2022 Convention Program
Thursday Sessions
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Session 12, COVID-19: How to Help Patients Emerge From Brain Fog (9:00 am-10:30 am)
Anne Blandford, SLPD, CCC-SLP, University of Louisville, Norton Healthcare
Brittany McAndrew, MA, CCC-SLP, BCS-S, CBIS, Norton HealthcareThe COVID-19 global pandemic continues to affect individuals all over the world. The ramifications of infections continue to be studied and reviewed by professionals in every field. A 2020 study published in the American Journal of Speech-Language Pathology discussed the importance of speech-language pathologists (SLP) in the care of cognitive communication deficits in those diagnosed with COVID-19. COVID brain fog has been found in those suffering from the effects of COVID-19. Long haulers are especially at risk. SLPs are a vital part of the care team that works to get these individuals back to baseline and functioning at their greatest capability. This session will discuss therapeutic intervention for COVID brain fog and how to focus on functional outcomes and skills to help individuals return to work, care for themselves and family and improve their quality of life.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify and describe cognitive communication deficits as a result of COVID-19.
• Demonstrate therapeutic activities to treat individuals with COVID brain fog.
• Describe the relation between physical deficits and cognitive communication deficits as a result of COVID-19.Instructional Level: Introductory | Track: Adult SLP
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Session 13, Gender-Affirming Voice and Communication Training (9:00 am-10:30 am)
John Fredeking, II, MS, CCC-SLP, Cincinnati Children’s Hospital Medical CenterVoice is an integral part of one’s identity. For gender diverse individuals, vocal quality can be one of the most affirming attributes of identify. Speech pathologists can work with transgender and/or non-binary people, providing services to help modify voice and communication patterns that are congruent with their identity. This session will cover terminology, aspects of voice and communication and examples of therapeutic techniques used in gender-affirming voice and communication services.
Learner Outcomes: At the end of this session, participants will be able to:
• Define gender diversity terminology.
• Describe several ways to support gender diverse individuals in various therapy settings.
• Identify components of gender-affirming voice and communication therapy.
• Describe several ways the field of speech-language pathology can be more inclusive.Instructional Level: Intermediate | Track: Adult SLP
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Session 14, Cognition and Hearing: Importance of Cognitive Screening in Audiology (9:00am-10:30 am)
Abigail Sweeney, AuD, Louisville Family AudiologyCognitive screening has been discussed and recognized as an important tool of audiologic evaluation and patient care for many years. However, its use in clinical practice has remained limited and stagnant for almost as long due to a myriad of factors, including a lack of familiarity with traditional testing methods and time constraints. Lately, with the burgeoning availability of a more accessible and practical cognitive screening option, there is a new drive to standardize and formalize the role of cognitive screening as a component of audiologic patient care. Join Dr. Sweeney for a review of related research and recommendations, current actions underway to educate and support the audiology community and how cognitive screening underpins a new approach to more holistic, patient-centered care.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify key literature that supports the use of cognitive screening as a component of audiologic patient care.
• Describe and discuss ease of language understanding model and how this relates to cognitive decline with untreated hearing loss.
• Compare cognitive screening methods and barriers to implementation.Instructional Level: Introductory | Track: Audiology
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Session 15, Challenges of Oral Feeding for Infants With Congenital Heart Disease (CHD) (9:00 am-10:30 am)
Jamie Adkins, MS, CCC-SLP; Kellie Lozano, MS, CCC-SLP, from the University of KentuckyInfants with congenital heart disease (CHD) often face unique challenges with the development of oral feeding skills due to the complexity of both their physiological differences and overall medical care. In this session, we will explore several disruptive factors commonly associated with CHD and their direct impact on oral feeding. We will also discuss recommended treatment methods for patients with CHD and strategies to help individualize treatment for each unique patient.
Learner Outcomes: At the end of this session, participants will be able to:
• List several disruptive factors that are commonly associated with CHD.
• Describe the impact of disruptive factors on oral feeding.
