Wednesday Program

2020 Convention Program
Wednesday Sessions

• Session 1, Supervision: School, SLP and Student Perspectives (4:00 pm-6:00 pm)

  Stephanie Schaaf, EdD, CCC-SLP, Murray State University; Bethany A. Berry, MA, CCC-SLP, Ephraim McDowell Health; Adair Keyton, BS, Eastern Kentucky University

  According to the American Speech-Language-Hearing Association (ASHA), supervision is a distinct domain of professional practice in the field of speech-language pathology. The supervisory process begins as a student, continues throughout the first year of professional practice as a clinical fellow and impacts practicing therapists when they become supervisors. Because supervision has a perpetual and lifelong impact across all specializations, settings and levels of practice, it is necessary to understand and perfect the supervisory process. This session will engage participants in exploring supervision through a panel discussion with a professor, medically based supervisor and a graduate student. The panel discussion will include topics such as the new ASHA requirements for supervision, supervisory styles, strategies for effective supervision, learning stages, student feedback and student perceptions.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Explain the updated supervision requirements as outlined by ASHA.
  • Describe the varying supervisory styles and compare those characteristics of providing effective supervision to their individual style.
  • Identify the developmental stages of learning and students’ needs based on those stages.

  Instructional Level: Intermediate | Track: Supervision

• Session 2, Just Get Up and Do It – Serving Students In the Real World, Part 1
  (4:15 pm – 5:45 pm)

  Lisa Williamson, MA, CCC-SLP, University of Cincinnati

  Tips, ideas and resources will be highlighted for providing high-quality language and literacy therapy services to preschool and school-age children. Service delivery models and a summary of recent treatment research will be presented. An explicit instruction framework will be introduced which can be utilized for planning therapy sessions that are productive and engaging. Robust vocabulary practices for children will be demonstrated. Therapy activities and language interventions will be highlighted for students in the emergent through fluent literacy stages. Activities and lessons including book companions, ideas for journal writing and higher-level language lessons will be shared to inspire interactive and practical communication enrichment.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe various service delivery options to provide intervention to preschool and school-aged students.
  • Explain and compare outcomes in treatment research.
  • Describe and practice the explicit instruction framework for communication treatment.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 3, Neuro Review for the Practicing Clinician (4:15 pm – 5:45 pm)

  Christen Page, PhD, CCC-SLP, Eastern Kentucky University

  Linking neuroanatomy and physiology to clinical scenarios provides the background for management of adult neurogenic communication disorders. In essence, this information answers the ‘why is this happening’ question many speech-language pathologists (SLPs) are asked by family members, caregivers and/or clients. This session will describe the basic structural layout of the central nervous system and its relationship to clinical practice. With this foundational knowledge, SLPs will better understand the reason for clients’ speech-language symptomology and feel more prepared to educate family members, caregivers and clients.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify and describe the function of neuroanatomical landmarks related to communication.
  • Apply neuroanatomy and physiology to clinical scenarios.
  • Educate family members and/or adult clients about neurological changes associated with a neurogenic communication disorder.

  Instructional Level: Introductory | Track: Adult SLP

• Session 4, Advocacy for the Professions (4:15 pm – 5:45 pm)

  Charles Bishop, AuD, PhD, CCC-A, American Speech-Language-Hearing Association

  Given the constant changes in health care technology, regulation and third party payer systems, audiology and speech-language pathology are facing a mountain of obstacles in the coming years. As allied health professions, there is question as to how (and how much) we will get reimbursed for our services. Also, there is question as to how we will implement new technologies and clinical paradigms in our practices. Advocacy in our states and on capital hill are key efforts. However, advocacy, in order to be effective, requires simple persistence and coordination among stakeholders. As a board member of the American Speech-Language-Hearing Association, I will share my recommendations for effective advocacy for our professions.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify political and financial obstacles facing our professions.
  • Describe what issues make for good advocacy.
  • List at least 3 tips on how to effectively advocate for our professions.

  Instructional Level: Introductory | Track: Audiology

• Session 5, The President’s Student Session – CEUs not offered (5:15 pm-6:45 pm)

  Lacey Back Lane, MS, CCC-SLP, KSHA President

  This student session will facilitate growth oriented career planning. This session 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.
  • Apply skills for a job search.
  • Identify opportunities for innovation and entrepreneurship.

