View course details, abstracts, speaker bios and learner outcomes using the toggles below.  Courses are listed by track in time order as indicated in our daily track grids.  All courses, caucuses and posters are available for ASHA CEU’s.  Additionally, some Audiology track courses are also expected to be available for AAA CEU’s, if indicated as such within the drop downs below.

 Printable Course Directory

PreConvention Track Details

PreConvention 1 - Research to Enhance Services for CLD Children & Families, Creaghead, et al

Learning Level: Intermediate Content

Course Abstract: This presentation will describe current research and research outcomes regarding effective strategies for supporting children with language and literacy challenges, with a focus on children who are dual language learners and/or living in poverty and on including families and teachers in supporting children’s learning.

Learner Outcomes:

  1. Participants will be able to describe research strategies and outcomes for examining effective strategies for working with children who are diverse, dual language learners, living in poverty, and/or have language and/or literacy challenges.
  2. Participants will be able to describe research strategies and outcomes for including families and teachers in supporting diverse children’s language development and learning.
  3. Participants will be able to describe research strategies and outcomes for addressing specific learning gaps for children with literacy challenges.

Presenters:

  • Nancy Creaghead, PhD, CCC-SLP is professor in the Department of Communication Sciences and Disorders at the University of Cincinnati, where she teaches and engages in research in the areas of child language and literacy and multicultural and diversity issues.
  • Lesley Raisor Becker, PhD, CCC-SLP is assistant professor in the Department of Communication Sciences and Disorders at the University of Cincinnati where she teaches and engages in research in the areas of child language and literacy and social/emotional wellness.
  • Sandra Combs, PhD, CCC-SLP is assistant professor in the Department of Communication Sciences and Disorders at the University of Cincinnati where she teaches and engages in research in the areas of child language and literacy . She teaches the graduate course in Literacy.
  • Amy Hobek, PhD, CCC -SLP is assistant professor in the Department of Communication Sciences and Disorders at the University of Cincinnati where she teaches and engages in research and clinical practice in the areas of child language and literacy and sociocultural issues.
  • Karla Washington, PhD, CCC-SLP is associate professor in the Department of Communication Sciences and Disorders at the University of Cincinnati where she teaches and engages in research in child language development and disorders, dual language learning, and research.
  • Emily Ciesielski, MA, CCC-SLP is a PhD student in communication sciences and disorders at the University of Cincinnati. She is conducting research in child language and literacy and providing clinical service for preschool children from diverse backgrounds living in poverty.
  • Michelle Leon, MA, CCC-SLP is a PhD student in communication sciences and disorders at the University of Cincinnati. She is conducting research in child language and literacy and providing clinical service for preschool children from diverse backgrounds living in poverty.
  • Lauren Prather, MA, CCC-SLP is a PhD student in communication sciences and disorders at the University of Cincinnati. She is conducting research in child language and literacy and providing clinical service for preschool children from diverse backgrounds living in poverty.
  • Sisan Walker MA, CCC-SLP is a PhD student in communication sciences and disorders at the University of Cincinnati. She is conducting research in child language and literacy and providing clinical service for preschool children from diverse backgrounds living in poverty.

Disclosures: The presenters listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

PreConvention 2 - Autism Spectrum Disorders in Schools, Carnahan

Learning Level: Intermediate Content

Course Abstract: This presentation will describe the cognitive profile common in ASD and the implications on learning and communication in schools. The session specifically addresses executive function, language, and social competence characteristics, and concrete strategies that can be adapted across grades to promote communication, literacy, and social skills.

Learner Outcomes:

  1. Participants will be able to describe the cognitive profile common in ASD
  2. Participants will be able to describe the influence of the cognitive profile on the daily lives of students with ASD in school settings
  3. Participants will be able to describe at least two concrete instructional strategies to support learning and communication in school settings

Presenter:

  • Christina R Carnahan, Ed.D. is associate professor of special education in the School of Education in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. She teaches undergraduate and graduate courses in the field of moderate to intense disabilities, and is the director of Advancement and Transition Services (http://cech.uc.edu/education/ats.html) within the School of Education. Dr. Carnahan’s research interests include building communication and literacy for individuals with autism spectrum disorders and developmental disabilities, and creating efficient and effective instruction and support practices across the lifespan. Dr. Carnahan has published in journals such as Exceptional Children, Journal of Special Education, and Focus on Autism and Developmental Disabilities.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

PreConvention 3 - Exercise Science in Dysphagia Rehab Part 1, Burkhead Morgan

This Course is Sponsored by Abilex™ Oral Motor Exerciser, sold by Trudell Medical International

Learning Level: Intermediate Content

Course Abstract: This course will review the current evidence of exercise science and will address how principles of exercise science might be applied in swallowing rehabilitation. Topics discussed will include theoretical background as well as practical application with discussion of techniques that can be immediately implemented. The first half of this course will focus on theoretical basis of utilizing exercise-based principles.

Learner Outcomes:

  1. Participants will be able to describe at least 3 basic requirements needed to classify an “activity” as “exercise.”
  2. Participants will be able to describe the structure and muscle fiber type associated with oropharyngeal musculature.
  3. Participants will be able to name 2 changes occurring in muscle with both conditioning and deconditioning.

Presenter:

  • Dr. Lori Burkhead Morgan has been a practicing speech-language pathologist since 1994 in a variety of healthcare settings. She earned a PhD from University of Florida in 2005, focusing on applying exercise science principles to communication and swallowing rehabilitation. She has developed expertise in evaluation & treatment of medically complex patients . Dr. Burkhead Morgan has published several peer-reviewed in the topic of dysphagia evaluation and treatment.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

PreConvention 4 - Treating Childhood Apraxia in Preschool and School-Age Children, Preston

Learning Level: Intermediate Content

Course Abstract: This course will provide an overview of assessment but will emphasize treatment approaches for preschool and school-age children with childhood apraxia of speech, with a focus on research from the past 10 years. Emphasis will be placed on motor learning principles, and examples of treatment programs that implement these principles will be presented, including Speech Motor Chaining, Dynamic Temporal and Tactile Cueing, Repeated Syllable Transition Training, and Biofeedback.

Learner Outcomes:

  1. Participants will be able to differentiate between motor learning and performance during acquisition
  2. Participants will be able to describe two practice and two feedback factors that facilitate motor learning
  3. Participants will be able to explain how motor learning principles are implemented within Dynamic Temporal and Tactile cueing, ReST, and Speech Motor Chaining

Presenter:

  • Dr. Jonathan Preston, CCC-SLP is a speech-language pathologist who has been working with children with speech sound disorders for 15 years. He received his PhD from Syracuse University in 2008 and completed postdoctoral training at Haskins Laboratories, an affiliate of Yale University. He is an Associate Professor in the Communication Sciences and Disorders Department at Syracuse University and currently has funding from the National Institutes of Health to study treatments for children with persisting speech sound errors, including those with childhood apraxia of speech, phonological disorders, and articulation disorders. He conducts clinical trial research on motor-based treatments for school-age children, including biofeedback and speech-motor chaining approaches.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

PreConvention 5 - ASD: Theory of Mind in Adolescents, Diane Williams

Learning Level: Advanced Content

Course Abstract: Making inferences about the thoughts of others is related to social cognition, language, working memory, and cognitive flexibility, areas challenged in individuals with autism spectrum disorders (ASD). We will review relevant behavioral and neuroimaging research and provide clinical suggestions for working with adolescents to improve their skills in this area.