• Identify appropriate dysphagia treatment methods for children with cardiac involvement.
• Integrate knowledge of various underlying causes of pediatric dysphagia in children with cardiac lesions to modify treatment for individual client needs.Instructional Level: Intermediate | Track: PEDs EI
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Session 16, Problem-Solving and Reflection as Coaching Strategies in Parent-Implemented Early Intervention (9:00 am-10:30 am)
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
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Session 17, AAC Playground: Hands-On Language Learning Strategies for Beginning Communicators, Part 1 (9:00 am-10:30 am)
(This Session is Limited to 40 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 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 40.
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 18, Elicitation Strategies for Speech Sound Disorders, Part 1 (9:00 am-10:30 am)
Amy Graham, MA, CCC-SLP, Graham Speech TherapyEliciting phonemes among children who are not stimulable can be challenging. This session will focus on a number of specific elicitation techniques, including visual, verbal, tactile, semantic and kinesthetic cues, to improve a child’s stimulability and practical strategies for implementation during in-person and virtual therapy. The presenter will go into detail to offer ideas about how to elicit some of the more challenging speech sounds and provide case examples, using videos to help explain and demonstrate helpful elicitation strategies.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify at least 3 new elicitation techniques for target phonemes.
• Describe how multi-sensory cueing can benefit children with speech sound disorders.
• Describe how implementation may differ among children with different speech sound disorders.Instructional Level: Intermediate | Track: School Age
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Session 19, Pediatric Speech-Language Tele-Evaluation: Making it Feasible (9:00 am-10:30 am)
Joneen Lowman, PhD, CCC-SLP, University of KentuckyBecause of the pandemic, many providers have scrambled to retool an in-person model to one predicated on telecommunications. As new routines are being established, it is time for clinicians to critically appraise best practices for delivering telehealth. While many providers have grown in their confidence to deliver therapeutic services, questions still linger regarding the efficacy and fidelity of conducting evaluations digitally. This session will discuss the evidence supporting tele-evaluations with the pediatric population. Guidance on federal and state regulations and child and provider variables that must be addressed before, during and after a tele-evaluation will be outlined. Participants will gain hands-on experience using the Tele-Evaluation Planning form, a tool designed to assist the clinician in thinking through and planning for a tele-evaluation. Tips such as using additional cameras and on-boarding families also will be shared. Examples will support transfer to the clinical setting.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify at least four child/family variables that must be addressed prior to, during and after a tele-evaluation.
• Identify at least four provider variables that must be addressed prior to, during and after a tele-evaluation.
• Map a pediatric evaluation tool onto the Tele-Evaluation Planning form.
• Identify and select the method most appropriate for sharing testing materials with a child.Instructional Level: Intermediate | Track: School Age
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Session 20, Barriers to Inpatient Rehabilitation for People With Aphasia (PWA) (11:00 am-12:30 pm)
April Holman, MS, CCC-SLP, Encompass Health Cardinal Hill Rehabilitation Hospital; Elizabeth Waters, MS, CCC-SLP, Encompass Health Cardinal Hill Rehabilitation HospitalPeople with aphasia entering inpatient rehabilitation will face specific and unique challenges. This session focuses on multiple factors and health care changes that impact patients with aphasia on an acute inpatient rehabilitation unit (IRF). We will discuss potential medical barriers, communication and language barriers and systematic health care barriers that can impact a successful rehabilitation experience. Additionally, we will discuss ways in which facilities and clinicians can reduce barriers to optimize outcomes.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify changes in acute rehabilitation and how those changes impact speech and language services.
• Summarize medical and communication barriers for PWA that can impact speech and language outcomes.
