Friday Program

2021 Convention Program
Friday Sessions

• Session 41, Building Trauma-Informed Services in Early Intervention, Part 1 (8:00 am-9:30 am)

  Presenter Format: Presenter In Person
  Erin Redle Sizemore, PhD, CCC-SLP; Lesley Raisor-Becker, PhD, CCC-SLP, from University of Cincinnati

  In this session, participants will learn about trauma and the impact of trauma and chronic stress on a family and a young child’s development. Principles of trauma-informed service delivery will be discussed along with ways in which service providers may practice self-care while providing early intervention services to families who have experienced trauma. Finally, several trauma-informed practices that support a family’s resiliency will be explored.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Define different types of trauma and explain trauma’s impact on a child and family.
  • Discuss the principles and framework of trauma-informed service delivery in Early Intervention.
  • Implement two strategies for trauma-informed service delivery that support the health, healing, resilience and well-being of families.

  Instructional Level: Intermediate | Track: PEDs EI

• Session 42, COVID-19 Update and Presbyphagia: Impact on Our Practice, Part 1 (8:00 am-9:30 am)

  Presenter Format: Presenter In Person
  Luis Riquelme, PhD, BCS-S CCC-SLP, New York Medical College

  In this session, the presenter will share his experiences at a large acute care hospital in Brooklyn, New York where he and his team of eight speech-language pathologists provide direct care in all hospital units, acute rehabilitation and outpatient settings. The pandemic reached its height in New York City during March and April 2020, a time where given an initial shortage of personal protective equipment; he and his team provided frontline services to patients with COVID-19. This session will address the lessons learned during this time and discuss many clinical protocols that were challenged. In addition, the impact of COVID-19 on the aging population will be addressed in the context of dysphagia services and decision-making. The active continuum of presbyphagia to dysphagia in older adults will be addressed. Influence of these findings on overall clinical decision-making, including protocols for instrumental assessments, will be discussed. Focus on cultural sensitivity will be highlighted throughout the session, as per need to address ethnicity, aging, lifestyle and other cultural factors as clinicians make decisions regarding assessment and treatment. The audience will be engaged in problem-solving activities. Evidence for all decision-making will be sought and provided as available. Findings from preliminary data analysis will be shared as appropriate.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe appropriate PPE for working with patients with COVID-19.
  • Describe the active interplay between presbyphagia and dysphagia in older adults.
  • Outline three protocols challenged by differing recovery patterns in patients with COVID-19.
  • List two forms of evidence to inform clinical practice for this population.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 43, Kentucky EHDI: Who, What, Where, When, Why and How (8:00 am-9:30 am)

  Presenter Format: Presenter In Person
  Lace Back Lane, MS, CCC-SLP, KSHA President; Kate Wood Hall, Lobbyist

  Jeanne Albano, MPH; Lori Travis, AuD from CHFS Office for Children with Special Health Care Needs

  The Early Hearing Detection and Intervention Program (EHDI) for Kentucky is housed within the state’s Title V agency, The Office for Children with Special Health Care Needs. Early identification, diagnosis and intervention are critical to language learning, school success and life-long achievement for persons born with hearing loss. This session will provide an overview of the EHDI program, discuss the essential 1-3-6 goals for screening, diagnosis and intervention, the role and responsibilities of the audiologist within the EHDI system, the importance of reporting and referral to early intervention as well as family engagement efforts. The latest risk factor follow-up guidelines developed by the EHDI Advisory Board based on the Joint Committee on Infant Hearing (JCIH) 2019 Position Statement will also be shared.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify the 1-3-6 goals.
  • Describe the process of reporting diagnostic findings and early intervention referral information to the EHDI program.
  • Describe the importance of family engagement in the EHDI system.

  Instructional Level: Intermediate | Track: Audiology

• Session 44, Role of the Speech-Language Pathologist in the Treatment of Mild TBI, Part 1 (8:00 am-9:30 am)

  Presenter Format: Presenter In Person
  Stephanie Volker, MS, CCC-SLP, Cincinnati Children’s Hospital

  Mild traumatic brain injury (mTBI) in children and adolescents is an often overlooked and misunderstood condition which can result in acute or chronic impairments in communication and cognitive skills. The speech-language pathologist (SLP) is an integral member of a multi-disciplinary team and can provide direct treatment, consultation and ongoing monitoring and support for children and adolescents who have experienced mTBI. This session will focus on educating SLPs about the unique nature of mTBI and providing an overview of assessment and treatment of communication and cognitive impairments associated with mTBI. SLP’s will gain knowledge so that they can provide the treatment to support kids in both the medical and school settings.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Demonstrate understanding of how mTBI falls within the SLP scope of practice.
  • Verbalize an understanding of the principles of cognitive rehabilitation.
  • Identify other variables to consider in the context of treatment of mTBI.
  • Discuss the cognitive and communication skills which can be impacted by mTBI.

