Recordings available for viewing March 15 – April 15, 2022
-
R01 – Using Education Standards to Enhance the Success of SLI Students (90 minutes)
Lissa Power-deFur, PhD, CCC-SLP, BCS-S, CLC, Longwood UniversityState education standards serve as the foundation for general curriculum, the curriculum that all children must meet to progress through K-12 education. As these standards include many complex language and communication expectations, they can often be challenging for children with speech-language impairment. Speech-language pathologists can support students’ success by linking our work with the standards. This session will lead participants through a process of analyzing standards in comparison with student specific speech-language skills and needs. This step provides valuable information about the educational impact of a speech-language impairment to support eligibility determination. In addition, this analysis provided a framework for intervention, both direct intervention by the SLP and collaborative intervention with the teacher. Case studies will be included.
Learner Outcomes: At the end of this presentation, participants will be able to:
• Identify the language and communication expectations of education standards.
• Analyze the standards in comparison with student speech-language skills.
• Identify and use education standards to support eligibility recommendations.
• Develop interventions to facilitate students’ mastery of education standards.Instructional Level: Intermediate | Track: School Age
-
R02, Advocacy and Member Forum (90 minutes)
Christina W. Brock, MAEd, CCC-SLP; Kate Wood Hall, LobbyistThis session will provide members with updated information regarding current legislation as it pertains to the field of speech-language pathology and audiology. Advocacy initiatives and inter-professional organization partnerships will also be discussed. Participants will learn ways to become involved with advocacy including resources for lobbying. Discussion will also provide members with ways to develop relationships with lawmakers and receive a review of how legislation comes to fruition (from concept to implementation). Members will be given the opportunity to ask questions regarding current and upcoming State and Federal legislation that may impact the provision of services for those with communication disorders.
Learner Outcomes: At the end of this presentation, participants will be able to:
• Describe and apply grassroots advocacy.
• Identify current legislation affecting the KSHA membership and apply their knowledge.
• Identify current issues facing the KSHA membership.Instructional Level: | Track: Multi Interest: Audiology/SLP
-
R03, Anatomic and Structural Abnormalities Found on the MBSS: The SLP’s Role in Identification and Management (90 minutes)
Brittany McAndrew, MA, CCC-SLP, BCS-S, CBIS, Norton HealthcareMedical SLP’s serve a primary role in the management and treatment of patients with dysphagia which includes comprehensive swallowing evaluation using the MBSS. Analysis of the MBSS involves not only the identification of anatomy, physiology, and safety with swallowing, but also in identifying and reporting structural abnormalities and need for additional medical professional referral. This course will focus on the SLP’s role in identifying structural abnormalities on the MBSS and how to describe them effectively in documentation. This will include discussion regarding best practice with regards to referral to other professionals.
Learner Outcomes: At the end of this presentation, participants will be able to:
• Identify pharyngeal and esophageal anatomic and structural abnormalities on the MBSS
• Identify and use appropriate and effective terminology in report writing to describe abnormalities
• Identify when and who to refer when an abnormality is found on the MBSSInstructional Level: Intermediate | Track: Adult SLP
-
R04, Problem-Solving and Reflection as Coaching Strategies in Parent-Implemented Early Intervention (90 minutes)
Juliann Woods, PhD, CCC-A, F-AAA, Florida State UniversityThis session provides practical tools, demonstrations and video examples of how to use reflection and problem solving in addition to other coaching strategies to collaborate with caregivers to support their confidence to embed intervention within their everyday routines and activities. The process of using reflection and problem solving as coaching strategies to support caregiver’s decision making and leadership in the session will be presented through practical examples from a research to practice framework.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe the theoretical, empirical and recommended practices support for involving caregivers in a coaching approach to providing early communication intervention.
• Identify specific coaching strategies to teach caregivers to use communication support strategies to enhance infants and toddlers, communication development.
• List strategies to support caregiver participation in reflection and problem solving to enhance capacity to embed intervention in everyday activities and routines.Instructional Level: Intermediate | Track: PEDs EI
-
R05, Talking to Talk: Partnering With Teens and Adults Who Stutter, Parts 1 and 2 (2.5 hours)
Meg Shake, MS, CCC-SLP, UK HealthCareMany speech-language pathologists lack confidence in working with people who stutter, and this is understandable, given the inconsistencies in messaging, frustrating lulls in “progress”, and the potentially painful pursuit of elusive fluency. Influenced by the work of Courtney Byrd, Christopher Constantino, and Vivian Sisskin, therapy focused on spontaneity and open, confident participation changes the paradigm and challenges the SLP to explore the experience of stuttering in partnership with each client. Sisskin’s ARTS (avoidance reduction therapy) therapeutic model, built on the goal of joyful communication, fosters stripping away unhelpful behaviors, thoughts, and feelings, and emboldens the speaker to embrace stuttering and talk to talk (as opposed to talk to not stutter). This session is designed to provide a framework for intervention and specific ideas for implementation. Content will include theoretical bases, brief notes on assessment, novel ways to outline meaningful goals, an introduction to ARTS, suggestions for therapeutic sequence, cognitive behavioral compliments to therapy and planning, and ways to use motor speech methodology to purify the MOS rather than replace it. Ideas for school-based therapy and abundant resources will also be shared.
Learner Outcomes: At the end of this presentation, participants will be able to:
• Create an outline of contradictions in stuttering treatment that interfere with effective therapy.
