Session Information

Wednesday, February 17

10:00 am-11:30 am

• S01 - Beyond the Good Ear: Rethinking Pediatric Single-Sided Deafness

  Shelley Moats, AuD, BC-PA, FNAP, Norton Children’s Medical Group

  Single-sided deafness (SSD) in children is often treated as though the child has one good ear and one ear we don’t worry about. However, losing access to binaural hearing impacts localization and hearing in noise, increases listening effort and auditory fatigue and impacts both academic performance and socialization. This session will use case studies to look at treatment options available for children with SSD including hearing aids, CROS, RM to the better hearing ear, bone conduction and cochlear implants. We will evaluate what each of these technologies can – and can’t – do. Current evidence for technologies such as use of RMSe and the 60/60/60 rule will be discussed. We’ll also move beyond the audiogram to look at issues that impact device candidacy – considering age, duration of deafness, etiology, cochlear nerve status, aided audibility, speech perception and day-to-day listening needs.

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

  • Describe the various impacts of SSD on children.
  • Identify candidacy criteria for hearing devices for SSD in children.
  • Describe how hearing device options do – or do not – restore binaural cues.
  • Identify case studies to illustrate the principles of SSD candidacy evaluations and recommendations.

   
  Instructional Level: Intermediate | Track: Audiology

• S02 - Is the Tie the Problem? Treatment Decisions, Timing and Outcomes in Oral Ties

  Alisa Sacker, MD, IBCLC, Team Tongue Tie

  Oral ties are increasingly recognized in clinical practice, yet questions remain regarding when an oral restriction is clinically significant, when release is appropriate and which treatment approach provides the greatest benefit. For speech-language pathologists, understanding these decisions is particularly important when evaluating patients with feeding, oral-motor, articulation, or functional concerns.
  Building on last year’s presentation, this lecture will move beyond identification and anatomy to focus on clinical decision-making and treatment options. Participants will explore how functional assessment, symptoms, age, developmental stage and response to therapy can help determine whether and when an oral tie should be released. Appropriate timing of intervention will be discussed across infancy, childhood, adolescence and adulthood, with attention to situations in which immediate release may be appropriate versus when observation, therapy, or additional evaluation should come first.
  A significant portion of the session will compare scissors frenotomy/frenectomy with laser treatment. The discussion will address differences in visualization, precision, bleeding, tissue management, procedural experience, healing considerations and clinical workflow, while emphasizing the importance of appropriate patient selection regardless of technique. Clinical cases will illustrate common scenarios and the decision-making process surrounding referral and treatment. The presentation will also highlight the role of speech-language pathologists in pre- and post-procedure assessment and rehabilitation and the importance of communication among the SLP, medical/dental provider and family.

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

  • Identify oral restrictions that may have functional significance and distinguish anatomical findings from clinically meaningful functional impairment.
  • Determine when release of an oral tie should be considered, including factors that influence appropriate timing and when conservative management or further functional assessment may be preferable.
  • Compare scissors and laser techniques for frenotomy/frenectomy and discuss the potential advantages, limitations and clinical considerations of each approach.
  • Describe the role of the speech-language pathologist in the assessment, referral, treatment planning and post-procedure management of patients with oral ties.

   
  Instructional Level: Intermediate | Track: Multi-Interest

• S03 - Purposeful Assessment, Informed Eligibility: Evidence-Based Practice for Speech Sound Disorders

  Marie Ireland, PhD, CCC-SLP, BCS-CL, ASHA-F, Charles Sturt University

  Accurate evaluation and eligibility decisions for speech sound disorders (SSDs) require school-based speech-language pathologists (SLPs) to integrate current research, evidence-based practice and IDEA requirements. This interactive session examines evidence-based assessment of SSDs, including current research on speech sound development, stimulability and comprehensive evaluation practices. Participants will engage in hands-on practice using stimulability assessments and research-based tools to document educational impact and determine the need for specially designed instruction. Through case studies and guided activities, participants will integrate developmental expectations, assessment findings and educational data to make informed eligibility decisions. Practical resources, including freely available assessment materials, eligibility documentation tools and professional guidance, will be shared for immediate implementation. Participants will leave with strategies to improve diagnostic accuracy, support legally defensible and equitable eligibility decisions, reduce inappropriate identification and ensure students with speech sound disorders receive services that address meaningful educational needs.

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

  • Identify free professional development offerings for both assessment and treatment of speech sound disorders in children.
  • Identify and locate online information on state regulations and guidance to support school based practice.
  • List examples of tools that can be used to evaluate children and document IDEA requirements for eligibility.

   
  Instructional Level: Intermediate | Track: School Based

• S04 - Read the Room: Environmental Supports for Adults With Communication Disorders

  Adria Thompson, MA, CCC-SLP, Be Light Care Consulting

  The environment is constantly communicating with our patients, but is it saying the right thing? External aids and environmental modifications can be powerful tools for supporting adults with dementia, aphasia and other communication disorders. This practical, example-packed session will explore creative ways SLPs can use everyday environments to support communication, cognition, independence and participation. Through real-life clinical examples, participants will see external supports applied to activities of daily living, safety and mobility, mealtimes, memory and orientation, socialization, leisure activities, technology and more. From a strategically placed sign or simplified shower setup to a modified card game or digital reminder, examples will demonstrate how small changes can make everyday tasks more accessible. Participants will also explore evidence-informed principles for designing, placing, individualizing and grading supports, along with strategies for caregiver and staff education and overcoming common barriers to implementation.

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

  • Describe evidence supporting the use of external aids and environmental supports and identify best practices for their design and implementation.
  • Apply external aids and environmental modifications across functional situations and everyday life tasks.
  • Formulate and grade external supports based on a person’s abilities, needs, diagnosis and changes over time.

   
  Instructional Level: Intermediate | Track: Adult SLP

12:00 pm-2:00 pm

• S05 - Empowering Multilingual Learners Across Settings: Culturally Responsive Communication Strategies

  Kimberly Lin, MS, CCC-SLP, Flexspeak

  Multicultural and multilingual populations with communication disabilities often face systemic barriers in care, particularly when navigating complex communication needs and augmentative and alternative communication. This session equips speech-language pathologists and audiologists with practical, culturally responsive service delivery models across the home, classroom and clinic. Leveraging modern, evidence-based digital tools alongside clinical best practices, attendees will learn how to efficiently generate and adapt communication resources for multicultural, multilingual clients. Attendees will design culturally aligned communication aids, share ideas and leave with actionable tools to foster linguistic equity across settings.

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

  • Describe how to adapt clinical targets and visual supports to account for cross-linguistic differences in speech, language and hearing therapy.
  • Create a customized communication board tailored to a specific multicultural/multilingual case study.
  • Identify one key next step for engaging caregivers and school/care teams in implementing culturally responsive AAC.

   
  Instructional Level: Introductory | Track: Multi-Interest – CLI

• S06 - KSHA Forum - Advocacy: Establishing a Seat at the Table

  Heather Gaddis, MS, CCC-SLP, CDP, KSHA President, Baptist Health Lexington
  Kate Wood Hall, Commonwealth Alliances
  Ben Haydon, Commonwealth Alliances

  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 presentation, 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

2:15 pm-3:15 pm

• S07 - Future Ready: Staying Human in an Age of AI and Innovation

  Alan Vu, MA, CCC-SLP, Flexspeak

  Artificial intelligence and emerging technologies are rapidly changing how speech-language pathologists and audiologists learn, work, communicate and deliver care. But being future ready requires more than simply adopting the newest tools. This keynote explores what it means to approach innovation as a mindset rather than a product. As technology evolves, clinicians will be challenged to remain curious, adaptable and willing to rethink long-standing ways of working—while continuing to center the individuals, families and communities they serve. Attendees will explore the growing role of artificial intelligence in communication sciences and disorders, the importance of developing AI literacy and practical ways to evaluate emerging technologies thoughtfully rather than reacting to them with either unquestioning enthusiasm or fear. Ultimately, the technologies we use will continue to change. The principles that guide excellent clinical practice—human connection, curiosity, critical thinking, accessibility and responsiveness to individual needs—remain constant. By grounding innovation in these principles, clinicians can confidently navigate change while ensuring that technology strengthens, rather than replaces, the human relationships at the heart of our professions.

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

  • Describe how emerging technologies, including artificial intelligence, are changing clinical practice.
  • professional education and service delivery in speech-language pathology and audiology.
  • Identify core elements of AI literacy that can help clinicians critically evaluate and appropriately use emerging technologies.
  • Apply a client-centered framework for evaluating new tools based on clinical need, accessibility, evidence, limitations and potential impact on human connection.

   
  Instructional Level: Introductory | Track: Professional Issues

3:30 pm-5:30 pm

• S08 - AI Ethics in the Practice Setting (Ethics)

  
  Sara Rosenthal, PhD, HEC-C, University of Kentucky

  This presentation will provide the foundational science background about the origins of AI and will then explore ethical issues regarding the use of AI in the practice setting.

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

  • Identify the history of science (and sci-fi) framework to AI.
  • Describe societal and patient care issues.
  • Demonstrate ethical dilemmas through case studies in the practice setting.

   
  Instructional Level: Advanced | Track: Multi-Interest

Thursday, February 18

9:00 am-10:30 am

• S09 - Adapting Curricular Standards for Neurodivergent Learners

  Katelyn Kelps, MS, CCC-SLP, The Communication Classroom

  In this session, general education and common core standards will be discussed as they apply to neurodivergent learners, especially gestalt language processors. We will explore tying curricular standards to high interest materials, adapting activities to best suit your learners and tying theses standards into communication targets.

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

  • Describe common high-interest topics for neurodivergent learners.
  • Identify communication skills that correlate to curricular standards.
  • Identify and create an activity that prioritizes communication goals and curricular standards while incorporating a high interest topic.

