Friday Program

2020 Convention Program
Friday Sessions

 

• Session 43, Annual KSHA Membership Forum (7:00 am – 8:00 am)

  Lace Back Lane, MS, CCC-SLP, KSHA President; Kate Wood Hall, Lobbyist

  This session 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 this session, 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.
  • Identify reimbursement issues facing the KSHA membership.

  Instructional Level: Intermediate | Track: Professional Issues

• Session 44, A Multi-Sensory Approach to Speech and Language Intervention, Part 1 (8:00 am-9:30 am)

  Allison Hatcher, PhD, CCC-SLP; Caroline Alexander Hudson, MS, CCC-SLP, from Western Kentucky University

  Many children on speech-language pathology caseloads present with diverse communication goals as well as specific sensory preferences. This session will review the major language components and how to maximize use of literacy and theme-based activities. Presenters will discuss how to use these language-rich activities in combination with music and movement and age-appropriate materials, for different ages and communication stages. Ideas for improving joint attention and interaction will also be shared. The session also includes a focus on implementing a variety of evidence-based intervention strategies, visual supports and kinesthetic activities for children who have a speech sound disorder and/or language impairment while sharing tips on how to keep children available for learning.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe specific strategies that build receptive and expressive language skills and address sensory preferences concurrently.
  • Explain how to use literacy-based activities/materials combined with music and manipulatives to address a variety of speech and language goals.
  • Demonstrate an understanding of the importance of applying individualized visual supports to help clients meet speech and/or language goals.

  Instructional Level: Introductory | Track: PEDs SLP

• Session 45, Access in AAC: DIY Survival Guide for SLPs (8:00 am-9:30 am)

  Mary Katherine Dally, MS, CCC-SLP, ATP, Hamilton County Educational Service Center

  Switches, eye gaze, head mouse … oh my! Access methods in augmentative and alternative communication can be an overwhelming topic for speech-language pathologists. In this session, experience a basic review for access methods, screening tools for access potential and create at least three do it yourself access tools through a make and take portion. Participate in case studies for problem solving and view creative low-tech access examples. Class is limited to 50 participants and targets both the pediatric and adult population.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe at least five different access methods for AAC.
  • Formulate creative low-tech ideas for access methods in AAC.
  • List at least three DIY access methods during the session.

  Instructional Level: Introductory | Track: Multi-Disciplinary SLP/PT/OT

• Session 46, Demystifying Dyslexia: Clarity for the SLP, Part 1 (8:00 am-9:30 am)

  Tom Parton, MS, CCC-SLP, McLean County Unit #5 Schools

  Dyslexia is often met with skepticism and controversy. What is the speech-language pathologists(SLPs) role with this student profile? Dyslexia continues to impact the secondary student in identification, assessment and treatment. The definition, diagnosis and history of dyslexia in research and remediation will be briefly discussed. Research, resources, recent legislation and assessment will be shared. Goal areas and shared treatment plans will be identified for the SLP.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Define dyslexia and describe a brief history of dyslexia in research, law and education.
  • Identify current trends in advocacy, laws and resources for the identification and treatment of dyslexia for students in thrid-12th grades.
  • Identify key areas for the SLP in screening, assessment and treatment of third-12th grade students with dyslexia or a profile of dyslexia.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 47, Dysphagia Series I: Evidence to Clinical Practice – Presbyphagia (8:00 am-9:30 am)

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

  This session will focus on the active continuum of presbyphagia to dysphagia in older adults. Recent findings on changes in swallow physiology of healthy adults will be reviewed and incorporated into current clinical practice. 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.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe the active interplay between presbyphagia and dysphagia in older adults.
  • Describe three specific changes related to presbyphagia in normal aging.
  • Formulate updated assessment protocols for assessing dysphagia based on current findings in healthy aging.
  • List at least two evidence-based commentaries for previously studied assessment and treatment approaches for dysphagia in adults.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 48, Listening Difficulties in Children: Is it Auditory, Language or Cognition?, Part 1 (8:00 am-9:30 am)