• List and describe potential solutions to reduce barriers for patients with aphasia on an IRF.Instructional Level: Intermediate | Track: Adult SLP
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Session 21, A Glimpse at the Kentucky Hands & Voices DHH Hero Program (11:00 am-12:30 pm)
Sarah Roof, Kentucky Hands & VoicesHands & Voices recognizes the importance of deaf and hard of hearing (D/HH) individuals with diverse languages, modes of communication, ages, education and life experiences in all aspects of the organization. This diversity provides a valuable resource to families with deaf and hard of hearing children, enabling them to interact with peers and adults who embrace the Hands & Voices philosophy of non-biased support. In 2019, Kentucky Hands & Voices launched the DHH Hero infusion program in an effort to connect families with adults who are deaf or hard of hearing. There are currently 30 DHH Heroes across the state. DHH heroes serve as a resource and reminder to parents that their child has limitless potential. Our DHH Heroes are encouraged to attend our Hands & Voices events, including Deaf Awareness Day at the Louisville Zoo and the annual SuperHEARo 5k. You may see them signing the National Anthem or handing out their very own superhero trading cards. Kids are encouraged to collect all the cards at different events and even trade them with friends. Parents are encouraged to interact with the DHH Heroes, collecting valuable insight on what it is like to grow up deaf or hard of hearing.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe the DHH Hero program in Kentucky.
• Explain the importance of adults and parents as role models in a child’s life.
• Identify at least two ways to get involved in promoting deaf inclusion in their practice.Instructional Level: Introductory | Track: Audiology
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Session 22, Effective Management of Behaviors During Feeding and Swallowing Intervention (11:00 am-12:30 pm)
Rhonda Mattingly, EdD, CCC-SLP, University of Louisville; Stacey Soderquist, MA, Carriage House Educational ServicesWorking with individuals with feeding and swallowing disorders is challenging and is more so when behaviors are present that impact progress. Therapists must address the behaviors to achieve optimal outcomes for patients and families. Discovering the communication underlying behaviors is necessary to best manage and allow for advancement during the therapy session and at home. The purpose of this session is to provide participants with the knowledge of how to identify the intent of behaviors, how to respond appropriately and how to encourage more functional communication that results in positive outcomes relating to improved oral feeding and mealtime relationships.
Learner Outcomes: At the end of this session, participants will be able to:
• List three ways to analyze the communicative intent of a client’s behavior around eating/drinking.
• Describe three types of communicative intent being presented through behavior.
• Identify three methods for responding to the client’s behavior around eating/drinking.
• List three ways that eating/drinking can be improved based on responding to a client’s communicative intent through behavior.Instructional Level: Intermediate | Track: Multi-Interest: PEDs – Adult
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Session 23, Caregiver Coaching Strategies to Make Your Tele-Intervention SS-OO-PP-RR (11:00 am-12:30 pm)
Juliann Woods, PhD, CCC-A, F-AAA, Florida State University; Jade Robinson, PhD, Eastern Kentucky UniversityAre you looking for a framework that can guide your practice whether it is face-to-face or tele-intervention? Join us to discuss the use of a framework known as SS-OO-PP-RR that supports providers to use caregiver coaching practices throughout their home visits. The four components, Setting the Stage, Observation and Opportunities to Embed, Problem-solving and Planning and Reflection and Review, include both practices and principles that support caregiver and provider participation and collaboration to embed intervention throughout the family’s preferred routines and activities. Observations of the framework in both tele-intervention and face to face home visits will be summarized and implications for increasing consistency of participation in tele-intervention will be discussed.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe the importance of a framework to support consistent application of recommended practices for coaching caregivers and a checklist to increase consistency of delivery of recommended home visiting practices.
• List the similarities and differences in application of the framework and checklist for caregiver coaching between face to face and tele-intervention.
• Identify take-home messages and strategies provided by providers and leaders.Instructional Level: Intermediate | Track: PEDs EI
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Session 24, AAC Playground: Hands-On Language Learning Strategies for Beginning Communicators, Part 2 (11:00 am-12:30 pm)
(This Session is Limited to 40 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 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 40.
