Session Information

Wednesday, February 18, 2026

10:00 am-11:30 am

• S01 – AAC in Aphasia Care: Advocacy, Awareness and Therapeutic Impact

  Jennifer Stanley, MA, CCC-SLP, Lingraphica
  Sara Schneider, MS, CCC-SLP, Lingraphica

  Advocacy and awareness play a vital role in aphasia care and augmentative and alternative communication (AAC) provides powerful opportunities to support both. This session will give speech-language pathologists evidence-based guidance and practical strategies for using AAC to enhance communication, participation and therapeutic progress. The session will begin by examining the importance of advocacy in aphasia care. Participants will then review both light tech and high tech AAC options, with real-world examples of how speech-generating devices can support self-advocacy, daily needs and activity participation. The discussion will also introduce the theory of Intersystemic Reorganization, highlighting how AAC can reinforce therapeutic outcomes. Current research on and examples of use of AAC in therapy will be presented. Bringing together advocacy, clinical practice and research, this session will prepare SLPs to apply AAC more effectively in their work with people with aphasia.

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

  • Describe the importance of advocacy in aphasia care.
  • Identify different types of AAC and their benefits in supporting communication for individuals with aphasia.
  • Evaluate the role of high-tech AAC in supporting communication, therapy and advocacy for people with aphasia.
  • Apply practical strategies for integrating AAC into aphasia therapy sessions to improve participation and functional communication.

  Instructional Level: Introductory  |  Track: Adult SLP

• S02 – Advancing Hearing Screening in Older Adults Through Public Health Initiatives

  Laura Galloway, AuD, CCC-A, University of Louisville

  Hearing loss is one of the most prevalent chronic health conditions in older adults. Despite research linking unmanaged hearing loss with a host of negative health outcomes including dementia and increased risk of hospitalization, uptake of hearing healthcare remains low in the older adult population.  In addition, it is not routine to screen for hearing loss in older adults due to a lack of supporting research and policies. This may be related to audiology’s slow adoption of public health policies and practices, particularly population level public health interventions. When implemented in the real world, interventions that draw from individual-level public health theories do not always eliminate gaps in care and practice. These gaps can be better closed by looking at population or community-level interventions and the social and physical environments that influence characteristics of disease and injury over the life span. This session will discuss current research looking at public health initiatives in audiology with a specific focus on routine screening for hearing loss in older adults.

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

  • Describe the difference between individual level and population level hearing health related interventions.
  • Identify and describe the current recommendations for routine hearing screening in older adults.
  • Identify ways to promote uptake of hearing healthcare after a failed hearing screening.

  Instructional Level: Intermediate  |  Track: Audiology

• S03 – Auditory Foundations: Supporting Spoken Language in Deaf and Hard of Hearing Children

  Jodi Cottrell, AuD, CCC-A, Marshall University

  This session highlights the programming and practices of The Luke Lee Listening, Language and Learning Lab at Marshall University, which provides specialized listening and spoken language intervention services to families across West Virginia, eastern Kentucky and southeastern Ohio.  Early auditory access is essential for spoken language development in children who are deaf or hard of hearing. This session provides a practical framework for initiating listening and spoken language (LSL) intervention, emphasizing the importance of understanding a child’s hearing age, audiological history and auditory development milestones. Participants will explore evidence-based tools such as the auditory learning guide and the Cottage Acquisition Scales of Listening, Language and Speech (CASLLS) to guide goal setting and therapy planning. Through case studies and strategy demonstrations, attendees will learn how to support auditory skill development from detection to comprehension and how to engage families as active partners in the intervention process.

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

  • Identify key components of auditory development in children who are deaf or hard of hearing, including the concept of hearing age and stages of the auditory hierarchy.
  • Apply evidence-based tools such as the Auditory Learning Guide and CASLLS to develop individualized goals for children beginning listening and spoken language (LSL) intervention.
  • Analyze case studies to determine appropriate strategies for supporting auditory skill development and engaging families in the intervention process.

  Instructional Level: Introductory  |  Track: Multi-Interest

• S04 – Post-Pandemic Skill Gap and Poverty: Is it Difference or Disorder?

  Marie Ireland, PhD, CCC-SLP, BRS-CL, Charles Sturt University

  The referral rate for special education has risen markedly in response to the post pandemic skills gap resulting in even higher numbers of evaluations and caseloads. Awareness of the research on environmental changes and differences in learning will be reviewed. The use of comprehensive evaluation to document of all required eligibility criteria can help school SLPs separate difference from disorder, combat over identification, high SLP caseloads and civil rights concerns. This session will integrate federal and state regulations with best practice and the latest research in the field. Case studies will highlight the need for professionals to advocate for education and strategy use in the classroom. Scenarios to differentiate educational from medical regulations, explain requirements and provide opportunities to discuss communication with families and others will be shared.

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

  • Identify specific requirements for evaluation and eligibility in schools.
  • List all required steps for eligibility with team members to ensure IDEA compliant decision making.
  • Identify signs of post pandemic skills gap and differences between educational identification and clinical diagnosis.

  Instructional Level: Intermediate  |  Track: School Based

11:45 am-12:45 pm

• S05 – Incorporating Transparency Verification in Remote-Microphone Fittings: From Concept to Clinical Practice

  Zachary La Fratta, AuD, CCC-A, Purdue University

  Remote-microphone technologies (RMTs) are essential tools for improving communication in noise, yet transparency verification is often skipped in clinical practice. This session will provide a comprehensive look at the concept of transparency and why it matters for patients using hearing technology. Attendees will learn best-practice guidelines and walk through step-by-step verification tutorials for commonly used RMT systems across major manufacturers. Case examples and clinical scenarios will illustrate how transparency verification can prevent fitting errors, streamline troubleshooting and increase patient confidence. Participants will leave with practical strategies for integrating transparency verification into everyday clinical workflows.

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

  • Describe the concept of transparency in remote-microphone fittings and its importance in patient outcomes.
  • Identify best-practice guidelines for verifying transparency across remote-microphone technologies.
  • Demonstrate step-by-step verification procedures for major RMT systems.
  • Integrate transparency verification into routine clinical workflows to improve accuracy, troubleshooting and counseling.

  Instructional Level: Intermediate  |  Track: Audiology

12:00 pm-2:00 pm

• S06 Supervision – Building Competence and Confidence: Supervision in Speech-Language Pathology and Audiology

  Erin Pittard, MS, CCC-SLP, Jefferson County Public Schools
  Tammy Pierce, MA, CCC-SLP, Jefferson County Public Schools

  This session is designed to build the capacity and confidence of speech-language pathologists and audiologist in supervisory roles across clinical and educational settings. Participants will explore strategies to effectively train and mentor graduate students during practicum placements and extend their support into the clinical fellowship year. Emphasis will be placed on equipping supervisors with the knowledge, tools and skills necessary to provide constructive feedback, foster professional growth and accurately assess graduate students’ performance. In addition, this session will empower SLPs and AuDs to step confidently into supervisory roles, ensuring that future clinicians receive high-quality guidance and support as they transition into independent practice.

  Time Ordered Agenda

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

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

  • Describe at least two ways to feel confident in training graduate students in multiple settings.
  • Identify and describe how to empower speech-language pathologists with the confidence to step into supervisory roles with graduate students.
  • List at least two ways to assess graduate students’ skills and performance during practicum experiences.

  Instructional Level: Intermediate  |  Track: Supervision

• S07 Diversity – Five Practical Steps to Foster Family Participation

  Sydney Bassard, MSP, CCC-SLP, The Listening SLP, PLLC

  Family involvement is the hallmark of a strong provider-client relationship. Across various settings, speech-language pathologists and audiologists believe that family-centered therapy is the best practice for increasing patient outcomes. However, maintaining family involvement has proven to be challenging, especially in recent years. This session will cover five strategies to increase family participation by understanding how their culture influences care decisions, learning how to examine your own cultural humility, and providing recommendations and treatment that align with their family values and belief systems.

  Time Ordered Agenda

  • 10 minutes – Welcome & Introductions
  • 15 minutes – Understanding the Landscape: Why Social Media Matters in Our Professions
  • 20 minutes – Ethical Frameworks and Professional Standards
  • 20 minutes – Case Studies & Group Discussion
  • 10 minutes – Knowing How Different Social Media Sites are Used
  • 20 minutes – Building a Professional Online Presence
  • 20 minutes – Policies, Legal Considerations, and Risk Management
  • 5 minutes – Wrap-Up & Takeaways

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

  • Identify and describe some challenges that parents face day to day that might limit participation in therapy or audiology appointments.
  • Identify and demonstrate parent coaching strategies to actively involve parents in speech therapy sessions and audiological appointments.
  • Summarize the importance of parent involvement in speech therapy.

  Instructional Level: Introductory  |  Track: DEI

• S08 – KSHA Forum – Advocacy: Establishing a Seat at the Table

  Anne Blandford, SLPD, CCC-SLP, Cressman Neurological Rehabilitation Center; KSHA President
  Leigh Anne Roden, EdD, CCC-SLP, WKU; KSHA Past President
  Kate Wood Hall, MBA, Commonwealth Alliance
  Ben Haydon, Commonwealth Alliance

  This session will focus on strategies and resources for advocacy within the profession of speech-language pathology and audiology.  Members will be provided information regarding current advocacy issues that pertain to speech-language pathology and audiology. Tools and strategies needed to advocate effectively for the professions will be discussed.  Members will be given the opportunity to ask questions and discuss current practice issues while brainstorming some possible avenues for advocating appropriately within their work setting.