  David Moore, PhD; Lisa Hunter, PnD, F-AAA, from Cincinnati Children’s Hospital

  Children are typically referred to audiology services with listening difficulties that result from conductive or sensorineural hearing loss. However, children with normal audiometric hearing often report difficulties, particularly in challenging listening situations. We will present evidence that some of the origins of these problems are in sub-clinical or other forms of hidden hearing loss and some appear to have no obvious contribution from the traditional auditory system. We will discuss how the auditory system interacts with other relevant systems of the brain, illustrating those interactions through current research involving EEG and MRI. We will compare brain activity and behavior in those children in relation to other, more well-recognized forms of learning difficulties, specifically attention, language and (high-functioning) autism. A focus will be the use of sensitized methods for measuring hearing, including advanced audiometry, physiology (wideband reflectance, OAEs, reflexes, ABR and SSR) and behavior (speech-in-noise, cognitive testing). The presenters will dip into issues of remote and direct-to-consumer approaches, particularly smartphone-based and other new technology. Screening will be addressed, across the lifespan, but with an emphasis on infancy, childhood and adolescence. Intervention will be extensively considered, with different approaches for different ages and different problems. Overall, the emphasis of this session will be on communicating interactively with the audience, providing clear explanations and addressing issues you think are of utmost importance concerning diagnosis and management of children with listening difficulties, but with normal audiometry (aka APD).

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe some reasons for and benefits of a fresh approach to listening difficulties.
  • Describe the relation between hearing, listening, language and cognition.
  • Discuss and apply positive steps we can take to manage these difficulties.

  Instructional Level: Intermediate | Track: Audiology

• Session 49, Managing Challenging Behaviors in Preschool and School-Age Children, Part 1 (8:00 am-9:30 am)

  Lesley Raisor-Becker, PhD, University of Cincinnati

  The co-occurrence of language disorders and emotional/behavioral disturbances in young children has been well-documented. SLPs must be trauma-informed and prepared to deal with disruptive behaviors for effective service delivery. The purpose of this session is to provide SLPs with information regarding behaviors and trauma-informed care in preschool and school-age children with speech-language impairments. Specifically, we will discuss behavior difficulties often seen in children with communication disorders. We will demonstrate how SLPs can construct a comprehensive behavior management plan when working with children. Within that discussion, we will review appropriate responses to each of the seven phases of Colvin and Scott’s (2015) acting out cycle (calm, trigger, agitation, acceleration, peak, de-escalation and recovery). We will discuss the importance of emotional neutrality and understanding the physiology of agitation when interacting with a child who is struggling with compliance or maintaining emotional control. Finally, we will share strategies and scripts for de-escalating aggressive behaviors and emotional outbursts when working with preschool and school-age children.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe the prevalence and comorbidity of communication disorders and emotional/behavioral disorders in young children.
  • Explain three behavioral supports that decrease challenging behaviors during speech and language intervention.
  • Apply strategies to de-escalate disruptive behaviors of children.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 50, Medical Chart Review: Body Systems Influence on Cognitive-Communication and Swallowing, Part 1 (8:00 am-9:30 am)

  Robert Arnold, MS, SLPD, CCC-SLP, BCS-S, Southeastern Biocommunication Associates, LLC

  This session is an overview of the critical importance of a holistic review of the anatomy and physiology of the body systems overlapping and supporting neurocognitive communication as well as neuromotor functions including but not limited to swallow, voice and speech. How pathology of body systems other than the nervous system may adversely affect or promote progress in therapy will be discussed. Some basic foundational constructs of pathophysiology, laboratory findings (e.g., blood, urine) and pharmacological interventions will be introduced.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify some influences of the hematological, cardiovascular and lymphatic systems on communication and swallowing.
  • Explain how electrolyte imbalances can adversely impact communication, speech, swallow and voice.
  • Describe how pulmonary, endocrine, renal-urologic and lower GI pathologies may negatively affect communication and swallowing.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 51, Neonatal and Infant Feeding and Swallowing Disorders (8:00 am-9:30 am)

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

  Feeding is the most complex task of infancy, even in term babies with no complications. There are many diagnoses, conditions, syndromes and co-morbidities that can impact feeding in neonates and infants. This session will briefly highlight many of those as well as other high-risk etiologies for feeding difficulties. We will discuss the specific implications these conditions can have on feeding, why these infants may have difficulty and the classic symptoms one could expect to see. The differences between delayed and disordered feeding will also be addressed along with strategies and adaptions for breast. Positioning and external strategies will be explained, and lastly, the presenter will share case studies at the end of the session.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify at least three populations at risk for feeding difficulty.
  • Explain at least two commonly seen characteristics in each of these populations that may adversely impact feeding.
  • List at least two strategies for each of the populations to enhance feeding success either at bottle or breast.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 52, A Multi-Sensory Approach to Speech and Language Intervention, Part 2 (9:45 am-11:15 am)