  Instructional Level: Intermediate | Track: PEDs School Based

• Session 45, The ABC’s of Spelling Assessment and Intervention: Practical Strategies for SLPs, Part 1 (8:00 am-9:30 am)

  Presenter Format: Presenter In Person
  Kellie Ellis, PhD, CCC-SLP, Eastern Kentucky University

  Working with kids who are struggling with spelling? Want to learn more about the connection between language and spelling ability? In this session, practical strategies for how to assess and provide instruction in spelling will be presented. The complexity of spelling in English and development of spelling ability will be explored. Use of a metalinguistic instructional approach will be described and demonstrated.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe the connections among speech, language and spelling ability.
  • Identify and describe evidence-based practices for the assessment of spelling ability of school-aged children with speech and language disorders.
  • Identify and describe evidence-based practices for intervention focused on spelling for school-aged children with speech and language disorders.

  Instructional Level: Intermediate | Track: PEDs School Based

• Session 46, Voice Therapy Workshop, Part 1 (8:00 am-9:30 am)

  Presenter Format: Presenter In Person
  This Session is Limited to 50 In-Person Attendees
  JoAnna Sloggy, PhD, CCC-SLP, University of Kentucky Voice & Swallow Clinic

  This session focuses on the understanding and treatment of voice disorders. Voice disorders have an estimated incidence between 3-9% with increased prevalence in the elderly adult population of 4.8%-29.1%. The prevalence of voice disorders among treatment-seeking patients has been shown to be affected by occupation, gender and age. Occupational voice users (teachers, salespersons, singers) have an increased prevalence, with teachers reporting a lifetime prevalence of 50% – 80% of teachers reporting to have experienced a voice disorder across their lifetime. This session will focus on therapy techniques that can be used for patients with benign laryngeal lesions and functional dysphonia. Treatment modalities discussed will include hygienic voice therapy, symptomatic voice therapy and physiologic voice therapy. Therapy demonstrations will include vocal function exercises and semi-occluded vocal tract exercises and resonant voice exercises.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Demonstrate an understanding of the three subsystems of voice production: respiration, phonation and resonance.
  • Explain common voice pathologies and understand how they will affect voice production.
  • Identify and practice appropriate voice therapy technique for treating patients with benign vocal lesions.

  Instructional Level: Introductory | Track: Adult SLP

• Session 47, Building Trauma-Informed Services in Early Intervention, Part 2 (9:45 am-11:15 am)

  Presenter Format: Presenter In Person
  Erin Redle Sizemore, PhD, CCC-SLP; Lesley Raisor-Becker, PhD, CCC-SLP, from University of Cincinnati

  In this session, participants will learn about trauma and the impact of trauma and chronic stress on a family and a young child’s development. Principles of trauma-informed service delivery will be discussed along with ways in which service providers may practice self-care while providing early intervention services to families who have experienced trauma. Finally, several trauma-informed practices that support a family’s resiliency will be explored.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Define different types of trauma and explain trauma’s impact on a child and family.
  • Discuss the principles and framework of trauma-informed service delivery in Early Intervention.
  • Implement two strategies for trauma-informed service delivery that support the health, healing, resilience and well-being of families.

  Instructional Level: Intermediate | Track: PEDs EI

• Session 48, COVID-19 Update and Presbyphagia: Impact on Our Practice, Part 2 (9:45 am-11:15 am)