Learner Outcomes:

  1. Participants will be able to explain recent findings from behavioral and neuroimaging research related to theory of mind processing in adolescents with autism spectrum disorders (ASD)
  2. Participants will be able to describe the implications of these findings with respect to what is changeable in theory of mind processing in adolescents with ASD
  3. Participants will be able to list 3 strategies for intervention with adolescents with ASD who are challenged with difficulty with theory of mind

Presenter:

  • Diane Williams, Ph.D. CCC-SLP, Professor and Department Head, Pennsylvania State University, has 40 years of clinical experience in developmental language disorders, conducts behavioral and neuroimaging research in cognitive and linguistic processing in autism, is the author of numerous peer-reviewed publications, book chapters, and a book, and frequently presents on autism spectrum disorders.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

PreConvention 6 - Exercise Science in Dysphagia Rehab Part 2, Burkhead Morgan

This Course is Sponsored by Abilex™ Oral Motor Exerciser, sold by Trudell Medical International

Learning Level: Advanced Content

Course Abstract: This is “part 2” of the related course presented earlier. This course will build upon exercise science principles in dysphagia rehabilitation and discuss integration of those principles into clinical practice. Documentation will also be addressed. Attendance in the Part 1 session is encouraged but not required.

Learner Outcomes:

  1. Participants will be able to identify at least two exercise activities that address improvement in swallowing function and also meet the criterion to be considered “exercise” from an exercise physiology viewpoint
  2. Participants will be able to discuss the principle of specificity and how that applies to swallowing rehabilitation
  3. Participants will be able to distinguish between training skill versus strength and how that can be addressed in dysphagia treatment

Presenter:

  • Dr. Lori Burkhead Morgan has been a practicing speech-language pathologist since 1994 in a variety of healthcare settings. She earned a PhD from University of Florida in 2005, focusing on applying exercise science principles to communication and swallowing rehabilitation. She has developed expertise in evaluation & treatment of medically complex patients . Dr. Burkhead Morgan has published several peer-reviewed in the topic of dysphagia evaluation and treatment.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

PreConvention 7 - Ethics : In the Middle of a Muddle, Edwards, et al.

Learning Level: Intermediate Content

This Course is approved by the Ohio Speech & Hearing Professionals Board to Meet the 2018 Licensure Renewal Ethics Requirement.

Course Abstract: As professional affiliates/certified members of the American-Speech-Language-Hearing Association (ASHA), we have an obligation to ensure adherence to the tenets in the ASHA Code of Ethics. Panel discussion is an opportunity to review and apply the established standards guiding everyday practice in an engaging and meaningful way. Topics include: principles and rules of ethics as outlined by ASHA; identification of, and solutions-oriented focus on, potential ethical conundrums; the potential need for Code revision to effectively meet the varied needs of clients and caregivers in nontraditional therapeutic contexts; and, potential pitfalls associated with eligibility, documentation, supervision, and coding.

Learner Outcomes:

  1. Participants will be able to identify/state the four rules of ethics as outlined by the American Speech-Language-Hearing Association (ASHA)
  2. Participants will be able to state four professional implications of ethical violations
  3. Participants will be able to state four types of sanctions that can be imposed by the ASHA Board of Ethics

Presenters:

  • Donna Edwards MA CCC-SLP, BCS-S, ASHA-F is an Associate Professor, author, inventor, national/international speaker and Board Certified Specialist in Swallowing and Swallowing Disorders at Baldwin Wallace University. She has served both pediatrics and adults in inpatient/outpatient hospital based settings and extended care. She has served patients from the ages of 103 years to premature infants. OSLHA service: Director of Legislative Advocacy and now Past President. ASHA service: American Board of Swallowing and Swallowing Disorders Mentorship Committee Chair/Application Committee member, Governmental Relations Public Policy Board member. Awarded the honor of Elwood Chaney Outstanding Clinician Award (2009), OSLHA Fellow (2013) and ASHA Fellow (2014).
  • Amy Larocca, MA, CCC-SLP is an Assistant Professor Baldwin Wallace University. She has 12 years of clinical experience serving adults with various cognitive, communication and swallowing impairments across all medical settings within clinical and management roles as well as experience with acute rehabilitation regulatory and compliance. She is Fiberoptic Endoscopic Evaluation of Swallowing (FEES) privileged and has developed/implemented FEES programs within multiple hospitals. She is VitalStim® and LSVT® certified. Areas of interest include assessment/management of swallowing disorders, acquired language and motor speech disorders, caregiver support and the intergenerational approach to therapeutic service delivery.
  • Amy Tepper, Ed.D., CCC-SLP is an Assistant at Baldwin Wallace University; she has presented at a variety of conferences throughout the United States. Dr. Tepper has 20 years of professional experience providing re/habilitation opportunities to individuals presenting with various disabling communication and swallowing impairments across the lifespan (clinical, medical, and school-based settings). Primary interests include: developing/enacting innovative instructional supports/methods towards mitigating potentially disabling barriers in education, creating maximally supportive classroom learning environments, facilitating equitable student access to educational resources and supports, and meeting the educational needs of underserved/vulnerable populations effectively. In 2008, Dr. Tepper was awarded ‘Inclusive Teacher of the Year’ by the Disability Studies in Education Special Interest Group of the American Educational Researchers Association.
  • Amy Vaughn, ABD, CCC-SLP is an assistant professor at Baldwin Wallace University. She earned her master’s degree from Case Western Reserve University, and is completing her doctorate in higher education administration through Kent State University. Research interests include: administration of clinical education; adult learning principles; the development of critical thinking in college students; and effectively meeting the diverse learning needs of college students. She has spoken nationally and internationally on a variety of topics as well as clinical education and adult learning principles.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Audiology Track Details

MiniSeminar 4 - Knowing Who You Are in Order to Lead!, Svagerko

Learning Level: Intermediate Content

Course Abstract: Leadership can be defined formally as leading a department or organization,or informally as the skills needed to lead others through every day situations. In either case,we will explore Emotional Intelligence,which is necessary in understand your leadership skills,understand more about yourself,and to effective lead others.

Learner Outcomes:

  1. Participants will be able to determine their own awareness of self and describe ways to improve this skill.
  2. Participants will be able to identify ways of monitoring their own response to situations and adjust their reaction to improve their leadership effectiveness.
  3. Participants will be able to describe ways of understanding other’s responses,and how to monitor their interactions for effective outcomes.

Presenter:

  • Jim Svagerko received his Bachelors and Masters Degrees from The Ohio State University and is a licensed Audiologist and Speech Language Pathologist. He worked for many years as a clinician before becoming a Manager,Director and Vice President. It was then that he wondered what skills he had that made him a leader. He returned to Georgetown University to complete his Certificate in Executive Leadership Coaching and coupled that with his skills working in Organizational Development and teaching to discover and educate others about the skills needed to be an effective leader. Presently Jim is the CEO of JMS Leadership Coaching and Development and is faculty at Georgetown University,Ohio University and Franklin University.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 7 - IPE/IPP Across Clinical Settings and Life Span, McCarthy, et al.

Learning Level: Introductory Content

Course Abstract: Interprofessional education (IPE) and Interprofessional Practice (IPP) are part of accreditation standards for a range of health and education professions. This course focuses on lessons learned as part of a multi-year collaboration to improve IPE and IPP through student centered experiences in the classroom, in simulations, and in clinical sites.

Learner Outcomes:

  1. Participants will be able to describe several different models and strategies for engaging in interprofessional education and practice.
  2. Participants will be able to identify benefits and barriers to IPE and IPP.
  3. Participants will be able to describe how IPE and IPP can address issues across the lifespan.

