2022 Convention Program
Friday Sessions
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Session 41, Improving Functional Outcomes for the HNC Patient: A Multi-Disciplinary Approach (8:00 am-9:30 am)
Jennifer Lutes, MS, CCC-SLP, University of Louisville Hospital; Esther Volmer, MS, CCC-SLP, Norton HealthcareKentucky is a leader in the incidence of head and neck cancer (HNC) nationwide with rates continuing to increase each year. Treatment for HNC can include surgical resection, radiation/chemotherapy, or a combination of both. While treatment interventions for HNC extend life expectancy and provide a reasonable cure for disease, they often are followed by significant side effects including but certainly not limited to dysphagia, dysphonia, trismus, xerostomia, chronic pain and lymphedema. A multi-disciplinary care model yields the best outcomes in management of these complex patients. The speech-language pathologist (SLP) plays an integral role from the time of the initial diagnosis, through surgical intervention and chemoradiotherapy and well into long-term rehabilitation and management. This session will discuss the SLP’s role in the multi-disciplinary care of the HNC patient in the acute and post-acute settings. Challenges in assessment and intervention, the benefits of early intervention and evidence-based practices to optimize patient outcomes across the continuum of care will be addressed.
Learner Outcomes: At the end of this session, participants will be able to:
• List three quality of life complaints specific to HNC patients.
• Identify multifactorial challenges in the care of the HNC patient.
• Describe the stages of rehabilitation as it pertains to the care of the HNC patient.Instructional Level: Introductory | Track: Adult SLP
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Session 42, Managing Dysphagia in Complex Cases: It’s All About the Disease!, Part 1 (8:00 am-9:30 am)
James Coyle, PhD, CCC-SLP, BCS-S, University of PittsburghMedical speech-language pathologists need to sort through massive information set to identify all factors contributing to dysphagia in adults, while also identifying comorbidities and other host-risk factors and iatrogenic factors that add prognostic value. Treating and managing dysphagia depends on how well the clinician integrates all available factors into the design of clinical methods and decisions regarding the nature of the dysphagia, its likely course and severity, appropriate interventions and estimation of the optimal end goal. The overarching goal of dysphagia management is to reduce the risk of dysphagia-related adverse events that could shorten the patient’s life expectancy beyond that of their disease processes and not to cure dysphagia. This four part session will review the breathing-swallowing interactions of the aerodigestive tract, review common pulmonary diseases and their physiologic effects on patients, tease apart components of aspiration pneumonia and review what is known about noninvasive mechanical ventilation. The day will wrap up with a discussion of treatment philosophy and the need to align disease mechanisms of action with treatment mechanisms of action, while integrating treatment plans to align with patient values and expectations.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify the how various common pulmonary diseases in adults affect swallowing function.
• Identify factors suggestive of dysphagia-related aspiration pneumonia.
• Describe why noninvasive ventilation may be disadvantageous to some patients.Instructional Level: Advanced | Track: Adult SLP
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Session 43, Congenital CMV: What Audiologists and Speech-Language Pathologists Need to Know (8:00 am-9:30 am)
Shelley Moats, AuD, Norton Children’s ENT and Audiology; Sarah Streeval, National CMV FoundationCongenital CMV infection (CCMV) is the most common non-genetic cause of permanent childhood hearing loss. The session of CMV is variable, ranging from hearing loss in isolation to multiple neurological complications. Audiologists and speech-language pathologists are critical members of the care team for children with CCMV infection. This session will provide an overview of CCMV infection, hearing loss and additional sequelae and provide a valuable parent perspective on having a child with CCMV.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify how CMV infection is transmitted and acquired.
• List 3 possible signs or symptoms of CCMV infection.
