Friday Program

2018 Convention Program
Friday Sessions

 

• Session 45, Annual KSHA Membership Forum (7:00 am – 8:00 am)

  Janice Carter Smith, PhD, CCC-SLP, KSHA President
  Kate Woods, KSHA Lobbyist

  This presentation will provide updated information to members regarding changes to current legislation, as well as a discussion on advocacy. Additionally, members will be given time to ask questions of professional concern.

  Learner Outcomes:  At the end of the presentation, participants will be able to identify current issues facing the KSHA membership, describe and apply grassroots advocacy, identify current legislation affecting the KSHA membership and apply their knowledge and identify reimbursement issues facing the KSHA membership.

  Instructional Level:  Intermediate  │  Track: Professional Issues

• Session 46, Adult Paradoxical Vocal Fold Motion: Evaluation and Treatment, Part 1 (8:00 am – 9:30 am)

  JoAnna Sloggy, MA, CCC-SLP, University of Kentucky Voice and Swallow Clinic

  This presentation focuses on understanding and treating paradoxical vocal fold motion (PVFM) in adults. Patients often see multiple providers prior to receiving a diagnosis of PVFM and recent literature suggests that otolaryngologists and speech-language pathologists (SLP) should provide the definitive and long-term management of patients with PVFM. The prevalence is currently unknown; however, it is more common in females than males (2:1). Participants will learn to identify PVFM symptoms and how to perform a non-instrumental evaluation for PVFM. The clinical diagnosis process performed by an SLP using instrumental assessment in conjunction with ear, nose and throat (ENT) will be introduced and laryngeal exams will be used to further understand PVFM as well as differential diagnosis of asthma versus PVFM. Therapy demonstrations will include rescue breathing for PVFM as well as the use of an inspiratory muscle strength training protocol and physiologic voice therapy.

  Learner Outcomes:  At the end of the presentation, participants will be able to demonstrate an understanding of paradoxical vocal fold dysfunction and the epidemiology of adult PVFM in the adult population, recognize symptoms of PFVM in adults and perform a non-instrumental assessment of PVFM for referral to ENT/SLP for instrumental assessment and perform rescue breathing for PVFM and identify and practice appropriate voice therapy technique for treating adults with PVFM.

  Instructional Level:  Beginner  │  Track: Adult SLP

• Session 47, Applying I² to Working With Families in Early Intervention, Part 1 (8:00 am – 9:30 am)

  Erin Redle, PhD, CCC-SLP, University of Cincinnati

  Coaching families to implement therapeutic strategies into their daily routine can be challenging for both the clinician and the family. Although not known by many clinicians, the fields of Implementation and innovation sciences offer scientifically supported and proven useful strategies for facilitating change. These strategies are used to support change at a systematic level in medical and educational settings, but also provide insight into how to change behavior and actions in even the most ingrained daily routines. This presentation will introduce the elements of implementation and innovation sciences relevant to coaching and working with families to facilitate change and adaptation of daily routines. Participants will learn specific techniques and tools for facilitating and measuring changes.

  Learner Outcomes:  At the end of the presentation, participants will be able to define implementation science, list four principles of implementation and innovation science that will facilitate changes in behavior and list two methods for measuring change when working with families.

  Instructional Level:  Intermediate  │  Track: PEDs SLP

• Session 48, Evidence-Based Treatment Strategies for Nonverbal and Verbal Children With ASD, Part 1 (8:00 am – 9:30 am)

  Jenny Burton, MEd, CCC-SLP, Cincinnati Children’s Hospital Medical Center
  Sandra Grether, PhD, CCC-SLP, Cincinnati Children’s Hospital Medical Center

  Children with autism spectrum disorder (ASD) vary considerably in regards to their ability to understand and use spoken language. Many children with ASD benefit from the use of alternative and augmentative communication (AAC) systems; all children with ASD struggle with social aspects of communication. This presentation will focus on evidence-based treatment strategies for improving communication skills in children with ASD. The first half of the presentation will focus on nonverbal/emergent language learners with ASD using core language strategies when implementing low-tech and high-tech AAC supports. The second half of the presentation will focus on verbal/advanced language learners with ASD with a focus on strategies to improve social communication in natural settings with a variety of communication partners. The speakers will utilize case-based examples to illustrate and describe the speech-language pathologists role as a collaborative team member for improving communication skills in this population.

  Learner Outcomes:  At the end of the presentation, participants will be able to describe communication characteristics of nonverbal and verbal children with ASD, explain how to use core language strategies with nonverbal/emergent language learners with ASD, describe and discuss evidenced-based treatment approaches to enhance the social communication competence for verbal children with ASD.