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

  • Identify different advocacy methods for local, state and federal levels.
  • Identify tools to promote inclusion and advocacy within their work setting.
  • Identify current issues facing the KSHA membership and possible solutions.

  Instructional Level: Introductory  |  Track: Multi-Interest

1:00 pm-2:00 pm

• S09 – Pediatric ABI: Cognitive-Communication Evaluation and Intervention

  Jessica Millward, MS, CCC-SLP, Frazier Rehabilitation Institute

  Pediatric acquired brain injury (ABI), including TBI, stroke, anoxia and encephalitis, disrupts development in unique ways. Unlike adults, children often grow into cognitive-communication deficits as demands increase with age. This session offers an evidence-based framework for assessing and treating these deficits across recovery phases. Attendees will explore standardized, dynamic and informal assessments and learn how to implement restorative and compensatory treatments. Case studies will highlight executive function coaching, memory strategies, school accommodations and interdisciplinary support to promote long-term outcomes.

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

  • Describe how ABI impacts the developmental trajectory of cognition and communication in children.
  • Identify and select appropriate assessment tools for pediatric ABI across various recovery stages and settings.
  • Identify and Implement evidence-based treatment strategies for cognitive-communication deficits, including attention, memory and executive function.
  • Describe how to facilitate collaboration with educational and medical teams to support school reentry and long-term monitoring.

  Instructional Level: Intermediate  |  Track: Multi-Interest

2:15 pm-3:15 pm

• S10 – Why Not Us: Standing With the People We Serve

  Adria Thompson, MA, CCC-SLP, Be Light Care and Eastern Kentucky University

  As communication experts, we work with individuals who often have powerful stories to tell, but their communication challenges can make it difficult to share those stories independently. Advocacy in our field doesn’t have to mean speaking for our clients. Instead, we can remove barriers, create access and amplify their voices. Whether we are helping someone express a simple preference or supporting them in sharing their lived experience on a larger stage, we are uniquely positioned to step in and make it possible. Our clients have something to say and they deserve the chance to say it. So … why not us?

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

  • Define advocacy within the scope of practice for audiologists and speech-language pathologists.
  • Apply practical strategies to support client self-advocacy in clinical and educational settings.
  • Evaluate their own role in shaping stigma and supporting client storytelling.

  Instructional Level: Introductory  |  Track: Keynote

3:30 pm-5:30 pm

• S11 Ethics – Exploring the World of Social Media Through an Ethical Lens

  Sydney Bassard, MSP, CCC-SLP, The Listening SLP, PLLC

  Each year, more and more professionals (SLPs and AuDs) go to social media to find community and learn how to become better at their jobs. As these platforms gain more professional communities, we need to ask ourselves tough questions about how the use of social media has impacted the professions. Social media is here to stay for the time being, but professionals need to be smart consumers of information and resources presented to them. This session  will discuss what is happening behind closed doors and the ethics that surround engagement on social media

  Time Ordered Agenda

  • 10 minutes – Welcome & Introductions
  • 15 minutes – Understanding Cultural Humility in Clinical Practice
  • 20 minutes – The Role of Culture in Family Communication and Decision-Making
  • 20 minutes  – Case Studies & Group Discussion on Parent Interactions
  • 10 minutes – Self-reflection on Communication Style
  • 20 minutes – Strategies for Building Trust and Partnership with Families
  • 20 minutes – Addressing Bias and Reflective Practice in Parent Communication
  • 5 minutes – Wrap-Up & Takeaways

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

  • List potential ethical violations that can occur on social media.
  • Describe the pros and cons of SLPs and audiologists engaging on social media platforms.
  • Identify and explain ways to use social media to advance client care.

  Instructional Level: Introductory  |  Track: Professional Issues (Ethics)

Thursday, February 19, 2026

9:00 am-10:30 am

• S12 – Academic Perspectives on Audiology’s Next Chapter

  Ian Windmill, PhD, University of Kentucky
  Anne Olson, PhD, CCC-A, University of Kentucky

  As audiology faces a rapidly changing healthcare landscape, marked by technological innovation, evolving patient needs and increasing demands for accessible, high-quality care, academic training programs serve as both gatekeepers and visionaries for the profession’s future. This session offers a critical examination of how academic institutions are preparing the next generation of audiologists with a focus on the current content and models of audiology education in the context of the emerging realities of hearing care and evolving innovations such as gene therapies, telehealth, interprofessional collaboration and radiologic imaging. A central component of this discussion will address one of the most pressing questions for the profession:  What skill sets will be necessary for practicing audiology in the future?  Debate continues around the scope of the Au.D. for entry level training, the return on investment of the degree, the role of audiology in ordering various medical tests and the relationship of audiology to other healthcare professions.

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

  • Analyze the current models of audiology education, identifying strengths and limitations in preparing students for contemporary practice.
  • Evaluate how the emerging innovations are reshaping expectations for audiology training
  • Describe the scope and structure of the AuD degree in relation to entry level training, return on investment and professional alignment with healthcare.
  • Describe the critical skill sets necessary that will be necessary for current and future audiologists to thrive in the evolving healthcare landscape.

  Instructional Level: Intermediate  |  Track: Audiology

• S13 – Gender Affirming Voice Care: The Speech Pathologist’s Role

  Karen Crow, MA, CCC-SLP, MM, University of Louisville Physicians

  Gender diverse populations often experience voice and communication incongruity and may seek gender affirming voice therapy from a speech-language pathologist. This session will focus on the SLP’s role in providing evidence-based and culturally competent interventions to modify voice production and other aspects of communication to achieve a voice that is congruent with one’s gender expression.

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

  • Describe nature of culturally competent practice for persons seeking gender-affirming speech and communication services.
  • Identify appropriate therapeutic targets to modify aspects of speech and communication for the purpose of aligning a person’s communication behaviors with their gender identity.
  • Identify current challenges and barriers to treatment for gender diverse populations.

  Instructional Level: Intermediate  |  Track: Adult SLP

• S14 – KEIS to Building Caregiver Rapport in Early Intervention Through Cultural Responsiveness

  Jocyline Graham, MA, CCC-SLP, University of Cincinnati

  When early intervention clinicians intentionally incorporate the lived experiences, cultural values and frames of reference of the child and/or caregiver throughout the assessment and treatment process, they are practicing cultural responsiveness. This approach is essential for improving outcomes for both the child and caregiver. Yet, despite best intentions, the human condition of unconscious bias often shapes how clinicians engage with families from culturally and linguistically diverse populations. This session explores how recognizing and disrupting unconscious bias can strengthen relationships between clinicians and caregivers from different backgrounds. Through a blend of research, practical strategies and case studies, attendees will learn how to integrate their new found knowledge into their practice in order to provide better support and improved caregiver coaching.

  Time Ordered Agenda

  • 5 minutes – Introductions
  • 10 minutes – Defining Cultural responsiveness and unconscious bias
  • 15 minutes – Research foundations
  • 15 minutes – Impact of unconscious bias in clinical practice
  • 30 minutes – Tools to promote cultural responsiveness through case studies
  • 15 minutes – Discussion to facilitate self-reflection and critical thinking

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

  • Define culturally responsive care and explain its impact on assessment and intervention outcomes in early intervention.
  • Identify examples of unconscious bias that may affect interactions with families from culturally and linguistically diverse backgrounds.
  • Identify and apply practical strategies for disrupting bias in order to build stronger, trust-based relationships with children and their caregivers from culturally and linguistically diverse backgrounds.

  Instructional Level: Introductory  |  Track: PEDs EI (DEI)

• S15 – Managing Burnout for Healthcare Professionals

  Amy Gonshak, PhD, UofL Health Frazier Rehab Institute

  This session includes learning about and discussing the serious topic of healthcare worker burnout, its potential consequences and practical personal and organizational strategies for prevention and management. This session is appropriate for the full range of career professionals (beginning, intermediate and end of career.)

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

  • Identify and describe signs and symptoms of burnout in healthcare workers.
  • List a minimum of three potential consequences of burnout.
  • List minimum of three personal strategies for preventing/managing burnout.
  • List a minimum of three organizational strategies for preventing/managing burnout.

  Instructional Level: Introductory  |  Track: Multi-Interest

• S16 – Navigating the Path of Alphabet Learning Through Speech Sound Integration

  Sydney Bassard, MSP, CCC-SLP, The Listening SLP, PLLC

  This session highlights the connection between phonetics, phonology and alphabet acquisition, highlighting key milestones and challenges along the way. Participants will explore evidence-based practices for integrating speech sound instruction into alphabet learning curricula, fostering language development and tips for incorporating literacy into school therapy sessions.

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

  • Describe how speech sounds are connected to letter sound acquisition.
  • Identify ways to assist children with speech sound disorders with early literacy principles.
  • Analyze resources that are effective when making the connection between letters and sounds.