   
  Instructional Level: Introductory | Track: School Based

• S10 - Evaluating and Treating Auditory Processing: A Collaborative Clinical Framework

  Jennifer Shinn, PhD, CCC-A, University of Kentucky
  Melissa Liechty, MS, CCC-SLP, University of Kentucky

  Auditory processing disorder (APD) can present with complex listening, communication, academic and functional challenges that often overlap with conditions affecting speech, language, learning and cognition. Effective identification and intervention therefore require an interdisciplinary approach. This session provides a collaborative overview of APD evaluation and treatment from the perspectives of audiology and speech-language pathology. Participants will explore the characteristics of APD, including common signs, symptoms and clinical indicators that may warrant referral. The presenters will distinguish APD from related conditions, including peripheral hearing loss, phonemic processing difficulties and language processing disorders, emphasizing differential diagnosis and appropriate interdisciplinary referral. The complementary roles of audiologists and speech-language pathologists in the evaluation process will be discussed, including audiologic assessment, speech and language evaluation, interpretation of findings and integration of results across disciplines. The presentation will also focus on intervention, highlighting how audiologic management and speech-language approaches can be integrated to address individual patient needs. Strategies for collaboration, communication among providers and development of functional treatment goals will be discussed. Through clinical examples and discussion of decision-making, participants will examine how an interdisciplinary team can move beyond identification of APD toward comprehensive, individualized care. Participants will leave better prepared to recognize potential APD, understand the complementary roles of audiology and speech-language pathology and apply a multidisciplinary approach to referral, evaluation, treatment planning and ongoing management.

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

  • Identify common signs and symptoms of Auditory Processing Disorder (APD) and clinical indicators that warrant referral for further evaluation.
  • Describe the complementary roles of audiology and speech-language pathology in the differential diagnosis, evaluation and management of individuals with suspected APD.
  • Demonstrate an interdisciplinary approach to integrating audiologic and speech-language findings to develop individualized intervention and management strategies.

   
  Instructional Level: Introductory | Track: Multi-Interest

• S11 - Gender Affirming Voice Care: The Speech Pathologist's Role

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

  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 presentation, 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

• S12 - Rhythmic Entrainment to Enhance Autistic Language Acquisition

  Corinne Zmoos, MS, CCC-SLP, Crescendo Communication

  If you’re addressing joint attention and language acquisition with autistic children, the science of music can make all the difference. In this session, you will build your foundational knowledge about the autistic neurotype and how music can act as a ‘container’ for language. Through the lens of rhythm, participants will develop their rhythmic entrainment skills, build their toolbox of rhythm-driven activities for EI sessions and increase their confidence for how to explain the power of music to caregivers to promote carryover.

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

  • Define rhythmic entrainment as it connects to early childhood interactions.
  • Describe at least three reasons that the use of rhythm can help with autistic language learning.
  • Explain and demonstrate at least three therapy techniques that use music science to address pre-linguistic and language goals.
  • Explain at least five neuroscience findings that support the usage of musical techniques for prelinguistic and language acquisition goals.

   
  Instructional Level: Introductory | Track: PEDs EI

• S13 - School SLP Research Roundup: What's Changing and Why it Matters

  Marie Ireland, PhD, CCC-SLP, BCS-CL, ASHA-F, Charles Sturt University

  The field of school-based speech-language pathology continues to evolve as new research, service delivery models and professional guidance shape evidence-based practice. This session highlights the latest developments influencing assessment, intervention, IEP development and service delivery in schools. Participants will review recent peer-reviewed research, including the 2024 special forum on assessing students and developing IEPs, as well as emerging evidence related to language intervention, speech sound disorders, MTSS, interprofessional collaboration and social-emotional communication.
  The session will also review new evidence-based resources that support ethical, scientifically grounded practice. Participants will leave with new knowledge regarding current research and clinical resources to strengthen assessment, treatment and educational decision-making. School-based SLPs will be equipped with the knowledge and tools needed to remain current in a rapidly changing profession and translate emerging evidence into improved student outcomes.

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

  • Review special forum and peer reviewed research articles.
  • Identify tools to assist with evidence-based practice for assessment and treatment.
  • Review application of new research to current practice in schools.

   
  Instructional Level: Intermediate | Track: School Based

• S14 - The SLP and Rural Health in KY – Access to Healthcare

  Kristen Strader, PhD, CCC-SLP, University of Kentucky

  Rural communities face unique challenges and opportunities when accessing healthcare, including for communication and swallowing disorders. This session focuses on rural barriers and facilitators to health care relevant to SLPs, both nationally and in Kentucky. Participants can expect to analyze real-world case studies, share professional experiences and identify practical strategies for improving access to care.

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

  • List at least two health care access challenges facing individuals with communication or swallowing disorders living in rural areas.
  • Identify at least one recent workforce trend for rural Kentucky SLPs.
  • Identify and outline at least one recent policy change affecting access to rural SLP services.
  • List examples of Kentucky-specific rural health advocacy opportunities.

   
  Instructional Level: Intermediate | Track: Multi-Interest

11:00 am-12:15 pm

• S15 - Initial Licensure and Certification 101

  Heather Gaddis, MS, CCC-SLP, CDP, KSHA President, Baptist Health Lexington

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

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

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

   
  Instructional Level: Introductory | Track: Student

11:00 am-12:30 pm

• S16 - AAC From the Beginning: Foundations, Vocabulary and Getting Started

  Taylor Coyle, MA, CCC-SLP, Hogg Therapy Pediatrics

  This beginner-friendly session provides an introduction to augmentative and alternative communication (AAC) for professionals who are new to AAC. Participants will explore the foundations of AAC, including who may benefit from AAC, common myths and misconceptions and the role of AAC in supporting functional communication across settings. The session will introduce key principles of vocabulary selection, with an emphasis on balancing core and fringe vocabulary and selecting words that support a variety of communicative functions. Participants will learn practical strategies for identifying meaningful vocabulary based on an individual’s communication needs, interests, environments and daily routines.
  Attendees will also explore different types of AAC systems, including no-tech, low-tech and high-tech options, as well as considerations for determining an appropriate starting point. The presentation will emphasize that AAC should not be viewed as a replacement for speech, but rather as a tool to support communication, language development, participation and autonomy. Through practical examples and a beginner-focused approach, participants will leave with foundational knowledge and strategies they can immediately apply when introducing and supporting AAC users in their practice.

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

  • Identify foundational AAC principles and potential AAC users.
  • Analyze and differentiate between high tech, low tech and no tech AAC options.
  • Describe how to select meaningful core and fringe vocabulary.
  • Apply beginner AAC strategies across daily activities and communication settings.

   
  Instructional Level: Introductory | Track: Multi-Interest

• S17 - Embracing Multi-Modal Communication for all Neurodivergent Learners

  Katelyn Kelps, MS, CCC-SLP, The Communication Classroom

  This session will explore the communication modality continuum in order to best support neurodivergent learners, including those who may typically be speaking. Participants will leave with an idea of how to support their students who may experience limited or inconsistent access to spoken language and potential solutions to make communication feel easier.

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

  • Describe the communication modality continuum.
  • Identify and explore varieties of factors that impact spoken language access.
  • List potential communication supports for students with varying communication access.

   
  Instructional Level: Introductory | Track: School Based

• S18 - Facial Nerve Injury: An Evidence-Based Approach to Treatment

  Anne Blandford, SLPD, CCC-SLP, Norton Healthcare

  This session will review facial nerve function and etiologies of facial nerve injury including Bell’s palsy, vestibular schwannoma, surgical injuries and other viral etiologies. Evidence-based rehabilitation of facial dysfunction will be discussed in-depth with a focus on the speech-language pathologist’s role in improving facial function for speech and swallowing. Content will focus on the evaluation and monitoring of progress through a comprehensive treatment program for facial nerve injury. Current analysis of the research will be presented to provide an opportunity to compare rehab techniques for this population. Case studies will be reviewed for practical application of information with interactive discussion time at the end of the session.

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

  • Define the function of cranial nerve VII, its effect on speech and swallowing and types of injuries that result in impairment in facial function.
  • Describe the differences in therapeutic approaches to rehabilitation for facial nerve injury.
  • Demonstrate evidence-based treatment techniques that facilitate communication and oral motor function in the presence of facial nerve injury.

   
  Instructional Level: Intermediate | Track: Adult SLP

• S19 - Psychosocial Impact of Hearing Loss: Perspectives From an Interdisciplinary Panel

  Theodora Bowman, AuD, CCC-A, University of Kentucky
  Kristel Scoresby, PhD, LCSW, MSW, University of Kentucky
  Megan Blandford Brown, MS, CCC-SLP, LSLS Cert. AVT, University of Kentucky

  Pediatric and adolescent hearing loss is associated with a range of factors that shape psychosocial health. These can include barriers to communication and access to services, as well as increased risk for mental health concerns, loneliness and challenges with peer relationships and social inclusion. Addressing these concerns requires patient-centered, interdisciplinary care that not only considers hearing and communication, but also the social, emotional and systemic contexts in which children and adolescents live. Supporting children, adolescents and their families in navigating psychosocial health is an essential aspect of person-centered care. In this provider panel, a pediatric audiologist, speech-language pathologist and social worker will share their perspectives on recognizing and addressing psychosocial needs within their respective roles and across disciplines. Current research and resources will also be shared with audience members.

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

  • Describe the impact of hearing loss on psychosocial health in pediatric patients.
  • Identify psychosocial impacts of pediatric hearing loss from the audiology, speech-language pathology and social work perspectives.
  • Describe how psychosocial health impacts management of these patients.
  • Identify three resources for addressing psychosocial health with pediatric patients and their families.