  Instructional Level:  Intermediate  │  Track: PEDs SLP

• Session 49, FEES Part 1: Anatomy and Normal Swallowing Viewed Endoscopically: Indications for FEEs vs. Fluoroscopy (8:00 am – 9:30 am)

  Susan Langmore, PhD, CCC-SLP, BCS-S, Boston University

  Whether you are thinking about doing fiberoptic endoscopic evaluation of swallowing (FEES) or have been doing it for a long time, this four-part presentation will bring you up to date on the latest in protocols, scoring and use of endoscopy to guide treatment. Over the years, FEES has grown in use throughout the United States and internationally as its strengths have become recognized. This presentation will draw on research and include video demonstrations.

  Learner Outcomes:  At the end of the presentation, participants will be able to compare fluoroscopy and endoscopy for evaluation of dysphagia, assess dysphagia with a FEES protocol and interpret abnormal findings from a FEES exam, direct appropriate treatment using endoscopy as biofeedback.

  Instructional Level:  Intermediate  │  Track: Adult SLP

• Session 50, Infant ABR Assessment and Challenges for Early Intervention, Part 1 (8:00 am – 9:30 am)

  Carrie Wingo, AuD, CCC-A, FAAA, Cincinnati Children’s Hospital Medical Center
  Erin Pinsky, AuD, CCC-A, Cincinnati Children’s Hospital Medical Center

  Early and accurate identification of hearing loss is imperative for obtaining optimal auditory, speech-language and cognitive outcomes for infants who are deaf/hard-of-hearing. A protocol for infant hearing assessment will be presented, including tips to achieve an optimal sleep state. A review of congenital cytomegalovirus (cCMV) infection will be provided, along with a new clinical pathway leading to cCMV identification in infants who are asymptomatic at birth. Infant hearing assessment in the neonatal intensive care unit (NICU) setting can be very challenging, especially in cases with neurologic dysfunction. Methods to improve auditory brain response (ABR) morphology in the NICU setting and facilitate ABR waveform interpretation will be provided.

  Learner Outcomes:  At the end of the presentation, participants will be able to list three common pitfalls leading to delayed diagnosis of hearing loss in infants, describe CMV infection and its effects on hearing and balance, recognize and identify ABR waveforms that are consistent with neurologic dysfunction and explain the importance of ABR testing follow-up and monitoring in the high risk neonatal population.

  Instructional Level:  Intermediate  │  Track: Audiology

• Session 51, Language Intervention for Children With APD Diagnosis, Part 1 (8:00 am – 9:30 am)

  Martha Coen-Cummings, PhD, CCC-SLP, Cincinnati Children’s Hospital Medical Center

  This presentation will delineate the current research stance on evidence-based treatment strategies for children diagnosed with a (central) auditory processing disorder and how the overall intervention goal will vary, depending on whether a speech-language pathologist or an audiologist is delivering the treatment. In addition, the main focus will be demonstrations (via videos) of clinical application of language processing management goals that improve active listening skills.

  Learner Outcomes:  At the end of the presentation, participants will be able to describe the relationship with which evidenced-based research can be applied to interventions for language processing that increase a child’s active listening skills, identify the childs problem area(s) and develop direct intervention goals that correspond to improving the deficit skills, develop therapeutic tasks that will achieve the appropriate, deficit-specific treatment goals, provide the families of the child being treated, with home program suggestions (using games and Apps) that facilitate the skills being addressed in treatment.

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

• Session 52, Role Release for School-Based SLPs, Part 1 (8:00 am – 9:30 am)

  Jessica Oliver, MS, CCC-SLP, Jefferson County Public Schools
  Candra Grether, MS, CCC-SLP, Jefferson County Public Schools

  This presentation will provide an in-depth look at reducing the role of speech-language services as students progress through the school system. This presentation will examine eligibility as it pertains to the Kentucky Department of Education standards. Several case studies will be discussed through the lens of common school-based themes such as stakeholder buy-in, duplication of services, English language learner/ English as second language (ELL/ESL) and more.

  Learner Outcomes:  At the end of the presentation, participants will be able to identify the Kentucky Department of Education standards of eligibility as it pertains to role release, analyze case history to determine eligibility in the area of speech-language impairment and explain the hierarchy of reduction of speech-language services to stakeholders.