• Describe case management for children with CCMV infection.Instructional Level: Intermediate | Track: Multi-Interest: Audiology/SLP
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Session 44, It’s Never Too Early: Use of AAC in Early Intervention, Part 1 (8:00 am-9:30 am)
Mary Jo Cooley Hidecker, PhD, CCC-A/SLP; Judith Page, PhD, CCC-SLP, from the University of KentuckyWhen should we start considering Augmentative and alternative communication (AAC) for an infant or toddler? We suggest that it is appropriate to consider AAC when a child is not attempting to communicate with others, is not able to communicate effectively with words, has limited vocabulary or expressive capabilities, or is a likely candidate for future speech/language delay – regardless of age. Although many professionals are reticent to use AAC with very young children out of concern that it will interfere with development of speech, the literature indicates that adding AAC strategies to traditional oral approaches does not inhibit the development of speech, but instead actually supports the development of language and communication skills. In this session we will explore the roles that AAC can play in early intervention, discuss the long-term benefits of using AAC, anticipate the costs of waiting to start AAC strategies and explore several common misconceptions about early AAC that may lead to inappropriate exclusion of very young children from AAC services. The presenters will discuss AAC strategies appropriate for early intervention; examine integration of AAC into existing oral language intervention models and offer suggestions for including parents and other communication partners. Finally, we will look at specific examples of AAC applications with young children and discuss considerations in selecting appropriate AAC.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify issues and myths about AAC in Early Intervention.
• Describe AAC tools and strategies for use with young children.
• Identify and describe techniques for using AAC to support development of participation and communication skills for young children.Instructional Level: Intermediate | Track: PEDs EI
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Session 45, Autism Strategies for the Early Childhood SLP, Part 1 (8:00 am-9:30 am)
Cari Ebert, MS, CCC-SLP, Cari Ebert SeminarsThis neurodiversity-affirming session will provide an overview of the key features of autism in toddlers and preschoolers, how girls on the spectrum present differently from boys, along with a discussion of the five key foundation skills that need to be addressed in therapy and early childhood classrooms. The therapeutic strategies addressed in this session are not focused on establishing compliance or fixing deficits identified on standardized tests, but rather on helping autistic toddlers and preschoolers learn how to learn through social interactions with the important people in their world.
Learner Outcomes: At the end of this session, participants will be able to:
• Summarize the key features of autism in young children and how girls on the spectrum present differently from boys.
• List and describe five key learning to learn foundation skills that are often missing or inconsistently displayed in young children on the autism spectrum.
• Integrate strategies to support and promote the five foundation skills into functional IFSP outcomes and IEP goals.Instructional Level: Intermediate | Track: School Age
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Session 46, Reviewing Online Resources for Stuttering: Practical Ideas for Therapy (8:00 am-9:30 am)
Charles Hughes, PhD, CCC-SLP, BCS-F, Eastern Kentucky UniversityOften times speech-language pathologists turn to online resources for ideas in stuttering therapy and to work on various stuttering therapy goals. This session will review and analyze current online resources related to stuttering. These resources will involve websites, podcasts, videos and audio files which can be used in the treatment process for individuals who stutter and their families across the lifespan. Demonstrations of therapy activities involving these resources will be provided and how they can be adapted to different ages. Finally, these resources will be analyzed regarding how they can target the affective, behavioral and cognitive aspects of stuttering.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify at least three online resources that can be used in stuttering.
• Identify and apply three concepts of stuttering therapy to the online resources reviewed in the session.
• Develop and create three activities that could be used using the online resources reviewed in the session.Instructional Level: Intermediate | Track: School Age
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Session 47, Life Skills for You (8:00 am-9:30 am)
Jeanne Fain, BA, Owner, Real Life GPAWe spend so much time working with clients/patients, we often forget to focus on our own development: specifically in the area of soft skills. Your brain is continually churning with data, clinical practices, insurance, paperwork, etc. It’s time to take a step back and perform a deep dive into identifying and unlocking areas that might be holding you back from being the best you can be at work and at home.
Learner Outcomes: At the end of this session, participants will be able to:
• List three areas of personal focus to improve performance and quality of life.
• Develop a personal plan of action in addressing key areas surrounding specific skills or behaviors.
• Demonstrate the ability to break down each area for development using the GPA process: Goal, Plan, Action.Instructional Level: Intermediate | Track: Professional Issues
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Session 48, Managing Dysphagia in Complex Cases: It’s All About the Disease!, Part 2 (10:00 am-11:00 am)
James Coyle, PhD, CCC-SLP, BCS-S, University of PittsburghMedical speech-language pathologists need to sort through massive information set to identify all factors contributing to dysphagia in adults, while also identifying comorbidities and other host-risk factors and iatrogenic factors that add prognostic value. Treating and managing dysphagia depends on how well the clinician integrates all available factors into the design of clinical methods and decisions regarding the nature of the dysphagia, its likely course and severity, appropriate interventions and estimation of the optimal end goal. The overarching goal of dysphagia management is to reduce the risk of dysphagia-related adverse events that could shorten the patient’s life expectancy beyond that of their disease processes and not to cure dysphagia. This four part session will review the breathing-swallowing interactions of the aerodigestive tract, review common pulmonary diseases and their physiologic effects on patients, tease apart components of aspiration pneumonia and review what is known about noninvasive mechanical ventilation. The day will wrap up with a discussion of treatment philosophy and the need to align disease mechanisms of action with treatment mechanisms of action, while integrating treatment plans to align with patient values and expectations.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify the how various common pulmonary diseases in adults affect swallowing function.