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 25, Elicitation Strategies for Speech Sound Disorders, Part 2 (11:00 am-12:30 pm)
Amy Graham, MA, CCC-SLP, Graham Speech TherapyEliciting phonemes among children who are not stimulable can be challenging. This session will focus on a number of specific elicitation techniques, including visual, verbal, tactile, semantic and kinesthetic cues, to improve a child’s stimulability and practical strategies for implementation during in-person and virtual therapy. The presenter will go into detail to offer ideas about how to elicit some of the more challenging speech sounds and provide case examples, using videos to help explain and demonstrate helpful elicitation strategies.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify at least three new elicitation techniques for target phonemes.
• Describe how multi-sensory cueing can benefit children with speech sound disorders.
• Describe how implementation may differ among children with different speech sound disorders.Instructional Level: Intermediate | Track: School Age
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Session 26, Is Telepractice Employment Right for Me? (11:00 am-12:30 pm)
Joneen Lowman, PhD, CCC-SLP, University of KentuckyTelepractice has been received with mixed reviews by clinicians. Some are relieved to return to in-person services. For others, telepractice has opened new opportunities for professional and financial growth. The purpose of this session is address variables that should be considered and planned for when deciding if a telepractice position is a right fit for you. The session will describe common employment opportunities within telepractice and associated advantages and limitations of each. Emphasis will be placed on legal and regulatory factors and minimum equipment, materials and space required for delivery of services in a digital milieu. Resources covering questions to ask telepractice employers, starting a business and who should be part of your tele-team will be shared.
Learner Outcomes: At the end of this session, participants will be able to:
• State the legal and financial differences between being a tele-company employee and an independent tele-contractor.
• Identify factors to consider before becoming an independent tele-contractor.
• Conduct a SWOT analysis to assist in determining if telepractice employment is a fit for you.Instructional Level: Intermediate | Track: Professional Issues
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Session 27, Audiology Manufacturers Luncheon (12:45 pm-1:45 pm) – WITHDRAWN
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Session 28 – Modern Hearing Instrument Verification: Practical Tools and Techniques for Improved Fitting Outcomes (2:00 pm-3:30 pm)
John Pumford, AuD, FAAA, AudioscanReal-ear measurements (REM) are commonly viewed as a best practice procedure for the fitting and verification of hearing instrument technology. This session will discuss and demonstrate various measurement considerations along with strategies that can be used to improve the accuracy, efficiency and overall value of REM in clinical practice. In addition to fundamental concepts, specialized verification tools and techniques applicable to a number of hearing aid features will be reviewed and highlighted.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify real-ear measurements more confidently in a a greater number of fitting conditions.
• Interpret verification findings with greater understanding and accuracy.
• Solve a larger number of hearing aid fitting and verification challenges more effectively.Instructional Level: Intermediate | Track: Audiology
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Session 29, Using the ECHO Model to Improve Communication and AAC (2:00 pm-3:30 pm)
Mary Jo Cooley Hidecker, PhD, CCC-A/SLP; Judith Page, PhD, CCC-SLP; Anne Olson, PhD, CCC-A; Angela Folczyk, OTD, OTR/L, OT; Jane Kleinert, PhD, CCC-SLP; Elise Kearns, PT; Jasamyn DeGrant, TVI; Myia Dorsey, BS; Lou-Ann Land, MS; Patti Logsdon, BS; Jacqui Kearns, EdD, from the University of KentuckyThe TAALC ECHO Collaborative on AAC is an interprofessional practice network where education and related service professionals learn and problem-solve augmentative and alternative communication issues together. The Teaching Age-Appropriate Learning Through Communication (TAALC) grant is funded by the Kentucky Department of Education. This ECHO addresses the need for improved knowledge and services for students with significant disabilities and complex communication needs (CCN). To combat these challenges, TAALC staff recruited an interprofessional team to implement an ECHO model addressing AAC. These Zoom sessions are free to SLPs, regular and special education teachers, OTs, PTs, audiologists and other professionals serving students with CCN. Each one-hour ECHO provides a didactic session followed by a school team providing a question regarding a de-identified student with CCN case and an opportunity for collaborative problem solving and suggestions that the school team might try. The one-hour sessions are intended to increase the competencies of professionals providing AAC services and to build communities of practice to support and sustain quality AAC supports for students with the most significant disabilities. This session will describe the components of ECHO. Attendees will participate in a mock ECHO session to gain hands-on experience with the model. The session will wrap up with discussion on the possible applications of the model as well as a list of spring ECHO for AAC sessions.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe components of an ECHO approach that contribute to professional development across disciplines.