  Instructional Level:  Beginner  │  Track: PEDs SLP

• Session 53, Spirituality and the SLP: Incorporating Faith to Promote Healing (8:00 am – 9:30 am)

  Leigh Anne Wallace, MS, CCC-SLP, Owensboro Health Regional Hospital

  Faith in todays society can be a very controversial topic, however many recent studies have shown the natural and strong connection of faith, health and healing. In this presentation, we will examine the wealth of research that continues to support this strong correlation. We will explore the differences of religion and spirituality and how these important needs are addressed, particularly in a medical setting. We will look at the role that a medical speech-language pathologist can play in collaboration with palliative care, pastoral care, registered nurses and medical doctors to best serve the whole patient as well as the family at a time when they will benefit from a significant amount of encouragement and support. We will discuss ethical considerations of prayer with patients and families and touch on practical ways to reduce burnout in our profession by implementation of spiritual principles.

  Learner Outcomes:  At the end of the presentation, participants will be able to explain the terms faith/religion/spirituality, define the role of palliative care and the services they can provide, explain the correlation between physical and spiritual health as evidenced by research, and name specific ways to prevent burnout in our profession.

  Instructional Level:  Intermediate  │  Track: Multi-Interest SLP

• Session 54, Adult Paradoxical Vocal Fold Motion: Evaluation and Treatment, Part 2 (9:45 am – 11:15 am)

  JoAnna Sloggy, MA, CCC-SLP, University of Kentucky Voice and Swallow Clinic

  This presentation focuses on understanding and treating paradoxical vocal fold motion (PVFM) in adults. Patients often see multiple providers prior to receiving a diagnosis of PVFM and recent literature suggests that otolaryngologists and speech-language pathologists (SLP) should provide the definitive and long-term management of patients with PVFM. The prevalence is currently unknown; however, it is more common in females than males (2:1). Participants will learn to identify PVFM symptoms and how to perform a non-instrumental evaluation for PVFM. The clinical diagnosis process performed by an SLP using instrumental assessment in conjunction with ear, nose and throat (ENT) will be introduced and laryngeal exams will be used to further understand PVFM as well as differential diagnosis of asthma versus PVFM. Therapy demonstrations will include rescue breathing for PVFM as well as the use of an inspiratory muscle strength training protocol and physiologic voice therapy.

  Learner Outcomes:  At the end of the presentation, participants will be able to demonstrate an understanding of paradoxical vocal fold dysfunction and the epidemiology of adult PVFM in the adult population, recognize symptoms of PFVM in adults and perform a non-instrumental assessment of PVFM for referral to ENT/SLP for instrumental assessment and perform rescue breathing for PVFM and identify and practice appropriate voice therapy technique for treating adults with PVFM.

  Instructional Level:  Beginner  │  Track: Adult SLP

• Session 55, Anxiety, Depression and Mental Illness: Is It Us or Them? (9:45 am – 11:15 am)

  Tamara Cranfill, PhD, CCC-SLP, Eastern Kentucky University; Higher Education Committee

  According to the Anxiety and Depression Association of America (2015), 60  percent of college-aged adults viewed seeing a mental health professional as a sign of strength. 46  percent see it as something most people cannot afford and 33  percent as inaccessible for most people. This 18-25 age group report higher rates of diagnosed mental disorders than older adults, including anxiety and depression. Additionally, 65 percent of college-aged adults have thought they may have a mental condition. Trends at multiple universities suggest mental health is a critical issue on college campuses. A roundtable format is proposed to permit discussion among university and college faculty on issues related to anxiety, depression and mental illness in student populations. Questions will be facilitated in small groups to permit varied perspectives to be shared. Comments will be aggregated and applied to ideas for addressing the issues in our programs.

  Learner Outcomes:  At the end of the presentation, participants will be able to identify the difference between everyday anxiety and anxiety disorder, discuss behavioral symptoms of depression and mental illness versus stress and explain approaches for adapting instruction and assessment strategies for these students.

  Instructional Level:  Intermediate  │  Track: Professional Issues

• Session 56, Applying I² to Working With Families in Early Intervention, Part 2 (9:45 am – 11:15 am)

  Erin Redle, PhD, CCC-SLP, University of Cincinnati

  Coaching families to implement therapeutic strategies into their daily routine can be challenging for both the clinician and the family. Although not known by many clinicians, the fields of Implementation and innovation sciences offer scientifically supported and proven useful strategies for facilitating change. These strategies are used to support change at a systematic level in medical and educational settings, but also provide insight into how to change behavior and actions in even the most ingrained daily routines. This presentation will introduce the elements of implementation and innovation sciences relevant to coaching and working with families to facilitate change and adaptation of daily routines. Participants will learn specific techniques and tools for facilitating and measuring changes.