  Luis Riquelme, PhD, BCS-S CCC-SLP, New York Medical College

  In this session, the presenter will share his experiences at a large acute care hospital in Brooklyn, NY where he and his team of eight speech-language pathologists provide direct care in all hospital units, acute rehabilitation and outpatient settings. The pandemic reached its height in NYC during March and April 2020, a time where given an initial shortage of protective equipment, he and his team provided frontline services to patients with COVID-19. This session will address the lessons learned during this time and discuss many clinical protocols that were challenged. In addition, the impact of COVID-19 on the aging population will be addressed in the context of dysphagia services and decision-making. The active continuum of presbyphagia to dysphagia in older adults will be addressed. Influence of these findings on overall clinical decision-making, including protocols for instrumental assessments, will be discussed. Focus on cultural sensitivity will be highlighted throughout the session, as per need to address ethnicity, aging, lifestyle and other cultural factors as clinicians make decisions regarding assessment and treatment. The audience will be engaged in problem-solving activities. Evidence for all decision-making will be sought and provided as available. Findings from preliminary data analysis will be shared as appropriate.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe appropriate PPE for working with patients with COVID-19.
  • Describe the active interplay between presbyphagia and dysphagia in older adults.
  • Outline three protocols challenged by differing recovery patterns in patients with COVID-19.
  • List two forms of evidence to inform clinical practice for this population.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 49, Precepting 101: What You Really Need to Know (9:45 am-11:15 am)

  Presenter Format: Presenter Is Virtual
  Lynzee Cornell, PhD, CCC-A, FAAA, University of Louisville

  Have you ever given thought to giving back to the profession? Does this thought come and then quickly go? Many times, the thought of giving back to the profession is segmented into working at the State or National levels by serving on committees or holding a leadership role.  For many of us, life is busy and the idea of serving on committees in a leadership role may add additional stress.  What if you could give back in another way? What if you could help teach future professionals? Universities are always looking for additional professionals that are willing to precept students.  This session will provide information on precepting requirements, what a preceptor’s role is to the graduate student and what the preceptor’s role is to the University.  Learn how to give back to the profession by helping mold the future!

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

  • Describe the role of the preceptor to the graduate student.
  • Describe the role of the preceptor to the University.
  • List basic requirements to become a preceptor.

  Instructional Level: Intermediate | Track: Audiology

• Session 50, Role of the Speech-Language Pathologist in the Treatment of Mild TBI, Part 2 (9:45 am-11:15 am)

  Presenter Format: Presenter In Person
  Stephanie Volker, MS, CCC-SLP, Cincinnati Children’s Hospital

  Mild traumatic brain injury (mTBI) in children and adolescents is an often overlooked and misunderstood condition which can result in acute or chronic impairments in communication and cognitive skills. The speech-language pathologist (SLP) is an integral member of a multi-disciplinary team and can provide direct treatment, consultation and ongoing monitoring and support for children and adolescents who have experienced mTBI. This session will focus on educating SLPs about the unique nature of mTBI and providing an overview of assessment and treatment of communication and cognitive impairments associated with mTBI. SLP’s will gain knowledge so that they can provide the treatment to support kids in both the medical and school settings.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Demonstrate understanding of how mTBI falls within the SLP scope of practice.
  • Verbalize an understanding of the principles of cognitive rehabilitation.
  • Identify other variables to consider in the context of treatment of mTBI.
  • Discuss the cognitive and communication skills which can be impacted by mTBI.

  Instructional Level: Intermediate | Track: PEDs School Based

• Session 51, The ABC’s of Spelling Assessment and Intervention: Practical Strategies for SLPs, Part 2 (9:45 am-11:15 am)

  Presenter Format: Presenter In Person
  Kellie Ellis, PhD, CCC-SLP, Eastern Kentucky University

  Working with kids who are struggling with spelling? Want to learn more about the connection between language and spelling ability? In this session, practical strategies for how to assess and provide instruction in spelling will be presented. The complexity of spelling in English and development of spelling ability will be explored. Use of a metalinguistic instructional approach will be described and demonstrated.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe the connections among speech, language and spelling ability.
  • Identify and describe evidence-based practices for the assessment of spelling ability of school-aged children with speech and language disorders.
  • Identify and describe evidence-based practices for intervention focused on spelling for school-aged children with speech and language disorders.

  Instructional Level: Intermediate | Track: PEDs School Based

• Session 52, Voice Therapy Workshop, Part 2 (9:45 am-11:15 am)

  Presenter Format: Presenter In Person
  The Session Limited to 50 In-Person Attendees
  JoAnna Sloggy, PhD, CCC-SLP, University of Kentucky Voice & Swallow Clinic

  This session focuses on the understanding and treatment of voice disorders. Voice disorders have an estimated incidence between 3-9% with increased prevalence in the elderly adult population of 4.8%-29.1%. The prevalence of voice disorders among treatment-seeking patients has been shown to be affected by occupation, gender and age. Occupational voice users (teachers, salespersons, singers) have an increased prevalence, with teachers reporting a lifetime prevalence of 50% – 80% of teachers reporting to have experienced a voice disorder across their lifetime. This session will focus on therapy techniques that can be used for patients with benign laryngeal lesions and functional dysphonia. Treatment modalities discussed will include hygienic voice therapy, symptomatic voice therapy and physiologic voice therapy. Therapy demonstrations will include vocal function exercises and semi-occluded vocal tract exercises and resonant voice exercises.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Demonstrate an understanding of the three subsystems of voice production: respiration, phonation and resonance.
  • Explain common voice pathologies and understand how they will affect voice production.
  • Identify and practice appropriate voice therapy technique for treating patients with benign vocal lesions.