• Identify factors suggestive of dysphagia-related aspiration pneumonia.
• Describe why noninvasive ventilation may be disadvantageous to some patients.
• Develop a plan to align the mechanism of action of selected treatments with the mechanisms of action of conditions that cause dysphagia.Instructional Level: Advanced | Track: Adult SLP
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Session 49, Treatment and Swallowing Function in Recurrent/Residual Head and Neck Cancers (10:00 am-11:00 am)
Suzanne King, PhD, CCC-SLP; Evan Greenwell, BA, from the University of LouisvilleKentucky has the highest incidence of head and neck cancers (HNC) in the country. Despite advancements in cancer treatment, local recurrences or secondary primary tumors of the oral, laryngeal, or pharyngeal region are a common problem effecting 24-50% of cancer patients after primary treatment. These patients have already undergone extensive radiation and/or surgery to the head and neck field. Therefore, cancer treatment requires a balance between securing tumor control and maintaining functional outcomes to minimize symptom burden. Current swallowing function plays a major role in the cancer treatment planning process. Patients with secondary primary or recurrent disease present with unique clinical characteristics, as dysphagia can be associated with the new local recurrence, prior treatment toxicities (e.g. fibrosis, mucositis) and/or post-treatment. Maintaining a safe and effective swallowing function is a significant challenge with these patients, which can complicate swallowing rehabilitation. In this session, we will discuss the management of residual/recurrent HNC (e.g. surgery, re-irradiation, chemotherapy, etc.), the reasoning behind cancer treatment strategy decisions and the expected functional outcomes of these various treatment modalities. Having a better understanding of swallowing function at baseline and post-treatment will help to inform cancer treatment decision making and optimize swallowing rehabilitation. Furthermore, this information will prove to be beneficial for the purposes of counseling residual/recurrent HNC patients on expected swallowing outcomes following treatment.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe surgical, re-irradiation and chemotherapy treatment options for residual and recurrent cancers of the oral, laryngeal and pharyngeal regions.
• Describe the major functional impact of these treatments on swallowing function, nutrition and quality of life.
• Identify and apply a more comprehensive counseling for patients with recurrent HNC.Instructional Level: Intermediate | Track: Adult SLP
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Session 50, An Update on Cochlear Implant Research (10:00 am-11:00 am)
Matthew Bush, MD, University of KentuckyThis session will provide attendees with an overview of cutting edge research related to cochlear implantation development, indications and outcomes for children and adults.
Learner Outcomes: At the end of this session, participants will be able to:
• Outline the changes in cochlear implant design and technology.
• Describe the current indications for cochlear implantation for children and adults.
• Identify factors influencing various outcomes in cochlear implantation.Instructional Level: Intermediate | Track: Audiology
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Session 51, Diversifying the Field: What We’re Doing and What We’re Not (10:00 am-11:00 am)
Karen Davis, PhD, CCC-SLP, Middle Tennessee State University; Kimmerly Harrell, PhD, CCC-SLP, University of Louisville; Brittany Fletcher, MS, CCC-SLP, Green Hill Therapy ClinicThe recruitment and retention of underrepresented students at predominately white colleges and universities continues to be problematic, even so for certain majors such as speech-language pathology and audiology. To increase the success of underrepresented students, many institutions have implemented a variety of academic retention strategies (i.e., support programs, mentoring programs, freshman orientation programs and courses). According to Johnson (2013) retention programs need to be comprehensive utilizing multi-program components. The most beneficial supports within such programs are tutoring, study skills training and mentoring (Dale & Zych, 1996; Ginsberg, 2018; Poock, 2007). The research literature (e.g., Kuh et al., 2006; Ruffalo, 2015) recommend that effective retention programming also have a pre-freshman bridge program to help students increase their academic skills before enrolling in more challenging college courses. The purpose of this session is to share the details of a grant-funded pilot program at a state university in middle Tennessee focused on recruiting, retaining and graduating the number of underrepresented students within the undergraduate speech-language pathology and audiology major. The pilot program seeks to provide support for students during their first year in the speech-language pathology and audiology major to assists students in coping with the challenges they face by providing faculty mentors, peer mentors, peer tutors, study skills training and service-learning. This session will highlight the effective components and obstacles in implementing recruitment and retention programming.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify stumbling blocks in regards to recruitment of underrepresented students.
