferences requires client and caregiver involvement in treatment planning. Collaborative goal setting and use of personally relevant treatment tasks increase the client’s confidence and participation in previously enjoyed activities. This relates to the life participation approach to aphasia (LPAA) which focuses on reengagement in life beginning from the ED visit, after hospital discharge, until the consumer no longer elects to have communication support. However, speech-language pathologists find it difficult to implement and measure life participation. During this session, we will explore specific components of LPAA, collaborative goal setting and practical application of LPAA with real-life examples.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the life participation approach to aphasia throughout the aphasia recovery process.
- Identify and describe the steps for collaborating with individuals of different severity levels of aphasia to establish goals.
- Identify the procedures for implementing and measuring outcomes of LPAA for individuals with aphasia.
Instructional Level: Intermediate | Track: Adult SLP
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S22 – Navigating The Path To CC
Robyn Wahl, MS, CCC-SLP, Eastern Kentucky University
As students begin the path towards graduation, the requirements for ASHA and state licensure can become overwhelming. This session is specifically designed for students to help them navigate the paths of ASHA certification and Kentucky licensure. Students will leave knowing the steps to take down each path towards their clinical fellowship experience and working credentials.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify the requirements for gaining the Certificate of Clinical Competence (CCC).
- Describe the similarities and differences in ASHA and Kentucky license requirements.
- Describe the clinical fellowship experience requirements.
Instructional Level: Introductory | Track: Student
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S23 – Patient Centered Care: Head and Neck Cancer Swallowing Difficulties
Tammy Wigginton, MS, CCC-SLP, BCS-S, University of Kentucky; Michele Zaparanick-Brown, MA, CCC-SLP, BCS-S, University of Kentucky
Many individuals with head and neck cancer have swallowing issues which prompt them to seek medical care. Unfortunately, the curative process for treatment of their cancer typically results in immediate and long-term challenges which negatively impact their quality of life. Ideally the patient should experience a continuum of care from setting to setting incorporating the patient’s perspective and goals of care. This session will focus on evidence-based diagnosis and treatment processes for dysphagia throughout the trajectory of medical and/or surgical treatment as well as post treatment survivorship.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify how cancer site, stage and treatment modalities impact swallowing outcomes.
- Identify how to provide patient centered education regarding pre-habilitation, rehabilitation and functional compensation for swallowing deficits.
- Describe how to coordinate multi-disciplinary referrals for management of treatment related side effects that impact swallowing function.
- Integrate shared decision-making strategies to improve patient’s participation and quality of life throughout the cancer treatment process.
Instructional Level: Intermediate | Track: Adult SLP
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S24 – See the Sound-Visual Phonics and its Uses for Beginning Readers and Struggling Communicators
Lacey Back-Lane, MS, CCC-SLP, Kentucky Educational Development Corporation; Justin Cunningham, BA, Graves County Schools
See the Sound-Visual Phonics is a multi-sensory approach to teach phonic skills to beginning readers utilizing 52 unique hand cues. Participants will preview the See the Sound-Visual Phonics tool and will learn how a Graves County elementary school staff applied their formal training in Visual Phonics within their instructional day. This resulted in significant gains in literacy and speech sound production skills. Attendees will hear successful tricks and tips from a general education teacher, moderate and severe disabilities teacher, speech-language pathologist and instructional assistant.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the rationale behind See the Sound-Visual Phonics (STS-VP) and the impact it has on diverse learners.
- Identify and review validating research on STS-VP.
- Identify and practice a sample of STS-VP hand cues and written symbols.
- Identify and describe a variety of activities that model the integration of STS-VP in the classroom and therapeutic settings.
Instructional Level: Introductory | Track: School Age
Product Disclosure: See the Sound Visual Phonics
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S25 – Stuttering Therapy With School-Age Children and Teens: Implementing Approaches to Address Feelings/Attitudes Toward Communication, Part 2
Ashley Cubberly, MA, CCC-SLP, Associates in Pediatric Therapy
Many speech-language pathologists (SLP) report a lack of confidence in working with people who stutter, often due to a lack of specific 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 for school-aged children and teenagers. It will highlight counseling techniques applicable to the scope of speech-language pathology. Content will include theoretical bases, counseling approaches, meaningful goal formation at assessment, outlines of therapeutic services and suggestions for therapeutic activities.
Learner Outcomes: At the end of this session, 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.
- Formulate individual-centered goals that are measurable and meaningful using a rating-scale approach.
Instructional Level: Intermediate | Track: School Age
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S26 – Vestibular Migraine and the Audiologist, Part 2
Richard Roberts, PhD, Vanderbilt University Medical Center
Vestibular migraine is common in isolation or as a co-occurring vestibular disorder. Pharmacological management is usually recommended, but there is evidence lifestyle modifications are effective. We investigated a lifestyle modification intervention (restful sleep, dietary trigger elimination and exercise and mealtime regularity) in patients with vestibular migraine. Results exceeded performance reported in other lifestyle modification investigations. Results of recent work investigating short and long-term effects, as well as which patients who may be more likely to be successful with this intervention, will be discussed.
Learner Outcomes: At the end of this session, participants will be able to:
- List the probability of vestibular migraine in isolation and with common co-occurring vestibular disorders.
- Describe common lifestyle factors used in non-pharmacologic intervention of vestibular migraine.
- Identify and describe results of lifestyle modification intervention on headache and dizziness symptoms associated with vestibular migraine.
Instructional Level: Intermediate | Track: Audiology
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S27 – Do You Need A Kick in the ACCESSibility- Promoting Autonomy, Accessibility and Reciprocal Communication for Students With Complex Communication Needs!
Sara Vank, MS, CCC-SLP, Cincinnati Public Schools; Mary Katherine Dally, MS, CCC-SLP, ATP, HCESC
This session will support genuine inclusion and accessibility in the public schools. One of the universal bonds students connect with is humor, among others. Are we using human connections to support inclusion learning and communication or are we just following a checklist? Although it can be both, this session explores how most communication opportunities happen in a natural real life context. As speech-language pathologists, we can create rhythm and patterns for our students to have learning and social opportunities to experience reciprocal communication, communication that students will want to talk about, as well as relationships important to them. We will review research supporting where student centered communication naturally occurs as well as ways to help that communication continue across settings. Finally, this session will identify accessibility tools and strategies that bridge across multiple learning opportunities.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify at least three evidenced based ways to promote reciprocal communication in a natural environment.