  Instructional Level: Introductory | Track: Adult SLP

• Session 53, Getting in the Heads and Hearts of Those You Serve! (12:30 pm-1:30 pm)

  Presenter Format: Presenter In Person + Will be Recorded
  Joel Katte, Motivational Speaker

  Joel Katte, an educator of 20 years, contends today that relationships are urgent, and professionals must prioritize time for developing deep, trusting relationships. In addition, Joel believes the most important relationship is the one we have with ourselves, so he helps people develop better work life balance habits. His strategies for bringing greater, more positive energy to every space are helping people work and live with more passion and purpose.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify three ways to build stronger and better relationships.
  • Develop and strength strategies to increase professionalism within.
  • Identify at least ways to increase self-care and a better work life balance.

  Instructional Level: Introductory | Track: Professional Issues

• Session 54, Can’t We All Just Get Along? Learning to Love and Respect Medical and Education Speech-Language Pathology Regardless of What Side of the Fence You Are On (1:45 pm-3:15 pm)

  Presenter Format: Presenter In Person
  Melissa Weedman, MEd, CCC-SLP, University of Louisville

  Let’s be honest–we all have the same degree yet we really don’t play well together. This session will focus on what we do have in common and what we do different based on the nature of where we work. The focus will be on pediatric services to clients and students who often are one in the same person. Let’s learn to find common ground while respecting our differences.

  Learner Outcomes: At the end of this session, participants will be able to:
  • List three characteristics of medical/clinical based therapy.
  • List three characteristics of educational based therapy.
  • List three ways to collaborate across settings to benefit all.

  Instructional Level: Introductory | Track: Professional Issues

• Session 55, COVID-19 Update and Presbyphagia: Impact on Our Practice, Part 3 (1:45 pm-3:15 pm)

  Presenter Format: Presenter In Person
  Luis Riquelme, PhD, BCS-S CCC-SLP, New York Medical College

  In this session, the presenter will share his experiences at a large acute care hospital in Brooklyn, NY where he and his team of eight speech-language pathologists provide direct care in all hospital units, acute rehabilitation and outpatient settings. The pandemic reached its height in NYC during March and April 2020, a time where given an initial shortage of protective equipment, he and his team provided frontline services to patients with COVID-19. This session will address the lessons learned during this time and discuss many clinical protocols that were challenged. In addition, the impact of COVID-19 on the aging population will be addressed in the context of dysphagia services and decision-making. The active continuum of presbyphagia to dysphagia in older adults will be addressed. Influence of these findings on overall clinical decision-making, including protocols for instrumental assessments, will be discussed. Focus on cultural sensitivity will be highlighted throughout the session, as per need to address ethnicity, aging, lifestyle and other cultural factors as clinicians make decisions regarding assessment and treatment. The audience will be engaged in problem-solving activities. Evidence for all decision-making will be sought and provided as available. Findings from preliminary data analysis will be shared as appropriate.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe appropriate PPE for working with patients with COVID-19.
  • Describe the active interplay between presbyphagia and dysphagia in older adults.
  • Outline three protocols challenged by differing recovery patterns in patients with COVID-19.
  • List two forms of evidence to inform clinical practice for this population.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 56, Enhancing Advocacy and Communication: ASHA Committee of Ambassadors (1:45 pm-3:15 pm)

  Presenter Format: Presenter In Person
  Tommy Evans, AuD, CCC-A, Cincinnati Children’s Medical Center

  The American Speech-Language-Hearing Association (ASHA) is actively involved in supporting audiologists and speech-language pathologists so they are equipped clinically and professionally. ASHA is committed to a governance structure that is transparent and provides a high return on investments to all members. The Committee of Ambassadors (CoAs) is a new committee that was formed, following the sun-setting of the ASHA Advisory Council, charged with enhancing advocacy and communication of ASHA initiatives. The purpose of this session is to provide information about this newly formed committee, highlight current ASHA initiatives and public policy agenda, and provide tools for how you can enhance engagement in advocacy at local, state and national level.