  Allison Hatcher, PhD, CCC-SLP; Caroline Alexander Hudson, MS, CCC-SLP, from Western Kentucky University

  Many children on speech-language pathology caseloads present with diverse communication goals as well as specific sensory preferences. This session will review the major language components and how to maximize use of literacy and theme-based activities. Presenters will discuss how to use these language-rich activities in combination with music and movement and age-appropriate materials, for different ages and communication stages. Ideas for improving joint attention and interaction will also be shared. The session also includes a focus on implementing a variety of evidence-based intervention strategies, visual supports and kinesthetic activities for children who have a speech sound disorder and/or language impairment while sharing tips on how to keep children available for learning.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe specific strategies that build receptive and expressive language skills and address sensory preferences concurrently.
  • Explain how to use literacy-based activities/materials combined with music and manipulatives to address a variety of speech and language goals.
  • Demonstrate an understanding of the importance of applying individualized visual supports to help clients meet speech and/or language goals.

  Instructional Level: Introductory | Track: PEDs SLP

• Session 53, Demystifying Dyslexia: Clarity for the SLP, Part 2 (9:45 am-11:15 am)

  Tom Parton, MS, CCC-SLP, McLean County Unit #5 Schools

  Dyslexia is often met with skepticism and controversy. What is the speech-language pathologists(SLPs) role with this student profile? Dyslexia continues to impact the secondary student in identification, assessment and treatment. The definition, diagnosis and history of dyslexia in research and remediation will be briefly discussed. Research, resources, recent legislation and assessment will be shared. Goal areas and shared treatment plans will be identified for the SLP.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Define dyslexia and describe a brief history of dyslexia in research, law and education.
  • Identify current trends in advocacy, laws and resources for the identification and treatment of dyslexia for students in thrid-12th grades.
  • Identify key areas for the SLP in screening, assessment and treatment of third-12th grade students with dyslexia or a profile of dyslexia.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 54, Do You IDDSI? The Science and Practice (9:45 am-11:15 am)

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

  International dysphagia diet standardisation Initiative (IDDSI) framework implementation is underway across the country and globally, in different care settings. This session provides an interactive opportunity to review the need for IDDSI and the science behind the framework. In addition, preparation for implementation and team building will be discussed. A variety of models for implementation will also be highlighted. Lessons learned and problem-solving approaches, with audience participation, will be incorporated.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Explain the need for an international framework for texture modified foods and thickened liquids.
  • Describe objective tests for thickened liquids and modified foods developed by the IDDSI group.
  • Describe three major implementation phases specific to their care settings.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 55, Listening Difficulties in Children: Is it Auditory, Language or Cognition?, Part 2 (9:45 am-11:15 am)

  David Moore, PhD; Lisa Hunter, PhD, F-AAA, from Cincinnati Children’s Hospital

  Children are typically referred to audiology services with listening difficulties that result from conductive or sensorineural hearing loss. However, children with normal audiometric hearing often report difficulties, particularly in challenging listening situations. We will present evidence that some of the origins of these problems are in sub-clinical or other forms of hidden hearing loss and some appear to have no obvious contribution from the traditional auditory system. We will discuss how the auditory system interacts with other relevant systems of the brain, illustrating those interactions through current research involving EEG and MRI. We will compare brain activity and behavior in those children in relation to other, more well-recognized forms of learning difficulties, specifically attention, language and (high-functioning) autism. A focus will be the use of sensitized methods for measuring hearing, including advanced audiometry, physiology (wideband reflectance, OAEs, reflexes, ABR and SSR) and behavior (speech-in-noise, cognitive testing). The presenters will dip into issues of remote and direct-to-consumer approaches, particularly smartphone-based and other new technology. Screening will be addressed, across the lifespan, but with an emphasis on infancy, childhood and adolescence. Intervention will be extensively considered, with different approaches for different ages and different problems. Overall, the emphasis of this session will be on communicating interactively with the audience, providing clear explanations and addressing issues you think are of utmost importance concerning diagnosis and management of children with listening difficulties, but with normal audiometry (aka APD).

