Friday Program

2019 Convention Program
Friday Sessions

 

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

  Kelly Kleinhans, PhD, CCC-SLP, KSHA President; Kate Wood Hall, KSHA Lobbyist

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

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

  Instructional Level: Intermediate │ Track: Professional Issues

• Session 44, Altered and Artificial Airway: Who, Why, How and What Now? Part 1 (8:00 am-9:30 am)

  Debra Suiter, PhD, CCC-SLP, BCS-S, University of Kentucky Voice and Swallow Clinic; Tammy Wigginton, MS, CCC-SLP, BCS-S, University of Kentucky Voice and Swallow Clinic

  Tracheotomy and total laryngectomy result in anatomical and physiological changes in the respiratory system which impact communication and swallowing function. Tracheotomized and laryngectomized patients are typically considered to be medically complex and generally require ongoing rehabilitative services long after they have been discharged from the hospital. The complex rehabilitative needs of these patients have increased the number of referrals to the speech-language pathologist. In response to this demand, many speech-language pathologists must expand their scope of practice to include proficiency in evaluating and treating acute and chronically ill patients with altered and artificial airways. Participants will be provided with an understanding of the indications for tracheotomy and laryngectomy, how the procedures are performed, the physiological effects of tracheotomy and laryngectomy on the respiratory system and an introduction to assessment and management of communication and swallowing challenges in tracheotomized and laryngectomized patients.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Identify two common myths about swallowing function in the tracheotomized patient and one common myth about swallowing function in laryngectomized patients.
  • Identify two common reasons patients undergo tracheostomy and two reason patients undergo total laryngectomy.
  • Identify primarily anatomical and physiological difference between tracheostomized patients and laryngectomized patients.

  Instructional Level: Intermediate │ Track: Adult SLP

• Session 45, Childhood Apraxia of Speech: A Therapy-Rich Multi-Sensory Approach, Part 1 (8:00 am-9:30 am)

  David Hammer, MA, CCC-SLP, Apraxia Kids

  This hands-on, practical, therapy-rich presentation will focus on strategies for therapists that facilitate verbal communication for children with apraxia of speech. An overview of evaluation considerations and how they relate to therapy decision-making will be presented. The majority of the presentation will be intervention-based, with a wide range of therapy ideas described. A multi-sensory approach to therapy will be detailed. Extensive videos of children in therapy will be used to highlight strategies and suggestions for parent/caregiver carryover outside of the therapy setting.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe three key differential diagnosis features of CAS from other speech sound disorders.
  • List three effective multi-sensory therapy strategies for children with childhood apraxia of speech.
  • Outline three therapy activities for repetitive practice.
  • Describe three ways to enhance parent involvement and home carryover.

  Instructional Level: Intermediate │ Track: PEDs SLP
  Product Disclosure: This presentation will include information on the book, The SLPs Guide to Treating Childhood Apraxia of Speech.

• Session 46, Experience and Create Low-Tech and High-Tech AAC in the Classroom (8:00 am-9:30 am)

  Mary Katherine Dally, MA, CCC-SLP, ATP, Care Tenders and Hamilton County ESC; Sara Vank, MS, CCC-SLP, Cincinnati Public Schools; Lauren Borcherding, MS, Cincinnati Public Schools

  Come experience hands-on techniques and take-home activities, integrating low-tech and high-tech communication in your classroom. Play with a life-size core board, create a quickfire lanyard, practice with positive behavior supports and grab ideas to transition from PECs. Using Boardmaker Online and Snap + Core First software, come learn the benefits of a multi-modal communication system, maximizing student’s AAC experience and communication through immersion, integration and exposure. Implement in your classroom tomorrow!

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Identify the levels for AAC as well as multi-modal communication.
  • Describe how to successfully implement AAC in the classroom as well as additional school benefits.
  • Implement and take home two or more low-tech communication projects as well as implement and have access to modified curriculum projects via Boardmaker Online.

  Instructional Level: Beginner │ Track: PEDs SLP
  Product Disclosure: This presentation will include information on Boardmaker Online Tobii Dynavox Snap + Core Software and Big Mac Switch, communication paper boards and low-tech eye gaz.

• Session 47, Guiding Optimal Orofacial Complex Development: Early Signs of Soft Tissue Dysfunction (8:00 am-9:30 am)

  Amanda Moore Chastain, MA, CCC-SLP, The Speech Network Pediatric Feeding and Orofacial Myology

  The presence of soft tissue dysfunction in infancy is linked to restricted growth patterns of the orofacial structures resulting in the use of compensatory patterning for breathing and feeding. Understanding typical growth patterns, expectations for development patterns by age from infancy to childhood and being able to identify these early is crucial for early intervention that supports optimal function. This presentation will focus on oral and facial structure and function for oral feeding skills and related skills, as well as outline appropriate team members to address areas of concern for soft tissue dysfunction.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe the importance of optimal early feeding experiences for overall development of oral motor skills.
  • Identify the links between airway development, palatal development and oral movement patterns.
  • Link atypical infant development to orofacial myofunctional difficulties in older children, teens and adults.
  • List appropriate referrals/team members based on area of deficit.