Presenters:

  • John McCarthy, Ph.D., CCC-SLP, is an Associate Professor and Associate Director of Communication Sciences and Disorders at Ohio University. He teaches courses on AAC, interprofessional education, pre-professional orientation, and introduction to communication disorders. His research includes improving computer interfaces and expanding the creative possibilities for children and young adults requiring AAC.
  • Jeffrey DiGiovanni, Ph.D., CCC-AuD, is the chair of the Department of Communication Sciences and Disorders at the University of Cincinnati. He is the former Director of Interdisciplinary Health Sciences, Chief Clinical Officer, and faculty member in Communication Sciences and Disorders at Ohio University. At Ohio University in additional to teaching courses in the AuD curriculum, he also conducted research in psychoacoustics and coordinated activities and taught course in inter professional education.
  • Sherleena Buchman, Ph.D., RN, is an Assistant Professor of Nursing at Ohio University. Dr. Buchman’s research focuses on educational technologies such as simulation with a focus on interprofessional education. Her research has been directed toward developing interprofessional competencies via simulation into two interprofessional courses to improve patient safety in the medical setting.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 13 - Successful Navigation Across the Ethics Horizon with Documentation and Medical Necessity, Kramer, et al.

Learning Level: Introductory Content

This Course is approved by the Ohio Speech & Hearing Professionals Board to Meet the 2018 Licensure Renewal Ethics Requirement.

Course Abstract: Ethical dilemmas can occur during the provision of professional services and can be challenging to resolve for even the most experienced practitioner. This presentation will cover various ethical dilemmas related to documentation and medical necessity that speech-language pathologists and audiologists may experience in a variety of work settings.

Learner Outcomes:

  1. Participants will be able to name/describe ethical issues that speech-language pathologists and audiologists encounter in various work settings related to documentation and medical necessity.
  2. Participants will be able to list the steps to effectively resolve an ethical dilemma related to documentation and medical necessity.
  3. Participants will be able to state the applicable ethical requirements by the licensure board, Ohio Speech-Language Hearing Assoc., and American Speech-Language Hearing Assoc. to successfully navigate dilemmas related to documentation and medical necessity.

Presenters:

  • Michele T. Kramer, M.A., CCC/SLP, Therapy Quality Assurance Specialist has 27 years of experience in healthcare compliance, quality assurance, multistate management, and as a Speech Language Pathologist. She is certified in Healthcare Compliance; ASHA certified and holds an Ohio teaching license. In addition to skilled nursing facilities, Michele has experience in Outpatient, Assisted Living, Independent Living, Home Health, Hospitals and in the Schools. She received her Bachelor of Arts Degree in Speech Language Pathology from the University of Toledo and her Masters of Arts Degree from Cleveland State University. Consultant to universities and customers on the topic of LTC and Medicare reimbursement. She has been a member of ASHA Legislative Council for Ohio and current President of OSLHA.
  • Gregg B. Thornton, J.D. graduated with honors from Howard University receiving a bachelor of arts degree in political science and received his juris doctor degree from Case Western Reserve University School of Law. He is a licensed attorney with over twenty five years of experience in state government in the area of administrative law.  He currently serves as the Executive Director of the Ohio Speech and Hearing Professionals Board.
  • Tammy H. Brown is a licensed audiologist with over twenty years of experience and is a clinical audiologist with Cincinnati Children’s Hospital. In September 2011, she was appointed by Governor John R. Kasich to serve on the Ohio Board of Speech-Language Pathology and Audiology to a three-year term. In September 2014, Ms. Brown was reappointed to a second term on the board, which ended on November 25, 2018. Ms. Brown served as the board’s vice-chairperson in 2016 and chairperson in 2017. On January 21, 2018, Ms. Brown was appointed by Governor Kasich to serve on the Ohio Speech and Hearing Professionals Board to a three year term ending on March 22, 2021. Ms. Brown is serving as the board’s president for 2018.

Disclosures: Gregg Thornton, Esq., is a paid employee of the Ohio Speech & Hearing Professionals Board and has no additional financial or non-financial disclosures to make relevant to this course content. Tammy Brown receives compensation as an Audiology Board Member of the Ohio Speech & Hearing Professionals Board, which licenses and regulates the practice of speech-language pathology and audiology in the state of Ohio. Her travel related expenses are being reimbursed by the Ohio Speech & Hearing Professionals Board and she has no additional non-financial disclosures to make regarding this course content. Michele Kramer has no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 22 - Adapting to Evolutionary Changes in Hearing Care: OTCs and the future of Audiology, Windmill

This course is expected to be available for AAA CEU’s.

Learning Level: Intermediate Content

Course Abstract: The recent passage of a law allowing hearing aids to be sold over the counter signals a new chapter in hearing care in the U.S. Looking forward, further disruptions could occur due to statutory or regulatory changes, expansion of knowledge, changes in associated industries, the evolution of technologies, and changes to clinical service delivery systems. This presentation will focus on these potential evolutionary changes, with a focus on the role of the audiology community in responding to these changes. These changes may impact the practice of audiology, but could lead to greater success within the healthcare arena.

Learner Outcomes:

  1. Participants will be able to identify the current external forces, including the role of the consumer, that are shaping hearing care delivery systems.
  2. Participants will be able to characterize the possible impact of these forces that may occur if practices do not prepare for these changes.
  3. Participants will be able to identify strategies that enable practices to be successful in spite of these changes.

Presenter:

  • Dr. Windmill serves as the Clinical Director of Audiology at Cincinnati Children’s Hospital Medical Center and is an adjunct Professor in the Department of Otolaryngology at the University of Cincinnati. He currently serves as Past-President of the American Academy of Audiology. He served on the Board of Governors of the American Board of Audiology, and is past Chair of the Board of Directors of the Accreditation Commission for Audiology Education. His interest areas include the diagnosis of hearing disorders, hearing health care policy, and the education of audiologists.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 29 - The Role of the Licensure Board & Updates Impacting Your License, Thornton

Learning Level: Introductory Content

Course Abstract: Participants received information about the role of the new State of Ohio Speech and Hearing Professionals Board. The presentation also included updates about the laws and rules under Chapters 4747 and 4753 and issues that impact licensees. Attendees had the opportunity to interact with questions and group discussion.

Learner Outcomes:

  1. Participants will be able to explain the latest changes to the State of Ohio Speech and Hearing Professionals Board.
  2. Participants will be able to explain how the new Board functions and its role to ensure the health and welfare of the public.
  3. Participants will be able to identify any changes that may be required within their practice setting to ensure compliance with the laws and rules.

Presenters:

  • Gregg B. Thornton, J.D.graduated with honors from Howard University receiving a bachelor of arts degree in political science and received his juris doctor degree from Case Western Reserve University School of Law. He is a licensed attorney with over twenty five years of experience in state government in the area of administrative law.  He currently serves as the Executive Director of the Ohio Speech and Hearing Professionals Board.
  • Tammy H. Brown is a licensed audiologist with over twenty years of experience and is a clinical audiologist with Cincinnati Children’s Hospital. In September 2011, she was appointed by Governor John R. Kasich to serve on the Ohio Board of Speech-Language Pathology and Audiology to a three-year term. In September 2014, Ms. Brown was reappointed to a second term on the board, which ended on November 25, 2018. Ms. Brown served as the board’s vice-chairperson in 2016 and chairperson in 2017. On January 21, 2018, Ms. Brown was appointed by Governor Kasich to serve on the Ohio Speech and Hearing Professionals Board to a three year term ending on March 22, 2021. Ms. Brown is serving as the board’s president for 2018.