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe some reasons for and benefits of a fresh approach to listening difficulties.
  • Describe the relation between hearing, listening, language and cognition.
  • Discuss and apply positive steps we can take to manage these difficulties.

  Instructional Level: Intermediate | Track: Audiology

• Session 56, Making the Most of Therapy Minutes in School Settings (9:45 am-11:15 am)

  Brenda Addington, MA, CCC-SLP, Eastern Kentucky University

  In schools, speech-language pathologists are being pressured to decrease minutes for direct pull-out therapy due to curriculum constraints, response to intervention and school schedules. This session will focus on ways to make the most of speech therapy minutes through looking at alternative scheduling, direct collaboration/co-teaching, short intensive bursts of therapy and evidenced based practices for language therapy that can be incorporated in pull-out sessions.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Explain reasons why it is becoming difficult to provide adequate intervention in school settings.
  • Identify and develop alternative methods of therapy provision.
  • Formulate evidence based therapy programs that maximize therapy minutes.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 57, Managing Challenging Behaviors in Preschool and School-Age Children, Part 2 (9:45 am-11:15 am)

  Lesley Raisor-Becker, PhD, University of Cincinnati

  The co-occurrence of language disorders and emotional/behavioral disturbances in young children has been well-documented. SLPs must be trauma-informed and prepared to deal with disruptive behaviors for effective service delivery. The purpose of this session is to provide SLPs with information regarding behaviors and trauma-informed care in preschool and school-age children with speech-language impairments. Specifically, we will discuss behavior difficulties often seen in children with communication disorders. We will demonstrate how SLPs can construct a comprehensive behavior management plan when working with children. Within that discussion, we will review appropriate responses to each of the seven phases of Colvin and Scott’s (2015) acting out cycle (calm, trigger, agitation, acceleration, peak, de-escalation and recovery). We will discuss the importance of emotional neutrality and understanding the physiology of agitation when interacting with a child who is struggling with compliance or maintaining emotional control. Finally, we will share strategies and scripts for de-escalating aggressive behaviors and emotional outbursts when working with preschool and school-age children.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe the prevalence and comorbidity of communication disorders and emotional/behavioral disorders in young children.
  • Explain three behavioral supports that decrease challenging behaviors during speech and language intervention.
  • Apply strategies to de-escalate disruptive behaviors of children.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 58, Medical Chart Review: Body Systems Influence on Cognitive-Communication and Swallowing, Part 2 (9:45 am-11:15 am)

  Robert Arnold, MS, SLPD, CCC-SLP, BCS-S, Southeastern Biocommunication Associates, LLC

  This session is an overview of the critical importance of a holistic review of the anatomy and physiology of the body systems overlapping and supporting neurocognitive communication as well as neuromotor functions including but not limited to swallow, voice and speech. How pathology of body systems other than the nervous system may adversely affect or promote progress in therapy will be discussed. Some basic foundational constructs of pathophysiology, laboratory findings (e.g., blood, urine) and pharmacological interventions will be introduced.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify some influences of the hematological, cardiovascular and lymphatic systems on communication and swallowing.
  • Explain how electrolyte imbalances can adversely impact communication, speech, swallow and voice.
  • Describe how pulmonary, endocrine, renal-urologic and lower GI pathologies may negatively affect communication and swallowing.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 59, Social Attention: The Eyes Have It (9:45 am-11:15 am)

  Kelly Kleinhans, PhD, CCC-SLP, Austin Peay State University

  This session was designed to help speech-language pathologists understand cognitive processes that underlie eye gaze behavior to enhance the design of interventions that use observational learning and are embedded in social interaction. The automatic interpretation of information captured by the eyes is processed by a complex attentional system that enables the brain to focus, select, shift and sustain attention on a visual stimuli. Clinically, identifying what a child is looking at is one way to infer what has captured a child’s attention. Technology now permits real time analysis of eye gaze behavior by capturing images of retinal reflections with a light source and a camera. It then uses algorithms to calculate gaze direction. Existing literature reporting on objective measures of eye gaze of typical children during interactions will be discussed with a focus on demonstrating how the visual demands of particular types of play (traditional manipulative toys and tablets) will alter a shared focus of attention including gazing at or with a communication partner. Results of a study investigating the eye movements of school-age children during these play activities with an adult will be presented.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe eye gaze as a function of social attention.
  • Explain how eye gaze technology is used to measure visual attention.
  • Describe the eye gaze behavior of school age children.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 60, Luncheon Presentation (11:30 am-12:30 pm)