  Instructional Level: Beginner | Track: Student

• Session 6, Just Get Up and Do It – Serving Students in the Real World, Part 2 (6:00 pm-7:30 pm)

  Lisa Williamson, MA, CCC-SLP, University of Cincinnati

  Tips, ideas and resources will be highlighted for providing high-quality language and literacy therapy services to preschool and school-age children. Service delivery models and a summary of recent treatment research will be presented. An explicit instruction framework will be introduced which can be utilized for planning therapy sessions that are productive and engaging. Robust vocabulary practices for children will be demonstrated. Therapy activities and language interventions will be highlighted for students in the emergent through fluent literacy stages. Activities and lessons including book companions, ideas for journal writing and higher-level language lessons will be shared to inspire interactive and practical communication enrichment.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe various service delivery options to provide intervention to preschool and school-aged students.
  • Explain and compare outcomes in treatment research.
  • Describe and practice the explicit instruction framework for communication treatment.

  Instructional Level: Intermediate | Track: PEDs SLP

• Session 7, Management of Acute-On-Chronic Dysphagia in Adult Populations (6:00 pm-7:30 pm)

  Alison Cain, MS, CCC-SLP; Rachel Durborow, MS, CCC-SLP; Morgan Presnell, MS, CCC-SLP, from Baptist Health Lexington

  Whether working with adults at an acute care, rehabilitation or long-term care facility, speech-language pathologists (SLPs) often encounter patient cases involving acute-on-chronic dysphagia. These complex cases require turning to the literature and creative thinking for improved patient outcomes and quality of life. Patient/family discussion regarding personal goals and outcomes can be difficult in patient populations involving components of chronic dysphagia. The decision between rehabilitation versus palliation is often considered. This session will focus on three diagnoses SLPs commonly encounter in conjunction with acute-on-chronic dysphagia: cerebral palsy, chronic obstructive pulmonary disease (COPD) and cervical spine abnormalities. This session will review descriptions of these diseases, evidence-based evaluation and treatment options and ways to incorporate patient/family goals into the treatment plan. Case studies will be included.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify at least three populations at risk for acute-on-chronic dysphagia.
  • Describe hallmarks of cerebral palsy, COPD and cervical spine abnormalities.
  • List viable evaluation and treatment options when working with patients who have acute-on-chronic dysphagia.
  • Explain why personal goals should be included in a treatment plan for improved quality of life.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 8, Transgender Voice and Communication Therapy (6:00 pm-7:30 pm)

  JoAnna Sloggy, MA, CCC-SLP, University of Kentucky Voice & Swallow Clinic

  Multiple behaviors externally signal one’s gender such as physical body characteristics, clothing choices, hairstyle and interpersonal communication. Transgender individuals commonly worry that their voice will give them away even if their physical appearance is congruent with their desired gender. Transitioning to the desired vocal quality and communicative behaviors is vital for a transgender individual’s ability to successfully blend in society as their identifying gender. Voice therapy has been shown to successfully aid the transition from male-to-female and female-to-male communication style. The focus of the therapy is to provide a safe environment for patients to focus on voice and communication including pitch, resonance, intonation, speech rate, loudness, language use, articulation and non-verbal communication cues. This hands-on session will cover transgender therapy voice techniques and allow participants to practice these techniques and identify when these techniques are appropriate for transgender voice therapy. Examples of current voice therapy techniques will be demonstrated for the audience.

  Learner Outcomes: At the end of this session, participants will be able to:
  • Identify the purpose of voice and communication intervention for gender dysphonia according to Standard of Care 7 from the World Professional Association of Transgender Health.
  • List the training targets (technical skills) and goals for voice and communication therapy for transgender voice.
  • Demonstrate appropriate voice and communicate therapy techniques for male-to-female and female-to-male transgender individuals.

  Instructional Level: Intermediate | Track: Adult SLP

• Session 9,Navigating Ethical Dilemmas Faced By Audiologists and Speech-Language Pathologists (6:30 pm-8:30 pm)

  Donna Euben, JD, American Speech-Language Hearing Association

  Our professions face numerous and often challenging, ethical dilemmas in our daily practices. This session will review briefly the American Speech-Language-Hearing Association (ASHA) Code of Ethics (2016), discuss how to engage in ethical decision making and apply those understandings to case studies involving potential ethical violations. The ethical scenarios will include examples from schools, private practice and other healthcare settings (e.g., hospitals, skilled nursing facility).

  Learner Outcomes: At the end of this session, participants will be able to:
  • Describe the basics of ASHA’s Code of Ethics (2016).
  • Describe ethical decision making when faced with an ethical dilemma.
  • Apply and discuss ethical principles and rules raised by case studies involving audiologists and speech-language pathologists in different workplace settings.

  Instructional Level: Introductory | Track: Professional Issues

  This session will be repeated on Thursday.