   
  Instructional Level: Intermediate | Track: Multi-Interest

• S20 - Social Communication Interventions for Individuals With Acquired Cognitive-Communication Disorders

  Jerry Hoepner, PhD, CCC-SLP, University of Wisconsin-Eau Claire

  Individuals with cognitive-communication disorders (CCDs) following acquired brain injuries (ABI) experience changes to social communication behaviors that strain relationships, contribute to social isolation and reduce employability. Session will address evidence-based interventions that improve self-awareness, self-regulation, communication partner supports and sense of self. Interventions like TBIExpress, TBIconneCT, ConnectABIlity, InteractABIlity and video modeling approaches will be addressed. Further, identity rebuilding approaches like project-based interventions and narrative approaches will be reviewed. The value of group based interventions will also be addressed.

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

  • Identify evidence-based interventions for social communication.
  • Identify the principles of project-based interventions.
  • Identify principles of narrative interventions and how they apply to their clients.
  • Describe the elements of effective group interventions.

   
  Instructional Level: Intermediate | Track: Adult SLP

• S21 - The Playful Pivot: A Five-Part Framework for Stretching Autistic Play

  Corinne Zmoos, MS, CCC-SLP, Crescendo Communication

  Do your autistic clients love to play by creating lines, arranging special interest objects, repeating sequences, or creating circuits? The rigidity of these play patterns can often impact the ability for others to join in on play, proceed with the daily schedules and complete routines without distress. In the session, you will learn about a five-part framework for stretching autistic play rooted in special interests and the gentle expansion of the Window of Tolerance (Siegel, 1999). You will leave with a full toolbox of play stretches and planning forms ready to implement with autistic clients on your caseload.
  Siegel, D. J. (1999). The developing mind: Toward a neurobiology of interpersonal experience. Guilford Press.

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

  • Define a play stretch or play pivot as it relates to working with young autistic children.
  • Describe at least two reasons why autistic children play in rigid sequences and two reasons why they may respond negatively to others joining their play.
  • List and define five play pivot categories that can used to join and expand play patterns in autistic children.
  • Develop a brief case planning form about a client on their caseload including their current play style, two to three play stretches that may help expand their skills and a routines-based plan for implementation.

   
  Instructional Level: Introductory | Track: PEDs EI

12:30 pm-2:00 pm

Poster Sessions

Check back for full listing.
 

1:30 pm-4:00 pm

• S22 - Verify What You Fit: Hands-On for Modern Hearing Aids

  Lindsey Jorgensen, PhD, AuD, University of Kentucky

  Most hearing aid follow-up visits start with a quick listening check and a question about how things are going. That routine can miss faulty devices and features that aren’t working as programmed. Modern hearing aids use directional microphones, digital noise reduction, frequency lowering and adaptive feedback management and each one can fail or be set wrong without the patient or clinician noticing. This hands-on session gives audiologists a practical, efficient way to confirm that devices are working correctly and delivering the benefit they were fit to provide. Participants will practice a standardized check-in routine: visual inspection, listening check and ANSI S3.22 test box measurement compared against manufacturer specifications. We’ll use check-in data to troubleshoot common faults and decide when to fix a device in the office and when to send it for repair. The second half covers test box and real-ear methods for verifying advanced features, with guidance on reading the results and telling whether a feature is working as intended. The session closes with a streamlined workflow for busy clinics that covers documentation and billing, so you can build these steps into routine care without slowing down the schedule. Attendees will leave with protocols they can put to use in their clinics the next day.

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

  • Describe how to perform a standardized hearing aid check-in: visual inspection, listening check and ANSI S3.22 test box measurement. Compare the results to the manufacturer’s specifications.
  • Identify common hearing aid malfunctions from check-in data (distortion, intermittency, reduced gain, feedback, battery/charging faults). Choose the right in-office fix or repair pathway.
  • Identify and verify the performance of advanced features in the test box or on the ear: directional microphones, digital noise reduction, frequency lowering and feedback management.
  • Formulate and apply a streamlined check-in and verification workflow that works in a busy clinic, including documentation and billing considerations.

   
  Instructional Level: Intermediate | Track: Audiology

1:45 pm-3:15 pm

• S23 - Supporting Multimodal Communication in High-Energy Classrooms Self-Contained Classrooms

  Mckenzie Gregory, MS, CCC-SLP, Jefferson County Public Schools
  Meghan Phillips, MS, CCC-SLP, Jefferson County Public Schools

  Managing communication needs in high-energy, self-contained classrooms can be challenging for school-based speech-language pathologists (SLPs), particularly when faced with inconsistent staffing or minimal structure. While SLPs do not plan academic lessons, they play a vital role in training classroom staff to support and model multimodal communication continuously throughout the day. Rather than acting as sole solvers of students’ communication needs, SLPs can empower staff to maintain this support independently. This session offers practical strategies to increase communication access for students, elevate consulting confidence, reduce workload stress and decrease direct service hours while enhancing overall student outcomes.

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

  • Apply accessible group lessons that embed student participation opportunities while demonstrating prompt-fading strategies to classroom staff.
  • Apply robust AAC modeling and inclusion techniques during large-group activities for classroom educators and support staff.
  • Identify how to collaborate effectively with classroom teachers to build shared accountability for students’ daily communication success.
  • Formulate functional, easily measurable and achievable communication goals that directly support educational access.

   
  Instructional Level: Intermediate | Track: School Based

2:00 pm-3:30 pm

• S24 - Aspiration and Pneumonia: A Brief Review

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

  This session explores the research on the relationship between aspiration and pneumonia. Literature highlighted for review include the seminal research study by Dr. Langmore et al. on the predictors of aspiration pneumonia, Dr. Ashford’s published work on the Three Pillars of Bacteria Aspiration Pneumonia and the theoretical BOLUS framework, developed by Dr. Palmer and Aaron Padilla, which was designed to aid clinicians in the assessment of the cost of prandial aspiration for individuals with dysphagia.

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

  • List three significant predictors of aspiration pneumonia.
  • Identify the three pillars of bacterial-aspiration pneumonia.
  • Define the five categories within the BOLUS framework and describe one example variable from each category.

   
  Instructional Level: Intermediate | Track: Adult SLP

• S25 - Counseling and Motivational Interviewing, Part 1

  Jerry Hoepner, PhD, CCC-SLP, University of Wisconsin-Eau Claire

  Individuals with communication disorders and differences experience psychological and emotional adjustment challenges throughout their lives. These challenges often affect their ability to engage in and benefit maximally from other disciplinary interventions. Counseling interventions, including motivational interviewing are an important means of addressing these needs and helping the person to move forward, as they improve self-determination, self-awareness, self-efficacy and motivation. In this session, you will learn about the principles of self-determination, autonomy and how motivational interviewing and other counseling techniques can empower our clients to make decisions, set goals, monitor their own progress, identify their own solutions, create actionable plans and gain confidence and self-efficacy in the process. Attendees will learn about microskills like open ended questions, affirmations, reflections and summaries. They will also learn about the steps of motivational interviewing, including engaging, focusing, evoking and planning. We will also discuss the processes of building and rebuilding identity through narrative techniques.

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

  • Identify and describe the principles of self-determination.
  • Identify and describe the motivational interviewing micro skills of OARS.
  • List the steps of motivational interviewing and how to apply them to their clients.
  • Describe how to use the principles of narrative interventions to build and rebuild identity.

   
  Instructional Level: Intermediate | Track: Multi-Interest

• S26 - From Need to Device: Navigating AAC Funding and Access

  Taylor Coyle, MA, CCC-SLP, Hogg Therapy Pediatrics

  Access to an appropriate AAC system is an important step in supporting an individual’s ability to communicate, participate and advocate for their needs. This session will provide speech-language pathologists and other professionals with a practical overview of the AAC funding and access process. Participants will learn about common funding sources, documentation requirements and the SLP’s role in supporting a successful funding request. The session will review the general process of identifying an appropriate AAC system, gathering supporting information, completing required documentation and submitting a funding request. Participants will also learn strategies for documenting medical necessity and demonstrating how AAC supports functional communication across settings. Common barriers to AAC access, including funding denials and documentation challenges, will be discussed along with practical strategies for addressing these barriers. The session will emphasize collaboration among SLPs, families, vendors and other members of the individual’s support team. Designed for professionals with limited experience navigating AAC funding, this session will provide foundational knowledge and practical tools to help participants confidently support individuals and families throughout the AAC access process.

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

  • Identify common funding sources and requirements for AAC devices.
  • Describe the general process for accessing and funding an AAC system.
  • List key components needed to support an AAC funding request.
  • Identify strategies for addressing common barriers to AAC access and funding.

   
  Instructional Level: Introductory | Track: Multi-Interest

• S27 - School-Aged Kids Who Stutter: What Difference Can We Make?

  Meg Shake, MS, CCC-SLP, BCS-SCF, UK HealthCare

  You know these kids. You may have one or two on your caseloads. They stutter and it is challenging to address their goals using traditional models of mixed diagnosis, group-based therapy. And, speaking of goals, it can be tricky to know what to target with these kids. Let’s change that! School is a powerful, primary environment and effective therapy provided there, can be life changing. This session will cover therapeutic approach, evaluation, goal writing and lots of ideas for individualizing therapy in potentially surprising (and easy!) ways.

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

  • Identify components (who, what, where, when, why) of an individualized, school-based therapy plan for kids who stutter.
  • Formulate meaningful, appropriate, measurable goals for school-aged kids who stutter.
  • Identify barriers to and list ideas for classroom-based communication change for kids who stutter.
  • Describe elements of effective disclosure and ways to use disclosure to challenge or change teasing/bullying experiences.