  Jeff Walz, University of Louisville

  Join Jeff Walz, University of Lousiville’s head womens basketball coach, to learn about his personal story and how he helped others who stutter.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify at least two strategies for supporting a stutter
  • Identify at least two resources for providing during therapy

  Instructional Level: Introductory | Track: Multi-Interest

• Session 61, Analyzing and Using the Kentucky Eligibility Guidelines for Communication Disorders, Related Services Guidelines and IEP Guidance Documents, Part 1 (1:45 pm-3:15 pm)

  Brenda Addington, MA, CCC-SLP, Eastern Kentucky University

  This session will review the most current revision of the Kentucky Eligibility Guideline (KEG), Provision of Related Services of OT, PT and SLP and IEP Guidance Document. Ethical application of the guidelines for evaluating students who receive speech-language therapy as a primary service or related service will be discussed, along with the guidelines for developing IEPs when a student receives speech-language therapy as a primary service or related service.

  Learner Outcomes: At the end of this session, participants will be able to:
  • List reference documents available to school-based speech-language pathologists for use in daily practice through Kentucky Department of Education (KDE).
  • List appropriate document (KEG or related services) to determine eligibility or need for service.
  • Formulate relevant IEPs using the IEP Guidance Document.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 62, Brain Mechanisms and Therapeutic Self-Management in Children With Speech Sound Disorders (1:45 pm-3:15 pm)

  Martha Coen-Cummings, PhD, CCC-SLP, Cincinnati Children’s Hospital; Jennifer Vannest, PhD, Cincinnati Children’s Hospital and University of Cincinnati; Erin Redle Sizemore, PhD, CCC-SLP, University of Cincinnati

  Speech sound disorders are highly prevalent in children, but in most cases, the underlying cause is unknown. We used functional MRI and a syllable repetition task to examine the neural basis of speech production in children with persistent speech sound disorders and typically developing controls. fMRI showed engagement of multiple networks supporting phonology, auditory processing, somatosensory and motor function. Several regions showed a pattern of hyper activation in children with SSD, primarily regions associated with auditory processing. This suggests that auditory processing plays an important role in speech sound disorders. Ongoing studies will assess the neural basis of speech perception and specific error patterns in children with SSDs. Additionally, we know as clinicians that the rate of a child’s progress can be significantly impacted by the family’s understanding about motor learning and the need for repeated practice of the correct motor plan needed to produce the targeted sounds. Counseling to this end, the research supports the importance that self-management and family-centered decision making can have in speeding up the progress and attainments of goals. This lecture will provide demonstration of the process and tools developed by Cincinnati Children’s Hospital for successful self-management discussions.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe the primary symptoms of SSDs in children and how they are characterized according to severity.
  • Explain that particular brain mechanisms may underlie SSDs and how these may be targets for modification with speech therapy.
  • Describe the importance of adherence to speech therapy attendance and home practice; and review the processes by which the Cincinnati Children’s Hospital’s Division of Speech-Language Pathology promotes adherence.

  Instructional Level: Introductory | Track: PEDs SLP

• Session 63, Developing a Social Skills Class for High School Students With ASD (1:45 pm-3:15 pm)

  Tom Parton, MS, CCC-SLP, McLean Co. Unit #5 Schools

  Within the high school setting, a social skills class can address the communication and social needs of autism spectrum disorder (ASD) students daily. Academic and Social areas of concerns for ASD high school students at various levels of functioning and grades will be discussed. Social skills curriculum activities, as well as communication and transition goals will be shared as a model for daily instruction to develop social communication and transition skills.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Define academic and social areas of impact for ASD students in the secondary setting.
  • Define academic and social areas for the speech-language pathologist in providing accommodations and direct services in a social skills class for students with ASD.
  • Create curriculum activities, language and transition goal areas associated with a social skill class for credit.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 64, Hormones and Hearing: Central Auditory Processing in Women (1:45 pm-3:15 pm)

  Trey Cline, AuD; Skylar Trott, MD, from UK HealthCare

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

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe the physiology of estrogen in the auditory system.
  • Explain current research surrounding estrogen and the auditory system.
  • Describe clinical relevance of potential menopausal-related auditory changes.