  Instructional Level: Intermediate  |  Track: School Based

• S17 – Peeling Back the Onion: Understanding the Emotional Layers of ADHD and Executive Functioning

  Tyler Dorsey, CALC, AAC, Focus Forward

  ADHD is often described as trouble with attention or staying on task but beneath those surface struggles lays a deeper web of emotions, thoughts and beliefs that can quietly fuel the cycle of overwhelm. When left unexamined, feelings of shame, fear of failure and internalized frustration often become hidden roadblocks that make it even harder to get started, stay organized, or follow through. This session invites participants to peel back the layers of ADHD and explore how emotions and thinking patterns work together to create both challenges and opportunities for growth. By looking at ADHD through this layered lens, attendees will see how big feelings, inner dialogue and repeated experiences of frustration can shape everyday behaviors like finishing work, remembering responsibilities, or keeping routines. Reframing these struggles, not as personal flaws but as natural outcomes of how the ADHD brain is wired, opens the door to greater compassion, less shame and more effective support. The goal is to move beyond surface-level fixes and into the deeper work that leads to meaningful, lasting change.

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

  • Describe the connection between ADHD symptoms, executive function challenges and the underlying emotions and thought patterns that amplify these struggles.
  • Identify common emotional and cognitive blocks (such as shame, fear and negative self-talk) that interfere with focus, motivation and follow-through.
  • Apply practical strategies that address both the emotional and cognitive layers of ADHD, helping to reduce barriers and promote sustainable progress.

  Instructional Level: Intermediate  |  Track: Multi-Interest

11:00 am – 12:15 pm

• S18 – Initial Licensure and Certification 101

  Anne Blandford, SLPD, CCC-SLP, Cressman Neurological Rehabilitation Center; KSHA President

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

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

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

  Instructional Level: Introductory  |  Track: Student

11:00 am-12:30 pm

• S19 – AAC and GLP

  Taylor Denney, MA, EdD, CCC-SLP, Marshall Pediatric Therapy

  The purpose of this session is to provide a brief overview of gestalt language processing and provide a more in depth look at how AAC use can help promote functional communication in our practice with young children and school aged children.

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

  • Identify GLP stages.
  • Identify and feature matching to determine appropriate AAC method is right for the GLP.
  • List examples of appropriate goals for GLP AAC users.

  Instructional Level: Intermediate  |  Track: Multi-Interest

• S20 – Catalysts for Change: Tackling 9 Challenges in School-Based SLP Practice

  Marie Ireland, PhD, CCC-SLP, BRS-CL, Charles Sturt University

  SLPs in schools face many challenges in the school setting. Learn about the nine major tensions facing school SLPs and how to address them. Tools for analysis and identification at the individual, school and LEA level will be shared. Discussion of strategies and resources will provide examples for easy implementation. A focus on building advocacy skills, understanding conflict, development of automaticity, awareness of students’ civil rights will equip SLPs and school leaders with information to reduce obstacles and serve as catalysts for change.

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

  • Identify and describe the nine major tensions and solutions regarding eligibility decision making in the school setting.
  • Describe the usefulness of using Cultural Historical Activity Theory (CHAT) for understanding SLP challenges in schools.
  • Identify how SLPs and school leaders may address concerns to reduce obstacles and as a catalyst for change.

  Instructional Level: Intermediate  |  Track: School Based

• S21 – Communicating Results of Videofluoroscopic Swallow Studies

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

  Appropriate management of oropharyngeal dysphagia requires collaboration among a range of medical professionals, with speech-language pathologists (SLPs) playing a central role in both assessment and intervention. Because swallowing disorders often occur in the context of complex medical conditions, a multidisciplinary approach is essential to ensure accurate diagnosis and effective treatment planning. This session will emphasize the value of integrating expertise across disciplines, highlighting how coordinated care can optimize outcomes for individuals with dysphagia. A key focus will be the role of the videofluoroscopic swallow study (VFSS). Participants will explore the factors that must be considered when incorporating VFSS findings into individualized treatment plans, including medical status, patient preferences and overall goals of care. Through guided analysis of case studies, including video examples, learners will gain experience in interpreting swallow study results and translating those findings into practical management strategies. The session will also address the challenges that arise when balancing instrumental assessment data with clinical judgment and patient-centered considerations. Case-based discussions will illustrate how SLPs can work effectively within multidisciplinary teams to support safe and functional swallowing, enhance quality of life and reduce risks associated with aspiration and malnutrition. By the end of the session, participants will have a deeper understanding of the decision-making processes involved in dysphagia management and the critical role of VFSS in informing evidence-based, collaborative care.

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

  • Describe issues related to ineffective or incomplete communication of VFSS results across settings.
  • Identify strategies for ensuring effective communication of VFSS results across care.
  • Explain key elements that should be included in a VFSS report.
  • Explain how healthcare literacy impacts caregiver and patient understanding of and ability to communicate VFSS findings.

  Instructional Level: Intermediate  |  Track: Adult SLP

• S22 – Early Hearing Detection and Intervention: Understanding Successes and Needs in Kentucky

  Lori Travis, AuD, CCC-A, Kentucky Office for Children with Special Health Care Needs
  Lindsey Hendricks, MSSW, Kentucky Office for Children with Special Health Care Needs

  The Early Hearing Detection and Intervention (EHDI) program for Kentucky is housed within the state’s Title V agency, the Office for Children with Special Health Care Needs. The EHDI program works to ensure that children with hearing loss receive early identification, diagnosis and intervention, as doing so is critical to language learning, school success and lifelong achievement. This session will provide an overview of the EHDI program and discuss programmatic goals, activities and stakeholder involvement. Additionally, the presenters will review state EHDI data and highlight the successes and needs related to identifying and serving children with hearing loss in Kentucky.

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

  • Identify two EHDI programmatic goals.
  • Describe the impact audiologists can have on the EHDI process.
  • Describe at least one characteristic of the current data related to permanent childhood hearing loss in Kentucky.

  Instructional Level: Intermediate  |  Track: Audiology

• S23 – From Bark to Bella

  Caroline Alexander Hudson, MS, CCC-SLP, Western Kentucky University

  On March 15, 2024, I embarked on a challenging but hopeful journey to help my mother regain her communication skills after she suffered a hemorrhagic stroke. During my initial assessment of her communication abilities, I found that she had difficulty forming complete sentences. Her speech was slow and labored and she struggled with grammar. There were significant issues with word retrieval and she exhibited signs of paraphasia. Most concerning were her difficulties with comprehension. I chose not to dwell on the typical phases of shock, denial, or bargaining; instead, I set those feelings aside and concentrated on the road ahead. I was determined to stay hopeful. To ensure I was well-informed about the latest research on aphasia, I completed online continuing education sessions and read relevant articles from my mother’s ICU room. I also consulted with her assigned SLPs for additional insights. As an SLP, I was familiar with the medical and therapeutic aspects of stroke recovery; however, I had never personally faced the emotional challenges of watching a loved one go through this process. When SLPs care for their family members, they navigate a unique blend of personal and professional roles. Supporting my mother throughout her journey with aphasia taught me invaluable lessons about empathy, communication, perseverance, effective intervention strategies and the experiences of patients and their families. Although the journey has been tough, witnessing my mother’s progress has made every effort worthwhile and has reignited my passion for this profession and its positive impact on people’s lives.

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

  • List a minimum of ten practical strategies, tips and resources to better support individuals with aphasia.
  • Identify at least five ways aphasia affects daily living and relationships with patients and family members.
  • Demonstrate increased empathy and awareness by being able to describe at least five ways to promote patience, inclusion and advocacy for individuals with communication disorders like aphasia.

  Instructional Level: Introductory  |  Track: Adult SLP

• S24 – Unlocking Potential: Addressing Oral Ties in Early Childhood

  Alisa Sacker, MD, Team Tongue Tie

  This session provides a comprehensive, step-by-step guide for healthcare professionals on conducting a thorough oral assessment, moving beyond simple observation to understanding functional limitations and providing holistic care. This session will cover how to identify subtle clinical signs and symptoms of oral restrictions​ and connect them to functional impairments in feeding, speech and breathing. The program will then delve into proper treatment options, including the benefits and risks of various procedures, for achieving optimal long-term outcomes. Attendees will gain the skills to educate families on post-treatment exercises and wound management techniques that are essential for promoting ideal healing, minimizing reattachment and ensuring the best possible functional improvements. This empowers practitioners to not only perform effective treatment but also guide patients toward lifelong wellness.

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

  • Complete a comprehensive assessment of oral ties based on anatomy, oral function and clinical symptoms rather than appearance alone.
  • Identify age-specific symptoms and functional consequences of oral ties.
  • Identify and describe the developmental impact of restricted oral tissue on feeding milestones, craniofacial growth and airway development across different age groups.
  • Describe how to educate parents on what to expect for healing and treatment outcomes.

  Instructional Level: Intermediate  |  Track: Multi-Interest

12:30 pm-2:00 pm

Poster Sessions
Check back for more information.

1:45 pm-3:15 pm

• S25 – 11 Skills Live! Prelinguistic Skills for Toddlers and Preschoolers, Part 1

  Laura Mize, MS, CCC-SLP, Teach Me To Talk

  Before children begin to communicate, they master 11 prelinguistic skills. In this session, we will explore these 11 skills and how they may differ in neurodivergent children. When any one of these skills is disrupted, there’s possibly a language delay. When several are missing, a stall in language development is inevitable. When a child struggles to attain many of these skills, a long-term communication disorder is likely. This list can be useful diagnostically as well as for choosing intervention goals and strategies.

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

  • Define prelinguistic skills for parents and teachers.
  • Identify 11 prelinguistic skills children must strengthen before they begin to communicate.
  • Explain how each skill is important for language development.