- Identify and describe five ways to increase accessibility for learning opportunities throughout the classroom and beyond.
- Identify three IEP features that can be used to encourage varied and consistent reciprocal communication in the school environment.
Instructional Level: Introductory | Track: School Age
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S28 – Dysphagia in the Trauma Population
Hanna Prince, MA, CCC-SLP, UK Healthcare; Olivia Ross, MS, CCC-SLP, UK Healthcare
Dysphagia can result from a variety of injuries and surgeries after trauma. In the acute stage of healing and recovery, there are many risk factors that can contribute to dysphagia and risk for pulmonary sequelae. This session will review the current literature available on dysphagia risk factors following trauma.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the variety of risk factors that can contribute to dysphagia in the trauma population.
- Identify new and emerging research highlighting significant risk factors for dysphagia.
- Identify and describe therapy techniques, approaches and devices, as well as any potential contraindications among the trauma population.
Instructional Level: Intermediate | Track: Adult SLP
Product Disclosure: EMST, RMST
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S29 – Using Metaphors and Analogies in Stuttering Therapy
Charles Hughes, PhD, CCC-SLP, BSC-F, Eastern Kentucky University
Metaphors and analogies are used very frequently as teaching approaches when introducing new concepts. These teaching approaches can help to explain stuttering and therapeutic activities that may be used stuttering treatment. This session will review some of the commonly used metaphors and analogies as they relate to stuttering. These metaphors and analogies will be applied to ways of explaining stuttering to individuals and families; common therapeutic approaches used in stuttering therapy; and to the life experience of stuttering. Through session activities, participants will get the opportunity to experience some of these metaphors and analogies and apply them to their own work in stuttering therapy.
Learner Outcomes: At the end of this session, participants will be able to:
- List and describe at least three commonly used metaphors and analogies related to stuttering.
- Identify and apply at least three metaphors and analogies to stuttering to their own clinical practice.
- Formulate at least three metaphors and analogies that could be applied to stuttering therapy principles.
Instructional Level: Intermediate | Track: School Age
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S30 – Back to Basics: Applied Anatomy and Physiology for Voice Production
Maria Bane, PhD, CCC-SLP, Eastern Kentucky University
Given medical and technological advances, speech-language pathologists (SLPs) are expected to serve individuals with voice and upper airway disorders in a variety of settings outside voice clinics, including schools, long-term care and acute care. Unfortunately, research suggests SLPs feel underprepared to work with individuals with voice disorders due to limited graduate-level education in this area and/or minimal clinical exposure to this population. As a result, nonidentification and/or non-treatment of individuals with voice disorders compounds the well-established emotional, social, academic and financial sequelae associated with voice disorders. This session will review anatomy and physiology underlying typical voice production, discuss etiology and pathophysiology of common voice disorders and apply anatomy and physiology using clinical examples.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify common causes of voice disorders.
- Describe the effect of at least one vocal pathology on the physiology of voice production.
- Identify and distinguish between vocal pathologies that do and do not respond to behavioral voice therapy.
- Apply knowledge of voice-related anatomy and physiology to clinical examples.
Instructional Level: Introductory | Track: Adult SLP
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S31 – Hormones and Hearing: Central Auditory Processing in Women
Trey Cline, AuD, CCC-A, University of Kentucky
Estrogen has been identified as playing a key role in many organ systems, including the peripheral and central auditory systems. Estrogen has been found to be produced in the brain and is believed to influence central auditory processing abilities. After menopause, a low estrogen state, many women report hearing loss but demonstrate no decrease in peripheral hearing sensitivity on a standard audiometric test battery. This supports the notion that estrogen does impact central auditory processing abilities. Although animal research on estrogen and hearing loss is extensive, the literature on the human model is limited. Additionally, the majority of literature focused on the central auditory system utilizes objective measures of the lower central auditory nervous system, mainly the auditory brainstem response. This session will focus on the potential impact of estrogen in the peripheral and central auditory nervous systems. The session will review the previous and current research regarding the role of estrogen in the auditory system and the presenter will review recent research, plans and needs for future research and draw a clinical correlate.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the physiology of estrogen and the auditory system.
- Describe the clinical impact of potential menopause related auditory changes.
- Identify and describe existing research related to estrogen and the auditory system.
Instructional Level: Intermediate | Track: Audiology
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S32 – Making the Connection Using SLP Knowledge and Lactation Knowledge
Rachael Pierce, MS, CCC-SLP, CLC, Wonderlight
With increased breastfeeding rates, speech-language pathologists (SLPs) are receiving higher numbers of referrals of breastfeeding mother and baby dyads. Much of our dysphagia and oral motor function knowledge can be extremely helpful for this group, but SLPs are missing pertinent information about the breastfeeding component. This session will review breastfeeding, milk supply initiation, maintenance, oral motor skills and their impact on breastfeeding and red flags during evaluation.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the impact of oral motor skills on the breastfeeding relationship.
- Identify and describe how to assist breastfeeding mother and baby dyads using both SLP and basic lactation knowledge.
- Identify red flags in both oral motor skills and mother/baby history that may indicate issues with breastfeeding.
Instructional Level: Introductory | Track: PEDs EI
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S33 – What Am I Doing Here? Inclusion Circle Time
Jenna Rayburn Kirk, MA, CCC-SLP, Speech Room News, LLC
If you’ve ever wondered what am I even doing here while reading the Very Hungry Caterpillar to a group of four year-olds, this session is for you. Circle time doesn’t just have to be whole group book reading. Work through an outline to determine the biggest problem areas for your own school or caseload. This session will demonstrate different types of group instruction/circle time lessons to combat common problems such as low phonological awareness scores, inexperienced staff, modeling augmentative and alternative communication usage, or low vocabulary exposure. This session is preschool and early elementary focused.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify their caseload’s biggest area of need for inclusion circle time.