  Instructional Level: Intermediate │ Track: Multi-Interest SLP

• Session 48, Maximizing Communication for Complex Communication Disorders in Long-Term Care, Part 1 (8:00 am-9:30 am)

  Michelle Bourgeois, PhD, CCC-SLP, University of South Florida

  Functional assessment procedures for adults with complex communication disorders living in long-term care will be reviewed. Intervention strategies and instructional techniques will be described, including errorless learning, spaced-retrieval training, graphic and written cues and strategy training for cognitive and communication goals. Other therapeutic approaches, such as reminiscence therapy, question-asking reading and Montessori programming will be presented to address social, activity and leisure goals. Clinical case examples will illustrate evidence-based intervention approaches applied in various settings and across diagnoses.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe functional assessment procedures for cognitive-communication and life participation goals of persons ranging from MCI, PPA, to severe dementia.
  • Identify and match appropriate interventions and instructional approaches to a variety of cognitive-communication, sensory, social and leisure needs in a range of settings.
  • Implement and evaluate various evidence-based techniques including Spaced Retrieval, Errorless learning, Strategy training, written and graphic cuing and group therapy approaches to enable clients to meet.

  Instructional Level: Intermediate │ Track: Adult SLP
  Product Disclosure: This presentation will include information on VoiceMyChoice.

• Session 49, Pediatric Cochlear Implant Candidacy: Evidence for Expansion and Outcomes (8:00 am-9:30 am)

  René Gifford, PhD, CCC-A, Vanderbilt University

  FDA labeled indications for pediatric cochlear implant candidacy have remained unchanged for almost 20 years. Because the process by which industry can officially change FDA labeled indications for a class III medical device is both time intensive and costly, labeled indications are infrequently amended despite rapid evolution in technology and clinical practice. Cochlear implant programs across the country are routinely implanting children who do not necessarily fit the typical implant candidate profile as peer-reviewed literature and clinical practice have provided us with evidence supporting an expansion of candidacy criteria. This presentation will describe the pertinent literature, current clinical practices and the importance of evaluating the whole child for the determination of pediatric cochlear implant candidacy.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe the current labeled indications for pediatric CI candidacy.
  • Describe the outcomes of peer-reviewed studies documenting efficacy of cochlear implantation for children with moderate to profound sensorineural hearing losses.
  • Describe the recommend assessment materials for children as outlined by the pediatric minimum speech test battery (PMSTB).

  Instructional Level: Intermediate │ Track: Audiology

• Session 50, Sorting out Auditory and Language Processing Disorders, Part 1 (8:00 am-9:30 am)

  Gail Richard, PhD, CCC-SLP, Eastern Illinois University

  Processing is the ability to attach meaning to stimuli presented or received, to then formulate a response. Processing auditory information occurs on a continuum, beginning with auditory processing and progressing to language processing. Accessory components include memory and word retrieval. Numerous children have difficulty efficiently and effectively processing auditory information. The disorder is subtle and usually occurs in the absence of other major disorders or specific language problems. Language processing can be identified through an identifiable pattern of symptomatic behaviors which can be observed by teachers and other school personnel in an educational setting. Once identified, intervention to compensate for the deficits can alleviate frustration and confusion on the part of parents, students and teachers. This presentation will differentiate between auditory and language processing disorders and present techniques for identification and intervention.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Identify behavioral characteristics associated with auditory and language processing problems.
  • Explain a continuum of processing that includes acoustic phonemic, linguistic and executive functions skills.
  • Identify specific intervention strategies for auditory and language processing deficits in therapy and classroom/educational settings.
  • Discuss controversies and confusion between auditory and language processing disorders.

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

• Session 51, Wired Kids: How Technology Impacts Early Child Development, Part 1 (8:00 am-9:30 am)

  Cari Ebert, MS, CCC-SLP, Private Practice

  This presentation examines the evidence to guide therapists as we live and work in the digital age. Just because technology is available at our fingertips, doesn’t necessarily mean we should be using it with very young children. Infants, toddlers and preschool-age children do not learn the same way that older children and adults learn. It’s not just a matter of being pro-technology or anti-technology, but rather determining what is most appropriate for young children with developing brains and bodies. During this presentation, professionals will gain powerful evidence regarding how young children learn and develop functional skills along with best-practice guidelines for using technology in therapy and in the early childhood classroom.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Outline what makes media educational.
  • Summarize how hand-held electronic devices can adversely affect the development of language and social skills.
  • Apply evidence-based recommendations for coaching families on developmentally appropriate uses of technology.
  • Describe best practices for using technology in early intervention and early childhood settings.