• Identify some of the potential personal and systemic biases that hinder recruitment and retainment of underrepresented students.
• List strategies for recruiting and retaining underrepresented students.Instructional Level: Intermediate | Track: Multi-Interest: Audiology/SLP
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Session 52, It’s Never Too Early: Use of AAC in Early Intervention, Part 2 (10:00 am-11:00 am)
Mary Jo Cooley Hidecker, PhD, CCC-A/SLP; Judith Page, PhD, CCC-SLP, from the University of KentuckyWhen should we start considering Augmentative and alternative communication (AAC) for an infant or toddler? We suggest that it is appropriate to consider AAC when a child is not attempting to communicate with others, is not able to communicate effectively with words, has limited vocabulary or expressive capabilities, or is a likely candidate for future speech/language delay – regardless of age. Although many professionals are reticent to use AAC with very young children out of concern that it will interfere with development of speech, the literature indicates that adding AAC strategies to traditional oral approaches does not inhibit the development of speech, but instead actually supports the development of language and communication skills. In this session we will explore the roles that AAC can play in early intervention, discuss the long-term benefits of using AAC, anticipate the costs of waiting to start AAC strategies and explore several common misconceptions about early AAC that may lead to inappropriate exclusion of very young children from AAC services. The presenters will discuss AAC strategies appropriate for early intervention; examine integration of AAC into existing oral language intervention models and offer suggestions for including parents and other communication partners. Finally, we will look at specific examples of AAC applications with young children and discuss considerations in selecting appropriate AAC.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify issues and myths about AAC in Early Intervention.
• Describe AAC tools and strategies for use with young children.
• Identify and describe techniques for using AAC to support development of participation and communication skills for young children.Instructional Level: Intermediate | Track: PEDs EI
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Session 53, Autism Strategies for the Early Childhood SLP, Part 2 (10:00 am-11:00 am)
Cari Ebert, MS, CCC-SLP, Cari Ebert SeminarsThis neurodiversity-affirming session will provide an overview of the key features of autism in toddlers and preschoolers, how girls on the spectrum present differently from boys, along with a discussion of the five key foundation skills that need to be addressed in therapy and early childhood classrooms. The therapeutic strategies addressed in this session are not focused on establishing compliance or fixing deficits identified on standardized tests, but rather on helping autistic toddlers and preschoolers learn how to learn through social interactions with the important people in their world.
Learner Outcomes: At the end of this session, participants will be able to:
• Summarize the key features of autism in young children and how girls on the spectrum present differently from boys.
• List and describe five key learning to learn foundation skills that are often missing or inconsistently displayed in young children on the autism spectrum.
• Integrate strategies to support and promote the five foundation skills into functional IFSP outcomes and IEP goals.Instructional Level: Intermediate | Track: School Age
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Session 54, Understanding Your ADHD Students (10:00 am-11:00 am)
Tyler Dorsey, CALC, Focus ForwardDuring this session the presenter will help you to take a dive into your ADHD student’s brains. You will walk away from this session having a better understanding of ADHD, the struggles students with ADHD face and a few tips and tricks you can use.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe and gain a better understanding of ADHD.
• Identify several different ways ADHD presents itself.
• Develop strategies to help students better manage their ADHD.Instructional Level: Introductory | Track: School Age
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Session 55, The Need for a Trusted Clinician/Client Relationship (12:30 pm-1:30 pm)
Michael Kidd-Gilchrist, Change and ImpactKSHA welcomes Michael Kidd-Gilchrist as our special luncheon speaker to the 2022 conference. Please join us on Friday, February 18, at 12:30 pm when Michael will share his personal journey as a person who stutters, his view on the valued and trusted relationship between the patient and speech pathologist and his plans to support the stuttering community through positive change and impact.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify at least two ideas to incorporate into their therapy sessions to help the patient feel comfortable.