  • Learner Outcomes: At the end of this session, participants will be able to:
  • Identify public policy agenda initiatives from the American Speech-Language- Hearing Association.
  • Describe the charge of the ASHA Committee of Ambassadors.
  • Identify how to effectively engage and communicate with lawmakers.

  Instructional Level: Intermediate | Track: Multi-Interest SLP/AUD

• Session 57, Examining Implicit Bias: Building Trauma-Informed Services in EI, Part 1 (1:45 pm-3:15 pm)

  Presenter Format: Presenter In Person
  Lesley Raisor-Becker, PhD, CCC-SLP; Erin Redle Sizemore, PhD, CCC-SLP, from University of Cincinnati

  In this session, participants will learn about the unconscious attitudes and stereotypes that may affect how services are delivered in early intervention. Further, participants will explore trauma and the impact of trauma and chronic stress on a family and a young child’s development. Principles of trauma-informed service delivery will be discussed along with ways in which service providers may practice self-care while providing early intervention services to families who have experienced trauma. Finally, several trauma-informed practices that support a family’s resiliency will be explored.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe implicit bias and how it may affect service delivery in Early Intervention.
  • Define different types of trauma and explain trauma’s impact on a child and family.
  • List the principles and framework of trauma-informed service delivery in Early Intervention.
  • Implement two strategies for trauma-informed service delivery that support the health, healing, resilience and well-being of families.

  Instructional Level: Intermediate | Track: PEDs EI

• Session 58, Facial Nerve Injury: An Evidence Based Approach to Treatment (1:45 pm-3:15 pm)

  Presenter Format: Presenter In Person
  Anne Blandford, SLPD, CCC-SLP, University of Louisville, Norton Healthcare; Scarlett Rose, MS, CF-SLP, Norton Healthcare

  This session will review facial nerve function and etiologies of facial nerve injury including Bell’s palsy, vestibular schwannoma 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 session, 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: Introductory | Track: Adult SLP

• Session 59, What is Autistic Communication? (1:45 pm-3:15 pm)

  Presenter Format: Presenter Is Virtual
  Sandra Combs, PhD, CCC-SLP, Private Education; Taylor Weaver-Rosmilia, MA, CCC-SLP, T.C. Harris School and Academy

  In this session we will discuss the many means of communication utilized by autistic individuals. This session will seek to give an overview of ways to both support and utilize the communication strategies already employed by autistic individuals, such as stimming, echolalia (scripting), repetition, augmentative and alternative communication, sign language etc… to build communication success across contexts and communication partners.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify three autistic communication strategies.
  • Identify three strategies for supporting autistic communication.
  • Identify collaborative means for supporting autistic students in the classroom.

  Instructional Level: Intermediate | Track: PEDs School Based

• Session 60, Augmentative and Alternative Communication for Children With Autism Spectrum Disorder (3:30 pm-5:00 pm)

  Presenter Format: Presenter In Person
  Sandra Grether, PhD, University of Cincinnati

  Children with autism spectrum disorder (ASD) need to become effective communicators with multiple communication partners and across multiple settings. This session will address how to use evidence-based core word augmentative and alternative communication (AAC) systems and strategies to facilitate functional and social communication skills with children with ASD who are either verbal or nonverbal.

  Learner Outcomes: At the end of this session, participants will be able to:
  • List two ways to increase communication opportunities for children with autism spectrum disorder.
  • Describe and analyze the features and components of published core word systems and resources and match them to the needs of children with autism spectrum disorder.
  • Describe ways to provide young children with autism spectrum disorder with appropriate supports and cues to increase functional communication across settings.