- Describe three different components to a successful group activity.
- Describe three different types of speech-language circle activities for preschool classrooms.
Instructional Level: Introductory | Track: School Age
Product Disclosure: Speech Room News Circle Time Lessons
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S34 – Passing The PRAXIS-ONE TIME ONLY!
LaToya Roberts, MS, CCC-SLP, University of Louisiana
Critical thinking is an essential skill for novice speech-language pathologists to pass their Praxis and develop in their practices. Critical thinking is an active, internal process in which only the outcomes are measurable. Passing the Praxis in speech-language pathology can be a difficult task. A passing score is required for entry-level clinicians to obtain the Certificate of Clinical Competence. This session will explore/stimulate the development of critical thinking strategies, test-taking tips and include a variety of application exercises to solidify skills for students to successfully prepare and pass the Praxis.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify resources provided to enhance preparation for the Praxis examination.
- Identify and examine and practice specific test-taking skills and strategies to improve performance.
- Identify characteristics of disorders impacting speech, language, voice, cognition and swallowing.
Instructional Level: Introductory | Track: Student
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S35 – Audiologic Evaluation and Management of Patients With Single-Sided Deafness
Amanda Davis, AuD, University of North Carolina-Chapel Hill
Unilateral severe-to-profound sensorineural hearing loss, also known as single-sided deafness (SSD), presents unique challenges to patients’ everyday lives such as difficulties identifying the location of sounds without visual cues or understanding conversations in dynamic environments. Historically, individuals with SSD were counseled that treatment of the affected ear may not be necessary since they have one normal-hearing ear. Considering the difficulties of listening with one ear, some patients with SSD pursued re-routing technologies, such as bone-conduction devices or contralateral routing of the signal (CROS) hearing aids. Benefits with re-routing devices are experienced in specific listening conditions; however, since they do not restore binaural hearing, these devices often do not meet the needs of patients with SSD. In 2019, the FDA expanded indications for cochlear implantation to include children and adults with SSD. This session will review the considerations for the clinical assessment of patients with SSD, the benefits and limitations of re-routing technologies and the data supporting cochlear implantation as a treatment option for patients with SSD.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify benefits to binaural hearing and treatment intervention for SSD patients.
- Formulate and implement appropriate clinical testing protocols for evaluating SSD patients.
- Describe various audiologic management options for SSD patients.
Instructional Level: Intermediate | Track: Audiology
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S36 – Management of Neonatal Dysphagia: A Multidisciplinary Approach
Allie Board, MS, CCC-SLP, University of Louisville Hospital
This session explores the role of speech pathologists within the neonatal intensive care unit as well as presenting the latest research supporting the positive outcomes of a multidisciplinary approach to neonatal care. Speech pathologists play a critical role in achieving quality oral feeds in tenuous neonates; a skill that is often overlooked and is impacted by a large variety of factors. This session will provide current research and clinical evidence to support and explain the roles within a multidisciplinary team to promote positive neurodevelopment.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify the role each team member plays in the neuroprotection and development of the neonate.
- Describe the role the speech pathologist plays in the management of dysphagia.
- List the benefits of multidisciplinary involvement as it specifically relates to NICU graduates.
Instructional Level: Intermediate | Track: EI
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S37 – No More, NO! Little Children, Big Play
Jenna Rayburn Kirk, MA, CCC-SLP, Speech Room News, LLC
We’ve each sat across the table from a student who refuses to engage in any activities for therapy. Progress is impossible without student/speech pathologist relationships and high engagement. This session focuses on reluctant early learners. It reviews effective strategies for preschool instruction through books, toys, sensory bins, pretend play and music. The session will focus on reducing clinician demands and increasing the play in therapy to encourage participation.
Learner Outcomes: At the end of this session, participants will be able to:
- List two environmental changes to reduce demands on reluctant learners.
- Identify and describe two strategies clinicians can implement to reduce their demands on students.
- List five highly engaging therapy toys to encourage participation in therapy.
Instructional Level: Introductory | Track: School Age
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S38 – Opportunities for Professional Growth and Continuing Education in SLP
Hanna Prince, MA, CCC-SLP, University of Kentucky; Maria Bane, PhD, CCC-SLP, Eastern Kentucky University; Sarah Campbell, PhD, CCC-SLP, University of Kentucky; Morgan Hill, MS, CCC-SLP, MHA, Baptist Health; Meg Shake, MS, CCC-SLP, University of Kentucky; Adria Thompson, MS, CCC-SLP, Be Light Care Consulting
This session will include a panel of presenters from different areas of speech-language pathology. These include doctorate, clinical management, board certification, business ownership/consulting and continued education for health care administration. Attendees may submit questions for the panelists prior to the session by emailing Hanna at hanna.prince@uky.edu.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify and compare multiple areas for continued professional growth within the field of SLP.
- Describe potential barriers to professional growth in the field of speech-language pathology as well as avenues to overcome these obstacles.
- Identify avenues for further professional growth via different job opportunities, continued education and further certification.
Instructional Level: Intermediate | Track: Adult SLP
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S39 – Overview of Cleft Lip/Palate
James Liau, MD, FACS, University of Kentucky; Kellie Lozano, MS, CCC-SLP, University of Kentucky
Cleft lip/palate (CL/CP) is the most common congenital orofacial malformation in the United States. Children with CL/CP face many unique challenges, both physically and developmentally. Early coordinated care with a team-based approach is critical in optimizing outcomes. This discussion seeks to provide general information from the unique perspectives of both the surgeon as well as the speech-language pathologist in early management of CL/CP.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify and describe the diagnosis of facial and palate clefting.
- Describe evaluation and treatments for a patient with facial clefting.
- Describe feeding challenges typical for cleft feeders.
- Identify appropriate treatment strategies to optimize feeding.
