2021 Convention Program
Wednesday Sessions
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Sessions that will be available live on the date and time noted |
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Sessions that will be available on-demand beginning March 1-7, 2021 |
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Poster Presentations
View during free time February 24-26, beginning 8:00 am on Wednesday. Also will be available March 1-7.
Earn up to a maximum 2.0 hours during the entire event.
Visit the Poster Presentation page for more details. -
Session 1, Early Intervention Therapy for Children With Cleft Palate (10:00 am-11:30 am)
Angela Dixon, MA, CCC-SLP, Riley Hospital for Children at Indiana University Health
This session will be a practical session to explore the framework for providing evidenced-based care to children with cleft palate in the early intervention setting. Discussion, creative thinking and hands on participation will help the practicing clinician leave with the tools needed to develop treatment strategies that encourage language development, target speech sound development and emphasize parent coaching.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe the primary goals of early intervention speech therapy with the child with a cleft palate.
• Describe two elements of a parent coaching model.
• Create one treatment strategy to encourage speech sound development.Instructional Level: Introductory | Track: PEDs EI
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Session 2, Mastering Mixed Groups (10:00 am-11:30 am)
Jenna Kirk, MA, CCC-SLP, Speech Room News, LLC
Nothing can make you doubt your clinical ability like a day full of mixed groups in your schedule. This session focuses practical strategies for setting group expectations, developing lesson plans and collecting data in mixed groups. Mastering mixed groups is possible with efficient routines that set both students and clinicians up for success.
Learner Outcomes: At the end of this session, participants will be able to:
• List four types of activities that facilitate structure for mixed groups’ therapy.
• Create a mixed group therapy session outline that works for his/her style of therapy.
• List two data collection strategies for mixed groups.Instructional Level: Intermediate | Track: PEDs School Based
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Session 3, Methods to Help Those With Apraxia Talk at Home, Part 1 (10:00 am-11:30 am)
Mark Ittleman, MS, CCC-SLP, Self-Employed
Many do not realize that many with severe to profound apraxia will talk again. It requires knowledge of speech sound development, distinctive feature analysis and the adage that placement of the articulators always precedes the production of any speech sound. A detailed and sequential approach to apraxia will be reviewed with moto-kinesthetic principles. Almost all speech sounds and their appropriate gestures/placement must be accomplished prior to any attempt to stimulate intelligible speech.
This session will also include how to train family members and caregivers since that is what truly makes the difference in speed and mastery of speech recovery. Therapists following training will realize the necessity and efficacy of training the family in simple and sequential methods that include; proper sitting, the real truth about apps, how to sit, how to talk to those with apraxia, the gestures of speech sounds, how to achieve production of speech sounds if a person cannot initially do it, the order of speech sound mastery, combining sounds into words and the secret of speaking clarity.Learner Outcomes: At the end of this session, participants will be able to:
• Describe the results of articulation testing to approach apraxia of speech.
• Describe why the clinician must begin with assuring the appropriate positioning of the articulators for the sounds that will need to be addressed.
• Describe the Moto-Kinesthetic Approach to correct articulator gestures and production of each speech sound addressed.Instructional Level: Intermediate | Track: Adult SLP
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Session 4, Pediatric Hearing Aid Candidacy, Selection and Fitting Considerations (10:00 am-11:30 am)
(This will be a pre-recorded presentation.)
Timothy Nejman, AuD, Cincinnati Children’s Hospital Medical Center
This session will focus on hearing aid candidacy, selection and fitting considerations for pediatric patients with hearing loss. The first part of the session will examine important considerations to determine if a child with a mild or minimal hearing loss is a good candidate for amplification or assistive listening technology. Topics of discussion will include: use of an audibility-based hearing aid candidacy criteria such as the Speech Intelligibility Index (SII), general guidelines to determine if a child with mild or minimal hearing loss would be a good candidate for amplification and necessary practice changes to implement audibility based hearing aid candidacy criteria. The second half will examine special considerations to help ensure a successful hearing aid fitting for the pediatric patient. Topics of discussion will include: important considerations in the selection of amplification, the rationale for prescriptive hearing aid formulas, variables that impact the selection of a particular hearing aid prescription, verification of hearing aids including the selection of non-proprietary prescriptive formulas and the selection/application of appropriate validation measures.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe the general audibility-based guidelines to determine if a child with mild or minimal hearing loss is a good candidate for amplification.
• Explain the practice changes necessary to implement an audibility-based hearing aid candidacy guideline.
• Explain the prescribed Real-Ear gain differences for child and adult generic non-proprietary prescriptive hearing aid formulas.Instructional Level: Intermediate | Track: Audiology
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Session 5, Advocacy and KSHA Member Forum (12:15 pm-1:45 pm)
Bethany Berry, MA, CCC-SLP, BCS-S, Ephraim McDowell; Kate Wood Hall, Lobbyist, Commonwealth Alliances; Virginia Moore, Kentucky Commission on the Deaf and Hard of Hearing
This 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 session, 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.