• Explain why it is important to have a trusted relationship with their patient
• Identify how to tell if the patient feels they have a positive and trusting relationship with them.Instructional Level: Introductory | Track: Multi Interest: PEDs/Adult
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Session 56, Managing Dysphagia in Complex Cases: It’s All About the Disease!, Part 3 (2:00 pm-3:30 pm)
James Coyle, PhD, CCC-SLP, BCS-S, University of PittsburghMedical speech-language pathologists need to sort through massive information set to identify all factors contributing to dysphagia in adults, while also identifying comorbidities and other host-risk factors and iatrogenic factors that add prognostic value. Treating and managing dysphagia depends on how well the clinician integrates all available factors into the design of clinical methods and decisions regarding the nature of the dysphagia, its likely course and severity, appropriate interventions and estimation of the optimal end goal. The overarching goal of dysphagia management is to reduce the risk of dysphagia-related adverse events that could shorten the patient’s life expectancy beyond that of their disease processes and not to cure dysphagia. This four part session will review the breathing-swallowing interactions of the aerodigestive tract, review common pulmonary diseases and their physiologic effects on patients, tease apart components of aspiration pneumonia and review what is known about noninvasive mechanical ventilation. The day will wrap up with a discussion of treatment philosophy and the need to align disease mechanisms of action with treatment mechanisms of action, while integrating treatment plans to align with patient values and expectations.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify the how various common pulmonary diseases in adults affect swallowing function.
• Identify factors suggestive of dysphagia-related aspiration pneumonia.
• Describe why noninvasive ventilation may be disadvantageous to some patients.
• Develop a plan to align the mechanism of action of selected treatments with the mechanisms of action of conditions that cause dysphagia.Instructional Level: Advanced | Track: Adult SLP
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Session 57, LGBTQ+ Affirming Health Care (2:00 pm-3:30 pm)
Crash Hamilton, Community FacilitatorThe goal of this training is to provide an overview of LGBTQ and health care disparities and associated concepts with recommended best practice changes to language, environment and systems to address common microaggressions and create an affirming environment.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify health care disparities LGBTQ+ individuals face.
• Apply inclusive communication best practices.
• Recognize areas of common clinical microaggressions.
• Develop strategies to improve patient experience.Instructional Level: Introductory | Track: Multi-Interest Audiology/SLP
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Session 58, Stop the Insanity! Developing Resilience for Over-Worked, Stressed-Out CSD Professionals (2:00 pm-3:30 pm)
Mitzi Brammer, PhD, CCC-SLP, Saint Louis UniversityThe constructs of student resilience and growth mindset have been studied in educational contexts for more than twenty years. Only recently has this phenomenon been studied in the workplace. The COVID-19 global pandemic has added to existing stressors and lack of resilience among communication science disorder professionals. Feeling exhausted, stressed, out of energy and feeling unable to make it to the end are all too common among speech-language pathologists and audiologists who try to balance more and more items being put on their already full professional and domestic plates. This set of circumstances in which one finds oneself is more commonly known as burnout. Regardless of the professional setting (clinical or educational), resilience and having a growth mindset in a high-stress profession like communication science and disorders can be difficult to establish and maintain. Simultaneously, life can become more demanding as speech pathologists and audiologists make outreach connections in the communities, their parent’s age and, for those with children, this can be a significant, albeit negative, tipping point. This engaging, interactive session will provide participants with useful tools and strategies for identifying and managing the stressors that bring on burnout.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify and prioritize beliefs and values in order to effectively begin implementing resilience strategies for SLPs and AuDs.
• Identify and explain the bridge from research to practice as it relates to resilience in the workplace.