Instructional Level: Introductory | Track: PEDs EI
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S40 – Savvy Selection of Assessments for Language and Literacy Including Dyslexia
Michele Anderson, PhD, CCC-SLP, Western Michigan University
As speech-language pathologists implement guidelines for identifying students with dyslexia required under changing state legislation, they need evidence-based models which do not ignore other forms of language/literacy disorders. The overlap between students with dyslexia and those with developmental language disorder (DLD) is significant. Understanding the psychometric properties and models of our assessments is critical to providing easy to understand results to our multidisciplinary teams leading to better identification of students. Clear understanding of test results also helps with clinical determinations of which team members are best-suited to address specific academic issues. This session will provide a description of a language-levels quadrant model that is supported by extensive evidence for screening and diagnosing multiple forms of oral and written language disorders including dyslexia; review features of tests we should consider when choosing standardized assessments; discuss why test results might not always be the same between tests and help intervention teams know what to do next.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the two language levels of assessment that are evidence-based and cross oral and written language modalities and how they relate to intervention.
- List at least two advantages for constructing a learning profile from a co-normed test compared to putting together measures normed on different populations.
- Identify and describe evidence regarding overlap of DLD and dyslexia.
- Identify evidence regarding overlap of DLD and dyslexia.
Instructional Level: Intermediate | Track: School Age
Product Disclosure: Test of Integrated Language and Literacy Skills (TILLS) and Student Language Scale screener will be mentioned as examples that use the quadrant model, but not the focus of the session
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S41 – Skill Based Training in Dysphagia Practice. What You Need to Know!
Alice Inman, MS, CCC-SLP, BCS-S, University of Louisville
This session will review emerging evidence regarding skill based training in dysphagia management. The principles of neuroplasticity and cortical activation will be reviewed and application to dysphagia therapy will be discussed. Future directions of dysphagia practice will be explored.
Learner Outcomes: At the end of this session, participants will be able to:
- List two effective skill-based training programs.
- Identify three principles of neuroplasticity that relate to dysphagia practice.
- Identify one future direction of dysphagia practice.
Instructional Level: Intermediate | Track: Adult SLP
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S42 – 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 session, 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: Introductory | Track: Multi-Interest
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S43 – Clinical Examination of the Swallowing Mechanism: A Practical Guide to Best Practices, Part 1
Emily Plowman, PhD, CCC-SLP, Ohio State; Debra Suiter, PhD, CCC-SLP, BCS-S, University of Kentucky
An update in best practices for the clinical evaluation of the swallowing mechanism will be provided in this all day lecture series. An overview and distinction between screening and assessment methods will be provided, followed by an update on evidence based best practices for obtaining and utilizing patient history, patient report outcomes and how to probe the swallowing mechanism across the lips, mandible, upper airway, tongue and velopharynx. Live demonstration and participation of clinical testing methods will be available. The series will end with evidence based swallowing trial screening methods to complement your bulbar exam.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the purpose and components of a comprehensive swallowing mechanism clinical exam.
- Describe and distinguish between a screen and an assessment of Swallowing.
- Identify and describe normative reference data of the upper aerodigestive tract that can be utilized in your clinical exam.
- Identify and recall components of an evidence based bulbar exam.
Instructional Level: Intermediate | Track: Adult SLP
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S44 – Core Word of the Week: A Collaborative Approach to Communication
Emily Hackman, MA, CCC-SLP, Campbell County Schools; Christina Benjamin, MAEd, Campbell County Schools
Core words are essential to communication for augmentative and alternative communication (AAC) users of all levels. Often, we focus on requesting instead of a robust encompassing vocabulary. Core word of the week (CWOW) is a great solution to incorporate core words throughout the school day. By bringing special education teachers, therapists and general education teachers all on the same page, core word of the week is an easy way to facilitate communication throughout a child’s day. Collaboration is key to a child’s success. In this session, we will look at the perspectives of not only an speech-language pathologist (SLP) implementing CWOW, but also a moderate to severe disability teacher. The session will give examples of how to design and implement a program that can be uniquely designed to meet the needs of each child participating. School based SLPs hardly have time to keep up with their caseload and this session will focus on simplifying what can seem to be an overwhelming and expensive process. At the end of the session SLPs will have lots of free resources they can utilize to confidently create a CWOW system that works for them.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the benefits of core words for AAC users.
- Formulate and use common core word of the week activities.
- Identify free resources to create a core word of the week program.
Instructional Level: Introductory | Track: School Age
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S45 – How to Improve Carryover in the Home While Improving Parent/Therapist Relationships
Erin Larsen, MS, CCC-SLP, Speech Tea, LLC
This session will focus on building strong parent-therapist relationships in order to achieve a client’s optimal potential across all environments. A deep dive into five keys to successful communication, do’s and don’ts of parent communication and tips for engaging parents in sessions, will result in the ability to create a lasting and effective home carryover plan. Attendees will leave with a renewed confidence that will carryover into the home when using effective parent communication strategies.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify self-limiting beliefs and list two ways for improvement.
- List five keys to successful parent-therapist relationships.
- Formulate a parent communication plan.
Instructional Level: Introductory | Track: PEDs EI
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S46 – Otologic Surgery for the Audiologist
Nathan Cass, MD, University of Kentucky
The practice of audiology and otology are closely intertwined. Gaining a deeper grasp of otologic surgery may be helpful for the audiologist to better understand the issues facing a patient with surgically managed otologic disease.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify patients that may benefit from surgical management.
- Describe how to co-manage patients undergoing otologic surgery.
- Identify common postoperative problems that may require surgeon input.
Instructional Level: Intermediate | Track: Audiology
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S47 – Person-Centered Assessment and Treatment in Mild Acquired Brain Injury
Allison Ferguson, MS, CCC-SLP, CBIS, Blossom Neuro Speech & Wellness; Jill Ligon Davis, MS, CCC-SLP, CBIS, Blossom Neuro Speech & Wellness
Individuals with mild acquired brain injury can often be overlooked as candidates for speech-language pathology services because they look okay and often skill score well on standardized testing measures. This session will explore patient-centered assessment and treatment tools for individuals with cognitive-communication and executive function changes as a result of concussion, long COVID, mild cognitive impairment, etc. We will discuss use of patient-reported outcome measures, personalized goal setting, individualized treatment approaches and the use of mindfulness/meditation in a holistic treatment approach.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe components of assessment and list options for both standardized and patient-reported outcome measures.