  Instructional Level: Intermediate │ Track: PEDs SLP

• Session 52, Altered and Artificial Airway: Who, Why, How and What Now? Part 2 (9:45 am-11:15 am)

  Debra Suiter, PhD, CCC-SLP, BCS-S, University of Kentucky Voice and Swallow Clinic; Tammy Wigginton, MS, CCC-SLP, BCS-S, University of Kentucky Voice and Swallow Clinic

  Tracheotomy and total laryngectomy result in anatomical and physiological changes in the respiratory system which impact communication and swallowing function. Tracheotomized and laryngectomized patients are typically considered to be medically complex and generally require ongoing rehabilitative services long after they have been discharged from the hospital. The complex rehabilitative needs of these patients have increased the number of referrals to the speech-language pathologist. In response to this demand, many speech-languge pathologists must expand their scope of practice to include proficiency in evaluating and treating acute and chronically ill patients with altered and artificial airways. Participants will be provided with an understanding of the indications for tracheotomy and laryngectomy, how the procedures are performed, the physiological effects of tracheotomy and laryngectomy on the respiratory system and an introduction to assessment and management of communication and swallowing challenges in tracheotomized and laryngectomized patients.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Identify two common myths about swallowing function in the tracheotomized patient and one common myth about swallowing function in laryngectomized patients.
  • Identify two common reasons patients undergo tracheostomy and two reason patients undergo total laryngectomy.
  • Identify primarily anatomical and physiological difference between tracheostomized patients and laryngectomized patients.

  Instructional Level: Intermediate │ Track: Adult SLP

• Session 53, Bimodal Hearing Versus Bilateral Cochlear Implant Candidacy in Children (9:45 am-11:15 am)

  René Gifford, PhD, CCC-A, Vanderbilt University

  For the typical CI candidate, the amount of residual acoustic hearing is not sufficient to allow high levels of auditory development, speech understanding and language abilities. Residual acoustic hearing, however, can provide significant benefit when paired with a CI in a bimodal hearing configuration. What we often do not know is whether a child would achieve higher outcomes with a second CI. We are currently making clinical decisions regarding bilateral cochlear implant candidacy based on limited clinical information, particularly in the first three to five years of life during which limited behavioral assessments can be completed. This presentation will provide an overview of the literature on bimodal hearing versus bilateral cochlear implantation and provide clinical guidance on specific cases for children examining speech understanding, speech production and language development.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe clinical trends for outcomes in bimodal and bilateral CI users.
  • Describe outcomes of bimodal and bilateral CI users on measures of language development.
  • Describe the cues available to children with various degrees and configurations of hearing loss in the non-implanted ear.

  Instructional Level: Intermediate │ Track: Audiology

• Session 54, Childhood Apraxia of Speech: A Therapy-Rich Multi-Sensory Approach, Part 2 (9:45 am-11:15 am)

  David Hammer, MA, CCC-SLP, Apraxia Kids

  This hands-on, practical, therapy-rich presentation will focus on strategies for therapists that facilitate verbal communication for children with apraxia of speech. An overview of evaluation considerations and how they relate to therapy decision-making will be presented. The majority of the presentation will be intervention-based, with a wide range of therapy ideas described. A multi-sensory approach to therapy will be detailed. Extensive videos of children in therapy will be used to highlight strategies and suggestions for parent/caregiver carryover outside of the therapy setting.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe three key differential diagnosis features of CAS from other speech sound disorders.
  • List three effective multi-sensory therapy strategies for children with childhood apraxia of speech.
  • Outline three therapy activities for repetitive practice.
  • Describe three ways to enhance parent involvement and home carryover.

  Instructional Level: Intermediate │ Track: PEDs SLP
  Product Disclosure: This presentation will include information on the book entitled The SLPs Guide to Treating Childhood Apraxia of Speech.

• Session 55, Digital Technology: Caring and Sharing Between the Generations (9:45 am-11:15 am)

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

  This will be an interactive presentation between individuals, a panel and the audience. The audience will be invited to share a success story or a challenge with regard to using iPads, augmentative devices and web based programs/applications. Thirty minutes will be dedicated to each form of technology. A panel, comprised of a newly CCC’d individual and experienced and retired SLPs, will respond from their perspective. The audience will then have an opportunity to provide final commentary. Participants are encouraged to bring handouts/materials to share (takeaways) which they have found successful as they relate to this topic.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • List three positives/three challenges related to the use of iPads in the evaluation and treatment of communication disorders.
  • List three positives/three challenges related to the use of augmentative devices in the evaluation and treatment of communication disorders.
  • List three positives/three challenges related to the use of web based programs/applications in the evaluation and treatment of communication disorders.
  • List the perspectives of three different generations on this topic.