   
  Instructional Level: Intermediate | Track: School Based

• S28 - The KEIS to Communication: Autism and Gestalt Language Workshop, Part 1

  Brianna Hairston, SLPD, CCC-SLP, Kentucky Early Intervention System
  Kelsey Brown, MS, CCC-SLP, UK Healthcare
  Megan Mays, MS, OTR/L, NeuroSPARK Therapies

  How can KEIS providers support an autistic child’s language development while honoring the child’s communication, interests and sensory needs? In this hands-on workshop, participants will practice strategies they can use with caregivers during everyday routines. Activities will focus on noticing and responding to a child’s communication, joining child-led play, modeling language in meaningful contexts and supporting communication across a variety of modalities, including spoken language, gestures and AAC. Participants will also explore how to respond to echolalia and scripts often discussed in relation to gestalt language processing. Through case examples and practice scenarios, participants will adapt strategies to a child’s communication profile and a family’s priorities. Each participant will leave with a practical plan for coaching caregivers of neurodivergent toddlers within familiar routines.

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

  • Identify at least three ways an autistic child communicates during a familiar routine, including
  • speech, echolalia, gesture and AAC.
  • Demonstrate two child-led language support strategies that respond to the child’s interests and sensory needs, including an appropriate response to a scripted phrase.
  • Develop a caregiver coaching plan that embeds one language support strategy into a family-selected routine and describes how to observe the child’s response.

   
  Instructional Level: Advanced | Track: PEDs EI

3:30 pm-5:00 pm

• S29 - Beyond the Toolbox: Why Tools Alone Don't Transfer for Students With ADHD

  Tyler Dorsey, CALC, ACC, Focus Forward

  You know the drill: planners, timers, checklists. Hand someone with ADHD a tool and in the room, with you there to help build the habit, it might work. It rarely survives the transition into real life, into the moments no one is there to remind, prompt, or check in. The same person cycles right back into the same chaos, tool still in hand. This session introduces what actually makes tools stick: the internal skill of problem-solving. You will learn why regulation has to come before behavior management, how to teach someone to build and adapt their own systems and how to shift from handing over a tool to teaching someone how to think. Grounded in real coaching work with college students and their families, this session gives you a framework for building the kind of independence that survives long after the tool is gone.

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

  • Identify and explain why tools like planners, timers and checklists often fail to survive the transition into real life for people with ADHD.
  • Describe why internal regulation must come before behavior management in creating lasting change.
  • Apply a problem-solving framework that helps people with ADHD build and adapt their own systems, rather than relying on tools handed to them.

   
  Instructional Level: Introductory | Track: Multi-Interest

4:00 pm-5:00 pm

• S30 - Behind the Hiring Decision: Employer Perspectives on SLP Candidates

  Rhonda Mattingly Williams, EdD, CCC-SLP, University of Louisville
  Lynzee Cornell, PhD, CCC-A, Lee Specialty Clinic
  Nicole Goodwin, MS, CCC-SLP, UofL Health
  Tamara Pierce, MA, CCC-SLP, Jefferson County Public Schools

  Successful navigation of the speech-language pathology employment market requires candidates to communicate their qualifications, professional judgment and career priorities effectively throughout the hiring process. This moderated panel will bring together professionals with experience interviewing, hiring, supervising and mentoring SLPs across practice settings. Panelists will discuss factors influencing application review, interview impressions and hiring decisions; characteristics that distinguish strong candidates; and common applicant missteps. Discussion will address considerations relevant to both early-career clinicians and experienced SLPs pursuing new professional opportunities, including how to present prior experience, evaluate organizational fit and assess supervision, workplace expectations and opportunities for professional growth. Practical examples and realistic hiring scenarios will provide attendees with strategies for approaching employment decisions with greater preparation, professionalism and intentionality.

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

  • Identify characteristics and professional behaviors that employers consider when evaluating speech-language pathology candidates.
  • Describe factors in application materials, interviews and professional communication that may positively or negatively influence hiring decisions.
  • Demonstrate strategies for presenting qualifications and evaluating opportunities for professional fit and growth.

   
  Instructional Level: Introductory | Track: Professional Issues

• S31 - Building Staff Buy-In: Adult Learning Strategies for School-Based SLPs

  Rhonda Mattingly Williams, EdD, CCC-SLP, University of Louisville

  School-based SLPs often depend on teachers, instructional assistants and other school personnel to support communication strategies throughout the school day. Recommendations alone, however, may not result in consistent implementation. This session will apply principles of adult learning to the practical challenge of increasing staff understanding, engagement and use of communication supports. Participants will examine how relevance, prior experience, modeling, practice, feedback and follow-up influence adult learning and implementation. School-based examples will illustrate how SLPs can connect communication strategies to staff priorities, explain the relationship between communication and challenging behavior and coach personnel toward more consistent use of effective supports. Attendees will leave with a concise framework for teaching and supporting school staff in ways that promote buy-in, collaboration and sustainable use of communication strategies across classroom routines.

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

  • Identify adult learning principles that influence school staff engagement and implementation of communication strategies.
  • Describe strategies for increasing staff understanding and use of communication support.
  • Apply a brief plan for modeling, coaching and following up with school personnel to support consistent strategy use.

   
  Instructional Level: Introductory | Track: School Based

• S32 - Counseling and Motivational Interviewing, Part 2

  Jerry Hoepner, PhD, CCC-SLP, University of Wisconsin-Eau Claire

  Individuals with communication disorders and differences experience psychological and emotional adjustment challenges throughout their lives. These challenges often affect their ability to engage in and benefit maximally from other disciplinary interventions. Counseling interventions, including motivational interviewing are an important means of addressing these needs and helping the person to move forward, as they improve self-determination, self-awareness, self-efficacy and motivation. In this session, you will learn about the principles of self-determination, autonomy and how motivational interviewing and other counseling techniques can empower our clients to make decisions, set goals, monitor their own progress, identify their own solutions, create actionable plans and gain confidence and self-efficacy in the process. Attendees will learn about microskills like open ended questions, affirmations, reflections and summaries. They will also learn about the steps of motivational interviewing, including engaging, focusing, evoking and planning. We will also discuss the processes of building and rebuilding identity through narrative techniques.

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

  • Identify and describe the principles of self-determination.
  • Identify and describe the motivational interviewing micro skills of OARS.
  • List the steps of motivational interviewing and how to apply them to their clients.
  • Describe how to use the principles of narrative interventions to build and rebuild identity.

   
  Instructional Level: Intermediate | Track: Multi-Interest

• S33 - Stuttering Therapy Workshop

  Meg Shake, MS, CCC-SLP, BCS-SCF, UK HealthCare

  Stuttering is a highly individualized speaking difference and it warrants highly individualized care. A range of client profiles and case histories leading to suggestions for therapy approaches, goals, activities and measures of progress will be presented as a framework for discussion. This session is designed to be interactive, so questions regarding participants’ clients or cases are welcomed. The workshop format invites brainstorming, problem-solving and opportunity to explore the singularity of individuals who stutter and ways that we can customize our therapy to best serve them.

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

  • Identify potential characteristics of individuals who stutter and describe how these characteristics may impact communicative confidence and/or success.
  • Develop individualized plans of care designed to address unique affective, behavioral and cognitive barriers to confident communication.
  • Describe therapy activities appropriate for clients who stutter based on age, profile and client preferences for change.
  • Formulate scales and scaling activities to target individualized areas for change and describe measurements of progress or regress using these measures.

   
  Instructional Level: Intermediate | Track: Multi-Interest

• S34 - The KEIS to Communication: Autism and Gestalt Language Workshop, Part 2

  Brianna Hairston, SLPD, CCC-SLP, Kentucky Early Intervention System
  Kelsey Brown, MS, CCC-SLP, UK Healthcare
  Megan Mays, MS, OTR/L, NeuroSPARK Therapies

  How can KEIS providers support an autistic child’s language development while honoring the child’s communication, interests and sensory needs? In this hands-on workshop, participants will practice strategies they can use with caregivers during everyday routines. Activities will focus on noticing and responding to a child’s communication, joining child-led play, modeling language in meaningful contexts and supporting communication across a variety of modalities, including spoken language, gestures and AAC. Participants will also explore how to respond to echolalia and scripts often discussed in relation to gestalt language processing. Through case examples and practice scenarios, participants will adapt strategies to a child’s communication profile and a family’s priorities. Each participant will leave with a practical plan for coaching caregivers of neurodivergent toddlers within familiar routines.

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

  • Identify at least three ways an autistic child communicates during a familiar routine, including speech, echolalia, gesture and AAC.
  • Demonstrate two child-led language support strategies that respond to the child’s interests and sensory needs, including an appropriate response to a scripted phrase.
  • Develop a caregiver coaching plan that embeds one language support strategy into a family-selected routine and describes how to observe the child’s response.

   
  Instructional Level: Advanced | Track: PEDs EI

6:00 pm-7:30 pm

• S35 - Battle for the Golden Brain – A Praxis Competition

  Douglas Keefe, MS, Jefferson County Public Schools

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

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

  • List pertinent practice concepts related to the fields of speech-language pathology and audiology.
  • 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: Introductory | Track: Multi-Interest

Friday, February 19

7:45 am-9:45 am

• S36 - When Doing the Right Thing Isn't Easy: Ethical Decision-Making and Professional Advocacy in Modern Healthcare (Ethics)

  Morgan Hill, MHA, MS, CCC-SLP, Baptist Health Medical Group

  Healthcare professionals frequently encounter situations where ethical principles, patient needs and organizational realities collide. This session explores practical approaches to ethical decision making and professional advocacy, providing attendees with tools to navigate complex challenges while maintaining professional integrity.