- Describe person centered care principles for working with individuals with mild acquired brain injury.
- List three or more treatment options for executive functioning changes after a mild acquired brain injury.
Instructional Level: Intermediate | Track: Adult SLP
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S48 – Reframing Functional Communication, Part 1
Katelyn Kelps, MS, CCC-SLP, Private Practice
Neurodivergent individuals can demonstrate difficulties communicating their wants and needs in ways that often present as behavior. How can we utilize neurodiversity affirming practices to help teach functional communication, collaborate with team members, and give students strategies for effective communication?
Learner Outcomes: At the end of this session, participants will be able to:
- Describe how communication impacts behavior.
- Identify and compare functions of communication and behavior.
- Describe methods for teaching and collaboration to increase communication efficacy.
Instructional Level: Introductory | Track: School Age
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S49 – The Contrast Approaches and Minimal Pairs
Carol Koch, EdD, CCC-SLP, Samford University
Children with speech sound disorders comprise a large portion of caseloads for speech-language pathologists working with pre-school and school-age children. Selecting the most appropriate approach in order to effect maximum change in the child’s phonological system is important to achieve optimal outcomes. This session will explore the contrast approaches of minimal, maximal and multiple oppositions. Intervention approaches for speech sound disorders have historically involved treating individual speech sound errors from a motor skills perspective. Treatment involved focus on the motor movements and placement of the articulators to achieve correct sound production. Over the last 40 years, emphasis has included consideration of a linguistic or phonological base for speech sound disorders. Phonological or linguistic approaches focus on the function of sounds to differentiate meanings, error patterns and phonological rules that may be underlying the errors. Among the phonological or linguistic intervention approaches are a group referred to as contrast approaches. The contrast approaches emphasize contrasting word pairs to highlight the role of the sound system in differentiating meaning. The goal is to emphasize and establish contrasts that are not present in a child’s phonological system. The approaches target a child’s speech sound system rather than individual sounds. The contrast approaches include minimal oppositions, maximal oppositions and multiple oppositions. Each approach utilizes different criteria for target selection to establish the contrast word pairs or sets of contrasting words. This session will highlight the theoretical foundations of the contrast approaches, core features of each of the approaches and criteria for the selection of intervention targets. A case study will be utilized to allow participants the opportunity to apply phonological assessment information to target selection for each of the approaches.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe each of the contrast approaches: minimal, maximal and multiple oppositions.
- Identify and select a contrast approach based on phonological assessment data.
- Identify and utilize phonological assessment information for intervention planning and target word selection.
Instructional Level: | Track: School Age
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S50 – Clinical Examination of the Swallowing Mechanism: A Practical Guide to Best Practices, Part 2
Emily Plowman, PhD, CCC-SLP, Ohio State; Debra Suiter, PhD, CCC-SLP, BCS-S, University of Kentucky
An update in best practices for the clinical evaluation of the swallowing mechanism will be provided in this all day lecture series. An overview and distinction between screening and assessment methods will be provided, followed by an update on evidence based best practices for obtaining and utilizing patient history, patient report outcomes and how to probe the swallowing mechanism across the lips, mandible, upper airway, tongue and velopharynx. Live demonstration and participation of clinical testing methods will be available. The series will end with evidence based swallowing trial screening methods to complement your bulbar exam.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the purpose and components of a comprehensive swallowing mechanism clinical exam.
- Describe and distinguish between a screen and an assessment of Swallowing.
- Describe normative reference data of the upper aerodigestive tract that can be utilized in your clinical exam.
- Identify and recall components of an evidence based bulbar exam.
Instructional Level: Intermediate | Track: Adult SLP
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S51 – Global Health Priorities and Opportunities for the Hearing Professional
Matthew Bush, MD, University of Kentucky
The global burden of hearing loss continues to rise yet there are limited resources and providers to meet these needs. The session will provide an overview of the incidence and impact of hearing loss on a global scale. This session will outline approaches to provide global hearing health care and challenges and opportunities for the futures. Attendees will challenged to consider how they can contribute to hearing health on a global level.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe how hearing specialists have participated in global health efforts.
- List challenges in providing global hearing care.
- Identify and describe ways for domestic surgeons to contribute to sustainability and reach of global health surgery.
Instructional Level: Introductory | Track: Audiology
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S52 – Multi-Modality Cueing and Facilitating Contexts for Speech Sound Disorders
Carol Koch, EdD, CCC-SLP, Samford University
Children with speech sound disorders comprise a large portion of caseloads for speech-language pathologists working with pre-school and school-age children. Selecting the most effective strategies is important to achieve optimal outcomes. This session will explore multi-modality cueing and contextual facilitation strategies for targeting /ɹ/.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the broad range of cueing strategies for speech sound elicitation.
- Describe contextual facilitation and physical manipulation strategies for targeting / ɹ /.
- Identify and select target words for intervention based on facilitating contexts.
Instructional Level: Intermediate | Track: School Age
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S53 – Reframing Functional Communication, Part 2
Katelyn Kelps, MS, CCC-SLP, Private Practice
Neurodivergent individuals can demonstrate difficulties communicating their wants and needs in ways that often present as behavior. How can we utilize neurodiversity affirming practices to help teach functional communication, collaborate with team members and give students strategies for effective communication?
Learner Outcomes: At the end of this session, participants will be able to:
- Describe how communication impacts behavior.
- Identify and compare functions of communication and behavior.
- Describe methods for teaching and collaboration to increase communication efficacy.