  Instructional Level: Intermediate|  Track:  Multi-Interest

2:00 pm-3:00 pm

• S26 – Creating a Sensory-Friendly Audiology Visit

  Jen Bidelman, AuD, CCC-A, Indiana University

  An appointment with an audiologist is frequently the first stop for young children with speech, language and other developmental concerns.  These children are often non-oral communicators who are not meeting their speech and language milestones.  Obtaining a complete and accurate hearing evaluation can be difficult due to the child not understanding the expectations of the testing in this novel and sometimes overwhelming environment. Additionally, audiology appointments may cause anxiety for caregivers who are concerned about how their child’s behaviors might lead to a stressful and challenging office visit for all parties.  Ultimately, most of these children in fact will not be diagnosed with hearing loss but rather a speech and language disorder secondary to Autism.  Per the CDC, Autism diagnoses continue to follow an upward trend, with 1 in 31 children currently receiving an Autism diagnosis. As Audiologists are performing more and more evaluations on this population, it is beneficial to implement evidence-based approaches that maximize successful interactions with autistic children and those with other sensory and communication concerns. The amount and type of language used when speaking with the child, use of behavior-specific praise and following a “tell-show-do” model prove to be feasible and effective ways to get the most out of each visit.  This session will demonstrate how implementation of these and other specific evidence-based strategies can encourage participation and enhance children’s success in the audiology clinic.

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

  • Identify behaviors consistent with sensory concerns in a child.
  • Explain why audiology testing can be difficult for these children.
  • Describe evidence-based tools that can be used to maximize a child’s success with audiology testing procedures.

  Instructional Level: Intermediate  |  Track: Audiology

2:00 pm-3:30 pm

• S27 – AAC Evaluation for Toddlers and Preschoolers

  Kelsey Brown, MS, CCC-SLP, UK HealthCare

  Learn to better support your toddler and preschool populations by walking step-by-step through the augmentative and alternative (AAC) evaluation and funding process. We will discuss language evaluations for non-speaking and complex communicators, comparisons between popular speech-generating devices (SGD), initiating device trials, gathering data and what information insurance wants you to include in your funding request.

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

  • Describe what feature matching means.
  • List four companies SLPs can use to pursue speech-generating device funding for their clients.
  • Describe what skills an evaluation should include in each of the following skill categories: expressive language, receptive language, cognitive, sensory and motor.
  • Identify four SMART goals for emergent AAC users.

  Instructional Level: Intermediate  |  Track: PEDs EI

• S28 – Born This Way, Became This Way: Supporting Neurodivergence at any Stage

  Haley Fulk, MA, CCC-SLP, CBIS, UofL Health

  Neurodivergence can be innate or acquired, but in either case, it profoundly shapes how individuals perceive, process and communicate with the world around them. This session explores neurodivergent-affirming practice across the lifespan and across origins of neurotype, from developmental (e.g., ADHD, bipolar disorder, autism, etc.) to acquired forms (e.g., traumatic brain injury, post-surgical neurocognitive differences, etc.). Participants will examine how intersectionality and specifically neurotypicality, influences our understanding of what is functional, appropriate and expected. Through discussion of neurotype-informed frameworks, we will deconstruct deficit-based clinical language, explore neurodivergent expressions of play, communication and cognition, and highlight strategies to affirm clients’ authentic neurocognitive styles. By reimagining our approach to assessment, plan of treatment, and family education, SLPs can move toward care that celebrates difference, honors lived experience, and promotes autonomy.

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

  • Describe common neurotypes using both clinical terminology and family-friendly, affirming language.
  • Identify and differentiate between disorder-based and strengths-based models of neurodiversity (e.g., Autism Design, not Autism Disorder).
  • Identify and normalize neurodivergent characteristics in cognition, communication, and play to promote authentic engagement, autonomy and self-advocacy.

  Instructional Level: Introductory  |  Track: Adult-SLP

• S29 – Surgical and Therapeutic Options for Glottal Incompetence

  Elizabeth Burckardt, MD, UofL Physicians
  Lisanne Craven, MS, CCC-SLP, UofL Physicians

  This session will provide options for therapists to consider, when dealing with patients with glottal incompetence, including vocal fold bowing, paralysis or paresis.  In office and OR procedures will be discussed and both pre and post therapy considerations for dysphonia, dysphagia and dyspnea will be reviewed.

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

  • Identify markers when considering candidates for surgical intervention for dysphonia, dyspnea or dysphagia.
  • Identify and describe the surgical options of in office and OR procedures for glottal incompetence.
  • Demonstrate awareness of the role of SLP before and after surgical intervention for glottal incompetence.

  Instructional Level: Intermediate  |  Track: Adult SLP

2:30 pm-3:30 pm

• S30 – Supporting Students Holistically: The SLP’s Role in Addressing Mental Health

  Nick Brock, MS, CCC-SLP, University of Texas at Austin
  Tina Brock, MA, CCC-SLP, Boone County School District

  Mental health challenges and suicide rates impacting children and adolescents rose steadily in the years before the COVID-19 pandemic. However, the onset and fallout of the pandemic resulted in their exacerbation, which led to the declaration of a national emergency in children’s mental health by the American Academy of Pediatrics (AAP), the American Academy of Child and Adolescent Psychiatry (AACAP) and the Children’s Hospital Association (CHA). In the years since their declaration, mental health challenges and suicide among children and adolescents continue to remain an area of concern. In the continued pursuit to address these areas of concern, school systems have been tasked with the critical role of the provision of school-based mental health services. Recognizing the unique role school personnel play in the everyday lives of their students, steps have been taken to increase training school personnel in the implementation of social-emotional learning (SEL) curriculum. It is of particular importance that students identified with a disability have access to school-based mental health supports, services and education. School-based speech-language pathologists (SLPs) have the potential to play a critical role in supporting these students to overcome speech, language and communication barriers preventing them from accessing these components of their educational experience. This session will guide SLPs through the extant literature regarding mental health concerns for students with disabilities, the components of SEL curriculum and implementation of strategies to support mental health within the therapy room.

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

  • Describe the extant literature regarding mental health challenges and concerns for students with a variety of disabilities associated with speech, language and communication disorders.
  • Explain various components of social-emotional learning curriculum and their relevance to school-based mental health services and supports.
  • Identify, describe and apply strategies to support student mental health within speech-language therapy intervention services.

  Instructional Level: Introductory  |  Track: School Based

• S31 – There is no Money: DIY for SLPs With Complex Communicators

  Emily Hackman, MA, CCC-SLP, Campbell County Schools
  Sara Vank, MS, CCC-SLP, Cincinnati Public Schools

  Speech-language pathologists often face the dual challenge of serving students with complex communication needs while working under limited budgets and resources. This session highlights practical, creative and cost-effective do-it-yourself (DIY) strategies to support augmentative and alternative communication (AAC) intervention and a total communication approach to learning.

  Participants will learn how to repurpose everyday materials to design low-cost visual supports, communication boards and interactive activities that align with core vocabulary and literacy instruction. Emphasis will be placed on integrating functional communication opportunities into daily routines and increasing their access to academic curriculum. This interactive session will include real-world examples, hands-on demonstrations and ready-to-implement DIY ideas that participants can adapt immediately for their practice. Attendees will leave with a resource bank of strategies to maximize communication growth without relying on expensive commercial products.

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

  • Identify at least three low-cost DIY strategies to support students with complex communication needs.
  • Apply practical methods to expand communication opportunities across school and home settings.
  • Design functional, core vocabulary-based activities using everyday items.

  Instructional Level: Introductory  |  Track: School Based

3:30 pm-5:00 pm

• S32 – 11 Skills Live! Prelinguistic Skills for Toddlers and Preschoolers, Part 2

  Laura Mize, MS, CCC-SLP, Teach Me To Talk

  Before children begin to communicate, they master 11 prelinguistic skills. In this session, we will explore these 11 skills and how they may differ in neurodivergent children. When any one of these skills is disrupted, there’s possibly a language delay. When several are missing, a stall in language development is inevitable. When a child struggles to attain many of these skills, a long-term communication disorder is likely. This list can be useful diagnostically as well as for choosing intervention goals and strategies.

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

  • Define prelinguistic skills for parents and teachers.
  • Identify 11 prelinguistic skills children must strengthen before they begin to communicate.
  • Explain how each skill is important for language development.

  Instructional Level: Intermediate|  Track:  Multi-Interest

• S33 – Increasing Cochlear Implant Access in Rural Communities Through Collaboration

  Jen Bidelman, AuD, CCC-A, Indiana University
  Sara Rogers, AuD, CCC-A, Indiana University
  Hanna Messmer, AuD, CCC-A, Indiana University
  Evan Cumpston, MD, Indiana University Health

  With expanded FDA criteria, studies estimate that as many as 2.1 million adults aged 65 and over may be candidates for a cochlear implant (CI) in one or both ears (Yu et al., 2024; Zwolan et al., 2020). The consensus in the literature is that less than 13% of eligible adults will receive a CI (De Raeve, 2016; Sorkin, 2013), with those in rural communities particularly at risk due to lack of access to care (Nassiri et al, 2021). Proximity to appropriately trained CI audiologists, implanting surgeons and follow-up care are critical to reaching a wider population of CI candidates.  The CI program at Indiana University Hearing Clinic (IUHC) in rural Bloomington, Indiana opened its doors in 2017 and is currently one of only two CI programs for the southern half of the state. Only 34% of our CI patients live in Bloomington, with others traveling as far as 145 miles to access CI services. Because most of our patients do not live locally, we have implemented scheduling efficiencies to maximize the recipient’s time at the clinic. Similarly, our collaborating otologists prioritize the scheduling of IUHC referrals, offer virtual visits for surgical consultations and order pre-surgical procedures (e.g., blood work, imaging) close to the candidate’s home. We estimate that the IUHC CI program has the potential to evaluate at least 40 new candidates in 2025 and to implement innovative and collaborative ways to continue to improve the patient experience for those in our community.