  Instructional Level: Intermediate │ Track: Multi-Interest SLP

• Session 56, Eliciting Academic Vocabulary in Adolescent Populations (9:45 am-11:15 am)

  Amber Cline, BS, Western Kentucky University; Anna McKay, Western Kentucky University; Janice Smith; PhD, CCC-SLP, Western Kentucky University

  Currently, there are no known spoken language sampling methods for adolescents that specifically elicit lexically sophisticated words in science, technology, engineering, art and math (STEAM). This presentation will discuss an elicitation method that’s effective in collecting lexically sophisticated samples reflective of adolescents’ academic language. Strategies for implementing academic language-rich activities in speech-language therapy will also be described.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe academic vocabulary limitations in children with specific language impairments.
  • Write goals for intervention targeting academic vocabulary.
  • Apply strategies for implementing academic language-rich activities in therapy.

  Instructional Level: Intermediate │ Track: Multi-Interest SLP

• Session 57, Maximizing Communication for Complex Communication Disorders in Long-Term Care, Part 2 (9:45 am-11:15 am)

  Michelle Bourgeois, PhD, CCC-SLP, University of South Florida

  Functional assessment procedures for adults with complex communication disorders living in long-term care will be reviewed. Intervention strategies and instructional techniques will be described, including errorless learning, spaced-retrieval training, graphic and written cues and strategy training for cognitive and communication goals. Other therapeutic approaches, such as reminiscence therapy, question-asking reading and Montessori programming will be presented to address social, activity and leisure goals. Clinical case examples will illustrate evidence-based intervention approaches applied in various settings and across diagnoses.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe functional assessment procedures for cognitive-communication and life participation goals of persons ranging from MCI, PPA, to severe dementia.
  • Identify and match appropriate interventions and instructional approaches to a variety of cognitive-communication, sensory, social and leisure needs in a range of settings.
  • Implement and evaluate various evidence-based techniques including Spaced Retrieval, Errorless learning, Strategy training, written and graphic cuing and group therapy approaches to enable clients to meet.

  Instructional Level: Intermediate │ Track: Adult SLP
  Product Disclosure: This presentation will include information on VoiceMyChoice.

• Session 58, Sorting out Auditory and Language Processing Disorders, Part 2 (9:45 am-11:15 am)

  Gail Richard, PhD, CCC-SLP, Eastern Illinois University

  Processing is the ability to attach meaning to stimuli presented or received, to then formulate a response. Processing auditory information occurs on a continuum, beginning with auditory processing and progressing to language processing. Accessory components include memory and word retrieval. Numerous children have difficulty efficiently and effectively processing auditory information. The disorder is subtle and usually occurs in the absence of other major disorders or specific language problems. Language processing can be identified through an identifiable pattern of symptomatic behaviors which can be observed by teachers and other school personnel in an educational setting. Once identified, intervention to compensate for the deficits can alleviate frustration and confusion on the part of parents, students and teachers. This presentation will differentiate between auditory and language processing disorders and present techniques for identification and intervention.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Identify behavioral characteristics associated with auditory and language processing problems.
  • Explain a continuum of processing that includes acoustic phonemic, linguistic and executive functions skills.
  • Identify specific intervention strategies for auditory and language processing deficits in therapy and classroom/educational settings.
  • Discuss controversies and confusion between auditory and language processing disorders.

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

• Session 59, Wired Kids: How Technology Impacts Early Child Development, Part 2 (9:45 am-11:15 am)

  Cari Ebert, MS, CCC-SLP, Private Practice

  This presentation examines the evidence to guide therapists as we live and work in the digital age. Just because technology is available at our fingertips, doesn’t necessarily mean we should be using it with very young children. Infants, toddlers and preschool-age children do not learn the same way that older children and adults learn. It’s not just a matter of being pro-technology or anti-technology, but rather determining what is most appropriate for young children with developing brains and bodies. During this presentation, professionals will gain powerful evidence regarding how young children learn and develop functional skills along with best-practice guidelines for using technology in therapy and in the early childhood classroom.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Outline what makes media educational.
  • Summarize how hand-held electronic devices can adversely affect the development of language and social skills.
  • Apply evidence-based recommendations for coaching families on developmentally appropriate uses of technology.
  • Describe best practices for using technology in early intervention and early childhood settings.