• Develop action plans that include research-based methods for building and maintaining resilience in the workplaceInstructional Level: Intermediate | Track: Multi-Interest Audiology/SLP
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Session 59, Reflecting on Pediatric Dysphagia Across Settings, Part 1 (2:00 pm-3:30 pm)
Amber Dawn Valentine Forston, MS, CCC-SLP, BCS-CL, IBCLC, CNT, Baptist Health LexingtonInfant and pediatric feeding and swallowing has been an evolutionary niche in the speech pathologists world. With settings including: NICU, mother/baby, outpatient, inpatient rehab, pediatric hospitals, home health, first steps, etc., the feeding clinician is constantly fine tuning their practice to maintain the most evidenced based practice for their patients and families. With COVID changing health care practices across the board, pediatric feeding has become even more difficult to navigate at times. This session is designed to discuss the realms of pediatric feeding as well as case studies and practical guidelines for each setting.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify the areas of practice for infant and pediatric dysphagia.
• List requirements for becoming a pediatric feeding therapist.
• Identify and explain techniques and case studies for complex dysphagia patients.Instructional Level: Intermediate | Track: PEDs EI
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Session 60, Early Social Communication Intervention for Toddlers With Autism (2:00 pm-3:30 pm)
Janine Schmedding-Bartley, PhD, CCC-SLP, University of KentuckyThis session will provide an overview of current practices reported by speech-language pathologists (SLPs) working with toddlers with autism spectrum disorder (ASD) or social communication differences and discuss ways to build upon current practices to provide ASD-specific intervention. Evidence-based strategies for supporting development of a broad range of communicative skills and emotional regulation will be shared. Emphasis will be placed on implementing strategies through caregiver-mediated routines-based interventions and developing caregivers’ confidence to support their child’s unique strengths. Video examples will be used to demonstrate the principles in practice.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify at least four social-communication skills to target with toddlers with social communication differences.
• Create an evidence-based strategy to support development of each of the four social-communication skills identified in outcome number one.
• Develop a plan to address at least one social-communication skill within a caregiver-implemented daily routine.Instructional Level: Intermediate | Track: PEDs EI
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Session 61, AAC Playground: Hands-On Language Learning Strategies for Beginning Communicators, Part 1 (2:00 pm-3:30 pm)
(This Session is Limited to 30 Participants. First Come, First Serve Basis)
Mary Jo Cooley Hidecker, PhD, CCC-A/SLP; Judith Page, PhD, CCC-SLP; Jane Kleinert, PhD, CCC-SLP; Jacqui Kearns, EdD; Lou-Ann Land, MS; Patti Logsdon, BS, from the University of KentuckyThis session, presented by an interdisciplinary team of speech-language pathologists, educators and parents, will offer experiences in use of strategies to support Augmentative and alternative communication (AAC) with beginning communicators. Attendees will rotate through a variety of “playground” stations related to use and programming of AAC for school-aged students. Stations will include learning and practicing aided language modeling, engineering the environment using talking switches (one message and sequential messages), supporting literacy with AAC, creating and using visual scene displays and using games to promote peer interaction. We will have a variety of no-tech, low tech and high tech AAC with which to practice. Due to the hands-on nature of this session, attendance is limited to 30.
Learner Outcomes: At the end of this session, participants will be able to:
• Demonstrate aided language modeling.
• List ways to engineer the environment for communication opportunities.
• Describe at least one way to use AAC to support literacy.Instructional Level: Intermediate | Track: School Age
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Session 62, Sensory for the SLP, Part 1 (2:00 pm-3:30 pm)
Cari Ebert, MS, CCC-SLP, Cari Ebert SeminarsThis session will provide an overview of the external and internal sensory systems along with observable characteristics of sensory over-responsivity, sensory under-responsivity and sensory craving behaviors. Occupational therapists are the professionals who specialize in sensory processing disorder, but all early childhood providers, including speech-language pathologists, need to have a basic understanding of how sensory differences can affect speech, language and social-emotional development.
Learner Outcomes: At the end of this session, participants will be able to:
• Explain how sensory over-responsivity, sensory under-responsivity and sensory-seeking behaviors affect attention, participation and behavior in young language learners.
• List the sensory systems and describe the relevance of the three power senses.