  Instructional Level: Intermediate | Track: PEDs School Based

• Session 61, COVID-19 Update and Presbyphagia: Impact on Our Practice, Part 4 (3:30 pm-5:00 pm)

  Presenter Format: Presenter In Person
  Luis Riquelme, PhD, BCS-S CCC-SLP, New York Medical College

  In this session, the presenter will share his experiences at a large acute care hospital in Brooklyn, NY where he and his team of eight speech-language pathologists provide direct care in all hospital units, acute rehabilitation and outpatient settings. The pandemic reached its height in NYC during March and April 2020, a time where given an initial shortage of protective equipment; he and his team provided frontline services to patients with COVID-19. This session will address the lessons learned during this time and discuss many clinical protocols that were challenged. In addition, the impact of COVID-19 on the aging population will be addressed in the context of dysphagia services and decision-making. The active continuum of presbyphagia to dysphagia in older adults will be addressed. Influence of these findings on overall clinical decision-making, including protocols for instrumental assessments, will be discussed. Focus on cultural sensitivity will be highlighted throughout the session, as per need to address ethnicity, aging, lifestyle and other cultural factors as clinicians make decisions regarding assessment and treatment. The audience will be engaged in problem-solving activities. Evidence for all decision-making will be sought and provided as available. Findings from preliminary data analysis will be shared as appropriate.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe appropriate PPE for working with patients with COVID-19.
  • Describe the active interplay between presbyphagia and dysphagia in older adults.
  • Outline three protocols challenged by differing recovery patterns in patients with COVID-19.
  • List two forms of evidence to inform clinical practice for this population.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 62, Examining Implicit Bias: Building Trauma-Informed Services in EI, Part 2 (3:30 pm-5:00 pm)

  Presenter Format: Presenter In Person
  Lesley Raisor-Becker, PhD, CCC-SLP; Erin Redle Sizemore, PhD, CCC-SLP, from University of Cincinnati

  In this session, participants will learn about the unconscious attitudes and stereotypes that may affect how services are delivered in early intervention. Further, participants will explore trauma and the impact of trauma and chronic stress on a family and a young child’s development. Principles of trauma-informed service delivery will be discussed along with ways in which service providers may practice self-care while providing early intervention services to families who have experienced trauma. Finally, several trauma-informed practices that support a family’s resiliency will be explored.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe implicit bias and how it may affect service delivery in Early Intervention.
  • Define different types of trauma and explain trauma’s impact on a child and family.
  • List the principles and framework of trauma-informed service delivery in Early Intervention.
  • Implement two strategies for trauma-informed service delivery that support the health, healing, resilience and well-being of families.

  Instructional Level: Intermediate | Track: PEDs EI

• Session 63, How to Analyze Dissession for Your Adult Caseload (3:30 pm-5:00 pm)

  Presenter Format: Presenter In Person
  Katherine Maddy, PhD, CCC-SLP, University of Kentucky Healthcare

  Dissession can be defined as language that goes beyond the boundaries of isolated sentences and is aimed at conveying a message among communication partners (Ewing-Cobbs et al., 1998; Ulatowska, & Oldness, 2004). A common impairment following stroke is impaired dissession production. Dissession impairments often persist into the chronic stages of recovery following stroke and negatively impact quality of life and ability to reintegrate into previously held vocational and social roles. Speech-language pathologists have reported numerous barriers to collecting and analyzing dissession for adult patients with neurological injury (Maddy et al., 2016). Barriers included lack of education regarding how to collect and analyze dissession as well as finding the time to complete this seemingly tedious and time-consuming task. This session will address these barriers identified by practicing speech-language pathologists in Kentucky in the collection and analysis of spoken dissession and offer practical solutions to include dissession analyses in clinical practice.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify various dissession elicitation methods.
  • Explain the importance of analyzing dissession for adults with neurogenic communication disorders.
  • Describe various methods for analyzing dissession.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 64, Video Modeling for Students With Autism and Their Families (3:30 pm-5:00 pm)

  Presenter Format: Presenter In Person
  April Board, MEd; Tammy Pierce, MA, CCC-SLP, from Jefferson County Public Schools

  The use of video modeling can be a very powerful tool for students who are on the spectrum and present with difficulties in the areas of social skills and expressive language. Video modeling is also very helpful for speech-language pathologists and teachers to use in order to provide education to parents for improved carryover of these learned skills into their homes and community. This session will provide multiple examples of video modeling used for students who use low-tech and high-tech augmentative and alternative communication, as well as students who struggle with social skills such as conversation, situational problem solving, participating in group work, approaching groups of people and more. You will hear from a few parents via video interview as to how video modeling has changed their home and their child’s ability to communicate and work in the community. Video models of education to parents on multiple topics will also be presented.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe the role of video modeling for people on the spectrum.
  • List ideas for video modeling for the development of social skills.
  • Identify ideas for video modeling for the development of communication in the home environment.
  • Identify ideas for different classes and curriculum to encourage the development of initiation of communication.

  Instructional Level: Intermediate | Track: PEDs School Based