• Demonstrate how an ECHO works.
• Summarize the benefits of an ECHO in promoting interprofessional collaboration.Instructional Level: Intermediate | Track: Multi-Interest: Audiology/SLP
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Session 30, Talking to Talk: Partnering With Teens and Adults Who Stutter, Part 1 (2:00 pm-3:30 pm)
Meg Shake, MS, CCC-SLP, UK HealthCareMany speech-language pathologists (SLPs) 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 session, 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
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Session 31, The SLP’s Role Before and After Vocal Fold Medialization Procedures (2:30 pm-3:30 pm)
Justin White, MA, CCC-SLP, University of LouisvilleThough vocal fold medialization procedures are most commonly used for patients with vocal fold paralysis/paresis, they can be used to treat several conditions that result in poor glottic closure (presbylarynges, Parkinson disease, sulcus vocalis). Over the past decade, vocal fold medialization injections have become more common. Still, permanent solutions like medialization thyroplasty are used for patients with permanent and severe glottic insufficiency. Because these procedures augment the vocal folds in different ways, therapy needs to be adjusted to elicit the best outcomes while setting appropriate expectations. With an understanding of the underlying changes in voice physiology, speech-language pathologists (SLP) can tailor their approach to each patient. In this session, common medialization procedures will be presented and the role of the SLP in diagnosis and rehabilitation will be discussed. Therapy approaches will be demonstrated and common therapy obstacles will be discussed.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe common vocal fold medialization procedures and their effects on voice production.
• Demonstrate voice therapy exercises used to treat glottic insufficiency.
• Identify obstacles to voice therapy following vocal fold medialization procedures.Instructional Level: Intermediate | Track: Adult SLP
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Session 32, Digital Resources for In-Person Therapy (2:30 pm-3:30 pm)
Ciera Mills, MS, CCC-SLP, Fayette County Public SchoolsParticipants will learn how to create/use digital resources for in-person therapy. Digital resources discussed will include behavioral supports, vocabulary activities and homework activities.
Learner Outcomes: At the end of this session, participants will be able to:
• Create digital behavioral supports for in-person therapy.
• Create digital vocabulary activities for in-person therapy.
• Create digital homework activities for in-person therapy.Instructional Level: Intermediate | Track: School Age
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Session 33, Phonological Intervention Strategies (3:30 pm-5:00 pm)
Amy Graham, MA, CCC-SLP, Graham Speech TherapyChildren with phonological deficits require different intervention approaches than those with articulation errors and/or motor speech deficits. This session will provide rationales and overviews of several evidence- based phonological interventions, including cycles, minimal pairs, multiple oppositions and the stimulability approach. Strategies for choosing and implementing these approaches across therapy settings, including teletherapy, will be provided, along with videos of actual therapy sessions demonstrating implementation.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify one new approach to phonological intervention that has not previously been used in practice.
• Describe one reason you might or might not choose each of the above treatment approaches.
• Describe how one of the above approaches can be implemented in challenging therapy settings.Instructional Level: Intermediate | Track: School Age
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Session 34, Voice Evaluation in the Absence of Instrumentation (4:00 pm-5:00 pm)
Maria Bane, PhD, CCC-SLP, Eastern Kentucky University; Vrushali Angadi, PhD, CCC-SLP, University of KentuckyAlthough voice and resonance are considered one of the Big 9 by the American Speech-Language-Hearing Association, many settings in which patients with voice disorders might interact with a speech-language pathologist are not equipped with advanced instrumentation for a full diagnostic voice evaluation. This session discusses the merits and limitations of non-instrumental voice evaluation. While there are limitations to non-instrumental evaluation of voice, SLPs working in settings outside of voice clinics can support patients with voice disorders through non-instrumental evaluation, education and referral.