  Instructional Level: Intermediate | Track: Audiology

• Session 65, IDDSI Laboratory: Implementation and Practice (1:45 pm-3:15 pm)

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

  This practical and hands-on session will address specific approaches and concerns regarding implementation of international dysphagia diet standardisation initiative (IDDSI) at their facilities, in addition to practicing first-hand the mapping process. That is, how to match texture-modified foods and liquids to the IDDSI framework. Use of the IDDSI flow test and fork/spoon tests will be practiced. Available resources on the IDDSI website will be reviewed.

  Learner Outcomes: At the end of this session, participants will be able to:
  1. Describe the mapping process for foods/liquids at their care settings.
  2. Demonstrate an approach to mapping that works in their work environment.
  3. Explain the IDDSI flow test with at least two levels of thickened liquid.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 66, Putting The FUN In FUNctional Communication: AAC the LPAA Way (1:45 pm-3:15 pm)

  Jennifer Stanley, MA, CCC-SLP, Lingraphica

  As speech-language pathologists, we are highly skilled in identifying which of our patients would benefit from augmentative and alternative communication (AAC). However, many SLPs admit to some uncertainty in implementing high-tech AAC with their patients, especially patients with aphasia. In this session, we will define the life participation approach to aphasia (LPAA) and learn about the five core principles of LPAA. We will then apply these five core principles in customization and implementation of high-tech AAC devices with patients who have aphasia. Participants will take away practical strategies that can be implemented in traditional therapy, as well as in using high tech AAC. While this session will feature Lingraphica speech-generating devices, the information can be applied to any high-tech AAC device.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify the LPAA principles with respect to customization and use of AAC devices.
  • List clinical examples and support materials supplied with a Lingraphica AAC device to help formulate intervention plans, implementation strategies and associated rehabilitation goals and life participation goals.
  • Explain the basic operations, as well as advanced techniques of a Lingraphica AAC device that are used in working clinically with persons with aphasia and other communication disorders.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 67, Social Skills and Executive Function Interventions in Early Childhood, Part 1 (1:45 pm-3:15 pm)

  Lesley Raisor-Becker, PhD, University of Cincinnati

  Given the predictive power of social skills and executive function for school and life success, educators have developed early interventions targeting these areas in early childhood for at-risk children. These training programs have proven successful in developing social competence and academic achievement in young children. The purpose of this session is to discuss evidence-based executive function/social skill interventions for young children with attention deficit hyperactivity disorder (ADHD) and related disorders. Specifically, speech-language pathologists will learn about selecting appropriate executive function/social skill targets (i.e., perspective taking, consequential reasoning, conversation reciprocity), utilizing evidence-based intervention methods that keep children engaged (games, role-plays, puppets and group intervention sessions) and monitoring progress to ensure a child’s success. In addition to a discussion about structured and semi-structured executive function/social skill lessons, we will describe the use of think alouds during intervention sessions and utilizing caregivers as coaches for the generalization. Finally, commonly used measures of executive function and social skills in early childhood will be discussed.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify appropriate executive function/social skill targets for young children with ADHD or related disorders.
  • Describe ways in which to utilize caregivers and/or teachers in social skill/executive function interventions.
  • Identify two commonly used measures of executive function/social skill abilities in young children.
  • Implement three evidence-based executive function/social skill intervention techniques/programs.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 68, Tongue Ties, Reflux and Bottles, Oh My! Navigating Contemporary Concerns for Breastfeeding Infants, Part 1 (1:45 pm-3:15 pm)

  Tiffany Steele, MS, CCC-SLP, CLS, CIMI-2, Kids Can Do-Ephraim McDowell Regional Medical Center

  Speech-language pathologists (SLPs) who assist infants in breastfeeding are often faced with difficult questions from, does my baby have a tongue tie? to, what about reflux medicine? to which bottle is best? This session will explore the role SLPs have in assessing infant oral anatomy and feeding skills to support optimal feeding outcomes. Goal writing, intervention strategies and case studies will be presented.