  Instructional Level: Intermediate │ Track: PEDs SLP

• Session 60, Never Judge a Book by its Cover or a Child by Their Diagnosis: A Journey of Advocacy, Hope and Triumph (12:30 pm-1:30 pm)

  Angela McWhorter, JD ; D. Jason McWhorter, BSN, RN, Cincinnati Children’s Hospital Medical Center

  A parental perspective of a six-year-old boy’s incredible journey from non-hearing to hearing and non-verbal to verbal. This presentation will follow his struggle to communicate despite multiple diagnoses including auditory neuropathy, agenesis of the corpus callosum, septo-optic dysplasia and autism, focusing on the challenges faced by families affected by speech delays, the role of the parent as an advocate, the role of the therapist as both advocate and therapeutic facilitator and the importance of creating a holistic treatment plan to serve the specific needs of a child, regardless of their diagnosis.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe challenges faced by families.
  • List at least two ways the family should advocate for treatment.
  • Identify how the role of the therapist is both advocate and therapeutic facilitator.

  Instructional Level: Beginner │ Track: Luncheon Presentation

• Session 61, Childhood Apraxia of Speech: A Therapy-Rich Multi-Sensory Approach, Part 3 (1:45 pm-3:15 pm)

  David Hammer, MA, CCC-SLP, Apraxia Kids

  This hands-on, practical, therapy-rich presentation will focus on strategies for therapists that facilitate verbal communication for children with apraxia of speech. An overview of evaluation considerations and how they relate to therapy decision-making will be presented. The majority of the presentation will be intervention-based, with a wide range of therapy ideas described. A multi-sensory approach to therapy will be detailed. Extensive videos of children in therapy will be used to highlight strategies and suggestions for parent/caregiver carryover outside of the therapy setting.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe three key differential diagnosis features of CAS from other speech sound disorders.
  • List three effective multi-sensory therapy strategies for children with childhood apraxia of speech.
  • Outline three therapy activities for repetitive practice.
  • Describe three ways to enhance parent involvement and home carryover.

  Instructional Level: Intermediate │ Track: PEDs SLP
  Product Disclosure: This presentation will include information on the book entitled The SLPs Guide to Treating Childhood Apraxia of Speech.

• Session 62, Circle of Support: When Individuals With ASD Grow Up, Part 1 (1:45 pm-3:15 pm)

  Mary Lloyd Moore, EdD, CCC-SLP, Western Kentucky University; Caroline Alexander Hudson, MS, CCC-SLP, Western Kentucky University; Sarah McMaine-Render, MA, Western Kentucky University

  Western Kentucky University’s Kelly Autism Program’s Circle of Support provides an educational, social and supportive environment to enable college age students diagnosed with autism spectrum disorder to achieve their potential as independent, productive and active community citizens. This presentation will discuss the steps parents, educators, speech-language pathologists and students can take to be college ready. The six major areas of support provided at WKU to Circle of Support students will be explained. These areas of support include private rooms, study tables, mentoring, socials, counseling and weekly advisor meetings. Professionals associated with the Circle of Support will also discuss the distinctive intervention strategies being utilized in the program at WKU and college age participants will be present to provide direct insight into what life is really like for college age students who have an ASD diagnosis.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe at least five strategies that promote social communication in natural environments.
  • Articulate the value young adults who have an ASD diagnosis bring to a college campus.
  • List at least five accommodations that can help students with executive functioning issues meet their maximum potential as students.
  • List at least five college readiness skills students who have an ASD diagnosis need to establish prior to applying to a university.

  Instructional Level: Beginner │ Track: Multi-Interest SLP
  Product Disclosure: This presentation will include information on Western Kentucky University’s Kelly Autism Program’s Circle of Support-Circle of Support.

• Session 63, Current Decision Making Regarding AAC Apps (1:45 pm-3:15 pm)

  Karen Coulter, PhD, CCC-SLP, Murray State University

  This presentation will include a review of EBP principles for AAC regarding app, participation model and ICF model of assessment with emphasis regarding apps and an interactive discussion regarding various app features and how they affect the decision-making process. Also included will be an interactive review and discussion of various apps and how various clients/populations would be able to use these platforms.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Explain the EBP principles of AAC in application to apps.
  • Explain the participation model and ICF model of assessment.
  • Identify how the various features affect the decision-making process.

  Instructional Level: Intermediate │ Track: Multi-Interest SLP
  Product Disclosure: This presentation will include information on a wide variety of iPad apps.