• Summarize how to create sensory-rich learning opportunities to support young children with sensory differences who struggle participating in therapy and classroom activities.Instructional Level: Intermediate | Track: School Age
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Session 63, Managing Dysphagia in Complex Cases: It’s All About the Disease!, Part 4 (4:00 pm-5:00 pm)
James Coyle, PhD, CCC-SLP, BCS-S, University of PittsburghMedical speech-language pathologists need to sort through massive information set to identify all factors contributing to dysphagia in adults, while also identifying comorbidities and other host-risk factors and iatrogenic factors that add prognostic value. Treating and managing dysphagia depends on how well the clinician integrates all available factors into the design of clinical methods and decisions regarding the nature of the dysphagia, its likely course and severity, appropriate interventions and estimation of the optimal end goal. The overarching goal of dysphagia management is to reduce the risk of dysphagia-related adverse events that could shorten the patient’s life expectancy beyond that of their disease processes and not to cure dysphagia. This four part session will review the breathing-swallowing interactions of the aerodigestive tract, review common pulmonary diseases and their physiologic effects on patients, tease apart components of aspiration pneumonia and review what is known about noninvasive mechanical ventilation. The day will wrap up with a discussion of treatment philosophy and the need to align disease mechanisms of action with treatment mechanisms of action, while integrating treatment plans to align with patient values and expectations.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify the how various common pulmonary diseases in adults affect swallowing function.
• Identify factors suggestive of dysphagia-related aspiration pneumonia.
• Describe why noninvasive ventilation may be disadvantageous to some patients.
• Develop a plan to align the mechanism of action of selected treatments with the mechanisms of action of conditions that cause dysphagia.Instructional Level: Advanced | Track: Adult SLP
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Session 64, Virtual vs. In-Person Interprofessional Education (4:00 pm-5:00 pm)
Christen Page, PhD, CCC-SLP; Karina Christopher, PhD, RD, LD; Leah Simpkins, OTD, OTR/L, CPAM, CDP; Casey Humphrey, OTD, OTR/L, MHA, CBIS, CDRS; Jenna Ross, BS, from Eastern Kentucky UniversityInterprofessional education (IPE) involves sharing knowledge between two or more professional disciplines in order to enable effective collaboration and improve health outcomes. The integration of IPE within educational curriculum is growing in popularity but is also mandated by some allied health accrediting agencies. However, with the social distancing requirements brought forth by COVID-19, several universities and IPE experiences moved to virtual learning formats. This session will describe students’ perceptions, attitudes and implementation readiness following a virtual IPE experience across five academic health care programs within one university. Students’ perceptions of the virtual IPE experience will be compared with perceptions from previous in-person IPE events. This session will offer an example of the process as well as success and barriers of implementing an IPE experience virtually.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe the implementation readiness following an IPE across 5 disciplines in health care.
• Summarize the differences between face-to-face and virtual IPE.
• Apply the benefits and challenges of virtual IPE to your academic curriculum.Instructional Level: Intermediate | Track: Professional Issues: Higher Education
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Session 65, Communication Sampling in Early Intervention: Go Ahead, Take a Sample! (4:00 pm-5:00 pm)
Jade Robinson, PhD, CCC-SLP, Eastern Kentucky UniversitySpeech-language pathologists (SLPs) working in early intervention (EI) are uniquely positioned to collect communication samples of young children within the context of naturally occurring routines. The samples that result can be analyzed to provide a developmental snapshot of the child’s communication abilities, including communication modalities, speech sound production, vocabulary, utterance length and complexity and pragmatic skills. This session will share both the research and the “how to” for collecting and analyzing communication samples of emerging communicators and early language users.
Specific strategies for collecting communication samples that reflect the natural interactions of children with their families, caregivers and peers will be shared. Further, technological innovations that allow clinicians to capture authentic assessment data will be discussed. Efficient analysis procedures will be described and illustrated using case examples. Finally, session attendees will learn how to identify functional outcomes for children and their families/caregivers based on language sample results and reflective discussion.Learner Outcomes: At the end of this session, participants will be able to:
• Identify methods for collecting authentic communication samples.
• Describe how communication sampling can be used to provide a developmental snapshot of a child’s communication abilities in at least 4 areas.
• Demonstrate the use of language sample results to identify functional communication outcomes.Instructional Level: Intermediate | Track: PEDs EI
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Session 66, Reflecting on Pediatric Dysphagia Across Settings, Part 2 (4:00 pm-5:00 pm)
Amber Dawn Valentine Forston, MS, CCC-SLP, BCS-CL, IBCLC, CNT, Baptist Health LexingtonInfant and pediatric feeding and swallowing has been an evolutionary niche in the speech pathologists world. With settings including: NICU, mother/baby, outpatient, inpatient rehab, pediatric hospitals, home health, first steps, etc., the feeding clinician is constantly fine tuning their practice to maintain the most evidenced based practice for their patients and families. With COVID changing health care practices across the board, pediatric feeding has become even more difficult to navigate at times. This session is designed to discuss the realms of pediatric feeding as well as case studies and practical guidelines for each setting.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify the areas of practice for infant and pediatric dysphagia.