Disclosures: Greg Thornton, Esq., is a paid employee of the Ohio Speech & Hearing Professionals Board and has no additional financial or non-financial disclosures to make relevant to this course content. Tammy Brown receives compensation as an Audiology Board Member of the Ohio Speech & Hearing Professionals Board, which licenses and regulates the practice of speech-language pathology and audiology in the state of Ohio. Her travel related expenses are being reimbursed by the Ohio Board of Speech-Language Pathology and Audiology and she has no additional non-financial disclosures to make regarding this course content.

MiniSeminar 30 - Supervision: Fostering Development with Students with Varied Levels of Clinical Skill, Vaughn

Learning Level: Intermediate Content

Course Abstract:  Fostering the development of clinical students is imperative to the sustainability of the field of CSD. Using Anderson’s model of supervision paired with the concepts of social constructivism, this presentation aims to provide a theoretical construct for clinical supervisors/educators working with students at varied levels of learning.

Learner Outcomes:

  1. Participants will be able to identify the primary components of Anderson’s model of supervision.
  2. Participants will be able to describe the key components of social constructivism.
  3. Participants will be able to apply concepts of social constructivism across Anderson’s model within the supervisory process.

Presenter:

  • Amy Vaughn, ABD, CCC-SLP is an assistant professor in the Department of Communication Sciences and Disorders (CSD) program at Baldwin Wallace University. She earned her master’s degree from Case Western Reserve University, and is completing her doctorate in higher education administration through Kent State University. Her research interests include: the administration of clinical education; adult learning principles; the development of critical thinking in college students; and effectively meeting the diverse learning needs of college students . She has spoken nationally and internationally on a variety of topics in the field of CSD as well as clinical education and adult learning principles.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 32 - Telehealth Programming of Hearing aids, Pick

This course is expected to be available for AAA CEU’s.

Learning Level: Introductory Content

Course Abstract: Telehealth, or the use of telecommunications and virtual technology to deliver healthcare outside of the traditional healthcare facilities according to the WHO, is changing the way Audiologist can address fine tuning needs of patients in an ever busy day. We will discuss current and future uses of Remote Fine Tuning (RFT) and benefits for both adults and pediatric patients.

Learner Outcomes:

  1. Participants will be able to list 4 benefits to the hearing healthcare provider and/or the patient/caregiver of using RFT applications.
  2. Participants will be able to state 3 ways to initiate a RFT session, and 1 way for the end-user to download the information to the hearing instruments using ReSound hearing instruments.
  3. Participants will be able to list at least 5 adjustments that may be made through RFT.

Presenter:

  • Dr. Kate Pick holds a Doctor of Audiology degree from Gallaudet University in Washington, DC.  She is a nationally certified audiologist by the American Speech and Hearing Association and is licensed in the states of New York, Maryland and Virginia. Dr. Pick has over 15 years of experience in the field.  Prior to joining ReSound 8 years ago, she worked in various clinical settings including a fast paced hospital clinic and a non-profit speech and hearing center caring for patients of all ages. She has experience working with all styles and levels of digital technology as well as cochlear implants and bone-anchored hearing solutions.

Disclosures: The presenter(s) listed above is a salaried employee of GN ReSound, a subsidiary of GN Hearing Care and will mention and utilize products designed and manufactured by this company in her presentation demonstrations. She has no additional non-financial disclosure to make pertaining to this course content. 

MiniSeminar 39 - Broadening Your Reach: Social Media as an Engagement Tool, Swanson

Learning Level: Introductory Content

Course Abstract: This session will review the pros and cons of social media, explore common social media platforms, and discuss key considerations when developing an effective social media strategy. The presenter will share experiences using social media as an outreach tool and will discuss lessons learned.

Learner Outcomes:

  1. Participants will be able to identify major social media platforms and their uses.
  2. Participants will be able to describe the pros and cons of incorporating social media into a communications strategy.
  3. Participants will be able to develop a basic social media strategy for their practice setting.

Presenter:

  • Neela Swanson, BA, is ASHA’s director of health care coding policy and advocacy. She serves as a resource for ASHA members regarding coding and reimbursement and works with the ASHA Health Care Economics Committee, the American Medical Association CPT Editorial Panel and Relative Value Update Committee, ASHA members, and other specialty societies on Current Procedural Terminology (CPT) and International Classification of Diseases (ICD) coding issues related to audiology and speech-language pathology.

Disclosures: Neela Swanson is a paid employee of the American Speech-Language-Hearing Association and has no additional non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 40 - Supervision and Leadership Styles, Phillips

Learning Level: Intermediate Content

Course Abstract:  Supervision is a role that speech-language pathologists and audiologists inherit on the job. Supervision is a role that seems easy but requires leadership development. As a growing profession, we must educate ourselves about the models and styles that exist in supervision.

Learner Outcomes:

  1. Participants will be able to identify the principles of supervision.
  2. Participants will be able to discuss the models and styles of supervision.
  3. Participants will be able to explain the mechanisms of feedback.

Presenter:

  • Kerri Phillips is a professor and the program director for the Graduate Program in SLP at Louisiana Tech University. Her research interests are ethics, supervision, and child language. Currently serves as the President-Elect of the National Council of State Boards of Examiners. She is a past member of ASHA Continuing Education Board, Advisory Council and SIG 11 Committee.

Disclosures: Kerri Phillips will receive travel reimbursements related to her presentation and has no additional financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 42 - Hearing Loss and the Aging Population, Souza

This course is expected to be available for AAA CEU’s.

Learning Level: Intermediate Content

Course Abstract: Recent work has explored the complex relationships between hearing loss and cognitive decline. This presentation will discuss the theoretical (i.e., recent research) and practical (i.e., tools and techniques) implications of age-related changes in hearing and cognition, and how that information can be applied to clinical practice.

Learner Outcomes:

  1. Participants will be able to describe recent research findings related to hearing and cognitive ability.
  2. Participants will be able to list several cognitive assessment measures.
  3. Participants will be able to describe counseling strategies to use when discussing cognition with clients.

Presenter:

  • Pamela Souza, CCC-A, FAAA is a clinical audiologist and professor at Northwestern University. She earned her M.S. in Audiology from the University of Massachusetts at Amherst and her PhD in Audiology from Syracuse University. Along with her clinical teaching, she directs a research program in effects of hearing aids. Her interests include use of signal-processing amplification which affects acoustic speech cues, how those changes interact with listener age and cognitive status, and how research findings in this area can direct clinical practice. Dr. Souza is a Fellow of the American Speech-Language-Hearing Association. Her research is supported by the National Institutes of Deafness and Communication Disorders.

Disclosures: The presenter(s) listed above will present some data that was obtained through opportunities supported by a grant from the National Institutes of Health (R01 DC006014 and R01 DC012289) and has no other non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 22 - As the World Gets Smaller, Do Ethical Dilemmas Grow?, Kohler/Hollenkamp

Learning Level: Introductory Content

This Course is approved by the Ohio Speech & Hearing Professionals Board to Meet the 2018 Licensure Renewal Ethics Requirement.

Course Abstract: With a smaller world due to clinical and communication technologies, new ethical dilemmas have developed related to confidentiality, privacy, security and consent. This course will explore how these ethical dilemmas relate to tele-health, the electronic record and social networking. This course will be lecture with group participation throughout the session.

Learner Outcomes:

  1. Participants will be able to articulate the proper professional and personal boundaries when using social networking by the end of the session.
  2. Participants will be able to demonstrate proper access to the electronic medical record.
  3. Participants will be able to give consideration to the ethics of new technologies and determine how to solve ethical dilemmas related to the technologies at the end of the session.