• Session 64, iKAN: Kentucky Advocacy Network the Empowerment of Members (1:45 pm-3:15 pm)

  Lacey Back, MS, CCC-SLP, Kentucky Educational Development Corporation Special Education Cooperative; Janice Carter Smith, PhD, CCC-SLP, Western Kentucky University

  This roundtable experience will highlight the development of the Kentucky Advocacy Network to perpetuate advocacy and leadership skills of members of the Kentucky Speech-Language-Hearing Association which has resulted in an array of benefits for the organization. Presenters will discuss the salient aspects associated with building a successful advocacy network and the strategies utilized to empower and equip members to engage with the public and policy makers. The presentation will highlight success stories of action plans from members of the 2017-2018 Kentucky Advocacy Network Cohort and provide information to participants on how they can become an active member of the advocacy network.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe how skill acquisition in advocacy will strengthen the discipline and advance statewide advocacy efforts.
  • Describe the purpose of creating an advocacy network comprised of members from their state organization and how they can participate.
  • Describe advocacy resources available from KSHA and strategies to utilize these successfully to influence change in their work environments and advancing state organization initiatives.

  Instructional Level: Beginner │ Track: Professional Issues

• Session 65, Just Beat It! Facilitating Early Language and Literacy Through Music (1:45 pm-3:15 pm)

  Alison Brown, MS, CCC-SLP, Murray State University; Todd Terry, MA, Calloway County School District

  Connections between literacy, language and music are becoming more apparent. Speech-language pathologists can facilitate language and literacy goals through incorporating song, dance, stead beat and rhythmic exercises with preschool through elementary-aged students. This presentation will review early literacy and language milestones, early signs of dyslexia and arm SLPs with specific musical strategies to pair with language and literacy interventions.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • List early signs of dyslexia.
  • Define beat, rhythm and describe their connection to reading disability.
  • Perform songs with movements to facilitate language and literacy goals.
  • Perform exercises to facilitate students keeping a steady beat or mimicking rhythmic patterns.

  Instructional Level: Beginner │ Track: PEDs SLP

• Session 66, Maximizing Communication for Complex Communication Disorders in Long-Term Care, Part 3 (1:45 pm-3:15 pm)

  Michelle Bourgeois, PhD, CCC-SLP, University of South Florida

  Functional assessment procedures for adults with complex communication disorders living in long-term care will be reviewed. Intervention strategies and instructional techniques will be described, including errorless learning, spaced-retrieval training, graphic and written cues and strategy training for cognitive and communication goals. Other therapeutic approaches, such as reminiscence therapy, question-asking reading and Montessori programming will be presented to address social, activity and leisure goals. Clinical case examples will illustrate evidence-based intervention approaches applied in various settings and across diagnoses.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe functional assessment procedures for cognitive-communication and life participation goals of persons ranging from MCI, PPA, to severe dementia.
  • Identify and match appropriate interventions and instructional approaches to a variety of cognitive-communication, sensory, social and leisure needs in a range of settings.
  • Implement and evaluate various evidence-based techniques including Spaced Retrieval, Errorless learning, Strategy training, written and graphic cuing and group therapy approaches to enable clients to meet.

  Instructional Level: Intermediate │ Track: Adult SLP
  Product Disclosure: This presentation will include information on VoiceMyChoice.

• Session 67, Newborn Hearing Screening Risk Factors and Refers: What Happens Next? (1:45 pm-3:15 pm)

  Shelley Moats, AuD, PASC, Little Ears Hearing Center at Open Arms Children’s Health; Cathy Lester, MSSW, Office for Children With Special Healthcare Needs

  The Kentucky EHDI Advisory Council has developed a standard of care document for newborn hearing screening (NBHS) and follow-up, as well as evidence-based recommendations for monitoring late onset or progressive hearing loss. Recommended protocols for infants that refer on NBHS, or pass but have risk factors for childhood hearing loss, will be discussed. Any audiologist that provides follow-up for NBHS, or sees pediatric patients in their daily practice, will gain up-to-date information about best practices in providing audiologic care with infants and children. Kentucky EHDI, which is part of the Office for Children With Special Healthcare Needs, is the body that provides monitoring and oversight of all aspects of the national EHDI 1-3-6 goal (screening, diagnosis and intervention) in Kentucky.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe the roles and responsibilities of the KY EHDI program.
  • Explain best practices for evaluating infants that refer on NBHS.
  • Explain best practices for evaluating infants that pass NBHS but present with risk factors for late onset or progressive hearing loss.