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

  • Identify common ethical challenges encountered in modern healthcare environments.
  • Apply a structured framework to ethical decision making.
  • Identify effective strategies for patient and professional advocacy while upholding ethical standards.

   
  Instructional Level: Intermediate | Track: Professional Issues

8:00 am-9:30 am

• S37 - AAC Storytime! Interactive Fun for all at the Public Library

  Erin Marvin, MS, CCC-SLP, Oldham County Public Schools
  Angie Lindsey, NIC, Oldham County Public Schools
  Sara Elise Craig, MS, CCC-SLP, University of Kentucky

  AAC users deserve the same opportunities for literacy, connection and community as every other child. This session highlights a successful partnership between a public library and school based SLP that created inclusive AAC Storytime events for children, families and siblings. Attendees will discover how simple adaptations, core vocabulary-focused books and hands-on activities foster communication, build caregiver confidence and create meaningful community connections. Learn practical steps for launching and sustaining an AAC Storytime program that welcomes all communicators and transforms the library into a place where AAC users and their families truly belong.

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

  • Describe how an inclusive environment was achieved at the public library.
  • Identify three key factors in participation.
  • Identify and apply an idea that will work in all types of communicators.

   
  Instructional Level: Introductory | Track: Multi-Interest

• S38 - Dictate, Organize, Document: Your AI Assistant in Early Intervention

  Leigh Anne Roden, EdD, CCC-SLP, University of Louisville; Kentucky Early Intervention System

  Early intervention providers often spend a significant amount of time turning what happened during a session, evaluation, or team meeting into clear documentation. AI can help make that process faster and more manageable without replacing the provider’s clinical judgment. This session will focus on practical, real-world ways to use AI as a documentation assistant in early intervention. Special attention will be given to dictation—using your own spoken clinical observations, parent report and session details as the starting point, and then using AI to organize that information into professional documentation. Examples will include treatment notes, progress summaries, evaluation reports, meeting notes and parent communication. Participants will also learn how to create reusable prompts and documentation formats that fit their discipline and workflow, rather than starting from scratch each time. The session will address important considerations for responsible AI use, including confidentiality, accuracy, separating parent report from provider observation and carefully reviewing all AI-generated content before using it in the clinical record. The goal is not to have AI write your notes for you, but to use it as a tool to reduce the writing burden and make documentation more efficient, consistent and manageable.

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

  • Identify everyday early intervention documentation tasks that can be supported by AI.
  • Demonstrate how to use dictation and AI to turn session details, observations and caregiver input into organized documentation.
  • Formulate and apply a practical AI documentation workflow that fits their own discipline, style and day-to-day practice.

   
  Instructional Level: Introductory | Track: PEDs EI

• S39 - Finding Our Voice on the Team: The SLP's Role in Collaborative Care

  Sarah Campbell, PhD, CCC-SLP, University of Kentucky

  Effective interdisciplinary communication is essential to delivering safe, coordinated and patient-centered healthcare. Speech-language pathologists routinely collaborate with professionals across disciplines, yet differences in clinical perspectives, terminology, priorities and communication styles can create barriers to effective teamwork. This presentation will examine the SLP’s role within the interdisciplinary healthcare team and explore practical strategies for improving communication and collaboration. Participants will learn approaches for clearly communicating SLP recommendations, adapting communication to different professional audiences, advocating for patients, navigating differing perspectives and contributing effectively to collaborative decision-making. Discussion will highlight common communication challenges and provide opportunities to apply strategies to real-world clinical situations. Participants will leave with practical tools they can implement to strengthen interdisciplinary relationships and improve communication within their own clinical settings.

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

  • Describe the benefits of effective interdisciplinary communication and collaboration for patient outcomes, safety and quality of care.
  • Demonstrate strategies for advocating for patients and communicating SLP specific recommendations to members of the healthcare team.
  • Formulate and apply strategies for managing disagreements, differing perspectives, or communication challenges within an interdisciplinary team.

   
  Instructional Level: Intermediate | Track: Professional Issues

• S40 - Moving Toward Communication: Embedding Functional Communication Goals Through Play and Movement

  Kevin Simmons, MS, CCC-SLP, Private Practice

  Communication develops through meaningful engagement, interaction and participation. This session explores how speech-language pathologists can embed functional communication goals within play and movement-based activities to support language development, social communication and self-regulation. Participants will learn evidence-based strategies for creating motivating, child-centered intervention opportunities that promote communication across settings. Practical techniques will be shared for targeting speech and language outcomes while using movement, play and engagement to enhance participation and generalization of skills.

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

  • Identify the relationship between play, movement, self-regulation and communication development.
  • Describe strategies for embedding functional communication goals into play and movement-based interventions.
  • Apply evidence-based techniques to target speech, language and social communication skills through engaging activities.

   
  Instructional Level: Introductory | Track: Multi-Interest

• S41 - Normal Audiogram, Real Listening Difficulties: Amplification for Functional Hearing Difficulties

  Christina Roup, PhD, The Ohio State University
  Jodi Baxter, AuD, The Ohio State University

  An increasing number of adults report significant hearing and communication difficulties despite having audiometric thresholds within clinically normal limits. These functional hearing difficulties often manifest as problems understanding speech in noise, excessive listening effort, listening fatigue, tinnitus and reduced participation in everyday communication. As awareness of this population grows, audiologists are increasingly challenged to identify evidence-based management strategies that address patient-reported difficulties when traditional diagnostic measures fail to fully explain the complaint. This session will review the current state of research on amplification as an intervention for adults with functional hearing difficulties and normal hearing thresholds. Emerging evidence suggests that low-gain hearing aids may provide meaningful benefits in challenging listening environments by improving speech understanding, reducing listening effort and enhancing communication confidence and quality of life. Key studies examining intervention outcomes, patient characteristics associated with benefit and limitations of the existing evidence base will be discussed. In addition to reviewing the research literature, this session will focus on the practical clinical implementation of amplification for this population. Topics will include patient candidacy considerations, assessment approaches, counseling strategies, device selection, fitting and verification procedures, outcome measurement and validation of treatment benefit. Clinical challenges, ethical considerations and areas of ongoing uncertainty will also be addressed. By integrating current research findings with real-world clinical experiences, this presentation aims to provide audiologists with a framework for evaluating and managing adults who experience hearing difficulties despite normal audiograms. Attendees will leave with a greater understanding of the evidence supporting low-gain amplification and practical strategies for incorporating these interventions into clinical practice.

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

  • Describe the current evidence regarding the use of low-gain amplification for adults with functional hearing difficulties despite normal audiometric hearing thresholds, including reported benefits and limitations of existing research.
  • Identify appropriate candidates for amplification by recognizing common clinical characteristics, patient-reported symptoms and assessment findings associated with functional hearing difficulties.
  • Apply evidence-based clinical strategies for the selection, fitting, verification, validation and counseling of adults with functional hearing difficulties who may benefit from low-gain hearing aid intervention.

   
  Instructional Level: Intermediate | Track: Audiology

8:30 am-9:30 am

• S42 - Innovative Ways To Obtain Assistive Technology and Speech Generating Devices

  Michelle Hillenbrand, OTD, OTR/L, Henderson County Schools
  April Perry, MA, CCC-SLP, Henderson County Schools

  Often times assistive technology (AT) or a speech generating device (SGD) is needed to help a child engage in their education and make human connections. However, this can be a daunting task. In this session, you will be provided with tools and strategies needed to make this happen. First, we will review the Dear Colleagues letter published by the Department of Education (January 2024) and then discuss IEP development and documentation. Finally, we will focus on sharing strategies and processes on how to pull together therapists, families and teachers to help secure the appropriate AT for your students. Templates and forms will be discussed and shared so you will go home ready to move forward with AT and SGD funding and implementation.

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

  • Describe components of an SLP’s recommendation for AAC.
  • List three places where AT needs should be documented in a student’s IEP.
  • Identify at least three tools or processes to implement or empower an assistive technology team in their district.

   
  Instructional Level: Introductory | Track: School Based

10:00 am-11:00 am

• S43 - Beyond the Sentence: Helping Adults Rebuild Functional

  Communication After Brain Injury
  Katie Maddy, PhD, CCC-SLP, UK Healthcare

  Discourse can be defined as any language that is beyond the boundaries of isolated sentences and is aimed at conveying a message among communication partners (Ewing-Cobbs, Brookshire, Scott, & Fletcher, 1998; Ulatowska & Olness, 2004) and is often negatively impacted by stroke or brain injury. Functional outcome studies have proposed that recovery of discourse abilities is critical to achieving a good quality of life following stroke or brain injury (Clarke, Marshall, Black, & Colantonio, 2002; Mackenzie & Chang, 2002). Although a growing body of literature has described discourse impairments following stroke and brain injury and identified a variety of assessment approaches, many clinicians report limited confidence in evaluating and treating discourse within clinical practice (Maddy, Capilouto, & McComas, 2016). This session will provide an overview of common discourse characteristics observed in adults with acquired brain injury, review clinically relevant methods for discourse assessment and discuss the current evidence supporting discourse-based interventions. Practical strategies and treatment activities will be shared to help clinicians incorporate discourse targets into assessment and therapy sessions.

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

  • Identify common discourse impairments observed following stroke and traumatic brain injury.
  • Describe assessment methods used to analyze discourse production in adults with acquired brain injury.
  • Apply evidence-based intervention strategies to address discourse-level communication deficits in clinical practice.

