Wednesday Program

2019 Convention Program
Wednesday Sessions

• Session 1, Cognitive Processing Model for Academic Learning, Part 1 (4:15 pm – 5:45 pm)

  Tera Sumpter, MA, CCC-SLP, Seeds of Learning, LLC

  Various cognitive processes are involved in learning including speech development, phonological processing, visual imagery processing for symbols, visual imagery processing for linguistic concepts, receptive and expressive language and executive functions. Weakness in one or all of these areas can greatly affect a child’s ability to learn and succeed academically. It is imperative that professionals use a comprehensive and integrative cognitive model to assess and treat children so that a complete picture is obtained. Cognitive processes do not function in isolation. They are integrated and function together and therefore should be evaluated and treated in the same manner. This presentation will explore the use of Cognitive Processing Model for Academic Learning which offers an integrated and comprehensive approach to assessment and treatment.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Identify different subsets of the Cognitive Processing Model for Academic Learning and how they are integrated.
  • Identify the cognitive processing systems involved in literacy development.
  • Describe the role that executive functions play in the learning process.

  Instructional Level: Intermediate │ Track: PEDs SLP

• Session 2, Early Hearing Detection and Intervention: Reducing Loss to Diagnosis
  (4:15 pm – 5:45 pm)

  Kelly Baroch, AuD, FAAA, Cincinnati Children’s Hospital Medical Center

  In order to reduce loss to diagnosis and accurately monitor hearing in infants and older children who are unable to complete behavioral hearing evaluations, it is critical that the diagnostic ABR be completed efficiently and accurately. This can be confounded by difficult test environments and poor infant sleep state. This presentation will discuss difficult test environments/populations and options for ABR protocols, equipment characteristics, sedation/anesthesia options and strategies which can be utilized to optimize the ABR evaluation.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe the relationship between obtaining complete test results at the initial ABR appointment and reducing loss to follow-up rates.
  • Identify technology characteristics which may allow for more effective/efficient ABR/ASSR evaluations.
  • Identify characteristics of technology which may allow for more effective/efficient ABR/ASSR evaluations.
  • Describe ABR/ASSR protocols which may help decrease test time thereby reducing the need for multiple appointments.

  Instructional Level: Advanced │ Track: Audiology

• Session 3, Food Fight: Behavioral Approach to Feeding Therapy (4:15 pm – 5:45 pm)

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

  Many children with feeding disorders, aversions or general picky eating could benefit from a behavioral approach to feeding. This presentation will explore the feeding evaluation and focus on behavioral therapy as a treatment option. We will present case studies of children from infancy through childhood and discuss specific evaluation components, goals, interventions and strategies used for successful feeding outcomes.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe components of feeding evaluation from infancy through childhood.
  • Identify behavioral approach to feeding and provide examples.
  • List potential goals for feeding therapy.
  • List behavioral strategies used during feeding therapy.

  Instructional Level: Intermediate │ Track: PEDs SLP

• Session 4, Pre and Post Evaluation and Treatment of Dysphagia in Head and Neck Cancer (4:15 pm – 5:45 pm)

  Amber Valentine, MS, CCC-SLP, BCS-S, IBCLC, CNT, Baptist Health Lexington

  Patients with head and neck cancer often times develop signs and symptoms of dysphagia in their course of diagnosis and treatment. As speech-language pathologists, beginning the process of evaluation and treatment prior to the beginning of radiation treatment provides the best outcomes for patients to maintain most efficient swallowing function. During this presentation, methods of evaluation options for dysphagia prior to and during course of treatment will be discussed. We will also discuss treatment options and other dysphagia management techniques for this patient population.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Identify evaluation methods for diagnosis of dysphagia.
  • Describe treatment options for patients with head and neck cancer who develop dysphagia.
  • Identify options for follow up care/treatment for this patient population.

  Instructional Level: Intermediate │ Track: Adult SLP

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

  Kelly Kleinhans, PhD, CCC-SLP, KSHA President, Austin Peay State University

  This student presentation 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 presentation, participants will be able to:
  • Identify your transferable skills and how to market yourself.
  • Sharpen your skills for your job search.
  • Identify opportunities for innovation and entrepreneurship in your career.