  Instructional Level: Intermediate │ Track: Audiology

• Session 68, The State of the Clinical Swallowing Evaluation: We Can Not Know What We Can Not Know (1:45 pm-3:15 pm)

  Edgar (Vince) Clark, MEd, CCC-SLP, Integra Rehabilitation

  The bedside swallow evaluation, swallowing screen, clinical assessment of swallowing – whatever speech-language pathologists and other medical professionals might call it – we have to step back and ask if it is doing the job that we expect it to do. What valid and relevant information do we gather to treat swallowing disorders from a bedside assessment or are we overreaching in our assumptions. What place does the non-instrumental evaluation have in our treatment planning or are we beginning to realize that it does not have that big a role at all? Maybe it is time to step back, re-assess its utility, possibly re-make it and re-define it into a more valuable tool. This presentation will be an open and honest assessment of the clinical utility of the non-instrumental bedside evaluation.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • List three examples of measurable indicators of swallowing at bedside.
  • List three items often reported, but that are not objectively measurable at bedside.
  • List three advantages of complimentary screens, clinical swallowing evaluations and instrumental visualizations.

  Instructional Level: Intermediate │ Track: Adult SLP

• Session 69, ABC’s of Pediatric Audiology: Access, Best Practices, Compassion (3:30 pm-5:00 pm)

  Marnie Pomeroy, AuD, CCC-A, FAAA, Home of the Innocents

  This presentation will discuss best practices in pediatric audiology and the importance of access to early intervention. Evaluation protocols and frequency of evaluation will also be covered.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Identify importance of access to early intervention.
  • List age-appropriate evaluation protocols and frequency of evaluation.
  • Differentiate between verification and validation of hearing technology.

  Instructional Level: Intermediate │ Track: Audiology

• Session 70, Childhood Apraxia of Speech: A Therapy-Rich Multi-Sensory Approach, Part 4 (3:30 pm-5:00 pm)

  David Hammer, MA, CCC-SLP, Apraxia Kids

  This hands-on, practical, therapy-rich presentation will focus on strategies for therapists that facilitate verbal communication for children with apraxia of speech. An overview of evaluation considerations and how they relate to therapy decision-making will be presented. The majority of the presentation will be intervention-based, with a wide range of therapy ideas described. A multi-sensory approach to therapy will be detailed. Extensive videos of children in therapy will be used to highlight strategies and suggestions for parent/caregiver carryover outside of the therapy setting.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe three key differential diagnosis features of CAS from other speech sound disorders.
  • List three effective multi-sensory therapy strategies for children with childhood apraxia of speech.
  • Outline three therapy activities for repetitive practice.
  • Describe three ways to enhance parent involvement and home carryover.

  Instructional Level: Intermediate │ Track: PEDs SLP
  Product Disclosure: This presentation will include information on the book entitled The SLPs Guide to Treating Childhood Apraxia of Speech.

• Session 71, Circle of Support: When Individuals With ASD Grow Up, Part 2 (3:30 pm-5:00 pm)

  Mary Lloyd Moore, EdD, CCC-SLP, Western Kentucky University; Caroline Alexander Hudson, MS, CCC-SLP, Western Kentucky University; Sarah McMaine-Render, MA, Western Kentucky University

  Western Kentucky University’s Kelly Autism Program’s Circle of Support provides an educational, social and supportive environment to enable college age students diagnosed with autism spectrum disorder to achieve their potential as independent, productive and active community citizens. This presentation will discuss the steps parents, educators, speech-language pathologists and students can take to be college ready. The six major areas of support provided at WKU to Circle of Support students will be explained. These areas of support include private rooms, study tables, mentoring, socials, counseling and weekly advisor meetings. Professionals associated with the Circle of Support will also discuss the distinctive intervention strategies being utilized in the program at WKU and college age participants will be present to provide direct insight into what life is really like for college age students who have an ASD diagnosis.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe at least five strategies that promote social communication in natural environments.
  • Describe the value young adults who have an ASD diagnosis bring to a college campus.
  • List at least five accommodations that can help students with executive functioning issues meet their maximum potential as students.

  Product Disclosure: This presentation will include information on Western Kentucky University’s Kelly Autism Program’s Circle of Support-Circle of Support.

  Instructional Level: Beginner │ Track: Multi-Interest SLP

• Session 72, Flexible Endoscopy as a Primary Diagnostic Tool for Dysphagia in the Long Term Care Setting (3:30 pm-5:00 pm)

  Edgar (Vince) Clark, MEd, CCC-SLP, Integra Rehabilitation

  Flexible endoscopic examination of swallowing (FEES) is proving to be a viable option that allows the ease of quick, affordable assessment of swallowing disorders in long term care facilities. Both the in-house SLP and SNF administration are finding that FEES provides positive outcomes both financial and clinical to long term residents. During this presentation, the SLP-endoscopist will provide information that will empower the SLP wanting to provide FEES in their SNF or LTC setting. A blueprint for successful implementation of this team approach using FEES from the initial referral, through the actual FEES study and the role each professional plays in the assessment. Case studies along with videos and still images will be presented with the therapy interventions and outcomes for each.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe the history and evidence supporting FEES as the other gold standard in dysphagia diagnostics.
  • Explain how referring SLPs may identify candidates for FEES utilizing chart review, screening and CSE protocols.
  • Identify normal and abnormal physiology seen endoscopically in long-term care residents with and without dysphagia, including laryngopharyngeal reflux sequelae, post-extubation dysphagia, laryngeal pathologies and neuromotor impairments.