Presenters:

  • Lisa Kohler received a Bachelors of Science degree from The Ohio State University in 1990 as a Physical Therapist. A majority of her tenure has been spent in managerial positions in a variety of settings across the continuum of care where she is known as a strong leader, focused on insuring quality outcomes through strategic analysis and program development. As the Director of Clinical Education for Rehab Resources, she has quickly become a well-known presenter using her unique experiences to discuss a variety of topics. Along with being a clinician and educator, Lisa is currently serving as ethics chair for the Ohio Physical Therapy Association.
  • Terri Hollenkamp is a Speech-Language Pathologist, graduating from the University of Cincinnati in ’83 ’85. She is owner and CEO of Rehab Resources (est.1998) and Rehab on the Run (est. 2012), Cincinnati based regional rehabilitation/wellness companies. Terri’s goal is to create a work environment that educates and empowers rehab professionals to provide high-quality, cost-effective services to clients and yet also provides a forum to advocate for patients’ needs. A leader for rehabilitation services in the state of Ohio, Terri serves as the VP of Legislation & Advocacy for the Ohio Speech-Language-Hearing Association, and is a representative for the Ohio Speech Hearing Governmental Affairs Coalition. Terri sits on several professional, community-based, and university advisory boards and committees. Terri is a member of the American Speech Language Hearing Association (ASHA), Women Presidents’ Organization (WPO), and an active alumnus of the University of Cincinnati.
  • Tammy H. Brown, M.A., CCC-A, ABA, FAAA is a clinical audiologist with Miami University, also on staff at The Christ Hospital and Cincinnati Children’s Hospital Medical Center. She has over twenty three years of experience as a licensed audiologist.  She has worked and trained in hospital, school, and private ENT settings. Her interests range from evaluation and treatment and etiology of communication disorders to consumer based care models interdisciplinary collaborative program development and student engagement. She most recently was appointed by the Governor to serve on the new Ohio Speech and Hearing Professionals Board and had formerly been appointed to the Ohio Board of Speech-Language Pathology and Audiology in 2011, serving another term from 2014 through 2017.  During her terms on the board, she has been involved with many state-wide issues, including testifying before the Ohio House Committee on Military and Veterans Affairs, in support of legislation that enables veterans and their spouse to request consideration of their military training, education and experience when applying to occupational licensure boards in Ohio.  Ms. Brown is currently the Board’s President.  In 2013, she received the Ohio Speech-Language Hearing Association’s Fellow of the Association Award.

Disclosures: Tammy Brown receives compensation as an Audiology Board Member of the Ohio Speech & Hearing Professionals Board, which licenses and regulates the practice of speech-language pathology and audiology in the state of Ohio.  Her travel related expenses are being reimbursed by the Ohio Speech & Hearing Professionals Board and she has no additional non-financial disclosures to make regarding this course content. Lisa Kohler and Terri Hollenkamp have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 48 - Hearing Loss Prevention, Dan Williams

This course is expected to be available for AAA CEU’s.

Learning Level: Introductory Content

Course Abstract: Hearing conservation programs involve evaluation of occupational hearing trends to prevent noise-induced illness and injuries in populations occupationally exposed to hazardous noise. Surveillance, education, and protection are vital components for preventing noise induced hearing loss. This presentation will cover all components for a successful program.

Learner Outcomes:

  1. Participants will be able to identify best practices in audiometric surveillance for detecting noise induced hearing loss.
  2. Participants will be able to describe different types of hearing protection devices with pros and cons of each device.
  3. Participants will be able to describe the different types of hearing protection device fit test systems.

Presenters:

  • Dr. Daniel A. Williams is an active duty audiologist in the US Air Force. He received his doctorate of Audiology from East Tennessee State University in 2012. He is currently the Air Force Hearing Conservation Program Manager at Wright Patterson Air Force Base in Dayton, Ohio.
  • Dr. Elizabeth A. McKenna is a hearing conservation audiologist at the Air Force School of Aerospace Medicine at Wright-Patterson Air Force Base in Dayton, Ohio. She received her doctorate of audiology from the Northeast Ohio AuD Consortium in 2007, and is also an Air Force Reservist with the Department of Defense Hearing Center of Excellence in San Antonio, Texas.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Child Language/Literacy Track Details

Short Course 1 - Addressing the Language Impact of Growing Up from a Background of Poverty/Low Resources, Gottfred/Smith

Learning Level: Intermediate Content

Course Abstract: The title of this presentation suggests a causal relationship with language abilities and poverty; the relationship is correlative but not necessarily causal. LEAP has been working with inner-city, low-income families and schools for more than 30 years.. The needs of learners from low SES backgrounds have been well established in current research. LEAP believes SLPs are indispensable for closing the language gap from birth on. We will offer strategies to reach parents and teachers with language wellness techniques that will allow children to develop language skills that will foster achievement in school and life.

Learner Outcomes:

  1. Participants will be able to apply their skills and new knowledge (Language Wellness) to develop new or modify their current treatment for use with children from poverty to close the Language/Learning Gap.
  2. Participants will be able to use the knowledge of the most recent neuroscience research to implement meaningful interventions for children in compromised environments.
  3. Participants will be able to utilize the provided interventions designed to close the language/learning/education gap that they may use immediately. Interventions range from birth to young adulthood, including access to the free app, Beginning With Babble.

Presenters:

  • Catherine (Kate) H. Gottfred, PhD,CCC-SLP (Northwestern U.-1979) founded Language Empowers All People (LEAP) in 1986. She has teaching and clinical experience and has held numerous positions in the field’s state and national associations including; ASHA President in 2008. Dr. Gottfred was named an ASHA Fellow (1989); received the Louis M. DiCarlo Award for Outstanding Recent Clinical Achievement (1995), and the Frank L. Kleffner Lifetime Clinical Achievement Award (2016). LEAP is a 501c(3) whose mission “Unlocking potential and creating opportunity for children and their families through stronger language and literacy skills” reflects our dedication to change the trajectory of lives through Language Wellness.
  • Nina Smith, MA-CCC-SLP , MA-LD, is Executive Director of LEAP and offers unique perspectives on emergent literacy issues in diverse cultures, and the after-effects that may persist through high school. She has worked extensively with LEAP’s Language for Scholars program.  Ms. Smith has a B.S. in Communication Sciences and Disorders, an M.A. in Speech-Language Pathology and an M.A in Learning Disabilities all from Northwestern University. She has presented at both ISHA and ASHA.

Disclosures: Nina Smith is Executive Director of LEAP a 501c(3) for which she is paid a salary. Dr. Kate Gottfred is founder, board member and consultant of LEAP. She receives no financial compensation for her contribution to the organization.The presenter(s) listed above have no non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 2 - Early Warning Signs of Dyselxia in PreK and Kindergarten Students, Andrist

Learning Level: Introductory Content

Course Abstract: This course is designed to help participants understand the early warning signs of dyslexia in pre-k and kindergarten students. The characteristics of dyslexia will be discussed within Scarborough’s model of the Simple View of Reading. Information will be connected to later reading versus language disorders. The IDA/NICHD definition of dyslexia will be used as the basis for understanding the characteristics of dyslexia in preschool and kindergarten students. The importance of early intervention will be discussed and hands-on early intervention activities will be shared.

Learner Outcomes:

  1. Participants will be able to recognize early warning signs of dyslexia.
  2. Participants will be able to list the defining characteristics of dyslexia.
  3. Participants will be able to the define the critical nature of targeted early intervention for students at-risk for dyslexia and will be able to implement many of these activities.