  Learner Outcomes:  At the end of the presentation, participants will be able to define implementation science, list four principles of implementation and innovation science that will facilitate changes in behavior and list two methods for measuring change when working with families.

  Instructional Level:  Intermediate  │  Track: PEDs SLP

   

• Session 57, Evidence-Based Treatment Strategies for Nonverbal and Verbal Children With ASD, Part 2 (9:45 am – 11:15 am)

  Jenny Burton, MEd, CCC-SLP, Cincinnati Children’s Hospital Medical Center
  Sandra Grether, PhD, CCC-SLP, Cincinnati Children’s Hospital Medical Center

  Children with autism spectrum disorder (ASD) vary considerably in regards to their ability to understand and use spoken language. Many children with ASD benefit from the use of alternative and augmentative communication (AAC) systems; all children with ASD struggle with social aspects of communication. This presentation will focus on evidence-based treatment strategies for improving communication skills in children with ASD. The first half of the presentation will focus on nonverbal/emergent language learners with ASD using core language strategies when implementing low-tech and high-tech AAC supports. The second half of the presentation will focus on verbal/advanced language learners with ASD with a focus on strategies to improve social communication in natural settings with a variety of communication partners. The speakers will utilize case-based examples to illustrate and describe the speech-language pathologists role as a collaborative team member for improving communication skills in this population.

  Learner Outcomes:  At the end of the presentation, participants will be able to describe communication characteristics of nonverbal and verbal children with ASD, explain how to use core language strategies with nonverbal/emergent language learners with ASD, describe and discuss evidenced-based treatment approaches to enhance the social communication competence for verbal children with ASD.

  Instructional Level:  Intermediate  │  Track: PEDs SLP

• Session 58, FEES Part 2: Standard and Customized Protocols (9:45 am – 11:15 am)

  Susan Langmore, PhD, CCC-SLP, BCS-S, Boston University

  Whether you are thinking about doing fiberoptic endoscopic evaluation of swallowing (FEES) or have been doing it for a long time, this four-part presentation will bring you up to date on the latest in protocols, scoring and use of endoscopy to guide treatment. Over the years, FEES has grown in use throughout the United States and internationally as its strengths have become recognized. This presentation will draw on research and include video demonstrations.

  Learner Outcomes:  At the end of the presentation, participants will be able to compare fluoroscopy and endoscopy for evaluation of dysphagia, assess dysphagia with a FEES protocol and interpret abnormal findings from a FEES exam, direct appropriate treatment using endoscopy as biofeedback.

   

• Session 59, Infant ABR Assessment and Challenges for Early Intervention, Part 2 (9:45 am – 11:15 am)

  Carrie Wingo, AuD, CCC-A, FAAA, Cincinnati Children’s Hospital Medical Center
  Erin Pinsky, AuD, CCC-A, Cincinnati Children’s Hospital Medical Center

  Early and accurate identification of hearing loss is imperative for obtaining optimal auditory, speech-language and cognitive outcomes for infants who are deaf/hard-of-hearing. A protocol for infant hearing assessment will be presented, including tips to achieve an optimal sleep state. A review of congenital cytomegalovirus (cCMV) infection will be provided, along with a new clinical pathway leading to cCMV identification in infants who are asymptomatic at birth. Infant hearing assessment in the neonatal intensive care unit (NICU) setting can be very challenging, especially in cases with neurologic dysfunction. Methods to improve auditory brain response (ABR) morphology in the NICU setting and facilitate ABR waveform interpretation will be provided.

  Learner Outcomes:  At the end of the presentation, participants will be able to list three common pitfalls leading to delayed diagnosis of hearing loss in infants, describe CMV infection and its effects on hearing and balance, recognize and identify ABR waveforms that are consistent with neurologic dysfunction and explain the importance of ABR testing follow-up and monitoring in the high risk neonatal population.

  Instructional Level:  Intermediate  │  Track: Audiology

• Session 60, Language Intervention for Children With APD Diagnosis, Part 2 (9:45 am – 11:15 am)

  Martha Coen-Cummings, PhD, CCC-SLP, Cincinnati Children’s Hospital

  This presentation will summarize the current research’s stance on evidence-based treatment strategies for children diagnosed with a (central) auditory processing disorder (as it was more explicitly covered in part one) and how the overall intervention goal will vary, depending on whether a speech-language pathologist or an audiologist is delivering the treatment. The main focus is the demonstration (via videos) of clinical application of language processing management goals that improve the deficit areas of auditory memory, phonological awareness, auditory skills as they relate to metalinguistic cues, prosody training, receptive language issues pertinent to this area and binaural integration tasks.