  Instructional Level: Intermediate │ Track: Adult SLP

• Session 73, Maximizing Communication for Complex Communication Disorders in Long-Term Care, Part 4 (3:30 pm-5:00 pm)

  Michelle Bourgeois, PhD, CCC-SLP, University of South Florida

  Functional assessment procedures for adults with complex communication disorders living in long-term care will be reviewed. Intervention strategies and instructional techniques will be described, including errorless learning, spaced-retrieval training, graphic and written cues and strategy training for cognitive and communication goals. Other therapeutic approaches, such as reminiscence therapy, question-asking reading and Montessori programming will be presented to address social, activity and leisure goals. Clinical case examples will illustrate evidence-based intervention approaches applied in various settings and across diagnoses.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe functional assessment procedures for cognitive-communication and life participation goals of persons ranging from MCI, PPA, to severe dementia.
  • Identify and match appropriate interventions and instructional approaches to a variety of cognitive-communication, sensory, social and leisure needs in a range of settings.
  • Implement and evaluate various evidence-based techniques including Spaced Retrieval, Errorless learning, Strategy training, written and graphic cuing and group therapy approaches to enable clients to meet.

  Instructional Level: Intermediate │ Track: Adult SLP
  Product Disclosure: This presentation will include information on VoiceMyChoice.

• Session 74, Overcoming Barriers to Using AAC (3:30 pm-5:00 pm)

  Karen Coulter, PhD, CCC-SLP, ATP, Murray State University; Lauren Brown, Murray State University

  This presentation is a result of needs identified by school SLPs. As we apply ourselves to helping our students or clients use AAC, we often encounter issues that appear to block their use of communication systems we worked to obtain for them. Currently, 70 percent of devices are abandoned in their first year of use. This is often a result of these barriers to use. This presentation will address those issues and provide options for barrier resolution with an emphasis on the most difficult barrier, attitudes.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • List five potential barriers towards AAC use in different environments (e.g. integration AAC within the classroom or home).
  • Explain the appropriate solution to the various identified barriers ability to use the Readiness for Change questionnaire to support decision making regarding stakeholder’s attitudes.

  Instructional Level: Intermediate │ Track: Multi-Interest SLP

• Session 75, Strategies for Clinical Supervision for SLPs (3:30 pm-5:30 pm) – NEW TIME

  Kelly Kleinhans, PhD, CCC-SLP, Austin Peay State University; Lauren Bland, PhD, CCC-SLP, Western Kentucky University; Christina Brock, MA.Ed, CCC-SLP, Boone County School System; Bethany Berry, MA, CCC-SLP, Ephraim McDowell Health

  The scope of practice in speech-language pathology identifies clinical supervision as a domain of professional practice that requires a unique skill set different from clinical competencies. Clinical education is a process in which a supervisor teaches, observes and mentors, evaluates and provides feedback to a student to develop the professional competencies of the learner and ensure quality client care. The aim of this presentation is to promote excellence in the practice domain of clinical education for speech-language pathologists who supervise others in the discipline. Participants will learn strategies to develop structured and effective clinical learning experiences.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Explain the benefits of recognizing clinical education as a defined area of practice within the profession of SLP.
  • Plan a clinical teaching episode.
  • Describe strategies for teaching a skill and giving effective feedback.
  • Describe how to execute questions effectively during teaching.

  Instructional Level: Beginner │ Track: Professional Issues

• Session 76, The SLP’s Role in Breast Feeding (3:30 pm-5:00 pm)

  Tiffany Steele, MS, CCC-SLP, CLS, CIMI-2, Kids Can Do Pediatric Therapy Center

  SLPs can play a critical role in assisting both the mother and infant in establishing and maintaining breast-feeding. During this presentation we will explore the role SLPs have in supporting the dyad, including anatomy and physiology of the infant and mother, benefits of breast-feeding for the infant and mother, mechanics, infant feeding cues, components in the evaluation, breast-feeding positions and treatment techniques.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • List breast-feeding benefits for mother and infant.
  • Identify mechanics essential to breast-feeding.
  • Describe components of the breast-feeding evaluation.
  • List specific treatment techniques.

  Instructional Level: Intermediate │ Track: PEDs SLP