Learner Outcomes: At the end of this session, participants will be able to:
• List the primary objectives of a voice evaluation.
• Describe areas of voice evaluation that do not require advanced instrumentation.
• Describe limitations of non instrumental voice evaluation.
• Describe how voice evaluation underlies successful management of voice disorders.Instructional Level: Introductory | Track: Adult SLP
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Session 35, Life With Ushers Syndrome (4:00 pm-5:00 pm)
Matthew Delestienne, BA, Wittenberg UniversityAlthough considered a rare disease, Ushers Syndrome is the most frequent cause of deaf-blindness in humans. This session will uncover the genetic origins of Ushers Syndrome and the varying symptoms it will present to affected patients. Most children get diagnosed around the age of 5-10 years old, during a time of which they are receiving routine care by an audiologist or in many cases, a speech-language pathologist. I was 13 when I got the news! We will improve your understanding of the diagnostic criteria so that you can more effectively intervene. Telling a parent that their child with hearing loss is also going blind can be incredibly difficult. Through compassionate counseling techniques, you can be a source of empowerment for families. Join me to learn all things Ushers and how people like me can overcome the challenges that it presents in our daily lives!
Learner Outcomes: At the end of this session, participants will be able to:
• Describe the genetic causes of Usher’s Syndrome.
• Identify the three levels of Ushers and what symptoms they are associated with.
• Describe proper techniques to support families in their diagnoses and empower them to live life to the fullest.
Instructional Level: Introductory | Track: Audiology -
Session 36, Talking to Talk: Partnering With Teens and Adults Who Stutter, Part 2 (4:00 pm-5:00 pm)
Meg Shake, MS, CCC-SLP, UK HealthCareMany speech-language pathologists (SLPs) 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 session, 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.
• Create and/or complete graphic cognitive cycles, reframing charts and assignment hierarchies.Instructional Level: Intermediate | Track: Multi-Interest: School Age/Adult
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Session 37, Kentucky’s EI Model: Quality Standards and Strengths-Based Coaching (4:00 pm-5:00 pm)
Scott Tomchek, PhD, University of Louisville, School of Medicine, Division of Developmental/Behavioral Pediatrics; Serena Wheeler, MA, University of Louisville, School of Medicine, Division of Developmental/Behavioral Pediatrics; Minda Kohner-Coogle, MA, CCC-SLP, University of LouisvillePositive outcomes for young children with developmental differences and their families are often predicated on the partnerships formed with comprehensive systems of support. This session will build upon the early intervention track focus on coaching as a caregiver capacity building practice to elucidate Kentucky’s model of early intervention. Kentucky’s Early Intervention System Systemic Improvement Plan has developed a comprehensive system of professional development to enhance early intervention (EI) provider understanding of the purposes of early intervention and transform their practices in support of families with young children with developmental differences. Central to these efforts are state-specific quality standards. Program Standards for all early intervention system providers establish minimum competencies and guide practices. Affirming the central role of the family as the agent of change in their child’s life, Kentucky’s stakeholder group identified evidence-based practices (EBP) critical to the achievement of their goals, including parent-mediated interventions, routines-based interventions, natural learning environment practices and strengths-based coaching. Implementation of coaching practices with fidelity is supported through the Coaching in Early Intervention Training and Mentorship Program. Professional development specialists implement effective adult learning strategies and measure adherence to coaching quality indicators during video recorded EI visits using a research-based fidelity tool. Video exemplars of EI sessions will illustrate relevant coaching quality indicators.
Learner Outcomes: At the end of this session, participants will be able to:
• Define Kentucky’s identified coaching quality indicators.