  Learner Outcomes:  At the end of the presentation, participants will be able to describe the relationship with which evidenced-based research can be applied to interventions for language processing that increase a child’s active listening skills, identify the child’s problem area(s) and develop direct intervention goals that correspond to improving the deficit skills of auditory memory, phonological awareness, auditory skills as they relate to metalinguistic cues, prosody training, receptive language, develop therapeutic tasks that will achieve the appropriate, deficit-specific treatment goals and identify resources to provide the families of the child being treated, with home program suggestions (using games and Apps) that facilitates the skills being addressed in treatment.

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

• Session 61, Role Release for School-Based SLPs, Part 2 (9:45 am – 11:15 am)

  Jessica Oliver, MS, CCC-SLP, Jefferson County Public Schools
  Candra Grether, MS, CCC-SLP, Jefferson County Public Schools

  This presentation will provide an in-depth look at reducing the role of speech-language services as students progress through the school system. This presentation will examine eligibility as it pertains to the Kentucky Department of Education standards. Several case studies will be discussed through the lens of common school-based themes such as stakeholder buy-in, duplication of services, English language learner/ English as second language (ELL/ESL) and more.

  Learner Outcomes:  At the end of the presentation, participants will be able to identify the Kentucky Department of Education standards of eligibility as it pertains to role release, analyze case history to determine eligibility in the area of speech-language impairment and explain the hierarchy of reduction of speech-language services to stakeholders.

  Instructional Level:  Beginner  │  Track: PEDs SLP

• Luncheon Presenter, The Effects of Disability on the Family: Diagnosis, Therapy, Advocacy (12:30 pm – 1:30 pm)

  Cassidy Pickens, BS; Rebekah Downs

  An inside look at a family’s experience with Down syndrome from a mother and a sister who grew up to find her passion within the field of speech-language pathology. This presentation will cover the therapeutic role of the speech-language pathologist, the family perspective as it relates to evidence-based practice and ways to collaborate with families to advocate for the needs of the client.

  Learner Outcomes:  At the end of the presentation, participants will be able to identify two resources for helping family members, develop a plan for advocating for the client needs and identify ways to collaborate with family members.

  Instructional Level:  Beginner  │  Track: Professional Issues

• Session 62, Achieving R ticulation, Part 1 (1:45 pm – 3:15 pm)

  Susan Haseley, MS, CCC-SLP, Artic Bites

  Students who experience difficulties producing the R sound also have difficulties with imitation, perceiving the quality of their own R sound and a lack of awareness of the tongue placement and tension. This presentation will help the speech-language pathologist understand why the student’s skills are so erratic, why progress is so slow and show ways to increase the understanding of mouth movements for the child to enable spontaneous carryover. The presentation will review several tactile therapy tools and discuss how to analyze the R mistakes and what the child needs to do in order to correct the R sound. This presentation will add to the skill level of the speech-language pathologist, from novice to veteran.

  Learner Outcomes:  At the end of the presentation, participants will be able to identify the effects of incorrect lip, jaw and tongue placement and/or tongue tension, identify the movement needed in order for the child to produce a correct R sound, compare a variety of tactile tools in order to become a better consumer of therapy devices and identify tongue positions in order to help customize the R sound for the client.

  Instructional Level:  Intermediate  │  Track: PEDs SLP

• Session 63, Autism: Using Music to Enhance and Expand Preschool Social Skills (1:45 pm – 3:15 pm)

  Loretta Macaluso, MA, CCC-SLP, NKY Speech and Language Services, LLC

  This presentation will explore how music and video can be used to expand and enhance the development of preschool social skills. A brief review of the literature to support using music to enhance social skills will be presented. Selected social skills will be identified, explained and paired with examples of music/video that might be used to target behaviors. Other techniques such as using social stories, visual supports, language expansion ideas and activities will be explored.

  Learner Outcomes:  At the end of the presentation, participants will be able to list three preschool social skills, define three preschool social skills, describe three music/video examples that might be used to target three preschool social skills and list three other techniques that could be used to target social skills in preschool children with autism.