• List requirements for becoming a pediatric feeding therapist.
• Identify and explain techniques and case studies for complex dysphagia patients.Instructional Level: Intermediate | Track: PEDs EI
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Session 67, AAC Playground: Hands-On Language Learning Strategies for Beginning Communicators, Part 2 (4:00 pm-5:00 pm)
(This Session is Limited to 30 Participants. First Come, First Serve Basis)
Mary Jo Cooley Hidecker, PhD, CCC-A/SLP; Judith Page, PhD, CCC-SLP; Jane Kleinert, PhD, CCC-SLP; Jacqui Kearns, EdD; Lou-Ann Land, MS; Patti Logsdon, BS, from the University of KentuckyThis session, presented by an interdisciplinary team of speech-language pathologists, educators and parents, will offer experiences in use of strategies to support Augmentative and alternative communication (AAC) with beginning communicators. Attendees will rotate through a variety of “playground” stations related to use and programming of AAC for school-aged students. Stations will include learning and practicing aided language modeling, engineering the environment using talking switches (one message and sequential messages), supporting literacy with AAC, creating and using visual scene displays and using games to promote peer interaction. We will have a variety of no-tech, low tech and high tech AAC with which to practice. Due to the hands-on nature of this session, attendance is limited to 30.
Learner Outcomes: At the end of this session, participants will be able to:
• Demonstrate aided language modeling.
• List ways to engineer the environment for communication opportunities.
• Describe at least one way to use AAC to support literacy.
• Identify strategies for using visual scene displays.Instructional Level: Intermediate | Track: School Age
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Session 68, Sensory for the SLP, Part 2 (4:00 pm-5:00 pm)
Cari Ebert, MS, CCC-SLP, Cari Ebert SeminarsThis session will provide an overview of the external and internal sensory systems along with observable characteristics of sensory over-responsivity, sensory under-responsivity and sensory craving behaviors. Occupational therapists are the professionals who specialize in sensory processing disorder, but all early childhood providers, including speech-language pathologists, need to have a basic understanding of how sensory differences can affect speech, language and social-emotional development.
Learner Outcomes: At the end of this session, participants will be able to:
• Explain how sensory over-responsivity, sensory under-responsivity and sensory-seeking behaviors affect attention, participation and behavior in young language learners.
• Describe how sensory over-responsivity, sensory under-responsivity and sensory-seeking behaviors affect attention, participation and behavior in young language learners.
• Summarize how to create sensory-rich learning opportunities to support young children with sensory differences who struggle participating in therapy and classroom activities.Instructional Level: Intermediate | Track: School Age
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Session 69, COVID-19 Effects on Children Who are Deaf or Hard of Hearing and Their Families: Rapid and Rigorous Mixed-Methods Research to Inform Care (4:00 pm-5:00 pm)
Julie Jacobs, MPH, University of Kentucky; Christina Studts, PhD, University of ColoradoWith quantitative and qualitative methods, our research team assessed the impact of the COVID-19 pandemic on children in Kentucky who are deaf or hard of hearing (DHH) and their families. Over 130 parents of DHH children completed online surveys, composed of validated measures of parent and child wellbeing, as well as assessments of hearing health care and telehealth experiences during the pandemic. Next, we conducted in-depth interviews with 30 parents who represented a range of quantitative survey outcomes. Finally, we assessed barriers and facilitators to service provision during this public health crisis by interviewing 20 administrators and direct service providers, including audiologists, speech therapists and DHH educators. This session will explore factors associated with better and worse child and family outcomes and it will describe resources, practices and policies that were identified to improve services to DHH children, in the context of the short- and long-term effects of the pandemic.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe the mixed-methods project design used for this study.
• Describe factors associated with better and worse outcomes for DHH children and their families during the COVID pandemic.
• Describe barriers and facilitators to the provision of hearing health care services, as described by participants in this study.Instructional Level: Introductory | Track: Professional Issues