• Identify reimbursement issues facing the KSHA membership.Instructional Level: Intermediate | Track: Professional Issues
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Session 6, Evaluation and Treatment of Cleft Palate Speech Disorders: Preschool and School Aged Children (2:00 pm-3:30 pm)
Angela Dixon, MA, CCC-SLP, Riley Hospital for Children at Indiana University Health
This session will define velopharyngeal function and discuss its role in the development of speech production. The parameters of cleft palate related speech disorders will be defined (resonance, nasal air emission and compensatory misarticulation errors). The theoretical framework to treat these errors will be explored and the participant will leave with a tool box of foundational strategies needed to develop treatment interventions for the child on his/her caseload now or in the future. Practical suggestions will be developed through hands on learning and discussion.
Learner Outcomes: At the end of this session, participants will be able to:
• Define velopharyngeal function and its role in speech production.
• Identify at least two compensatory misarticulation speech errors.
• Create one treatment strategy to eliminate cleft palate speech errors.Instructional Level: Introductory | Track: PEDs School Based
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Session 7, I Used to Have a Handle on Life, But it Broke! (2:00 pm-3:30 pm)
Shari Robertson, PhD, CCC-SLP, Self-Employed
Feeling stressed out? You’re not alone! Change, uncertainty and divisiveness increase personal and professional stress levels that may already be high due to job-related expectations and responsibilities. This session will provide you with proven stress-busting strategies to help you survive and thrive in your professional setting.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe how to manage thinking and behavior to reduce personal and professional stress.
• Implement strategies to neutralize the effects of stress caused by the behavior of others.
• Create a personal action plan to thrive in your personal and professional setting.Instructional Level: Intermediate | Track: Professional Issues
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Session 8, Methods to Help Those With Apraxia Talk at Home, Part 2 (2:00 pm-3:30 pm)
Mark Ittleman, MS, CCC-SLP, Self-Employed
Many do not realize that many with severe to profound apraxia will talk again. It requires knowledge of speech sound development, distinctive feature analysis and the adage that placement of the articulators always precedes the production of any speech sound. A detailed and sequential approach to apraxia will be reviewed with moto-kinesthetic principles. Almost all speech sounds and their appropriate gestures/placement must be accomplished prior to any attempt to stimulate intelligible speech.
The short session will also include how to train family members and caregivers since that is what truly makes the difference in speed and mastery of speech recovery. Therapists following training will realize the necessity and efficacy of training the family in simple and sequential methods that include; proper sitting, the real truth about apps, how to sit, how to talk to those with apraxia, the gestures of speech sounds, how to achieve production of speech sounds if a person cannot initially do it, the order of speech sound mastery, combining sounds into words and the secret of speaking clarity.Learner Outcomes: At the end of this session, participants will be able to:
• Explain how to use the results of articulation testing to approach apraxia of speech.
• Describe why clinician must begin with assuring the appropriate positioning of the articulators for the sounds that will need to be addressed.
• Describe the Moto-Kinesthetic Approach to correct articulator gestures and production of each speech sound addressed.Instructional Level: Intermediate | Track: Adult SLP
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Session 9, Wideband Acoustic Immittance: Interpretive Approaches and Clinical Applications (2:00 pm-3:30 pm)
Hammam AlMakadma, AuD, PhD, CCC-A, University of Louisville
Wideband acoustic immittance (WAI) refers to a host of measures that assess sound conduction through the outer- and middle ear. Unlike routine single-frequency tympanometry, WAI testing allows for the assessment of sound conduction over a wide range of frequencies. This provides a clearer and more comprehensive assessment of the acoustic mechanics of the outer and middle ear. Thereby, minute alterations in the resonant properties of the outer and middle ear are more readily detectable by WAI measures compared to routine tympanometry testing. Moreover, both experimental and clinical reports demonstrate the potential of WAI in the improvement of test accuracy for diagnoses of otologically-confirmed middle ear disorders and of conductive dysfunction in the pediatric and newborn populations. Ongoing efforts in clinical and translational research aim to address barriers to widespread clinical adoption of WAI testing. The overall goal of this session is to demonstrate the application and potential of WAI testing. The following concepts will be discussed: A qualitative paradigm for the interpretation of wideband measurements, current quantitative interpretive approaches and (3) developments in WAI research. In addition, simulated clinical cases will supplement the discussion of these concepts and provide attendees with the opportunity to practice the use and interpretation of WAI in various clinical contexts.
Learner Outcomes: At the end of this session, participants will be able to:
• Describe the advantages of wideband immittance measurements over traditional tympanometry testing.
• Define power absorbance and describe its pattern across frequency in a normal adult ear.
• Describe changes in absorbance across frequency in ears with abnormal sound conduction and make inferences about the underlying changes in impedance.
• Identify key developments in translational/ clinical research.Instructional Level: Introductory | Track: Audiology
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Session 10, Methods to Help Those With Apraxia Talk at Home, Part 3 (4:00 pm-5:30 pm)
Mark Ittleman, MS, CCC-SLP, Self-Employed
Many do not realize that many with severe to profound apraxia will talk again. It requires knowledge of speech sound development, distinctive feature analysis and the adage that placement of the articulators always precedes the production of any speech sound. A detailed and sequential approach to apraxia will be reviewed with moto-kinesthetic principles. Almost all speech sounds and their appropriate gestures/placement must be accomplished prior to any attempt to stimulate intelligible speech.