Presenter:

  • Dr. Andrist holds Ohio licenses in Reading, Special Education and School Psychology and is a Nationally Certified School Psychologist (NCSP). She began her career in education as a teacher for high risk preschool and kindergarten students. As a Professor at Notre Dame College (NDC), Dr. Andrist began the Reading Endorsement and Master’s in Reading programs. She has trained 100s of teachers in explicit, systematic structured literacy strategies over the past 50 years. She is a past president of the International Dyslexia Association of Central Ohio (IDACOH) and former chair of the Ohio Board of Regents (OBR) Task Force on Teacher Training in Dyslexia. She is currently an Internationally Certified Master Trainer in the Yoshimoto Orton-Gillingham (OG) Approach, focused on training teachers to use OG strategies in their classrooms.

Disclosures: The presenter(s) listed above was offered financial compensation for this presentation and maintains intellectual property rights to some or all of the presentation content. She has no additional non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 9 - Improving Communication in Infants/Toddlers Using Videos , Lechner

Learning Level: Intermediate Content

Course Abstract: Videos are an effective tool for teaching. A DVD was developed with videos of parents, caretakers, sibs, and others interacting with babies and toddlers up to 18 months demonstrating ways to increase bonding, imitation, joint attention vocal output, attention, turn-taking, socialization, communication and gestures. These stimulation techniques will be shared.

Learner Outcomes:

  1. Participants will be able to discuss communication and socialization development of infants/toddlers with parents, caretakers, and sibs.
  2. Participants will be able to demonstrate and describe techniques to increase communication and socialization skills of infants and toddlers.
  3. Participants will be able to use captioned, video excerpts to demonstrate and teach stimulation techniques.

Presenter:

  • Barbara Lechner, Ph.D. C.C.C., worked in a hospital setting for over 30 years as a speech-language pathologist treating speech/language/hearing/swallowing/cognitive delays/disorders in all ages. She continues as a private practitioner and as the administrator of a preschool she founded in 1979 for children who would be better served with an intensive program of individual and group therapy. Since 2010 she has concentrated on studying and applying the autism research as she works with preschoolers to teens in an effort to start a model educational program for those on the spectrum and an infant program for all children. She has presented to parents and professionals at the national (ASHA), state (OSHLA), university, and local levels.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 9 - Multiliteracies: Language and Literacy in a Culturally Diverse Multimedia World, Westby

Learning Level: Intermediate Content

Course Abstract:  This presentation will (1) describe the two aspects of multiliteracies- the multimodal ways of making meaning and influences of cultural/ linguistic diversity on multiliteracies, and (2) show how speech-language pathologists can assess students’ communication skills in the four components of multiliteracies and plan activities to develop students’ skills in each component.This session will describe (1) the “what” of multiliteracies – the variety of communication/text forms associated with multimedia technologies and the influence of globalization and culture on structure and functions of multiliteracies and (2) the “how” of multiliteracies-strategies for teaching communication in a multimedia world.

Learner Outcomes:

  1. Participants will be able to describe the why, what, and how of a multiliteracies approach to language/literacy development.
  2. Participants will be able to describe the influence  of culture and globalization on communication in the 21st century.
  3. Participants will be able to employ a multiliteracies framework  for promoting language/literacy learning in students with language impairments.

Presenter:

  • Dr. Westby is a consultant for Bilingual Multicultural Services in Albuquerque, NM and an affiliated professor at Brigham Young University in Provo, UT. She has a BA in English and MA and PhD in speech-language pathology. She is a fellow of the American-Speech-Language-Hearing Association (ASHA), is Board Certified in Child Language,and has received the Honors of the Association. She has published and presented nationally and internationally on language-literacy relationships, narrative/expository development and facilitation, assessment and facilitation of written language, metacognition/executive function,and issues in assessment and intervention with culturally/ linguistically diverse populations.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 17 - Using Music Techniques to Teach Body Awareness in Social Settings, Wilhelm/Graber

Learning Level: Introductory Content

Course Abstract: Social skills are a core challenge for young people with Autism Spectrum Disorder (ASD). This presentation will discuss social skill development in ASD and will present music thearpy/education strategies to improve body awarness in social settings. Participants will have opportunities for application, discussion and hands-on experience.

Learner Outcomes:

  1. Participants will be able to state the common social skill differences between typically developing children and children with
    ASD.
  2. Participants will be able to demonstrate techniques and activities for teaching body awareness in social settings, using music interventions.
  3. Participants will be able to demonstrate one or more techniques/activities for body awareness in social settings.

Presenters:

  • Cassie Wilhelm, MA, CCC-SLP is a Speech-Language Pathologist at Bridgeway Academy, a non-profit education and therapy center, located in Columbus, OH. She earned her Master’s degree in Speech-Language Pathology from The Ohio State University in 2012. She coordinates undergraduate students who are interested in career shadowing and volunteering within the speech department. She has presented at the local level and has obtained additional education regarding therapy strategies for social-pragmatic language, AAC and Childhood Apraxia of Speech. She is currently participating in the American Speech-Language-Hearing Association’s (ASHA) Leadership Development Program, which focuses on leadership skills through monthly webinars and learning team meetings, with a culminating volunteer project.
  • Alyssa Graber, MME, MT-BC is a board certified Music Therapist at Bridgeway Academy. She has experience supervising music therapy interns and has previously taught a course at The Ohio State University on music with children with special needs for music education majors. Alyssa is a registered Music Together teacher and serves as the Public Relations Chair for the Association of Ohio Music Therapists. She is an alumna of Concordia College in Moorhead, MN, where she majored in music with a minor in psychology. She then went on to pursue a graduate equivalency and Master’s degree in music therapy from the University of Kansas. Her Master’s thesis focused on using transition songs with children with Autism Spectrum Disorder.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 14 - The Effects of Prenatal Drug / Alcohol Exposure, Raisor-Becker

Learning Level: Intermediate Content

Course Abstract: Prenatal drug/alcohol exposure is a serious public health concern in the United States. In this session, the effects of prenatal exposure to alcohol/drugs on a child’s development will be highlighted. Further, evidence-based intervention strategies to address common executive functioning and language issues in prenatally exposed children will be discussed.

Learner Outcomes:

  1. Participants will be able to identify common developmental effects of prenatal exposure to alcohol, tobacco, marijuana, stimulants, and opiates.
  2. Participants will be able to discuss and implement three evidence-based interventions to address speech/language, regulation, and executive function issues in children who have been exposed to drugs and alcohol prenatally.
  3. Participants will be able to list two strategies to involve parents, relatives, and/or foster parents in intervention.

Presenter:

  • Lesley Raisor-Becker, PhD, is a researcher, teacher, and practicing clinician specializing in the language and literacy development of preschoolers. Her research interests include: prenatal drug/alcohol exposure, phonological awareness, emergent literacy, and pedagogy/supervision. She has taught numerous online and face-to-face courses and has presented numerous times at the national, state, and local levels.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 23 - Creating Connections: Meeting the Comm. Needs of Learners Who are Deaf or Hard of Hearing, Croyle, et al.

Learning Level: Introductory Content

Course Abstract: This session walks families and professionals step-by-step through creating a communication plan for students who are deaf/hard of hearing. A communication plan guides IEP teams through issues specific to the needs of this population, regardless of language or communication mode, and action plans to address those needs.

Learner Outcomes:

  1. Participants will be able to explain why students who are deaf/hard of hearing benefit from having a communication plans.
  2. Participants will be able to identify five areas of consideration in a communication plan for students who are deaf/hard of hearing.
  3. Participants will be able to identify how often a student’s communication plan should be reviewed.