  Learner Outcomes: At the end of this session, participants will be able to:
  • List components of oral anatomy examination and feeding evaluation in infants.
  • Define mechanics necessary for successful breast and bottle feeding skills.
  • Describe interventions to be used based on infant feeding assessment.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 69, Analyzing and Using the Kentucky Eligibility Guidelines for Communication Disorders, Related Services Guidelines and IEP Guidance Documents, Part 2 (3:30 pm-5:00 pm)

  Brenda Addington, MA, CCC-SLP, Eastern Kentucky University

  This session will review the most current revision of the Kentucky Eligibility Guideline (KEG), Provision of Related Services of OT, PT and SLP and IEP Guidance Document. Ethical application of the guidelines for evaluating students who receive speech-language therapy as a primary service or related service will be discussed, along with the guidelines for developing IEPs when a student receives speech-language therapy as a primary service or related service.

  Learner Outcomes: At the end of this session, participants will be able to:
  • List reference documents available to school-based speech-language pathologists for use in daily practice through Kentucky Department of Education (KDE).
  • List appropriate document (KEG or related services) to determine eligibility or need for service.
  • Formulate relevant IEPs using the IEP Guidance Document.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 70, Dysphagia Series II: Evidence to Clinical Practice – Dementia (3:30 pm-5:00 pm)

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

  As the elderly population continues to grow, so does the prevalence of dementia. Evidence-¬based knowledge of dysphagia in this population and its impact on our services is lacking. This session will focus on sharing recent findings from physiologically¬ based studies and connect them to standards of best practice and maintenance of quality of life.

  Learner Outcomes: At the end of this session, participants will be able to:
  • List one new task to include in their assessment protocol with this population.
  • Discuss three differences in swallow physiology in persons with dementia.
  • Explain practical methods to manage dysphagia in persons with dementia.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 71, Effective Service Delivery in Vocabulary Instruction: Reaching All Students (3:30 pm-5:00 pm)

  Laura Stone, MA, CCC-SLP, ABD, Scott County Schools

  School-based speech-language pathologists (SLPs) in elementary schools typically pull children out of the classroom in small groups for speech and language services. This session will delve into the effectiveness of three different service delivery models used to teach tier two academic vocabulary to students in elementary schools. A study was conducted by the presenter utilizing three service delivery methods (collaboration, SLP small group pullout and traditional classroom teacher instruction). The present study utilized nine second grade classrooms across three elementary schools, with three classrooms in each school. The classrooms in each school were randomly assigned to a service delivery model collaboration, traditional SLP services or traditional classroom teacher instruction, to teach tier two academic vocabulary to the students. A total of 112 second grade students were included in the pre-post test design. The presenter will show the differences in outcomes among the three service delivery models and provide implications for practicing school-based SLPs. Finally, practical strategies will be shared for working with teachers to provide effective vocabulary instruction to all students in schools.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe differences among service delivery methods that can be used in schools to provide speech and language services.
  • Identify evidence-based vocabulary instruction that can be used for all students in schools.
  • Describe practical strategies for vocabulary instruction and working with teachers to implement them in classrooms.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 72, Emotion and Auditory Processing (3:30 pm-5:00 pm)

  Shae Morgan, PhD, AuD, CCC-A, University of Louisville

  Emotion in speech affects the way that signal is perceived. There are many talker, stimulus and listener factors that influence how emotion is perceived by a listener. This session will introduce the importance of recognizing emotions, explain current theories surrounding vocal emotion production and perception and illustrate how emotion in speech affects the signal and listeners trying to interpret the signal.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe the main theories of emotion classification.
  • Describe how emotion in speech affects auditory processing.
  • List talker, stimulus and listener factors that can affect the portrayal and perception of emotion.