This session will also include how to train family members and caregivers since that is what truly makes the difference in speed and mastery of speech recovery. Therapists following training will realize the necessity and efficacy of training the family in simple and sequential methods that include; proper sitting, the real truth about apps, how to sit, how to talk to those with apraxia, the gestures of speech sounds, how to achieve production of speech sounds if a person cannot initially do it, the order of speech sound mastery, combining sounds into words and the secret of speaking clarity.Learner Outcomes: At the end of this session, participants will be able to:
• Describe how to use the results of articulation testing to approach apraxia of speech.
• Describe why the clinician must begin with assuring the appropriate positioning of the articulators for the sounds that will need to be addressed.
• Describe the Moto-Kinesthetic Approach to correct articulator gestures and production of each speech sound addressed.Instructional Level: Intermediate | Track: Adult SLP
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Session 11, Adapting to Telepractice: Views of Graduate Student Clinicians (4:00 pm-6:00 pm)
Christen Page Guffey, PhD, CCC-SLP; Robyn Wahl, MS, CCC-SLP; Brooklyn Clements, BS; Emma Prigge, BS, from Eastern Kentucky University
Telepractice is now a common term and service delivery model among speech-language pathologists (SLP) practicing across various settings (schools, healthcare, private practice). Therefore, it is imperative that students entering the field be equipped with knowledge and skills to use telepractice. Speech-language pathology graduate clinicians completed five weeks of telepractice service delivery and were asked questions about their clinical experiences. Findings revealed that initially students felt nervous and uncertain about administering speech-language therapy through telepractice, but eventually became more comfortable and confident with the new therapy delivery model. Differences between in-person and telepractice involved more attention to their own facial expressions, learning technology and adapting it to meet the client’s needs, managing environmental distractions at home and the necessity for caregiver involvement. Students expressed mixed perceptions of treatment effectiveness through telepractice which may be associated with both the client’s attention, communication severity and clinician’s motivation. This session will describe the benefits and barriers of telepractice based on views of graduate student clinicians and a framework for introducing and maintaining a positive clinical experience for students, clients and supervisors using telepractice.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify evidenced-based responses to questions from practicing speech-language pathologists regarding the use of telepractice to treat a variety of communication and swallowing disorders.
• Describe the steps of using telepractice in an academic clinical setting.
• List the benefits and challenges of using telepractice in an academic clinical setting.Instructional Level: Intermediate | Track: Higher Education
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Session 12, Fifty Shades of Ethics: Professionals Ethics for Audiologists and Speech-Language Pathologists (4:00 pm-6:00 pm)
Gail Whitelaw, PhD, The Ohio State University
Ethics is a broad topic that is often reduced to very basic thoughts. This session will provide a comprehensive overview of topics in ethics that apply to audiology and speech-language pathology. An overview of major concepts will be presented and cases will be offered to expand on ethical concepts. This session is designed to encourage critical thinking and discussion.
Learner Outcomes: At the end of this session, participants will be able to:
• Identify major tenets of Codes of Ethics in general.
• Describe the role of professions and professional organizations in ethics and ethics education.
• Create opportunities to educate each other in developing ethics as a living aspect of the professions.Instructional Level: Intermediate | Track: Professional Issues (Ethics)
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Session 13, Clinical Supervision in the Midst of the COVID-19 Pandemic (4:00 pm-6:00 pm)
Caroline Alexander Hudson, MS, CCC-SLP, Western Kentucky University
These are unprecedented times, but clinical education continues to be a critical component of every aspiring speech-language pathologist’s education. However, this pandemic presents new challenges. Clinical supervision continues to involve the development of a supportive relationship between supervisor and supervisee, and clinical supervisors must be knowledgeable of the supervision requirements of the Council on Academic Accreditation in Speech-Language Pathology (CAA) and the American Speech-Language-Hearing Association (ASHA) in order to clearly understand their role in student clinician training. In addition, clinical supervisors are tasked with teaching clinical skills, encouraging student reflection, and promoting independence. The purpose of this presentation is to train clinical supervisors on the requirements of CAA and ASHA as well as to discuss the current status of clinical education, describe how COVID-19 affects internships and externships, and identify specific strategies to empower clinical supervisors in their abilities. The overall goal of this presentation is to help clinical supervisors feel confident about the quality of clinical teaching they are providing to student clinicians in the transformed learning environments created by COVID-19.
Learner Outcomes: At the end of this session, participants will be able to:
• List the CAA and ASHA supervision expectations.
• Describe the continuum of supervision supported by ASHA.
• List at least five strategies that will improve their ability to provide effective clinical education to student clinicians in these unprecedented times created by COVID-19.Instructional Level: Introductory | Track: Professional Issues (Supervision-SLP+AUD)