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

  • Identify individuals who are candidates for a cochlear implant evaluation
  • List three common barriers to access to cochlear implant services.
  • Summarize steps audiologists can take to begin offering cochlear implant services at their center.

  Instructional Level: Intermediate  |  Track: Audiology

4:00 pm-5:00 pm

• S34 – Best Practices for Dehydration Prevention and Hydration Balance

  Kathy Panther, MS, CCC-SLP, Self Employed

  Dehydration is linked to dysphagia and impaired cognition which are conditions frequently encountered by speech-language pathologists (SLP) working in healthcare. The SLP can play a role in dehydration prevention by participating in hydration management with individual patients and by addressing institutional hydration practices. This talk highlights the need for awareness of predisposing factors that make older people susceptible to dehydration, the detection of signs and symptoms of dehydration and the implementation of preventive strategies.

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

  • Describe potential adverse outcomes of dysphagia intervention.
  • Identify risk factors for dehydration as well as dehydration symptoms and health consequences.
  • Identify and describe the potential risks associated with thick liquid recommendations.
  • Implement hydration management practices for dysphagic individuals balancing patient preferences, safety and fluid requirements.

  Instructional Level: Intermediate  |  Track: Adult SLP

• S35 – Embracing Echolalia: Songs and Scripts for the Speech-Language Pathologist

  Kelsey Brown, MS, CCC-SLP, UK HealthCare

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

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

  • List two features of an echolalia definition that are generally agreed upon in the literature.
  • Describe four stages of the Natural Language Acquisition (NLA) framework.
  • List two things to avoid when working with a child who scripts.
  • List two therapy strategies to use when working with a child who scripts.

  Instructional Level: Introductory  |  Track: PEDs EI

• S36 – Laryngectomy Management for the Community Speech-Language Pathologist

  David Zirlen, MS, CCC-SLP, University of Kentucky Voice and Swallow Clinic
  Arica Rusco, MS, CCC-SLP, University of Kentucky Voice and Swallow Clinic

  This session will provide an overview of laryngectomy management for speech-language pathologists (SLPs) working in the community. Content will address both pre-operative and post-operative considerations and the SLPs role. The difference between a total laryngectomy and a tracheostomy will be explained. The session will also discuss changes in anatomy, communication, respiration and swallowing following a total laryngectomy. Post-laryngectomy communication options including electrolarynx use, tracheoesophageal prosthesis (TEP) and esophageal speech will be reviewed. Troubleshooting and management of tracheoesophageal prostheses for the community SLPs will be discussed. Airway management will also be discussed, including the post-operative and long-term use of LaryTubes, heat and moisture exchangers (HMEs) and baseplates. In addition, the session will highlight changes in swallowing physiology and the speech-language pathologist’s role in assessing and managing dysphagia in this population.

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

  • Describe the role of the speech language pathologist in the pre-operative and post-operative management of individuals undergoing a total laryngectomy.
  • Explain the changes to communication, respiration and swallowing following a total laryngectomy.
  • Identify the use of LaryTubes, Heat and Moisture Exchangers (HMEs) and baseplates.

  Instructional Level: Intermediate  |  Track: Adult SLP

• S37 – ‘Paw’sabilities in Therapy: Utilizing Animals in a Therapy Program

  Kellie Banta, MA, EdD, CCC-SLP, Fayette County Public Schools

  This session explores the use of animal-assisted therapy (AAT) as a supportive tool to improve speech and language development in school-aged children. We will examine how animals can reduce anxiety, boost motivation and enhance student participation, all key factors in successful communication development. Real world examples will illustrate how students with speech and language challenges benefit from the nonjudgmental, calming presence of a trained therapy dog. The session will begin with an overview of animal-assisted therapy, highlighting its principles and growing use in educational settings. We will address practical considerations for safely introducing therapy dogs into schools, including health protocols, handler qualifications and student accommodations. We will also explore other ways of incorporating animals into a therapy session with pets in the classroom.

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

  • Identify what constitutes animal assisted therapy.
  • Describe and analyze how animals can improve student interaction.
  • Identify and distinguish animal assisted therapy from other types of therapy.

  Instructional Level: Introductory  |  Track: School Based

• S38 – Beyond the Book: Using Old Lady and other Interactive Books for Engaging Therapy

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

  Attendees will hear from a duo of School Based Speech Pathologists who regularly use interactive books in a variety of ways in treatment. Attendees will gain knowledge about how to use these materials while increasing diversity, embracing cultural differences, using these lessons with a variety of age ranges (Pre-K through High school) and repeating lessons with new and engaging activities. All of these components of therapy will be demonstrated by the presenters through a variety of visuals and hands on materials.  Attendees will also have the opportunity to create a make-and-take to use these approaches in treatment sessions with their own students.

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

  • Describe how to use “Old Lady” manipulatives and activities in creative ways for student engagement in speech therapy.
  • Identify opportunities to diversify storytelling, expand activities and increase personalization of activities.
  • Create and demonstrate utilization of treatment materials to take back to the therapy environment for immediate use and fun with students.

  Instructional Level: Introductory  |  Track: School Based

6:00 pm-7:30 pm

• S39 – 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.
  • List at least three standards of practice related to speech science, anatomy/physiology, dysphagia, and/or audiology.
  • Identify areas for professional growth through analysis of identified areas of weakness.

  Instructional Level:   |  Track: Multi-Interest

Friday, February 20, 2026

8:00 am-9:30 am

• S40 – Bringing Disciplinary Literacy Back Into Focus

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

  The American Speech-Language-Hearing Association (ASHA) affirms that speech-language pathologists (SLPs) play a critical role not only in prevention and assessment of literacy disorders but also in direct literacy intervention for children with language disorders (ASHA, 2001). Yet many SLPs report feeling unprepared or hesitant to embrace this responsibility, in particular as it applies to adolescents and disciplinary literacy (Davis & Murza, 2018). During the 2010s, disciplinary literacy approaches gained traction as a means of supporting adolescent literacy, highlighting the unique language demands across academic subjects (Shanahan & Shanahan, 2012; Ehren, Murza, & Malani, 2012). However, this focus has since diminished, with many current practices often emphasizing emergent literacy and interventions for younger children. Given that developmental language disorder (DLD) is a lifelong condition, adolescents with DLD continue to face significant challenges in language and literacy (Norbury, Tomblin, & Bishop, 2008). When disciplinary literacy practices are overlooked, we risk failing to align with ASHA’s guidelines and underserving the populations who need us most.

  This session aims to re-center disciplinary literacy as a powerful, evidence-based intervention for adolescents. Attendees will be refreshed on the core components of disciplinary literacy, introduced to ways in which subject specific language (e.g., in science, math and history) intersects with language intervention and encouraged to recognize that their clinical skill set is well-suited to this work. Participants will leave with renewed confidence and practical strategies for integrating disciplinary literacy into adolescent treatment, ensuring that older students with language disorders receive the comprehensive support they deserve.

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

  • Define disciplinary literacy.
  • Identify and differentiate among language used in academic disciplines.
  • Identify opportunities to utilize disciplinary literacy in the school setting and for your caseload.

  Instructional Level: Intermediate  |  Track: School Based

• S41 – Dysphagia Management in Head and Neck Cancer: Multi-Modality Approach

  Jennifer Lutes, MS, CCC-SLP, Yale New Haven Health

  Head and neck cancer dysphagia is a challenge for even the most seasoned SLPs. This talk reviews the efficacy of multi-modality dysphagia treatment tools, approaches and highlights the importance of multi-disciplinary care for optimal outcomes. We will also review the surgical interventions and flap reconstruction and implication for swallowing functional outcomes.

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

  • Identify and describe different types of surgical interventions for HNC.
  • Identify basic concepts and different types of free flap reconstruction.
  • Describe post-op anatomical and physiological changes and implications for speech and swallowing.
  • Identify and describe dysphagia management techniques for optimal outcomes.

  Instructional Level: Intermediate  |  Track: Adult SLP

• S42 – FAQs (And Answers) About Central Auditory Processing Disorders, Part 1

  Jeanane Ferre, PhD, CCC-A, Private Practice

  Understanding central auditory processing disorders may be complex but it need not be complicated. This session will cover what we KNOW about processing disorders and their impact on a student’s academic success, communication and sense of self, best practices for assessment by the AuD and SLP and effective intervention that includes remediation that will reduce/resolve specific deficiencies and management strategies to minimize impact on the learner’s life. This session will answer – not necessarily in this order – some frequently asked questions about CAPDs including: What’s the difference among CAPD, APD and LPD?, What about CAPD and ADD, or LD, or ASD?, What are the central auditory processes?, What is a central auditory processing disorder?, Why should we assess these skills and/or treat these issues?, Who should be tested and when?, Can we screen for these issues?, What kinds of diagnostic tests should be used?, What do the results mean?, How do we treat these issues?, How do I manage the issues in a classroom?