Presenters:

  • Christine Croyle, Ed.D., CCC-SLP provides leadership to the newly established Outreach Center team as they work to build capacity at the local levels for learners with sensory needs related to vision and hearing loss. Christine has served as a school administrator for the Pickaway County Board of Developmental Disabilities and as a speech langauge pathologist at the Ohio State School for the Blind (OSSB). She has presented at state, national, and international conferences on topics including leading inclusive models of education, instructional strategies, and designing spaces with accessibility in mind.
  • Julie Stewart, M.S., is an Outreach Specialist focusing on language development and assessment. Julie worked at the Ohio School for the Deaf (OSD) for 10 years as a classroom teacher teaching PreK-12th grade deaf/hard of hearing students before her most recent position as an Education Consultant supporting education teams serving deaf/HH students. Her research interests include language development in children using American Sign Language and/or English, early literacy, and development and integration of strategies to increase successful outcomes in students.
  • Tabitha Behorn, B.A., is a founding member and Executive Director of Ohio Hands & Voices. She has three children, the oldest of whom is deaf. Tabitha has worked with families of children who are deaf, hard of hearing, deaf plus, and deaf-blind for over 10 years, including families using various communication modes. She is passionate about ensuring parents and families receive the supports they need to raise a child who is deaf, hard of hearing, deaf plus, or deaf-blind to reach their fullest potential. She has served on numerous advisory councils across the state, has been a member of the State Advisory Panel for Exceptional Children, and as co-chair of the Universal Newborn Hearing Screening subcommittee.
  • Carrie Davenport, Ph.D., is a post-doctoral research fellow at the Ohio State University dividing her time between the Department of Speech and Hearing Science and the Department of Otolaryngology. Carrie earned her doctorate in special education from Ohio State. Prior to entering the PhD program at OSU she was a statewide early childhood education consultant at the Ohio School for the Deaf. Carrie is a founding board member of Ohio Hands & Voices, and has served on numerous boards including the American Society for Deaf Children, Gallaudet University’s Midwest Regional Center Advisory Council, and Ohio’s Universal Newborh Hearing Screening subcommittee.

Disclosures: The presenter(s) listed above have no financial relationships to disclose regarding the content being covered in this presentation. They do have intellectual property rights to some or all of the content to be presented.

MiniSeminar 36 - Therapy 5 Ways, Sumatra/Anderson

Learning Level: Introductory Content

Course Abstract: Children with problem behaviors, poor social-emotional skills, and unstable feelings can have difficulty participating in therapy sessions. Using real life examples, we will provide practical strategies and discuss why co-treating with an OT is beneficial, the importance of flexibility, and how to recover from a difficult session.

Learner Outcomes:

  1. Participants will be able to explain the benefits of co-treating  with the Occupational Therapist.
  2. Participants will be able to discuss the importance  of flexibility for students with problem behaviors, poor social-emotional skills, and weak self regulation skills.
  3. Participants will be able to employ a variety of roles during a particular session to meet the student’s needs.

Presenters:

  • Iris Sumatra received her Master of Arts in Speech Language Pathology with a graduate specialization in Early Intervention from The Ohio State University. She has worked in a variety of settings including private clinic, Skilled Nursing Facility, home-based therapy, and special needs preschool.  For the last 6 years, she has served Kindergarten through 2nd grade plus a classroom of multi-age students with Autism at Oakstone Academy. Ms. Sumatra is a member of the American Speech-Language-Hearing Association. She enjoys her daily work of providing individual and group therapy. collaborating with other SLPs and OTs to make therapy fun and meaningful.
  • Jill Anderson received her Bachelor of Science in Occupational Therapy from Western Michigan University in the early 1990’s. She has worked in a variety of settings- acute care, rehab, home health, nursing home, and early intervention. She has spent the last 8 years working with students with Autism in a school based setting. Jill enjoys co-treating and believes SLPs make her a better therapist.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 43 - The Metalinguistic Bridge: Language Competence and Classroom Success, Secord

Learning Level: Intermediate Content

Course Abstract:  School-age students need to use their communication and language system as a tool to master grade level curriculum. Students unable to do this, clearly risk being left behind. This program provided information on the assessment of metalinguistic competence and its overall impact on every-day classroom and curriculum-based performance difficulties and needs. Two case studies will be presented.

Learner Outcomes:

  1. Participants will be able to illustrate how students with marginal oral language test scores  might perform on the CELF-5 Test of Metalinguistics.
  2. Participants will be able to describe how students with poor to marginal metalinguistic skills might impact classroom-based language and learning.
  3. Participants will be able to describe how practical classroom assessment focuses  on what students struggle to do, say, make and use in school.

Presenter:

  • Wayne A. Secord, PhD, CCC-SLP, is the Coordinator of School Speech-Language Pathology at The Ohio State University and a Summer Visiting Instructor at Northern Arizona University (NAU). An ASHA Fellow and Honors recipient, Dr. Secord has authored or co-authored more than 90 publications and served as the editor of Language, Speech, and Hearing Services in Schools from 1992 to 1998. A former school SLP, Dr. Secord is a nationally recognized expert on clinical and educational assessment, and the delivery of school-based speech-language services.

Disclosures: The presenter listed above receives royalties from the sale of the therapy assessment tool, CELF-5 Metalinguistics, which may be discussed as a resource tool during this session.  He has no additional non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 17 - Calling All Word Detectives! Targeting Morphological Awareness to Supercharge Language Intervention, Ellis

Learning Level: Introductory Content

Course Abstract: In need of a boost in language therapy? Looking for a new twist on how to target language and I iteracy skills? In this session, you’lllearn how to train morphological awareness in engaging, fun ways that will empower your students in vocabulary, spelling, and reading.

Learner Outcomes:

  1. Participants will be able to identify the developmental  nature of morphological awareness.
  2. Participants will be able to identify and describe methods of assessing morphological awareness in school­-aged children.
  3. Participants will be able to identify and describe evidence-based  practices for providing intervention focused on morphological awareness.

Presenter:

  • Kellie C. Ellis, Ph.D., CCC/SLP is an Associate Professor and the Communication Disorders Program Coordinator at Eastern Kentucky University. She teaches undergraduate and graduate coursework in language intervention and assessment, articulation and phonological disorders, and research methods. Her research interests include early language and literacy development and disorders, literate language, and professional issues in educational speech-language  pathology. Dr. Ellis is a former Chair of the Kentucky Board of Speech Language Pathology and Audiology, former President of the Kentucky Speech-Language-Hearing Association (KSHA), and former Chair of the American Speech-Language  Hearing Association ‘s Governmental Relations and Public Policy Board. She currently serves as the Governmental  Relations/PAC Chair of KSHA.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 18 - The PLAY Project: What is it & Where Can I find Out More?, Gons

Learning Level: Introductory Content

Course Abstract: This short course offers an overview of The PLAY Project parent-implemented model of early autism intervention. Attendees will learn about the research supporting the PLAY Project, 7 Circles of the PLAY Project, Principles & Methods, and how it is being implemented in Ohio. The 6 Functional Developmental Levels of the DIR (Developmental, Individualized, Relationship-based) framework of Dr. Stanley Greenspan will be reviewed with video samples & applied to a video case study for practice.

Learner Outcomes:

  1. Participants will be able to identify the core components of The PLAY Project Intervention and the evidence that supports it.
  2. Participants will be able to describe the components of a child’s profile including: Comfort Zones, Sensory-Motor Profile and 6 Greenspan Functional Emotional Developmental Levels (FDL).
  3. Participants will be able to explain the role that parents and primary caregivers can play in the provision of intensive intervention for young children with developmental challenges.