• Identify core phases and activities of the CEITMP.
• Compare one’s own current EI practices with model KY practices.Instructional Level: Intermediate | Track: PEDs EI
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Session 38, A Multisensory Approach to Speech and Language Intervention (4:00 pm-5:00 pm)
Allison Hatcher, PhD, CCC-SLP; Caroline Hudson, MS, CCC-SLP, from Western Kentucky UniversityMany children on a speech-language pathologist’s caseload present with diverse communication goals as well as specific sensory preferences. This session will introduce and review a new intervention program, Swinging Into Language (SIL), that provides a creative and multi-sensory approach for enhancing young children’s communication skills. Presenters will discuss helpful treatment strategies and how to use the SIL kit’s materials: thematic books, songs, letter tools with picture cards, toys that correspond to the kit’s theme and interactive target vocabulary booklets. SIL offers parents, caregivers, early interventionists, teachers and school-based speech-language pathologists a user-friendly and efficient way to feel empowered to promote critical child language components: sound awareness, vocabulary, grammar, social communication and emergent literacy skills. These areas of language development are essential to help children learn how to understand language and use language to meet their communication needs. Allison Hatcher and Caroline Hudson, creators of SIL, are nationally certified speech-language pathologists with extensive experience in childhood language. They were inspired to develop a program that provides an effective and efficient way to improve child communication skills. SIL kits promote active engagement which increases child language learning opportunities in a fun, simple and interactive way.
Learner Outcomes: At the end of this session, participants will be able to:
• Implement specific strategies immediately that build receptive and expressive language skills and address sensory preferences concurrently.
• Describe and explain how to use literacy-based activities and materials combined with music and manipulatives to address a variety of speech and language goals.
• List one way to address each of language components when using different materials and/or visual supports to help clients meet speech and/or language goals.Instructional Level: Introductory | Track: School Age
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Session 39, Overview of the KEG-3: Considerations for Ethical Practice (4:00 pm-5:00 pm
Brenda Addington, MA, CCC-SLP, Eastern Kentucky UniversityThis session will provide a summary overview of the KEG-3 document, offer guidance in ethical procedures for establishing eligibility for speech or language impairment in public school settings and share additional reference documents available to support the speech pathologist in school-based evaluation.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe and provide an overview of the KEG-3 document.
• Describe the intended usage of the KEG-3 document and rating scales.
• Identify at least two additional resources for assisting the SLP in establishing eligibility or need for school-based services.Instructional Level: Introductory | Track: School Age
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Session 40, Career Decisions: Finding Your Passion and Purpose (Student Session – ASHA CEUs Not Available) (4:00 pm-5:00 pm)
Christina W. Brock, MAEd, CCC-SLP, KSHA PresidentThis student session will facilitate growth oriented career planning and is designed to support new graduates transition to professional settings by helping students develop awareness of their skills and a sense of confidence as they prepare for clinical jobs and beyond.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify transferable skills and how to ones self.
• Develop skills for job searching.
• Identify opportunities for innovation and entrepreneurship in your career.Instructional Level: Introductory | Track: Student
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Battle for the Golden Brain – A Praxis Competition (0.1 ASHA CEU available) (6:00 pm-7:30 pm)
Douglas Keefe, MS, University of LouisvilleThe Battle for the Golden Brain is a review of general knowledge from all areas of practice in speech-language pathology and audiology. Participants will be required to demonstrate knowledge and best practice in the areas of research methods, professional practice and medical treatment across the disciplines by answering a number of questions related to all aspects of the field. Audience members, using their own devices, will compete in real-time along with students and other professionals to test their knowledge, review important information and gain exposure to new content.
Learner Outcomes: At the end of this session, participants will be able to:
• List pertinent practice concepts related to the fields of speech-language pathology and audiology.
• Demonstrate knowledge of a broad range of concepts and skills related to their field of practice.
• Identify areas for professional growth through analysis of identified areas of weakness.Instructional Level: Introductory| Track: Student Competition