   
  Instructional Level: Intermediate | Track: Adult SLP

• S44 - Breastfeeding Interventions for Complex Dyads

  Amber Valentine Forston, MS, CCC-SLP, BCS-S, IBCLC, CNT, NTMTC, Baptist Health Lexington
  Emma Corman, MS, CCC-SLP, CLC, IBCLC, Baptist Health Lexington

  Breastfeeding is a dynamic relationship influenced by maternal, infant and environmental factors. Complex feeding dyads—including those involving preterm or medically fragile infants, oral anatomical variations, low milk supply, maternal chronic illness, neurodevelopmental differences, birth trauma, or feeding aversion—often require individualized assessment and multidisciplinary intervention to achieve feeding goals. This session will review evidence-based approaches for evaluating and managing challenging breastfeeding situations using a holistic, family-centered framework. Participants will explore common barriers to successful breastfeeding, learn practical clinical interventions and examine case studies that demonstrate collaborative care and individualized treatment planning. Emphasis will be placed on preserving the breastfeeding relationship while optimizing infant nutrition, maternal well-being and long-term feeding outcomes. Attendees will leave with practical tools that can be immediately incorporated into clinical practice to improve support for complex breastfeeding dyads.

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

  • Identify maternal, infant and environmental factors that contribute to complex breastfeeding dyads.
  • Describe evidence-based assessment strategies for evaluating breastfeeding challenges in medically and developmentally complex infants and their families.
  • Apply individualized breastfeeding interventions that address common barriers, including latch difficulties, milk transfer concerns, low milk supply, oral dysfunction and maternal health conditions.

   
  Instructional Level: Intermediate | Track: PEDs EI

• S45 - No More Hallway Referrals - A Review of MTSS

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

  This session is an introduction to the laws surrounding MTSS in Kentucky, the role of the SLP and streamlining the process. This session will help school-based SLP’s understand the reasoning behind MTSS, how to advocate for our students, help teachers collect tier two and tier three interventions and how to make the process more efficient, while getting students the help they need.

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

  • List laws pertaining to MTSS.
  • Identify and examine current processes and make changes as needed.
  • Identify and apply MTSS guidelines that align with KY laws.

   
  Instructional Level: Introductory | Track: School Based

• S46 - Overview of New and Traditional Approaches to Restoring Voice

  Betsy Koster, MS, CCC-SLP, Passy Muir, Inc.

  Losing the ability to communicate verbally is a devastating life change. Advances in voice treatment, technology and use of AI continue to improve, moving toward more natural sounding communication for those experiencing voice loss. The speech-language pathologist can best serve patients experiencing voice loss by exploring treatment techniques and new technologies, as well as, collaborating with audiologists, IT, oncology, respiratory care, etc. This one-hour presentation provides speech-language pathologists with concise, evidenced-informed overview of voice restoration devices and treatment techniques for individuals with tracheostomy and/or ventilatory support or without vocal folds (e.g. laryngectomy) (Feder et al., 2021; Leder et al., 2018). The session integrates prosthetic options (e.g. Passy Muir Valves and tracheoesophageal speech) with non-surgical and digital approaches (electrolarynx, voice banking and AI-generated voices) to support intelligible, natural-sounding communication (Domer et al., 2019; Goldstein et al., 2020; Patel et al., 2018). A discussion regarding device indications, mechanisms, clinical workflows and practical strategies to optimize voice output, participation and quality of life will be included. Interdisciplinary approaches to care and development of policy/procedures will be reviewed, including case studies and lessons learned.

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

  • Describe a range of voice treatments approaches/devices and their clinical indications, benefits and limitations.
  • Identify and explain Passy Muir Valves, Transesophageal prosthetics, voice banking processes and use of AI-generated voice options including ethical considerations, access and clinical implications.
  • Identify evidenced-based assessment and treatment strategies to optimize device use and communication outcomes.

   
  Instructional Level: Introductory | Track: Adult SLP

• S47 - The Hearing-Cognition Connection: Current Perspectives

  Christina Roup, PhD, The Ohio State University

  Over the past two decades, a growing body of research has identified an association between hearing loss and cognitive decline in older adults. Epidemiologic studies have consistently demonstrated that individuals with hearing loss are at greater risk for cognitive impairment, dementia and reduced quality of life. These findings have elevated hearing health as a potentially modifiable factor within broader discussions of healthy aging and brain health. However, questions remain regarding the mechanisms underlying this relationship and the extent to which hearing interventions can influence cognitive outcomes. This session will provide an overview of the current evidence linking hearing loss and cognition, including key longitudinal studies and contemporary theoretical models. Proposed mechanisms, such as increased cognitive load, sensory deprivation, changes in social engagement and common neurobiological pathways, will be reviewed. Attendees will gain an understanding of both the strengths and limitations of the existing literature, as well as areas where evidence remains inconclusive.
  We will also examine current research evaluating the impact of hearing aids and other hearing interventions on cognitive function. Recent findings from large-scale clinical trials and observational studies will be discussed, with particular attention given to the implications for audiology practice. By the conclusion attendees will have a clearer understanding of the hearing-cognition relationship in the adult population.

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

  • Describe the current evidence linking hearing loss and cognitive decline, including major epidemiologic findings.
  • Identify and evaluate the evidence regarding the effects of hearing interventions on cognitive outcomes, including the strengths and limitations of existing research.
  • Identify and explain contemporary theories regarding how hearing loss may contribute to cognitive impairment, including cognitive load, sensory deprivation, social isolation and shared neurobiological pathways.

   
  Instructional Level: Intermediate | Track: Audiology

• S48 - Transitioning Medically Complex Young Children From Hospital to Home

  Megan Mattingly Oleson, MS, CCC-SLP, UK Healthcare
  Jamie Adkins, MS, CCC-SLP, CLC, UK Healthcare

  Oh The Places You’ll Go: The SLPs Role in Transitioning Medically Complex Infants and Young Children from Hospital to Home. This session provides an evidence-informed overview of oral function and feeding support for medically complex infants and children with a history of prior hospitalizations. Course will focus on transitioning medically complex infants and young children from inpatient to early intervention services in the home settings. Participants will expand their knowledge of common diagnosis seen in children with complex medical histories. This session will discuss instrumental assessments of swallowing, including decision making for instrumental assessments, readiness for children to participate in assessment and preparing families for upcoming testing. The session will also provide strategies for integrating feeding and oral motor development into early intervention plans, including the early intervention SLP as a part of an interprofessional team.

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

  • Describe common medical diagnoses seen in children with complex medical histories that have required prior hospitalization.
  • Identify appropriate instrumental swallowing assessments, as well as methods for preparing families for FEES and MBS.
  • Integrate treatment strategies for common feeding and oral motor developmental issues into early intervention therapy plans.

   
  Instructional Level: Intermediate | Track: PEDs EI

• S49 - Understanding Behavior: A Comprehensive Framework for Engagement in Speech Therapy

  Kevin Simmons, MS, CCC-SLP, Private Practice

  Behavior is a form of communication that provides valuable insight into a child’s needs, regulation and readiness to engage. This session explores how speech-language pathologists can better understand the function behind behaviors and implement practical, evidence-based strategies to increase participation and communication during therapy. Participants will learn approaches for supporting regulation, building rapport, preventing communication breakdowns and embedding functional speech and language goals into engaging intervention activities. Attendees will leave with practical tools to create more effective, responsive and communication-focused therapy experiences.

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

  • Identify the communicative functions of behaviors and their impact on engagement during speech therapy sessions.
  • Describe evidence-based strategies for supporting regulation, reducing communication breakdowns and increasing participation.
  • Integrate practical approaches to embed functional speech and language goals within behavior-responsive therapy activities.

   
  Instructional Level: Introductory | Track: Multi-Interest

12:30 pm-1:30 pm

• S50 - The Choices We Make

  Joshua Speidel, Run Your Marathon

  A devastating car accident changed everything for Josh Speidel, but it couldn’t stop his journey forward. Supported by his family, faith and a dedicated team of therapists, Josh turned tragedy into triumph —from his time with the University of Vermont basketball team to his graduation, wedding and founding of the Run Your Marathon Foundation. Join us for a story of extraordinary determination, resilience and hope.

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

  • Identify at least two reasons why it is important for professional caregivers to always believe in the client.
  • Identify at least two factors and why professional caregivers are important to recovery.
  • Identify at least two techniques that can be used to enhance the communication between the patient and the professional caregiver.

   
  Instructional Level: Introductory | Track: Multi-Interest

1:45 pm-3:15 pm

• S51 - Autistic Students Speak: What Helped Us Succeed in College

  Caroline Alexander Hudson, MS, CCC-SLP, Western Kentucky University
  Sarah McMaine-Render, MAE, Western Kentucky University

  Higher education poses distinct academic, social, communication and executive functioning challenges for many academically capable autistic students. This session introduces attendees to the Kelly Autism Program’s (KAP) Circle of Support, a comprehensive and neuro-affirming college support program designed to reduce barriers, promote independence and enhance student success. Circle of Support recognizes that autistic students are experts in their own experiences and actively incorporates their perspectives into program development and decision-making. Participants will learn about the individualized supports that have contributed to KAP’s impressive 61.3% graduation rate, significantly surpassing the estimated national graduation rate of 20-40% for autistic college students. These supports include executive function coaching, structured tutoring, mentoring, mental health counseling, residential considerations, career readiness programs and intentionally designed opportunities for social connection and a sense of belonging. The highlight of the session will be a panel of autistic college students who will share their experiences transitioning into higher education. The panelists will discuss the supports that best prepared them for college, interventions they found less helpful and what they wish speech-language pathologists and other professionals understood about autism and the neuro-affirming movement. Attendees will also learn how KAP’s student advisory board embodies the principle of Nothing About Us Without Us by empowering autistic students to shape programming, provide feedback and lead community-building initiatives. Through research, practical strategies and authentic student perspectives, participants will leave with actionable ideas for creating neuro-affirming, strengths-based supports that better prepare autistic students to thrive in higher education and beyond.