Instructional Level: Introductory | Track: School Age
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S54 – Using Bingocize® to Target Cognitive Communication in Older Adults
Allison Hatcher, PhD, CCC-SLP, Western Kentucky University; Jason Crandall, PhD, ACSM-EP, Western Kentucky University
Bingocize® is a program that focuses on improving social engagement, patient activation, cardiorespiratory fitness, muscular strength, flexibility, mobility, cognition and balance. Results show significantly improved adherence and measures of functional physical fitness in older adults. As a result, the Department of Health and Human Service Administration on Aging (AoA) approved Bingocize® for use by senior centers across the country and it is now offered in over 40 states. Exercise science (EXS) and speech-language pathology (SLP) graduate students at Western Kentucky University participated in an interprofessional service-learning project in which they completed an online certification training individually and then facilitated the Bingocize® program together at various local older adult community sites. Additionally, SLP students were asked to focus on cognitive communication skills when facilitating the program. This session will educate attendees on components of the Bingocize® program while also sharing novel ideas on how providers can implement Bingocize® with an emphasis on improving cognitive-communication skills in the elderly population.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the Bingocize® program and health benefits the elderly population can gain from participating in a healthcare setting.
- List areas of cognition that Bingocize® may target.
- Describe how a speech-pathologist might co-treat or collaborate with other allied health professions or quality of life directors in skilled nursing facilities.
Instructional Level: Introductory | Track: Adult SLP
Product Disclosure: Bingocize®
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S55 – What To Do When Your Sessions Take A Turn South (And What To Do Instead)
Erin Larsen, MS, CCC-SLP, Speech Tea, LLC
No matter how seasoned of a therapist you are, some sessions just don’t go as planned. This session will focus on identifying where breakdowns are occurring, as well as five steps you can take to get your session back on track. Clinicians will understand the importance of focusing on what the therapist can change, not the client. This session will provide actionable steps to use in every session, early intervention and beyond.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify and describe changes a therapist can make during a session to increase session success.
- List five things to do when a session isn’t going as planned.
- Formulate a plan of action for an individual client to promote an optimal session.
Instructional Level: Introductory | Track: PEDs EI
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S56 – What’s New in Tongue Ties? Setting the Pace With Hot Topics
Amber Valentine Forston, MS, CCC-SLP, BCS-CL, IBCLC, CNT, Baptist Health Lexington
Infant and pediatric feeding is an ever evolving area of the speech-language pathologist’s (SLPs) world. In the past, oral restrictions have been a roller coaster of opinions and changing research and outcomes. SLPs have been gaining more traction in the infant feeding and lactation world as breastfeeding rates rise and feeding continues to change. There are many factors that contribute to outcomes in oral restrictions related to feeding. This session will discuss the changes prospects of feeding related to oral restrictions as well as body work, birthing situations and other hot topics related to infant feeding improvements.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe methods for identification of oral restrictions.
- Describe strategies to improve feeding related to oral restrictions.
- Identify two other complications related to infant feeding.
Instructional Level: Intermediate | Track: PEDs EI
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S57 – Anatomy of A Day With No Words
Tiffany Hammond, Fidget and Fries
This personal story highlights the bond between mother and child and follows them on a day where they use a tablet to communicate with others, breaks down the inside of these days and how they came to be.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe at list two strategies to increase effective communication between a caregiver and child.
- Identify two online resources.
Instructional Level: Introductory | Track: Luncheon
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S58 – Confident Communicators: Empowering Kids Who Stutter (And Their SLPs!)
Meg Shake, MS, CCC-SLP, University of Kentucky
Many speech-language pathologists lack confidence in working with children who stutter and many children who stutter lack confidence in communication. A therapeutic approach promoting education, connection, self-exploration and self-advocacy can be empowering to both therapist and child. This session will focus below the iceberg to explore areas including thoughts, feelings and behaviors, the power of choice and the gift of individuality. Concepts and from Vivian Sisskin’s Avoidance Reduction Therapy (ARTs), as well as cognitive behavioral therapy, solution-focused brief therapy and rational emotive behavior therapy will be presented along with ideas for identity exploration, challenging teasing and bullying and partnering with teachers and other educators.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe educational components of a confidence-based therapeutic approach and generate ideas for teaching these concepts to children who stutter.
- Formulate and apply ideas for peer education, self-advocacy and accommodations in the school setting.
- Formulate and/or complete graphic activities including cognitive cycles, reframing charts and behavior hierarchies.
- Analyze bullying and teasing and implement activities to neutralize these experiences for kids who stutter.
Instructional Level: Intermediate | Track: School Age
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S59 – Grand Rounds in Pediatric Audiology
Maggie Kettler, AuD, FAAA, Cincinnati Children’s Hospital Medical Center; Tommy Evans, AuD, CCC-A, Cincinnati Children’s Hospital Medical Center; Erin Pinsky, AuD, Cincinnati Children’s Hospital Medical Center; Nancy Silbernagel, AuD, CCC-A, Cincinnati Children’s Hospital Medical Center; Tim Nejman, AuD, CCC-A, Cincinnati Children’s Hospital Medical Center; Maggie Goode, AuD, Cincinnati Children’s Hospital Medical Center; Amy Grosnik, AuD, FAAA, Cincinnati Children’s Hospital Medical Center
Pediatric audiology is a subspecialty area within the field of audiology. Pediatric patients require individualized assessments and multidisciplinary treatment plans. This session will highlight numerous case studies and describing best practices in pediatric audiology. During the grand rounds, specific conditions and disorders will be discussed including autism, CHARGE syndrome (coloboma of the eye, heart defects, Atresia of the choanae, restriction of growth and development, and Ear abnormalities and deafness) ototoxicity, acoustic neuroma and congenital cytomegalovirus. Each patient’s diagnostic journey will be described including test measures and referrals recommendations. Follow-up and treatment plans will be discussed. Participants will have the opportunity to engage and ask questions to the panel of pediatric audiologists.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify best practices for numerous conditions seen in audiology.
- Describe appropriate testing and follow up recommendations.
- Identify individualized treatment plans for patients.
Instructional Level: Intermediate | Track: Audiology
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S60 – LGBTQ+ Inclusivity for School-Based SLPs
Christina (Christy) Chesnut, MS, CCC-SLP, Jefferson County Public Schools
Speech-language pathologists (SLPs) will be provided with foundational LGBTQ+ terminology in order to better understand and support this marginalized group of students. SLPs will reflect on current practices and take steps to become more culturally responsive within our role as school-based SLPs. Specific areas addressed will include use of inclusive language and therapy materials, how to teach gender inclusive pronouns, visual signaling, how to create a diverse literacy library, voice therapy implications, as well as considerations when writing reports and determining eligibility.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify and describe relevant LGBTQ+ terminology.