• Develop client-led therapy goals that are measurable and meaningful using the “Best Hopes” line of questioning.
• List in sequence both the critical phases of therapy and the regular structure of individual therapy sessions.
• Create and/or complete graphic cognitive cycles, reframing charts, and assignment hierarchies.Instructional Level: Intermediate | Track: Multi-Interest: School Age/Adult
-
R06, Diversifying the Field: What We’re Doing and What We’re Not (1 hour)
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 presentation 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 presentation, 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
-
R07, Reflecting on Pediatric Dysphagia Across Settings, Parts 1 and 2 (2.5 hours)
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 SLP 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 healthcare practices across the board, pediatric feeding has become even more difficult to navigate at times. This presentation 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 presentation, 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
-
E01, Blenderized Enteral Nutrition: Impact on Feeding and Swallowing Intervention (90 minutes)
Rhonda Mattingly EdD, CCC-SLP, University of LouisvilleThis session will focus on blenderized enteral nutrition (BEN) as it relates to intervention provided to pediatric and adult clients with feeding and/or swallowing disorders. BEN will be defined, and positive and negative attributes of various types will be discussed. Evidence-based outcomes associated with use of blended foods for enteral feeding will be examined and their impact on therapeutic intervention will be considered. Additionally, the influence of documented outcomes on family and caregiver perceptions and carryover will be highlighted. The purpose of this presentation is to provide the speech-language pathologist with the knowledge necessary to enhance intervention and to serve as a productive member of a multi-disciplinary team providing care for the client with a feeding and/or swallowing disorder.
Learner Outcomes: At the end of this presentation, participants will be able to:
• Define blenderized enteral nutrition
• List three positive and negative attributes of blenderized enteral nutrition.
• Describe three ways feeding/swallowing intervention may be influenced by use of blenderized enteral nutrition.Instructional Level: Intermediate | Track: Multi Interest
-
E02, Supervision Essentials (2 hours)
Stacie Greene-Hatfield, EdD, CCC-SLP, Augustana College; Melissa Passe, MA, CCC-SLP, Truman State UniversityBeginning with understanding who we are and where we come from, this presentation uses intermediate level content to expose the participant to various aspects of supervision as they relate to supervising students, co-workers, clinical fellows fourth year audiology students and support personnel. The presentation includes content on establishing effective modes of communication, evaluating a supervisee/mentee, tracking emerging clinical skills and determining appropriate feedback models. We will also discuss how to have difficult conversations when necessary and the application of the ASHA Code of Ethics as it relates to supervision.
Learner Outcomes: At the end of this presentation, participants will be able to:
• Identify and compare generational differences and their potential barriers to successful collaboration.
• Contrast three different feedback methods used in clinical supervision.
• Compare and contrast three difference evaluation methods used in clinical supervision.Time-Ordered Agenda:
5 Minutes – Introductions
15 Minutes – ASHA’s Code of Ethics & Supervision
25 Minutes – Generational, Personality, and Diversity Considerations
25 Minutes – Defining Expectations and Tracking Skill Development
25 Minutes – Giving Feedback & Having Difficult Conversations
25 Minutes – Evaluation TechniquesInstructional Level: Intermediate | Track: Supervision
-
R08, Decision-Making: What Science Tells Us About Approaching Ethical Dilemmas (2 hours)
Lissa Power-deFur, PhD, CCC-SLP, BCS-S, CLC, Longwood UniversityThe process of approaching an ethical challenge is influenced by how we make decisions. The science of decision-making informs us that there are multiple factors that challenge our decision-making ability. These include our cognitive capacity, our personal predispositions and preferences, the confidence we have in our own knowledge, the phenomena of willful blindness and our comfort being comfortable. By exploring these factors, we can better understand how they can influence our ability our ability to make thoughtful, well-informed decisions, especially ethical decisions. The session concludes with strategies that can minimize the influence of these factors and create more positive, achievable outcomes.
Learner Outcomes: At the end of this session, participants will be able to:
• Explain the science of decision-making.
• Explain the influence of factors that challenge our decision-making (e.g., cognitive capacity, predispositions).
• Develop strategies to mitigate the negative influences on ethical-decision-making.Instructional Level: Intermediate | Track: Ethics
Time Ordered Agenda
5 Minutes – Welcome, overview
15 Minutes – Science of decision-making: thinking fast, thinking slow
25 Minutes – Personal predispositions and biases
15 Minutes – Dunning-Kruger effect
15 Minutes – Our comfort with being comfortable
15 Minutes – Intersection with our ethical principles and ethical decision-making
30 Minutes – Strategies to improve our ethical decision-making
Continuing Education and Disclosures
ASHA Continuing Education
The ethics course (R08) is offered separately for 0.2 ASHA CEUs (intermediate level)
The supervision course (E02) is offered separately for 0.2 ASHA CEUs (intermediate level)
AAA Continuing Education
The Kentucky Speech-Language-Hearing Association is approved by the American Academy of Audiology to offer Academy CEUs for this activity. The program is worth a maximum of 0.5 CEUs. Academy approval of this continuing education activity is based on course content only and does not imply endorsement of course content, specific products, or clinical procedure, or adherence of the event to the Academy’s Code of Ethics. Any views that are presented are those of the presenter/CE Provider and not necessarily of the American Academy of Audiology.
International Institute for Hearing Instruments Studies Continuing Education
This program has been submitted for 5.0 International Hearing Society CE Credits