  Instructional Level:  Intermediate  │  Track: PEDs SLP

• Session 64, FEES Part 3: Scoring and Interpretation of Abnormal Findings (1:45 pm – 3:15 pm)

  Susan Langmore, PhD, CCC-SLP, BCS-S, Boston University

  Whether you are thinking about doing fiberoptic endoscopic evaluation of swallowing (FEES) or have been doing it for a long time, this four-part presentation will bring you up to date on the latest in protocols, scoring and use of endoscopy to guide treatment. Over the years, FEES has grown in use throughout the United States and internationally as its strengths have become recognized. This presentation will draw on research and include video demonstrations.

   

  Learner Outcomes:  At the end of the presentation, participants will be able to compare fluoroscopy and endoscopy for evaluation of dysphagia, assess dysphagia with a FEES protocol and interpret abnormal findings from a FEES exam, direct appropriate treatment using endoscopy as biofeedback.

• Session 65, MAPs 2 Learn™: Multisensory Approach to Phonemic Awareness of Sounds, Part 1 (1:45 pm – 3:15 pm)

  Renae Sageser, MA, CCC-SLP, Associates in Pediatric Therapy

  MAPs 2 Learn™: Multisensory Approach to Phonemic Awareness of Sounds is a kinesthetic, auditory, tactile and visual program that focuses on four different fade-out levels. Starting with receptive language and finishing with expressive language. This program has been proven to help children learn to speak, read and write. Everyone has different learning strengths and this program encompasses all learning styles with an effective fade-out system. MAPs 2 Learn™ has shown success with children as young as two years old.

  Learner Outcomes:  At the end of the presentation, participants will be able to demonstrate an understanding of the process of normal phonemic and sound development and its relationship to oral language development and how sounds are learned and what is appropriate with early childhood development and intervention, describe recent research findings in the area of kinesthetic cues with learning sounds and carryover of the skills and formulate training for therapists on phonemic awareness and phonics skills and approaches within various settings using MAPs 2 Learn™.

  Instructional Level:  Beginner  │  Track: PEDs SLP

• Session 66, My Patients Are Really Falling For Me! A Contemporary Look at Vestibular Assessment (1:45 pm – 3:15 pm)

  Katheryn Bachmann, PhD, FAAA, Cincinnati Children’s Hospital Medical Center

  Hearing loss in older adults is highly prevalent, with the National Institute on Deafness and Other Communication Disorders (NIDCD) estimating that approximately 75  percent of adults more than 60 years old have hearing loss, but did you know that approximately 80  percent of people aged 65 years and older experience dizziness?  Vestibular disorders not only profoundly affect adults, but can also affect children. Research shows that up to half of all children born with sensorineural hearing loss also have vestibular loss, or dysfunction. Not only is balance function assessment within an audiologist’s scope of practice, it is the audiologist’s responsibility to recognize when a patient, perhaps a hearing aid patient, is showing signs of reduced balance function. There are several simple screening measures that may be used to identify vestibular dysfunction and determine if a comprehensive vestibular evaluation is necessary. Screening measures and diagnostic techniques for evaluating both adults and children for vestibular dysfunction will be discussed.

  Learner Outcomes:  At the end of the presentation, participants will be able to identify the most common reason for an adult to complain of dizziness, list three ways to screen both adults and children for vestibular dysfunction and explain how to modify the vestibular test battery for testing children.

  Instructional Level:  Intermediate  │  Track: Audiology

• Session 67, Radiologic Diagnosis and Treatment of Pediatric Feeding, Swallowing and Speech Disorders (1:45 pm – 3:15 pm)

  Amber Valentine, MS, CCC-SLP, BCS-S, IBCLC, CNT, Baptist Health Lexington
  Vesna Martich Kriss, MD, Baptist Health Lexington

  This presentation will discuss the process of diagnosing pediatric feeding, swallowing and speech difficulties by use of radiographic imaging. It will discuss signs and symptoms of infants and pediatrics who would benefit from evaluation for feeding and/or swallowing difficulties. It will discuss specific imaging and diagnosis processes for these patients. After the evaluation process, it will determine treatment options for these infant and pediatric patients and their families.

  Learner Outcomes:  At the end of the presentation, participants will be able to describe signs/symptoms of pediatric feeding and speech disorders for appropriate referral, list radiographic anatomic abnormalities that pertain to pediatric feeding disorders and identify pediatric patients who would benefit from specialized treatment of feeding or speech difficulties.