  Instructional Level: Beginner │ Track: Student

• Session 6, AAC and Beyond Requesting: I Definitely Have More to Say (6:00 pm-7:30 pm)

  Anya Slinde, MS, CCC-SLP, Tobii Dynavox

  Requesting is an easy way to show the purpose of communication and we hope the requested items or activities will help our communicators become excited about communication. But, what happens next? What happens when we run out of things to request? What happens when they seem bored? In this presentation we will develop specific strategies to go beyond requesting… into the world of asking questions, making comments, protesting, expressing opinions and other communicative functions.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • List three communicative functions beyond requesting.
  • List two partner communication strategies that move AAC communicators beyond requesting.
  • Execute at least one communicative function to an individual using AAC in an everyday setting.

  Instructional Level: Beginner │ Track: Multi-Interest SLP
  Product Disclosure: This presentation will contain information on the Snap + Core First app.

• Session 7, Cognitive Processing Model for Academic Learning, Part 2 (6:00 pm-7:30 pm)

  Tera Sumpter, MA, CCC-SLP, Seeds of Learning, LLC

  Various cognitive processes are involved in learning including speech development, phonological processing, visual imagery processing for symbols, visual imagery processing for linguistic concepts, receptive and expressive language and executive functions. Weakness in one or all of these areas can greatly affect a child’s ability to learn and succeed academically. It is imperative that professionals use a comprehensive and integrative cognitive model to assess and treat children so that a complete picture is obtained. Cognitive processes do not function in isolation. They are integrated and function together and therefore should be evaluated and treated in the same manner. This presentation will explore the use of Cognitive Processing Model for Academic Learning which offers an integrated and comprehensive approach to assessment and treatment.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Identify different subsets of the Cognitive Processing Model for Academic Learning and how they are integrated.
  • Identify the cognitive processing systems involved in literacy development.
  • Describe the role that executive functions play in the learning process.

  Instructional Level: Intermediate │ Track: PEDs SLP

• Session 8, How Understanding Ethics Saves Us From Clinical Practice Headaches (6:00 pm-8:00 pm)

  Paula Leslie, PhD, CCC-SLP, FRCSLT, University of Pittsburgh

  Clinical decision making should follow care pathways and decision trees based on content we were taught in school. Humans and diseases have not evolved much in the last 100 years. So why do we as audiologists and speech-language pathologists struggle alongside patients, families and other caregivers with decisions? Why do the same questions appear weekly on websites regarding what should I do when a patient won’t follow my recommendations? What is a good decision? In this presentation, we will address ethical frameworks to support professionals’ contributions and why patient input and respect of their values is vital to defensible intervention. We will also discuss how examining our practice and that of other disciplines helps us to contribute to patient decision making in the messy grey areas that we were never warned about in school and how to develop a practice that can roll with clinical and legal changes as time goes on.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • Describe frameworks to support robust clinical decision making.
  • Identify personal biases.
  • Explain the link between ethics and evidence based practice.

  Instructional Level: Intermediate │ Track: Professional Issues –Ethics

  This presentation will be repeated on Thursday.

• Session 9, Polishing Your Professional Portfolio – CEUs not offered (7:00 pm-8:00 pm)

  Crystal Kudirka, AuD, CCC-A, Cincinnati Children’s Hospital Medical Center

  The importance of professionalism has become a prominent topic among academic and clinical faculty members who educate future audiologists and speech-language pathologists. The goal of this presentation is to discuss professional behaviors and traits preceptors seek in students. As well as how to prepare your professional portfolio to stand out in a competitive market. We will focus on the following: creating a memorable application, cover letter, curriculum vitae and interviewing skills that will aide you in successful clinical rotations and ultimately in your place of employment.

  Learner Outcomes: At the end of this presentation, participants will be able to:
  • List four components of a cover letter.
  • List two items to include on your resume and two items not to include in on your resume.
  • List three tips to prepare for a Skype Interview.

  Instructional Level: Beginner │ Track: Student