- Identify ways to support LGBTQ+ students through visual signaling and gender inclusive language practices.
- Modify therapy materials and therapeutic approaches to be more LGBTQ+ inclusive.
- Identify considerations for report writing and determining eligibility of services.
Instructional Level: Introductory | Track: School Age
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S61 – Unleash Your Stuttering Superstar: Attitude, Asperger’s and Awesomeness!
Steven Kaufman, National Stuttering Association
A person who stutters can face the most daunting of challenges such as representing themselves at a job interview, giving sessions to co-workers and prospective clients, even basic situations like ordering a favorite meal at a restaurant can feel overwhelming. But it doesn’t have to be that way. When it comes to stuttering, you can use your voice to bring about any type of change in your life. Even though I stutter, I am also autistic, yet I have achieved so many goals I never thought possible. From college graduate to motivational speaking, my stuttering and Asperger’s led me to develop a new, positive view and I believe every speech-language pathologist can unlock success in their patients because inside everyone who stutters ,is a person that the world needs to hear from! I’ve given a keynote address, presented in sixteen states and my stuttering brought me to the ultimate goal, working for the federal government in the nation’s capital. If you are an undergraduate, graduate student, or established speech-language pathologist, it’s time to believe in stuttering and unleash your stuttering superstar!
Learner Outcomes: At the end of this session, participants will be able to:
- Describe how to cultivate and maintain relationships with clients who are struggling with stuttering and self-esteem issues.
- Identify at least two ways to specifically inspire and encourage a person who stutters to continue and persevere through difficult times.
- Describe how to show empathy yet be a motivator to encourage positive feelings about a child’s speech.
Instructional Level: Intermediate | Track: Adult SLP
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S62 – Clinical Examination of the Swallowing Mechanism: A Practical Guide to Best Practices, Part 3
Emily Plowman, PhD, CCC-SLP, Ohio State; Debra Suiter, PhD, CCC-SLP, BCS-S, University of Kentucky
An update in best practices for the clinical evaluation of the swallowing mechanism will be provided in this all day lecture series. An overview and distinction between screening and assessment methods will be provided, followed by an update on evidence based best practices for obtaining and utilizing patient history, patient report outcomes and how to probe the swallowing mechanism across the lips, mandible, upper airway, tongue and velopharynx. Live demonstration and participation of clinical testing methods will be available. The series will end with evidence based swallowing trial screening methods to complement your bulbar exam.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the purpose and components of a comprehensive swallowing mechanism clinical exam.
- Describe and distinguish between a screen and an assessment of swallowing.
- Identify normative reference data of the upper aerodigestive tract that can be utilized in your clinical exam.
- Identify and recall components of an evidence based bulbar exam.
Instructional Level: Intermediate | Track: Adult SLP
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S63 – Teaching Past Requesting: Teaching Communicative Functions to Complex Communicators, Part 1
Katelyn Kelps, MS, CCC-SLP, Private Practice
Communication is a basic human right. We often get stuck in a routine of teaching requesting. We will learn how to utilize a communicative function of the month model, collaborate with staff, incorporate communication into academics and more, in order to expand the use of communicative functions.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe a variety of communicative functions and their importance.
- Describe strategies for classroom implementation and staff collaboration.
- Formulate ideas for lesson plans and application of moving beyond requesting.
Instructional Level: Introductory | Track: School Age
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S64 – What Happens in the NICU Doesn’t Stay in the NICU
Kristi Wurth, MS, CCC-SLP, CNT, NTMTC, Baptist Health Paducah; Brittany Nunn, MS, CCC-SLP, CNT, Baptist Health Paducah
Neonatal practice plays an important role in the success of feeding development beyond an infant’s neonatal intensive care unit (NICU) journey. Early intervention in NICU impacts feeding outcomes and builds the foundations for successful feeding. This session will focus on NICU’s impact on stress, positioning, sensory development and early feeding skills in the preterm infant’s neurobehavioral development.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe how stressors in the NICU impact the premature infant’s neurobehavioral development.
- Describe how early positioning and handling plays a role in optimal development to support feeding success.
- List at least two ways to support sensory development in the NICU.
Instructional Level: Introductory | Track: PEDs EI
Product Disclosure: Various positioning devices and bottle/nipple systems will be presented.
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S65 – Don’t You Forget About Me: Complex Syntax in Preschools
Karen Barako Arndt, PhD, CCC-SLP, University of Louisville
Complex syntax (i.e., utterances with one or more dependent clauses) emerges shortly after the production of two-word combinations in oral language and continues to develop through the school-age years. It is a common misconception that it is a later-developing language achievement that follows the mastery of grammatical morphology and basic clausal structure. The focus on complex syntax for many children with language impairment should begin during the preschool years (Barako Arndt and Schuele, 2013). Complex syntax proficiency is hypothesized to have a large impact on academic success (Scott & Windsor, 2000) and the language production and comprehension demands moving into kindergarten and first grade are high. A barrier to assessing and intervening specific to complex syntax is a lack of knowledge on the part of (most) speech-language pathologists and other language specialists. Research suggests that few have had substantial exposure to complex syntax. Clinicians’ knowledge needs to include an understanding of the grammatical structure of the English language as well as a familiarity with evidence on complex syntax acquisition. Although complex syntax research has been more limited than other aspects of grammatical development, primary sources of data for understanding complex syntax development in young children include analysis of spontaneous language samples and analysis of responses to elicited language tasks. Data from research will be shared specific to production of various types of multiclausal utterances, by children with typical language and children with language impairment. Methods of assessment and evidence-based ideas for intervention will be discussed.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the timeline for the emergence of complex syntax.
- List multiple types of multiclausal utterances and identify them in language samples.
- Formulate a plan for assessment and intervention of complex syntax.