  Instructional Level:  Intermediate  │  Track: PEDs SLP

• Session 68, Using AAC Core Vocabulary to Support Language and Literacy Skills, Part 1 (1:45 pm – 3:15 pm)

  Sandra Grether, PhD, CCC-SLP, Cincinnati Children’s Hospital Medical Center

  For students to have future academic and personal success, it is important for them to be competent using both oral and written communication. This presentation will focus on using a core language system to support students in developing language to be competitive in the classroom. Participants will learn how to incorporate core language using both low and high-tech augmentative and alternative communication (AAC) systems. Case studies will be shared,  and participants will have the opportunity to collaborate with other participants applying this core language approach with learners across settings. Additional interventions and strategies will focus on teaching students with special needs emergent and conventional literacy skills.

  Learner Outcomes:  At the end of the presentation, participants will be able to define core language principles, explain how to use core language with the emergent language user versus the independent language user, describe interventions to promote the development of emergent literacy skills, list strategies for teaching conventional literacy skills, including language, phonological awareness skills, letter-sound correspondences, decoding skills and application of decoding, sight word recognition and reading and interpreting simple texts for students with complex communication needs.

  Instructional Level:  Intermediate  │  Track: Multi-Interest SLP

• Session 69, VNeST: The Value of Verb Training for Persons With Aphasia – SESSION WITHDRAWN

   

• Session 70, How to Expand/Maximize Your Medical SLP Program (3:30 pm – 4:30 pm)

  Leigh Anne Wallace, MS, CCC-SLP, Owensboro Health Regional Hospital

  In todays ever-changing health care environment, it is more critical than ever to be able to effectively market and advocate the importance and use of services for the adult population in a medical facility. This can be especially challenging in a more rural environment or smaller facility where physicians or related services are not used to having access to a speech-language pathologist on a regular basis and may not even fully understand our job description. This presentation will discuss advocacy for our profession in a medical setting, specific programs and strategies to implement for growth of an acute and outpatient therapy program, collaboration with other professionals to build the best team approach for the patient, barriers to growth in specific settings and ideas for immediate implementation in your own work environment.

  Learner Outcomes:  At the end of the presentation, participants will be able to identify three barriers to growth in a medical setting, formulate a list of professionals with whom to collaborate in the medical setting and identify specific programs within an acute care setting which can generate an increased number of speech-language pathologist consults.

  Instructional Level:  Intermediate  │  Track: Adult SLP

• Session 71, The Aging Swallow: Diagnosing, Discriminating, Educating and Treating (or Not) (3:30 pm – 4:30 pm)

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

  As the elderly population continues to grow and life expectancy increases, so does the challenge for the speech-language pathologist (SLP) to manage the aging swallow. Presbyphagia, age-related changes in swallow mechanism, may make patients more susceptible to dysphagia, dehydration and malnutrition. It can be difficult to discriminate presbyphagia from dysphagia in the health care setting, making it difficult to know if, when and how it is best to treat. While literature does exist to support use of exercise to reverse the age-related loss of muscle strength, clinicians must also consider the potential harm of certain dysphagia interventions. Use of feeding tubes, modified diets, compensatory strategies, exercise and quality of life in the aging swallow will be discussed.

  Learner Outcomes:  At the end of the presentation, participants will be able to describe physiologic age-related changes that can occur in the swallow mechanism, list the differences between presbyphagia and dysphagia, list exercises that may be appropriate to consider in the aging swallow and describe the potential harm that can result from certain dysphagia interventions in the elderly population.

  Instructional Level:  Intermediate  │  Track: Adult SLP

• Session 72, Achieving Better Patient Outcomes by Promoting Trust and Family-Centered Care (3:30 pm – 5:00 pm)

  Jill Preminger, PhD, CCC-A, FAAA, University of Louisville

  There is a low uptake of audiology services and hearing aids in adults. Distrust of hearing health care contributes to these poor outcomes. When audiologists offer shared decision making and provide a patient- and family-centered approach to service provision, audiologists can improve patient trust and satisfaction with their services, increase adherence to their treatment recommendations and improve patient outcomes.

  Learner Outcomes:  At the end of the presentation, participants will be able to describe the relationship between patient-centered care, trust and shared decision making, identify treatment tools or strategies that promote family-centered care and describe the relationship between patient satisfaction and patient outcomes.

  Instructional Level:  Intermediate  │  Track: Audiology

• Session 73, Achieving R ticulation, Part 2 (3:30 pm – 5:00 pm)

  Susan Haseley, MS, CCC-SLP, Artic Bites

  Students who experience difficulties producing the R sound also have difficulties with imitation, perceiving the quality of their own R sound and a lack of awareness of the tongue placement and tension. This presentation will help the speech-language pathologist understand why the student’s skills are so erratic, why progress is so slow and show ways to increase the understanding of mouth movements for the child to enable spontaneous carryover. The presentation will review several tactile therapy tools and discuss how to analyze the R mistakes and what the child needs to do in order to correct the R sound. This presentation will add to the skill level of the speech-language pathologist, from novice to veteran.