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

  • Identify at least three neuro-affirming supports that promote academic success, self-advocacy and a sense of belonging for autistic students transitioning to and participating in higher education.
  • Describe at least three ways how incorporating autistic voices through the principle of Nothing About Us Without Us can strengthen support programs and improve practices for speech-language pathologists and other professionals.
  • List at least three evidence-informed strategies from the Kelly Autism Program’s Circle of Support model to better prepare and support autistic students as they transition to postsecondary education.

   
  Instructional Level: Introductory | Track: Multi-Interest

• S52 - Beyond the Picture: Using Visual Supports to Prevent Challenging Behavior

  Mandy Carter, MA, BCBA, Kentucky Educational Development Corporation
  Lori Rayburn-Dehart, MEd, BCBA, LBA, Kentucky Educational Development Corporation

  Visual supports are among the most effective evidence-based interventions for improving communication, increasing independence and preventing challenging behavior in children with autism and other complex learning needs. While often associated with communication, visual supports also serve as powerful antecedent interventions that reduce anxiety, clarify expectations, support executive functioning and teach replacement behaviors. This session will provide participants with practical strategies for selecting, designing and implementing visual supports across settings. Participants will learn how to match visual supports to behavioral function, communication level and environmental demands while collaborating effectively with educators, behavior analysts and families. Through real-world case examples and hands-on activities, attendees will leave with immediately applicable tools to improve engagement, transitions, self-regulation and functional communication.

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

  • Describe why visual supports are effective for preventing challenging behavior and promoting communication.
  • Identify visual supports that address common behavioral challenges including transitions, waiting, task completion, emotional regulation and functional communication.
  • Formulate function-based visual supports that proactively reduce challenging behavior and teach appropriate replacement behaviors aligned with a learner’s communication needs.

   
  Instructional Level: Introductory | Track: School Based

• S53 - Connection From the Start; AAC Feature Matching for Young Communicators, Part 1

  Laura Glastetter-Stone, PhD, CCC-SLP, University of Kentucky
  Kelsey Brown, MS, CCC-SLP, UK Healthcare

  Effective AAC system selection requires a comprehensive, dynamic evaluation followed by systematic feature matching to align device characteristics with a child’s strengths and needs. Embedding communication opportunities within natural home and school routines is critical for improving participation and language outcomes for children who use AAC. In part one, participants will review AAC assessment components and feature matching processes. Attendees will examine key features for device selection and apply structured decision-making using four common language systems. In part two, participants will learn and practice evidence-based strategies for implementing aided language input through language immersion within authentic contexts, daily routines and activities. We will provide access to a variety of language systems for practice during the hands-on portion. You are welcome to bring-your-own-device (BYOD) to explore with us.

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

  • Identify three AAC evaluation components that inform feature matching.
  • Identify key features for device selection
  • Describe two features of the four presented AAC language systems.

   
  Instructional Level: Intermediate | Track: PEDs EI

• S54 - Structured Caregiver Training: Providing a Meaningful Approach That Matters

  Whitney Robertson, MS, CCC-SLP, Dementia Care Consulting, LLC

  Providing caregiver education is necessary for speech-language pathology intervention. However, this does not always mean generalization into our patient’s daily lives. This session will cover practical ways to approach caregivers across a variety of diagnoses and clinical settings.

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

  • Identify practical caregiver-education strategies that support generalization in our patients’ lives.
  • Identify how to adapt caregiver-education approach based upon a patient’s needs, level of caregiver support and personal living environment.
  • Describe an appropriate caregiver- training session that includes: education, modeling and caregiver strategies into the patient’s daily life.

   
  Instructional Level: Intermediate | Track: Adult SLP

• S55 - Structuring Speech Sessions: Applying TEACCH Frameworks to Maximize Communication

  Amanda Bell, EdD, Northern Kentucky Cooperative for Educational Services

  School-based speech-language pathologists face the constant challenge of managing executive dysfunction and anxiety while trying to target complex communication goals in short sessions. Structured TEACCHing offers a framework to bridge this gap. This session demonstrates how to adapt core TEACCH principles: physical arrangement, visual therapy schedules, task systems and visually structured activities specifically for speech-language intervention. Participants will explore practical strategies to reduce prompt dependency, minimize behavioral disruptions during transitions and structure therapy tasks so students can focus their cognitive energy on communication rather than deciphering session expectations.

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

  • Identify the core principles of Structured TEACCHing and their direct application to individual and group speech therapy sessions.
  • Assess and design visual therapy schedules and work systems that decrease anxiety, lower cognitive load and foster independent task engagement.
  • Identify and adapt receptive, expressive and AAC targets using visual structure to decrease verbal prompt dependency during clinical activities.

   
  Instructional Level: Intermediate | Track: School Based

• S56 - Vestibular Case Studies and Tips for Non-Vestibular Audiologists

  Richard Roberts, PhD, University of Kentucky College of Medicine

  Assessment of vestibular function has advanced in the last 20 years, with improvement in both our understanding and our technology. This creates amazing learning opportunities for our audiology students who are able to apply what they are taught in class directly in their clinical experiences. It may be challenging for more mature clinicians of the presenter’s generation to find opportunities to learn and then apply this knowledge. The purpose of this session is to discuss the more contemporary approaches used in vestibular assessment. Using actual cases to highlight points will allow for more contextualized learning like our doctoral students receive.

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

  • List the tests that assess the range of horizontal canal function.
  • Describe assessment results that indicate lack of compensation to vestibular impairment.
  • Identify and discuss strategies to optimize assessment with vestibular evoked myogenic potentials.

   
  Instructional Level: Intermediate | Track: Audiology

1:45 pm-3:45 pm

• S57 - Evidence, Ethics and Patient Choice: Individualizing Dysphagia Management

  Maria Bane, PhD, CCC-SLP, Eastern Kentucky University
  Debra Suiter, PhD, CCC-SLP, BCS-S, F-ASHA, University of Kentucky

  Dysphagia management requires speech-language pathologists to make complex clinical decisions that balance swallowing physiology with hydration, nutrition, medication administration, patient autonomy, quality of life and the realities of the clinical setting. As evidence surrounding dysphagia interventions continues to evolve, clinicians are increasingly challenged to make individualized recommendations despite clinical uncertainty. This session provides a practical, evidence-informed approach to dysphagia management. Participants will examine when thickened liquids are likely to provide meaningful benefit, when alternative strategies may better align with patient goals and when monitoring or watchful waiting is appropriate. Discussion will emphasize how recommendations evolve across the continuum of care as patients’ medical status and goals change. Emphasis will be placed on communicating clinical uncertainty, supporting shared decision-making and applying evidence-informed clinical reasoning to individualized dysphagia management. Rather than endorsing or dismissing a single intervention, this session equips clinicians with practical strategies for navigating complex, preference-sensitive decisions across healthcare settings.

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

  • Apply a structured clinical reasoning framework to develop individualized dysphagia management recommendations.
  • Assess and differentiate clinical situations in which thickened liquids, alternative management strategies, or careful monitoring are most appropriate based on current evidence and patient-specific factors.
  • Identify and explain how dysphagia management recommendations may evolve across the continuum of care as patients’ medical status, functional abilities and goals change.

   
  Instructional Level: Intermediate | Track: Adult SLP

3:30 pm-4:30 pm

• S58 - Connection From the Start; AAC Feature Matching for Young Communicators, Part 2

  Laura Glastetter-Stone, PhD, CCC-SLP, University of Kentucky
  Kelsey Brown, MS, CCC-SLP, UK Healthcare

  Effective AAC system selection requires a comprehensive, dynamic evaluation followed by systematic feature matching to align device characteristics with a child’s strengths and needs. Embedding communication opportunities within natural home and school routines is critical for improving participation and language outcomes for children who use AAC. In part one, participants will review AAC assessment components and feature matching processes. Attendees will examine key features for device selection and apply structured decision-making using four common language systems. In part two, participants will learn and practice evidence-based strategies for implementing aided language input through language immersion within authentic contexts, daily routines and activities. We will provide access to a variety of language systems for practice during the hands-on portion. You are welcome to Bring-Your-Own-Device (BYOD) to explore with us.

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

  • Identify, learn and practice evidence-based strategies for implementing aided language input through language immersion within authentic contexts, daily routines and activities
  • Identify three daily home or school routines to support communication opportunities.
  • Demonstrate aided language input on at least one unfamiliar AAC language system.

   
  Instructional Level: Intermediate | Track: PEDs EI

• S59 - Dementia Considerations in Acute Care for Speech-Language Pathologists

  Adria Thompson, MA, CCC-SLP, Be Light Care Consulting

  People living with dementia are frequently hospitalized for acute illnesses and injuries unrelated to their dementia, yet cognitive and communication changes can significantly affect how they experience and participate in hospital care. This practical session explores the unique challenges hospitalization presents for people living with dementia and the important role of the acute care speech-language pathologist. Participants will review key features of dementia and delirium, including the importance of distinguishing chronic cognitive changes from acute changes in function. Through real-world clinical examples, the session will examine strategies for improving communication and comprehension, supporting orientation, modifying the hospital environment, promoting meaningful engagement and helping patients participate more successfully in their care. Additional considerations will include dysphagia, nutrition and hydration, caregiver and staff education and person-centered decision-making. Participants will leave with practical strategies for identifying where SLP expertise can improve communication, participation, comfort and quality of care for hospitalized patients living with dementia.

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

  • Assess and differentiate characteristics of dementia and delirium relevant to acute care assessment and treatment.
  • Apply communication, environmental and swallowing strategies to support comprehension, nutrition, hydration and participation during hospitalization.
  • Formulate and develop approaches for educating caregivers and healthcare professionals and advocating for person-centered dementia care in acute care settings.