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

  • Describe continuum of auditory processing (AP) skills, including central auditory processing.
  • Describe assessment of central auditory processing (CAP) skills among school-age listeners.
  • Describe types and impact of various central auditory processing deficits.
  • Describe how to implement effective management strategies and treatment options for specific CAPDs.

  Instructional Level: Intermediate  |  Track: Audiology

• S43 – Improve Speech Outcomes in Toddlers With Apraxia and Autism

  Kelly Vess, MA, CCC-SLP, Florida State University

  What to do when speech doesn’t develop naturally? Toddlers with apraxia and/or autism often present unique challenges for early intervention speech-language pathologists. This highly interactive session will provide evidence-based, practical strategies to improve speech outcomes in this complex population. Participants will view digital video clips that bring strategies to life and will actively practice hands-on cueing techniques they can immediately implement in therapy. Emphasis will be placed on multisensory approaches and caregiver collaboration to enhance speech perception, motor planning, motor programming and execution tailored to each child’s interests and strengths. Attendees will leave with a clear, easy-to-follow framework and ready-to-use strategies and materials to help toddlers and their families build speech skills through meaningful, everyday interactions.

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

  • Describe early indicators of apraxia and autism that impact speech development and treatment planning in toddlers.
  • Apply evidence-based, multisensory cueing techniques through hands-on practice to support speech motor planning, programming and execution.
  • Formulate and apply caregiver-integrated intervention plans that embed strategies into daily routines to promote meaningful and functional speech outcomes.

  Instructional Level: Intermediate  |  Track: PEDs EI

• S44 – Print-Rich Speech Therapy: Linking Letters and Sounds for Success

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

  Print-rich speech therapy combines speech sound intervention with engaging literacy activities to help children connect letters, words and sounds to build both speech and literacy skills. This session will explore how print-rich approaches can enhance outcomes for children with speech sound disorders across developmental levels. Participants will review research supporting the link between phonological awareness, print exposure and improved speech and literacy outcomes. The session will highlight a variety of practical examples and strategies, including shared storybook reading, environmental print, interactive writing tasks and word games, showing how these activities can be adapted for children of different ages and abilities. Attendees will practice designing their own print-rich therapy sessions and will leave with a toolkit of ideas ready to implement in clinical practice. By the end of the session, participants will understand both the theoretical rationale and practical applications of print-rich interventions, equipping them to make speech therapy more meaningful, engaging and effective for a wide range of learners.

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

  • Define print-rich speech therapy and describe how it integrates speech sound intervention with literacy activities to support both oral language and early reading skills.
  • Identify research evidence linking phonological awareness, print exposure and improved speech and literacy outcomes in children with speech sound disorders.
  • Formulate/create print-rich therapy activities for use in clinical or educational settings to target both speech sounds and literacy development.

  Instructional Level: Intermediate  |  Track: School Based

• S45 – Social Communication Deficits in Acquired Brain Injury, Part 1

  Rebecca Eberle, MA, CCC-SLP, BC-ANCDS, FACRM, Retired

  Social communication and pragmatic impairments after acquired brain injury are common, highly variable and often have a profound effect upon the individual’s capacity to resume positive experiences in everyday socialization, vocational and academic environments. This two-part session is grounded in the scientific evidence of the current cognitive rehabilitation research and will provide a translation of the practice recommendations into specific individual and group interventions for positive outcomes. The foundational cognitive rehabilitation principles of the stages of treatment, clinician teaching strategies, with consideration of client awareness, goal setting and treatment plan formulation will be addressed.

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

  • Define and give examples of specific deficits in social communication and pragmatics after TBI.
  • State evidence based cognitive rehabilitation treatments for impairments of social communication and pragmatic skills.
  • Apply the foundational principles of cognitive rehabilitation to evidence-based group and individual social communication interventions.

  Instructional Level: Intermediate  |  Track: Adult SLP

• S46 – Therapeutic Harmony: Evidence-Based Music and Sensory Interventions for Speech, Part 1

  Kevin Simmons, MS, CCC-SLP, Prosper Therapy Services

  Therapeutic harmony: Evidence-based music and sensory interventions for speech explores the powerful intersection between music, sensory regulation and communication development. This session introduces participants to research-backed strategies that integrate rhythm, melody, movement and sensory input into speech therapy practices. Attendees will gain insight into how musical elements stimulate neural pathways related to speech and language and how sensory-based techniques can support emotional regulation, attention and engagement, especially in neurodivergent and pediatric populations. Through hands-on demonstrations, real world case examples and take home tools, this session offers a creative yet structured approach to fostering communication growth. Participants will leave equipped with dynamic interventions to make your therapy sessions not only effective, but joyful, meaningful and fun.

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

  • Identify the neurological and developmental benefits of music and sensory integration in speech therapy.
  • Demonstrate at least three music-based and three sensory-based strategies that support communication goals.
  • Describe how regulation and engagement impact speech and language progress, especially in neurodivergent individuals.
  • Formulate a plan to incorporate music and sensory tools into current therapy practices in a functional, evidence-based way.

  Instructional Level: Introductory  |  Track: Multi-Interest

10:00 am-11:00 am

• S47 – Books to Breakthroughs: Ignite Language Development Through Multisensory Literacy Strategies

  Kelly Vess, MA, CCC-SLP, Grosse Pointe Public Schools; University of Florida

  Books have the power to create meaningful breakthroughs in language development, but only when therapy moves beyond simple story reading. This interactive session will guide participants step-by-step through the process of designing educationally rich, evidence-based literacy activities that address the whole child, fostering not only language growth, but also cognitive, social-emotional, executive function and motor development. Through engaging video demonstrations and practical examples, attendees will learn how to transform books into powerful therapy tools to optimize gains. Participants will explore how multisensory strategies, integrating movement, tactile cues and visual supports, can increase engagement and retention, especially for children with complex communication needs.The session will emphasize research-driven practices that promote generalization and functional communication. Special attention will be given to embedding therapy activities into natural routines and play contexts, making intervention meaningful for children and their families.

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

  • Analyze evidence-based principles for selecting books and literacy materials that optimize language, cognitive and social-emotional development in young children.
  • Apply multisensory, step-by-step strategies demonstrated through video examples to engage children and support vocabulary, syntax, executive function and narrative growth.
  • Formulate individualized, literacy-based intervention activities that integrate movement, tactile cues and play to promote functional communication across natural environments.

  Instructional Level: Intermediate  |  Track: PEDs EI

• S48 – FAQs (And Answers) About Central Auditory Processing Disorders, Part 2

  Jeanane Ferre, PhD, CCC-A, Private Practice

  Understanding central auditory processing disorders may be complex but it need not be complicated.  This session will cover what we KNOW about processing disorders and their impact on a student’s academic success, communication and sense of self, best practices for assessment by the AuD and SLP and effective intervention that includes remediation that will reduce/resolve specific deficiencies and management strategies to minimize impact on the learner’s life. This session will answer – not necessarily in this order – some frequently asked questions about CAPDs including: What’s the difference among CAPD, APD and LPD?, What about CAPD and ADD, or LD, or ASD?, What are the central auditory processes?, What is a central auditory processing disorder?, Why should we assess these skills and/or treat these issues?, Who should be tested and when?, Can we screen for these issues?, What kinds of diagnostic tests should be used?, What do the results mean?, How do we treat these issues?, How do I manage the issues in a classroom?

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

  • Describe continuum of auditory processing (AP) skills, including central auditory processing.
  • Describe assessment of central auditory processing (CAP) skills among school-age listeners.
  • Describe types and impact of various central auditory processing deficits.
  • Formulate and implement effective management strategies and treatment options for specific CAPDs.

  Instructional Level: Intermediate  |  Track: Audiology

• S49 – Optimizing Communication for Individuals With Parkinson’s Disease

  Emily Smith, MS, CCC-SLP, UK Healthcare

  Reduced vocal loudness and speech intelligibility have been well documented in persons with Parkinson’s disease (PwPD). Many PwPD experience co-occurring cognitive-linguistic impairments that adversely impact communication participation and that are associated with increased burden for care partners and overall decreased quality of life for the PwPD and their care partners. Using a person-centered therapeutic framework, this session will focus on communication strategy training that goes beyond current motor-based interventions to meet the shared communication needs of PwPD and their communication partners.

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

  • Identify cognitive-communication changes that impact PwPD in everyday conversations.
  • Describe the relationships between conversation difficulties and social, emotional and physical burdens in caregiving and quality of life.
  • Identify communication strategies to prevent or resolve conversation breakdowns in order to formulate personalized approaches for individuals with PD and their care partners.

  Instructional Level: Intermediate  |  Track: Adult SLP

• S50 – Social Communication Deficits in Acquired Brain Injury, Part 2

  Rebecca Eberle, MA, CCC-SLP, BC-ANCDS, FACRM, Retired

  Social communication and pragmatic impairments after acquired brain injury are common, highly variable and often have a profound effect upon the individual’s capacity to resume positive experiences in everyday socialization, vocational and academic environments. This two-part session is grounded in the scientific evidence of the current cognitive rehabilitation research and will provide a translation of the practice recommendations into specific individual and group interventions for positive outcomes. The foundational cognitive rehabilitation principles of the stages of treatment, clinician teaching strategies, with consideration of client awareness, goal setting and treatment plan formulation will be addressed.