  Learner Outcomes:  At the end of the presentation, participants will be able to identify the effects of incorrect lip, jaw and tongue placement and/or tongue tension, identify the movement needed in order for the child to produce a correct R sound, compare a variety of tactile tools in order to become a better consumer of therapy devices and identify tongue positions in order to help customize the R sound for the client.

  Instructional Level:  Intermediate  │  Track: PEDs SLP

• Session 74, FEES Part 4: Endoscopy as a Treatment Tool; Risks and Safety (3:30 pm – 5:00 pm)

  Susan Langmore, PhD, CCC-SLP, BCS-S, Boston University

  Whether you are thinking about doing fiberoptic endoscopic evaluation of swallowing (FEES) or have been doing it for a long time, this four-part presentation will bring you up to date on the latest in protocols, scoring and use of endoscopy to guide treatment. Over the years, FEES has grown in use throughout the United States and internationally as its strengths have become recognized. This presentation will draw on research and include video demonstrations.

  Learner Outcomes:  At the end of the presentation, participants will be able to compare fluoroscopy and endoscopy for evaluation of dysphagia, assess dysphagia with a FEES protocol and interpret abnormal findings from a FEES exam, direct appropriate treatment using endoscopy as biofeedback.

• Session 75, MAPs 2 Learn: Multisensory Approach to Phonemic Awareness of Sounds, Part 2 (3:30 pm – 5:00 pm)

  Renae Sageser, MA, CCC-SLP, Associates in Pediatric Therapy

  MAPs 2 Learn™: Multisensory Approach to Phonemic Awareness of Sounds is a kinesthetic, auditory, tactile and visual program that focuses on four different fade-out levels. Starting with receptive language and finishing with expressive language. This program has been proven to help children learn to speak, read and write. Everyone has different learning strengths and this program encompasses all learning styles with an effective fade-out system. MAPs 2 Learn™ has shown success with children as young as two years old.

  Learner Outcomes:  At the end of the presentation, participants will be able to demonstrate an understanding of the process of normal phonemic and sound development and its relationship to oral language development and how sounds are learned and what is appropriate with early childhood development and intervention, describe recent research findings in the area of kinesthetic cues with learning sounds and carryover of the skills and formulate training for therapists on phonemic awareness and phonics skills and approaches within various settings using MAPs 2 Learn™.

  Instructional Level:  Beginner  │  Track: PEDs SLP

• Session 76, Oral Restrictions and Implications on Feeding (3:30 pm – 5:00 pm)

  Amber Valentine, MS, CCC-SLP, BCS-S, IBCLC, CNT, Baptist Health Lexington

  Feeding is the most complex task we ask of infants, even full-term healthy infants. There are often many hurdles that mother-baby dyads encounter when learning to successfully breast and/or bottle feed. This presentation will discuss the increase in diagnosis of lip and/or tongue tie, the classifications of each, as well as the implications and treatment for successful feeding.

  Learner Outcomes:  At the end of the presentation, participants will be able to identify the classes of labial restrictions, identify the classes of lingual restrictions, determine at least two signs and symptoms of oral restrictions and describe treatment options for feeding related to oral restrictions.

  Instructional Level:  Intermediate  │  Track: PEDs SLP

• Session 77, Using AAC Core Vocabulary to Support Language and Literacy Skills, Part 2 (3:30 pm – 5:00 pm)

  Sandra Grether, PhD, CCC-SLP, Cincinnati Children’s Hospital Medical Center

  For students to have future academic and personal success, it is important for them to be competent using both oral and written communication. This presentation will focus on using a core language system to support students in developing language to be competitive in the classroom. Participants will learn how to incorporate core language using both low and high-tech augmentative and alternative communication (AAC) systems. Case studies will be shared,  and participants will have the opportunity to collaborate with other participants applying this core language approach with learners across settings. Additional interventions and strategies will focus on teaching students with special needs emergent and conventional literacy skills.

  Learner Outcomes:  At the end of the presentation, participants will be able to define core language principles, explain how to use core language with the emergent language user versus the independent language user, describe interventions to promote the development of emergent literacy skills, list strategies for teaching conventional literacy skills, including language, phonological awareness skills, letter-sound correspondences, decoding skills and application of decoding, sight word recognition and reading and interpreting simple texts for students with complex communication needs.

  Instructional Level:  Intermediate  │  Track: Multi-Interest SLP