  Instructional Level: Introductory | Track: Audiology

• Session 73, Social Skills and Executive Function Interventions in Early Childhood, Part 2 (3:30 pm-5:00 pm)

  Lesley Raisor-Becker, PhD, University of Cincinnati

  Given the predictive power of social skills and executive function for school and life success, educators have developed early interventions targeting these areas in early childhood for at-risk children. These training programs have proven successful in developing social competence and academic achievement in young children. The purpose of this session is to discuss evidence-based executive function/social skill interventions for young children with attention deficit hyperactivity disorder (ADHD) and related disorders. Specifically, speech-language pathologists will learn about selecting appropriate executive function/social skill targets (i.e., perspective taking, consequential reasoning, conversation reciprocity), utilizing evidence-based intervention methods that keep children engaged (games, role-plays, puppets and group intervention sessions) and monitoring progress to ensure a child’s success. In addition to a discussion about structured and semi-structured executive function/social skill lessons, we will describe the use of think alouds during intervention sessions and utilizing caregivers as coaches for the generalization. Finally, commonly used measures of executive function and social skills in early childhood will be discussed.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify appropriate executive function/social skill targets for young children.
  • Describe ways in which to utilize caregivers and/or teachers in social skill/executive function interventions.
  • Identify two commonly used measures of executive function/social skill abilities.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 74, The University of Kentucky Aphasia Lab: A Four-Year Report Card (3:30 pm-5:00 pm)

  Robert Marshall, PhD, University of Kentucky

  The University of Kentucky Aphasia Lab provides supportive services to people with aphasia (PWA) and their families. The Aphasia Lab is based on a social rather than a medical model. Its goal is to help PWA live with this disorder as successfully as possible. The program is nearly four years old. This session constituted the Aphasia Lab’s four-year report card. Part one of the session presents demographic information on the Aphasia Lab participants, (PWA and graduate students), program operations (schedules and treatment sessions) and relevant demographic information. Part two of the session highlights the unique features of the programs to support communication within and outside of the Aphasia Lab, specifically context-based treatment, personalization of treatment and authenticity. Part three of the session addresses the importance of teamwork. In the Aphasia Lab, student clinicians are taught to think of them as, our clients, rather than, my client, and to consider the PWA and their significant others as experts and instructors rather than patients. Part four provides a rationale for programs such as the Aphasia Lab using a health club model and addresses the need and importance of programs such as the Aphasia Lab in dealing with chronic disablements such as aphasia.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Summarize rationale for programs such as the Aphasia Lab.
  • Describe one to two specific outcomes for participants in the Aphasia Lab.
  • Specify participants in the Aphasia Lab.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 75, Tongue Ties, Reflux and Bottles, Oh My! Navigating Contemporary Concerns for Breastfeeding Infants, Part 2 (3:30 pm-5:30 pm)

  Tiffany Steele, MS, CCC-SLP, CLS, CIMI-2, Kids Can Do-Ephraim McDowell Regional Medical Center

  Speech-language pathologists (SLPs) who assist infants in breastfeeding are often faced with difficult questions from, does my baby have a tongue tie? to, what about reflux medicine? to which bottle is best? This session will explore the role SLPs have in assessing infant oral anatomy and feeding skills to support optimal feeding outcomes. Goal writing, intervention strategies and case studies will be presented.

  Learner Outcomes: At the end of this session, participants will be able to:
  • List components of oral anatomy examination and feeding evaluation in infants.
  • Define mechanics necessary for successful breast and bottle feeding skills.
  • Describe interventions to be used based on infant feeding assessment.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 76, Training Graduate Speech-Language Pathology Students Through Simulation (3:30 pm-5:00 pm)

  Janine Schmedding-Bartley, PhD, CCC-SLP; Aimee Sayre, MA, CCC-SLP; Donna Morris, MA, CCC-SLP, from the University of Kentucky

  Speech-language pathology (SLP) graduate programs face challenges providing clinical training to students such as shortages in off-campus supervisors and an expanding scope of practice. One potential solution to these challenges is the use of simulation methods in clinical training. Other health care disciplines have employed simulation in clinical training for many years and demonstrated efficacy of several different methods of simulation. Within SLP, simulation is an emerging teaching method and research is just starting to examine how best to use simulation within SLP training. In February 2019, the Council on Academic Programs in Communication Sciences and Disorders published an e-book describing best practices in simulation in health care. One way simulation can be used in SLP, is to assess trainees’ ability to perform different clinical skills, necessitating clear definitions of the evaluated behaviors. This session will describe the methods of simulation represented in the literature, review evidence for simulation use in SLP training programs, share the results of our study and discuss lessons learned.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe the five different types of simulation methods.
  • Describe how simulation is being used in SLP training programs nationally.
  • Describe the results of this program’s comparison of standardized patients and computer-based simulation.

  Instructional Level: Introductory | Track: Higher Education