Instructional Level: Intermediate | Track: School Age
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S66 – Clinical Examination of the Swallowing Mechanism: A Practical Guide to Best Practices, Part 4
Emily Plowman, PhD, CCC-SLP, Ohio State; Debra Suiter, PhD, CCC-SLP, BCS-S, University of Kentucky
An update in best practices for the clinical evaluation of the swallowing mechanism will be provided in this all day lecture series. An overview and distinction between screening and assessment methods will be provided, followed by an update on evidence based best practices for obtaining and utilizing patient history, patient report outcomes and how to probe the swallowing mechanism across the lips, mandible, upper airway, tongue and velopharynx. Live demonstration and participation of clinical testing methods will be available. The series will end with evidence based swallowing trial screening methods to complement your bulbar exam.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the purpose and components of a comprehensive swallowing mechanism clinical exam.
- Describe and distinguish between a screen and an assessment of Swallowing.
- Identify normative reference data of the upper aerodigestive tract that can be utilized in your clinical exam.
- Identify and recall components of an evidence based bulbar exam.
Instructional Level: Intermediate | Track: Adult SLP
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S67 – Connecting Through Play in Feeding Therapy: Building Trust for Pediatric Feeding Disorders
Erin Forward, MSP, CCC-SLP, CLC, Cincinnati Children’s Hospital Medical Center
Building trust with food and engagement during mealtime is vital for success in the treatment of pediatric feeding disorders. To achieve trust and safety with mealtime, a focus on building strong connections between caregivers and food should take center stage by embracing a child-led, play-based approach. This session will center on ways to implement therapeutic play to build engagement and truly grow caregiver-child relationships for optimal gains in feeding therapy. We will dive into what play is and how to support a child’s individual differences within the context of mealtime. Using a holistic lens for looking into feeding allows us to bring joy back to the table (or wherever a family chooses to eat).
Learner Outcomes: At the end of this session, participants will be able to:
- Describe three elements of play and how they correlate to developmental learning.
- Identify the role relationship plays in mealtime and how it can impact the overall feeding experience.
- Identify and describe the importance of feeling safe around food for the treatment of pediatric feeding disorders and ways to support that from a trauma-informed lens.
Instructional Level: Intermediate | Track: Multi-Interest
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S68 – Providing Treatment in the Setting of Limited Resources
Jessica Wilmore, MS, CCC-SLP, Optum/Navihealth
Many speech-language pathologists (SLPs) are faced with providing services to clients in facilities with limited treatment resources. When supplies are limited, SLPs can still provide high-quality services using everyday items as tools. This session will be a think tank that will allow clinicians to leave with ideas to immediately use in their therapy sessions.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify three different uses for common items in therapy sessions.
- List three different tools/tasks for targeting any one specific short term goal.
- List five common items that can be used in therapy, outside of items specifically developed and sold to be used as therapy tools.
Instructional Level: Introductory | Track: Adult SLP
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S69 – Supporting Non-Traditional Students in CSD
Lesley Raisor-Becker, PhD, CCC-SLP, University of Cincinnati; Stacey Gerding, MS, CCC-SLP, University of Cincinnati
To address the health care provider shortages in the United States, many colleges and universities have increased efforts to recruit students from a wide variety of backgrounds. In this regard, online graduate programs have been developed to meet the needs of non-traditional students who often require flexibility and asynchronous learning opportunities because they are parenting, employed full-time, or taking care of other family responsibilities. In this session, the unique needs of non-traditional communication science disorders (CSD) graduate students will be discussed. Supervision and mentoring strategies to address inter-role conflict, social isolation and lack of schedule flexibility for academic/clinical experiences that many non-traditional students experience will be addressed. Finally, ways in which instructors and supervisors can create academic and clinical atmospheres of inclusion will be identified.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the unique needs of non-traditional students in CSD.
- List three supervision/mentoring methods that will support the success of non-traditional students in CSD.
- Identify two strategies for creating an academic and clinical atmosphere that supports inclusion of non-traditional students.
Instructional Level: Introductory | Track: Supervision
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S70 – Teaching Past Requesting: Teaching Communicative Functions to Complex Communicators, Part 2
Katelyn Kelps, MS, CCC-SLP, Private Practice
Communication is a basic human right. We often get stuck in a routine of teaching requesting. We will learn how to utilize a communicative function of the month model, collaborate with staff, and incorporate communication into academics and more, in order to expand the use of communicative functions.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe a variety of communicative functions and their importance.
- Describe strategies for classroom implementation and staff collaboration.
- Formulate ideas for lesson plans and application of moving beyond requesting.
Instructional Level: Introductory | Track: School Age
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S71 – Undergraduate Student Clinicians’ Views of Telepractice and In-Person Service Delivery
Christen Page, PhD, CCC-SLP, University of Kentucky; Ryan Boyd, University of Kentucky
As telepractice continues to serve as a vehicle for speech-language therapy service delivery, clinical and academic educators strive to embed telepractice within curriculum. Academic training and clinical exposure related to telepractice at the undergraduate level may foster positive attitudes and increased competency at the graduate level and future clinical practice. This mixed methods study compared undergraduate student clinicians’ perceptions of in-person versus telepractice service delivery based on preparation/training, client engagement, clinician engagement, treatment pros and cons, data collection, client progress and family/caregiver involvement. This session will discuss the findings of the study and how it may impact future session work.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify and examine current evidence measuring the effectiveness of telepractice service delivery for a variety of clients and disorders.
- Describe undergraduate student clinicians’ perceptions of in-person vs telepractice implementation for children with communication deficits.
- Identify and discuss pedagogical strategies to embed in current undergraduate clinical training related to telepractice service delivery.
Instructional Level: Intermediate | Track: Higher Education
12:00 pm-1:30 pm
12:00 pm-2:00 pm
2:15 pm-3:15 pm
3:30 pm-5:00 pm
3:30 pm-5:30 pm
Thursday, February 15, 2024
9:00 am – 10:30 am
11:00 am 12:30 pm
1:00 pm-2:30 pm
Poster Sessions
Check back to view poster details