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

  • Define and give examples of specific deficits in social communication and pragmatics after TBI.
  • State evidence based cognitive rehabilitation treatments for impairments of social communication and pragmatic skills.
  • Apply the foundational principles of cognitive rehabilitation to evidence-based group and individual social communication interventions.

  Instructional Level: Intermediate  |  Track: Adult SLP

• S51 – Talk Sensory to Me … The Relationship Between Sensory & Communication

  Megan Mays, MS, OTR/L, Fayette County Public Schools, NeuroSPARK Therapies, PLLC

  This session provides an overview of the sensory systems and their respective functions, emphasizing the impact of sensory processing on communication in pediatric populations. Grounded in the sensory integration (SI) theoretical frame of reference, the session examines how the interaction among sensory systems supports integrated nervous system function, directly influencing a child’s occupational performance and participation across environments. Particular emphasis is placed on the role of sensory functioning in language development, communication readiness and adaptive responses within dynamic sensory contexts. Additionally, the session highlights the importance of identifying signs of sensory dysregulation that may interfere with effective communication.

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

  • List the primary functions of each sensory system.
  • Describe the influence of sensory processing on language development and communication skills.
  • Identify key signs and symptoms of sensory dysregulation in pediatric populations.

  Instructional Level: Introductory  |  Track: Multi-Interest

• S52 – Therapeutic Harmony: Evidence-Based Music and Sensory Interventions for Speech, Part 2

  Kevin Simmons, MS, CCC-SLP, Prosper Therapy Services

  Therapeutic Harmony: Evidence-Based Music and Sensory Interventions for Speech explores the powerful intersection between music, sensory regulation and communication development. This session introduces participants to research-backed strategies that integrate rhythm, melody, movement and sensory input into speech therapy practices. Attendees will gain insight into how musical elements stimulate neural pathways related to speech and language and how sensory-based techniques can support emotional regulation, attention and engagement, especially in neurodivergent and pediatric populations. Through hands-on demonstrations, real-world case examples and take-home tools, this session offers a creative yet structured approach to fostering communication growth. You’ll leave equipped with dynamic interventions to make your therapy sessions not only effective, but joyful, meaningful and fun.

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

  • Identify the neurological and developmental benefits of music and sensory integration in speech therapy.
  • Demonstrate at least three music-based and three sensory-based strategies that support communication goals.
  • Describe how regulation and engagement impact speech and language progress, especially in neurodivergent individuals.
  • Formulate a plan to incorporate music and sensory tools into current therapy practices in a functional, evidence-based way.

  Instructional Level: Introductory  |  Track:  Multi-Interest

• S53 – What the IEP? What the Team Needs to Know to Help the Parents Understand?

  Stephanie Spires, MSEd, Spires Strategies

  Using a trauma informed customer service deliver model, this session will help members of the IEP team strengthen their communication skills and learn to communicate effectively with the scholar’s family. Honoring the challenges in education and in the classroom, this session will help the team members understand the family’s needs to develop a plan that supports the scholar’s goals and accommodations.

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

  • Identify and describe the needs, challenges and frustrations of the families they serve.
  • Identify appropriate communication skills and describe how to effectively communicate with scholars families.
  • Describe an IEP team approach to developing a plan that supports the scholar’s goals and accommodations.

  Instructional Level: Intermediate  |  Track: School Based

12:30 pm-1:30 pm

• S54 – All the Tools in My Toolbox: My Story With Autism

  Catlaina Vrana

  This session is about how we can understand, respect and utilize an individual’s unique experience of communication differences and disabilities to help them achieve their best life. Foundational information about autism will be covered, including its definition and characteristics.  This information is interspersed with the lived experiences of the autistic presenter. The language and labels used to describe those with developmental disabilities will be discussed: when labels are harmful and when they’re helpful. The session will end on the topic of alternative communication and how we can preserve respect in communicating with people of all abilities.

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

  • Explain how autism is a spectrum and recognize how characteristics of ASD can manifest in a variety of ways and affect communication abilities.
  • Describe why functioning labels are harmful or helpful and reflect on the language used to describe those with developmental disabilities.
  • Demonstrate how to respect the communication and choices of people with complex communication needs.

  Instructional Level: Introductory  |  Track: Multi-Interest

1:45 pm-3:15 pm

• S55 – AI in Action for School-Based SLPs

  Haven Broady, MS, CCC-SLP, Warren County Public Schools
  Lauren Budziak, MA, CCC-SLP, Green River Regional Educational Cooperative
  Danna Frank, MS, CCC-SLP, Warren County Public Schools

  School-based speech-language pathologists are facing increasingly complex workloads, including high caseloads, extensive documentation requirements, planning for and providing high-quality therapy to students with diverse communication needs and a wide variety of administrative tasks. Utilizing artificial intelligence (AI) can help SLPs in managing all of the tasks on their lengthy to-do lists and equip them with ways to work smarter, not harder. In this session, participants will learn about AI tools to help save time, be creative and increase efficiency in school-based SLP practice.  Real-life examples will be used to demonstrate to participants how they can leverage AI to support their development of therapy materials, documentation, team communication and more. Examples will include considerations for incorporating AI in an ethical and compliant manner that also supports the varied needs of the school-based SLP’s caseload.  In addition to the advantages and benefits of AI, participants will learn about some of its limitations and how to critically evaluate its outputs for accuracy. Maintaining confidentiality of student information and considering bias of information will also be discussed. By the end of the session, participants will have ideas of how to ethically and appropriately implement AI in their setting tomorrow! AI Inspiration Source for this abstract: ChatGPT

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

  • Describe one benefit of using AI tools to manage workload tasks.
  • Describe one limitation of using AI tools within the school-based setting.
  • Identify at least one AI tool that could be used by school-based SLPs.

  Instructional Level: Introductory  |  Track: School Based

• S56 – First Regulate, Then Communicate – Integrating Sensory Into Speech Therapy for Neurodiverse Pediatric Populations

  Megan Mays, MS, OTR/L, Fayette County Public Schools, NeuroSPARK Therapies, PLLC

  This session explores the multifaceted influence of sensory system functioning on communication in neurodiverse pediatric populations and underscores the value of integrating sensory-based strategies into speech-language therapy sessions to facilitate overall neurodevelopmental growth and functional communication outcomes. Grounded in the guiding principle first regulate, then communicate, the session aims to equip clinicians with practical, neurodiversity-affirming tools and strategies that can be embedded into therapy sessions to address sensory-based self-regulation needs of neurodiverse pediatric clients, laying the foundation for meaningful communication.

  Time Ordered Agenda

  • 15 Minutes  The Neurodiversity Movement: Terminology & Core Concepts
  • 15 Minutes  The Neuro-Affirming SLP: Moving Beyond Fixing to Being  an Ally
  • 10 Minutes  More Than Just Mouth Words: Redefining Functional Communication
  • 20 Minutes A Sensory-First Approach: Becoming a Co-Regulator
  • 20 Minutes Neuro-Affirming Practice: Collaborative Goals and Teamwork
  • 10 Minutes Q & A: Discussion

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

  • Identify terminology related to neurodiversity affirming practice.
  • Describe the influence of sensory processing on language development and communication skills in neurodiverse pediatric populations.
  • Identify methods to apply a first regulate and then communicate decision-making approach to guide intervention planning.
  • Identify neuro-affirming strategies to support sensory and self- regulation needs of neurodiverse children during speech-language therapy.

  Instructional Level: Intermediate  |  Track: Multi-Interest  (DEI)

• S57 – Let’s Play! Strategies to Confidently Use Play Therapy Everyday

  Ciera Sherwood, MS, CCC-SLP, Fayette County Public Schools

  This session is designed for speech-language pathologists (SLPs) to learn how to confidently use play therapy to target multiple goals/populations in fun, meaningful and cost-efficient ways. The session will provide participants with strategies to take data during play incorporate themes into play and use play therapy across the ages, with or without toys.

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

  • Identify the benefits of play therapy.
  • Identify and describe how to play with kids of all ages, with multiple goals, with/without toys.
  • Describe how to take data during play therapy.
  • Create and use themes in play therapy.

  Instructional Level: Introductory  |  Track: School Based

• S58 – Let’s Talk About Outcomes for Therapy With People Who Stutter

  Jack Henderson, MS, CCC-SLP, Henderson Stuttering Therapy PLLC.

  Working with people who stutter can feel daunting. What are we shooting for? How do I measure success? How do I communicate my ideas to families so that they buy in? It reorients the emphasis from observable characteristics to the speaker’s experience.  This session will consider what we can and should be looking to as preferred outcomes of stuttering therapy. It will discuss the rationale for this framework, the theoretical and research basis for it and how to practically target and measure this whole person approach.

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

  • Describe the rationale for focusing other features of communication in intervention.
  • Describe possible therapy goals for affective, behavioral and cognitive aspects of stuttering.
  • Identify and use various methods for measuring progress beyond percent syllable stuttered.

  Instructional Level: Intermediate  |  Track: Multi-Interest

• S59 – Listening to the Emotions in Sounds – What is Research Telling us and What Does it Mean for Our Practice?