   
  Instructional Level: Intermediate | Track: Adult SLP

• S60 - Imaging for the Audiologist

  Nathan Cass, MD, University of Kentucky

  This session will focus on CT and MRI imaging characteristics of common audiologic/otologic disorders that face the hearing health practitioner. Participants should expect to learn which imaging studies are typically ordered for different indications and the essential details to evaluate for on such imaging. The clinical decision-making processes for these disorders will be discussed in light of imaging findings.

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

  • Identify and match which imaging studies are typically ordered for different indications.
  • Identify the essential details that radiologists and surgeons evaluate for on such imaging.
  • Describe clinical decision-making procedures for otologic and neurotologic disorders in light of applied imaging findings.

   
  Instructional Level: Intermediate | Track: Audiology

• S61 - Supporting Language and Literacy With AAC Using Grid

  Haley Tye Ross, MS, CCC-SLP, Smartbox

  Access to comprehensive and multi-modal augmentative and alternative communication (AAC) supports in a language-rich environment facilitate early learners in developing language and communication skills (Davidoff, 2017). There is a foundational relationship between language and literacy development with each supporting the development of the other. In early learners, the acquisition of literacy supports the growth of vocabulary, sentence structure and narrative skills, while robust language development enhances the ability to decode and comprehend written text. For early learners using AAC, literacy development opens new pathways for self-expression, cognitive development and participation in the world. Understanding how literacy and language development influence one another is crucial for designing effective early intervention strategies, particularly in the AAC field where communication barriers often exist. In this session, we will explore ways that various AAC supports can serve as effective tools for enhancing early literacy instruction while promoting language development. We will take an in-depth tour of Grid software, which provides high-tech access to AAC for language, learning, literacy activities and a platform to create lite-tech supports, to explore tools that can be used to support language-rich environments and promote early literacy learning. Fun and practical applications of these tools and strategies will be discussed to provide attendees with techniques that can be immediately implemented across environments. By the end of the session, attendees will be equipped with the knowledge and tools necessary to make meaningful contributions to support the literacy development of early learners using AAC more effectively.

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

  • Identify one online based literacy support for early readers.
  • Describe a recent research finding about how symbols affect literacy learning for AAC users.
  • Identify three specific AAC supports within Grid software to support literacy development.

   
  Instructional Level: Introductory | Track: Multi-Interest

• S62 - Treating Childhood Apraxia of Speech

  Elizabeth Farmer, MA, CCC-SLP, Boone County School District

  This session will address why childhood apraxia of speech (CAS) can be so hard to treat, provide a brief history of CAS research and treatment and what can be achieved with treatment. The key difference between the treatment approach for CAS and other speech sound disorders along with how to select treatment goals for a child with CAS will be included in the discussion. This session will also include how to structure treatment sessions, how to embed an effective cuing hierarchy for CAS, how to take data and treatment frequency and dosage. The presenter will also provide case studies and identify issues that frequently co-occur with CAS. Attendee will leave with game ideas you can play during treatment and a resources list.

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

  • Describe the key differences in treatment approach between CAS and other speech sound disorders.
  • Identify and interpret assessment results for a child with CAS.
  • Identify how to create and plan a treatment session for a child with CAS.

   
  Instructional Level: Introductory | Track: | School Based

• S63 - Workload Versus Caseload, Work Smarter Not Harder!

  Amy Blake, MA, CCC-SLP, Fayette County Public Schools
  Jessica Williams, MA, CCC-SLP, Fayette County Public Schools

  Traditional SLP staffing models rely on caseload, counting only the raw headcount of students on active IEPs. However, this numerical cap treats every student as equal and ignores the extensive behind-the-scenes work required for compliance and quality care. Evaluated factors include direct face-to-face intervention time alongside non-direct activities: comprehensive evaluations, IEP/progress documentation, Medicaid billing and multi-tiered system of supports (MTSS/RTI) participation, parent-teacher collaboration, assistive technology programming and inter-school travel. This session will focus on workload versus caseload models and how to implement pieces of each approach within the school setting.

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

  • Identify the difference between workload and caseload models.
  • Describe ways to implement workload and caseload models in your settings.
  • Describe how workload approaches benefit student outcomes.

   
  Instructional Level: Intermediate | Track: School Based

 

On-Demand Sessions

Viewing Period: Before CE Deadline Date

 

• OD64 - Considerations for Including the ICF Framework Within CSD Courses

  Leslie Kokotek, PhD, CCC-SLP, University of Louisville

  The World Health Organization’s International Classification of Functioning, Disability and Health (ICF) provides a biopsychosocial framework for understanding functioning across body structures and functions, activities and participation and environmental and personal contextual factors. The ICF has become foundational to communication sciences and disorders (CSD). As the framework of practice (ASHA, 2016), it helps guide contemporary approaches to person-centered, contextualized care across speech-language pathology and audiology. Despite its growing importance, explicit instruction on the ICF framework remains inconsistent within undergraduate and graduate CSD curricula and knowledge and application of the framework continue to be underreported among clinicians. This session will provide an overview of the ICF framework and discuss its relevance to CSD education and clinical practice. Participants will explore the value of introducing the framework earlier and more intentionally throughout CSD curricula to better prepare future clinicians for holistic, compassionate and evidence-informed care. Beyond teaching the ICF as course content, this session also proposes using the framework as a pedagogical model for CSD education. Practical strategies for integrating ICF principles into course design, classroom discussions, assignments, case-based learning and clinical reasoning will be presented. By experiencing courses intentionally designed through an ICF lens, students learn not only about the framework but also through it, developing habits of clinical reasoning that extend beyond impairment-focused care and better preparing them to provide contextualized, person-centered services across diverse practice settings.

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

  • Identify the core components of the ICF framework.
  • Describe the role of the ICF framework in preparing students for contextualized, person-centered care.
  • List three ways to integrate the ICF framework into CSD teaching and learning activities.

   
  Instructional Level: Intermediate | Track: Higher Ed/Multi-Interest

• OD65 - Peak Cough Flow: Exploring Clinical Utility in Dysphagia Evaluation

  Stefanie Moynahan, MS, CCC-SLP, BCS-S, Baptist Health Lexington

  Peak cough flow (PCF) provides an objective measure of voluntary cough strength and airway-clearance capacity and may offer useful adjunctive information during dysphagia evaluation. While cough effectiveness is an important component of airway protection, existing PCF reference values and proposed thresholds are largely derived from specific neurologic and respiratory populations, limiting their application to medically complex acute-care patients. This session will explore the relationship between peak cough flow and swallowing function in adults referred for dysphagia evaluation in an acute-care setting. Findings from a retrospective cohort study examining PCF in relation to clinical cough assessment, functional swallowing ability and instrumental swallowing findings will be presented. The clinical utility of incorporating an objective measure of cough strength into dysphagia assessment will be considered, including how PCF may complement bedside clinical swallowing assessment. Participants will examine the potential role of PCF in identifying patients who may warrant further evaluation and in supporting clinical decision-making. Current limitations of applying established PCF thresholds to acute-care dysphagia populations and directions for future research will also be addressed.

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

  • Describe the relationship between peak cough flow, cough effectiveness and airway-clearance capacity.
  • Identify associations between peak cough flow and swallowing outcomes in an acute-care population.
  • Compare peak cough flow findings with clinical cough assessment and instrumental swallowing findings.
  • Identify potential applications and limitations of peak cough flow as an adjunct to dysphagia evaluation.

   
  Instructional Level: Advanced | Track: Adult SLP

• OD67 - School-Based SLPs: Preventing Head and Neck Cancer

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

  The speaker examines human papillomavirus (HPV) as a major and preventable cause of head and neck cancer in the United States. A school-based and community-driven public health approach is reviewed via data and current policies. HPV transmission, cancer prevalence and the increasing burden of oropharyngeal cancer is discussed. The history, safety and effectiveness of HPV vaccination is highlighted, alongside common misconceptions and policy barriers to widespread adoption. Kentucky-specific data addresses lower vaccination rates and higher cancer incidence. This presentation advocates for stronger public health initiatives, education and policy reform. Speech-language pathologists and healthcare professionals are positioned as key advocates in improving vaccination uptake and reducing future cancer incidence.

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

  • Describe the relationship between human papillomavirus (HPV) infection and the development of HPV-associated oropharyngeal cancer.
  • Identify at least three potential effects of head and neck cancer and its treatment on speech, voice and swallowing.
  • Identify at least three evidence-based strategies that school-based SLPs can use to support head and neck cancer prevention through education, advocacy and interprofessional collaboration.

   
  Instructional Level: Introductory | Track: School Based

• OD68 - The Role of Respiratory Support in Infant Feeding

  Amber Valentine Forston, MS, CCC-SLP, BCS-S, IBCLC, CNT, NTMTC, Baptist Health Lexington
  Emma Corman, MS, CCC-SLP, CLC, IBCLC, Baptist Health Lexington

  Infant feeding is a specialized population for an SLP who practices in feeding/swallowing. Suck-Swallow-Breath (SSB) sequencing is essential for safe and efficient feeding in the infant population. This presentation will discuss respiratory support in infants in NICU/infants/peds, importance of safety and efficacy of feeding and speech pathologists role in feeding with this population. It will also discuss roles and responsibilities of the interdisciplinary team.

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

  • Describe the relationship between breathing and swallowing.
  • Identify the role of the SLP in conjunction with respiratory support and feeding.
  • Describe the role of nonnutritive sucking and oral therapy in developing swallow function in infants.
  • Identify three areas that an SLP can assist in improving feeding in infants.

   
  Instructional Level: Intermediate | Track: PEDs EI

• OD69 – Audiology Presentation

  Margaret Dillon, AuD, CCC-A, University of North Carolina

  Check back soon for session description.