  Haiping Huang, AuD, CCC-A, Vanderbilt University

  Our everyday life is full of sounds loaded with emotions. Yet, historically, laboratory studies have almost exclusively used emotionally neutral stimuli. An emerging body of research in the past decade has been investigating how emotionally charged signals affect listeners with hearing loss. In this session, we discuss the research on effects of age and hearing loss on auditory emotional processing and the benefits and limitations of hearing devices in this context. The session will start with an introduction to the theoretical frameworks adopted in affective (emotion) hearing research, then, we present an overview of studies published to date. Finally, we will discuss the potential clinical implications of affective hearing research.

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

  • Describe the methods used by researchers to measure emotional response and emotional recognition.
  • Describe major findings on the effects of hearing loss, age and hearing devices on auditory emotional processing.
  • Identify and integrate findings from affective hearing research into their clinical counseling strategies.

  Instructional Level: Advanced  |  Track: Audiology

• S60 – Rethinking the Use of Thickened Liquids: A Call to Action!

  Alice Inman, MS, CCC-SLP, BCS-S, University of Louisville

  Once thought to be a benign intervention, the use of thickened liquids can lead to unintended outcomes.  This session will review recent literature regarding the pros and cons of thickened liquid use and the danger of thickening at bedside without an instrumental exam. A framework for decision making will be outlined to help clinicians determine when a level of risk is acceptable. Participants will be challenged to make clinical decisions only after a comprehensive assessment of patient/host risk factors, rather than responding reflexively to the mere presence of penetration/aspiration.  Audience participation during a case study session will provide hands-on practice with this framework.

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

  • Describe at least two benefits and 2 risks of using thickened liquids in individuals with dysphagia.
  • Identify recent literature with regards to the danger of thickening liquids at bedside without instrumentals.
  • Identify and outline the five parts of the B.O.L.U.S. framework.

  Instructional Level: Advanced  |  Track: Adult SLP

• S61 – Tips and Tricks for Navigating MTSS With Confidence

  Erin Byrd, MS, CCC-SLP, Fayette County Public Schools
  Jennifer Blevins, MS, CCC-SLP, Fayette County Public Schools

  This session is for school-based speech-language pathologists (SLPs) and focuses on their critical role in a multi-tiered system of supports (MTSS) framework. The session will describe and differentiate the three tiers of the MTSS model and the SLPs role at each level of intervention including how SLPs can identify culturally and linguistically appropriate screening tools designed for diverse populations. An emphasis will be placed on the use of dynamic assessment and narrative-based measures to minimize bias. Finally, a practical toolkit will be shared, including sample MTSS protocols and customizable forms, designed to streamline the processes of referral, data collection, and progress monitoring and decision-making. These resources help SLPs confidently serve as essential members of their school’s problem-solving team.

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

  • Describe/differentiate Tiers I, II and III.
  • Identify screening tools for diverse populations.
  • Create MTSS screening protocols/forms.

  Instructional Level: Introductory  |  Track: School Based

3:30 pm-4:30 pm

• S62 – Building Literacy Through Oral Language and Sight Word Mapping

  Michelle Morgan, MA, CCC-SLP, Kentucky Language & Literacy Center

  Oral language is the foundation for automatic word recognition, yet sight word instruction often bypasses it in favor of rote memorization. The Head-to-Hand™ Sight Word System connects oral language and literacy by teaching high-frequency words through sound, letter and meaning mapping. Using a reorganized sequence of the first 300 Fry words by sound patterns, the system enables SLPs to group and teach words based on their phonological and orthographic structure. A structured word mapping worksheet prompts students to segment each word’s sounds, match them to letters or letter patterns and link the word to its meaning and usage. This process strengthens phonemic awareness, orthographic mapping and morphological understanding, particularly for common suffixes (-s/-es, -ed, -ing, ‘s, -ly) and contractions. By integrating vocabulary, morphology and phonological skills with high-frequency word instruction, SLPs can build both oral language competence and the automatic word recognition necessary for fluent reading and accurate spelling.

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

  • Identify sound-based patterns in high-frequency words to support phonological and orthographic mapping.
  • Demonstrate the use of word mapping to integrate sounds, letters and meaning in sight word instruction.
  • Formulate/create therapy activities that address common morphological, phonological and orthographic errors in high-frequency words.
  • List strategies for aligning morphophonetic goals with sight word instruction in a speech-to-print framework.

  Instructional Level: Intermediate  |  Track: School Based

• S63 – Coffee Cart in MSD Middle and High Schools

  Shea Miller, MA, EdD, CCC-SLP, Fayette County Public Schools
  Kelly Curry, MCD, CCC-SLP, Fayette County Public Schools

  A school-based coffee cart is an excellent tool for providing a practical, interactive learning experience. It serves as a miniature business run by students, offering a unique opportunity to apply classroom concepts in a real-world setting. This program is particularly effective for teaching vocational skills, money management and communication skills, while also building confidence and independence.

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

  • Identify and describe the basics for getting a Coffee cart up and running.
  • Identify AAC devices and visual supports to facilitate communication in real life settings.
  • Identify and describe and build vocational skills.

  Instructional Level: Intermediate  |  Track: School Based

• S64 – Head and Neck Cancer: A School-Based, Community Approach

  Austin Thomas, MS, CCC-SLP, Montgomery County Schools

  Twenty years following the approval of an HPV vaccine in the United States, current vaccination rates among American adolescents and young adults appear to fall below ideal uptake. Examining HPV vaccination as a school-based, public health effort may boost community support, HPV vaccination prevalence and subsequent reduction in the burden of future head and neck cancer incidence.

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

  • Identify current vaccination rates and resulting predictions for head and neck cancer incidence.
  • Identify and share information of benefits and potential side effects related to immunization.
  • Identify immunization resources within the community.
  • Describe how to advocate for public health policy related to expanding resources and information for vaccination.

  Instructional Level: Introductory  |  Track: School Based

• S65 – Sex Hormones and the Auditory System

  Trey Cline, PhD, AuD, University of Kentucky
  Kaitlyn Eichen, BS, The Ohio State University

  Estrogen has been identified as playing a key role in many organ systems. Recently, estrogen has been found to be produced in the human brain and shown to influence the peripheral and central auditory systems. After menopause, a low estrogen state, many women report hearing loss but demonstrate no deficits in peripheral hearing sensitivity, which may support the notion that estrogen plays an effect on central auditory processing abilities. Although animal research on estrogen and hearing loss is extensive, there is little in the literature on the human model. This session will focus on the potential impact of estrogen in the peripheral and central auditory nervous systems. We will review the previous and current research regarding the role of estrogen in the auditory system. The authors will review recently completed research, plans for future research and draw a clinical correlate.

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

  • Identify and describe current research surrounding estrogen and the auditory system.
  • Describe gender differences in physiology of the auditory system.
  • Describe clinical relevance of potential menopausal and hormone related auditory changes.

  Instructional Level: Intermediate  |  Track: Audiology

• S66 – Supporting Breastfeeding as a Speech Pathologist

  Amber Valentine Forston, MS, BCS-S, Baptist Health Lexington
  Emma Corman, MS, Baptist Health Lexington

  Speech pathologists work with infant feeding in many settings.  One area that has had growing traction for the SLP working in pediatric feeding is breastfeeding. This session will provide information for the SLP on up-to-date research on lactation medicine and how SLPs can improve their practices with working with families and infant feeding.

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

  • Identify three concepts related to breastfeeding/infant feeding.
  • Identify three areas that an SLP can assist in improving feeding in infants.
  • Identify and describe breastfeeding support in special populations.

  Instructional Level: Intermediate  |  Track: PEDs EI

• S67 – The Fundamental Framework for Deaf and Hard of Hearing Children: A Model From the Child’s Perspective

  Kinya Embry-Wright, PhD, CCC-SLP, University of Louisville

  This session will provide a detailed description of a theoretical model created to promote interprofessional collaboration among professionals, family members and the deaf or hard of hearing child in language decision making. The Fundamental Framework for Deaf and Hard of Hearing Children (FFDHH) was created by Dr. Kinya Embry-Wright, a speech-language pathologist, as one chapter of her three part dissertation. How the framework came about, each component of the framework and its intended use will be thoroughly discussed and explained during this session.

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

  • Identify the components of The Fundamental Framework for DHH Children.
  • Describe how each component encompasses the DHH child’s perspective and experience.
  • Identify and explain how the use of this model can decrease bias in the decision-making process regarding language choice.

  Instructional Level: Introductory  |  Track: Multi-Interest

• S68 – Voices Together: Enhancing Communication and Connection Through Aphasia Support Groups

  Mary Gospel, PhD, CCC-SLP, Butler University
  Laura Karcher, MA, CCC-SLP, CBIS, Indiana University

  This session explores the models, development and impact of an aphasia support group offered in both online and face-to-face formats. Designed for persons with aphasia (PWA), their families and university students, the groups foster meaningful interaction, emotional support and conversational practice for PWAs. Families benefit from shared education, emotional connection and collaborative problem-solving in a supportive community. For students, participation offers experiential learning about aphasia, group facilitation and interdisciplinary collaboration. This session will highlight practical strategies, challenges, resources and successes in creating inclusive spaces that promote communication, understanding and mutual growth across all participants in both a university and non-university environment.

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

  • Identify at least three distinct benefits of aphasia support groups for persons with aphasia, their families and facilitators.
  • Describe two strategies for facilitating inclusive and supportive interactions in both online and face-to-face aphasia group formats.
  • Identify at least three resources to aid in the development of a community-based aphasia support group.

  Instructional Level: Intermediate  |  Track: Adult SLP