Presenter:

  • Maggie Gons, M.A., CCC-SLP, obtained her MA in speech-language pathology from the University of Cincinnati. She works as an early intervention speech-language pathologist & certified PLAY Project/Teaching PLAY consultant for the Southern Ohio Council of Governments (SOCOG) and as an Early Childhood Facilitator for Ohio Center for Autism and Low Incidence (OCALI). Maggie is the former Director of PLAY Project & Specialized Interventions at The Childhood League Center and has experience as a PLAY Project supervisor, facilitator & trainer speaking at PLAY Project trainings, OCALICON, Milestones Conference, Zero to Three, Online, and regionally.

Disclosures: The presenter(s) listed is being paid an honorarium for this presentation content but has no additional non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 49 - Shake, Rattle and Roll Your School Based Communication Practice, Conrad, et al.

Learning Level: Intermediate Content

Course Abstract: Shake, rattle and roll your communication practice as state speech and language leaders present a summary of Issues facing school·based providers and share how these issues potentially impact school based services. Speech-language Supervisory Network members will facilitate the presentation highlighting Issues such as Medicaid changes, new forms, workload, and collaborative services.

Learner Outcomes:

  1. Participants will be able to explain current practice issues facing personnel in school settings.
  2. Participants will be able to describe solutions for key practice issues that involve stakeholders at multiple levels (school,district,and state level personnel).
  3. Participants will be able to network and problem-solve with other professionals.

Presenters:

  • Barbara Conrad,M.A., CCC-SLP is a supervisor of speech and language therapy services in northern Ohio. She coordinates the SLP Guidelines Project for ODE and is president of the State Education Agencies Communication Disabilities Council(SEACDC).Her professional passion continues to be recruitment and retention of school based SLPs.
  • Kathy McDermott, M.A., CCC-SLP, is a speech/language pathology supervisor/pathologist working for the Montgomery County Educational Service Center.She has done several presentations to district SLPs and special education staff on special education policies and procedures.She has supervised SLP Interns under OMNIE and currently Is supervising several clinical fellows.
  • Julie Hauck. M.A., CCC-SLP, Isa supervisor of Intervention and support services for Hamilton County Educational Service Center (HCESO In southwest Ohio.She supervises SLPs and is a member of the state Speech-language Supervisory Network.
  • Lisa Williamson, M.A., CCC-SLP is clinical supervisor for University of Cincinnati. lisa is a past school SLP of thirty years in the Fairfield City School district and Isa former adjunct professor at Miami University.  Lisa teaches the school practicum graduate course and coordinates school practicum assignments at UC. She also manages two Head Start Contracts for UC and supervises UC graduate students in providing language and literacy enrichment for preschool  children In downtown Cincinnati.
  • Kathy Jillson, M.A., CCC-SLP is an Early Childhood Consultant with State Support Team Region 31 in Cuyahoga County. Focus areas include providing support to districts In early childhood and preschool special education, collaborating with community agencies and families and bringing the early childhood voice to school districts through the OIP process and developing and delivering professional development related to early childhood and school readiness issues.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Speech/Sound Disorders Track Details

MiniSeminar 1 - Speech Sounds Disorders Related to Cleft Palate, Schmidt

Learning Level: Introductory Content

Course Abstract: Speech-Language Pathologists work with children and adults having speech sound disorders which may be secondary to cleft lip and cleft lip & palate. Understanding the foundation for such disorders, knowing basic testing methods, and basic treatment guidelines supports better outcomes for these clients.

Learner Outcomes:

  1. Participants will be able to describe possible sources of speech sound disorders related to cleft palate found in children and adults.
  2. Participants will be able to list 5 typical speech sound disorders related to cleft palate.
  3. Participants will be able to explain 5 strategies for treating speech sound disorders related to cleft palate.

Presenter:

  • Anna Marie Schmidt, Ph.D., CCC/SLP is an Associate Professor at Kent State University. She has been a member of the James A. Lehman Jr. Craniofacial Team at Akron Children’s Hospital for 18 years as a speech-language pathologist diagnosing speech, language, and velopharyngeal function in children with maxiofacial anomalies.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 5 - Unlocking Language Through Music, St. George/Hurlbut

Learning Level: Introductory Content

Course Abstract: This presentation was developed based on SLP and Music Therapy co-treatments and discovering how much more progress a student can make when providing both types of services focused around the same goals. This presentation will explain to other SLPs and therapists the benefits of combining music elements into SLP treatments for apraxia, memory, language and social skills.

Learner Outcomes:

  1. Participants will be able to describe why you would incorporate music into a speech/language session
  2. Participants will be able to list specific language and cognition disorders that can benefit from NMT techniques
  3. Participants will be able to list NMT techniques that can be incorporated by a SLP without formal NMT training

Presenters:

  • Allison St.George is a Board Certified Music Therapist who holds a Master’s degree in Clinical Mental Health Counseling with a specialization in Music Therapy from Lesley University in Cambridge Massachusetts.She  as been a member of The Academy of Neurologic Music Therapy since 2016 which accredited her certification as a practicing Neurologic Music Therapist. Allison is currently a Music Therapist at Aaris Therapy Group in Niles, Ohio and has over a year experience working with children with Autism Spectrum Disorder, speech/language,cognitive and motor disorders.Allison has co-treated with Speech Language Pathologists,Occupational Therapists, and Physical Therapists using music in conjunction with other therapies to achieve a child’s wide range of IEP goals and objectives. Allison is an advocate in the music therapy field bringing awareness to the benefits of music therapy across all populations.
  • Tiffany Hurlbut, MA, CCC/SLP holds a Master’s Degree in Speech Language Pathology from the University of Akron and Certificate of Clinical Competence from theAmerican Speech-Language-Hearing  Association  as well as licensure from the Ohio Board of Speech Language Pathology and Audiology.  She is an active member of the Ohio Speech-Language-Hearing Association, as well. Her passion is working with children with feeding disorders,reading dysfunction disorders and students with social cognitive deficits. She has sought extra training which includes but is not limited to attending the Social Thinking® Clinical Mentorship Training at the Social Thinking® Clinic in Boston in April 2015. She has 20 years’ experience working with children ages birth to 18 years of age who are diagnosed with a variety of disorders, deficits, and challenges. She has had a focus in the fields of ADHD and ASD for the past 15 years. She has been coordinating after school social programs for 8 years and is actively involved in annual social camps during the summer as the coordinator and head social coach. For the last 10 years she has had the honor of working with school administration to develop and improve therapy programming and documentation procedures, as well as training teachers and staff on collaborative goal writing for IEPs as well as understanding children with reading dysfunction. She has worked with teachers across the state to involve language based multi-sensory graphic organizers and social cognitive strategies for improved student performance in the classroom. She has been a provider of JPSN and ASP for 8 years and has been the Northeast Ohio regional representative for the Ohio Scholarship Provider Association for 3 years. She also served as Vice President of the Board for the Autism Society of Mahoning Valley in 2016.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 10 - Evaluating & Enhancing Children's Phonological Systems: Expediting Intelligibility Gains, Hodson/Prezas

Learning Level: Intermediate Content

Course Abstract: The focus of this session is on expediting intelligibility gains in children with severely impaired phonological systems (including those who have been labeled as having Childhood Apraxia of Speech).

Learner Outcomes:

  1. Participants will be able to identify and categorize phonological deviations.
  2. Participants will be able to clarify typical phonological acquisition vs. “articulation norms,”
  3. Participants will be able to plan and implement phonological remediation sessions,

Presenters:

  • Barbara Williams Hodson, PhD, has published two phonology tests (one in Spanish), a computer software phonological analysis program, and three books, the most recent being, Evaluating and Enhancing Children’s Phonological Systems: Research and Theory to Practice. In addition, she has published a number of research articles in scholarly national and international journals, as well as chapters in textbooks. Hodson also has given several hundred Clinical Phonology presentations nationally (50 states) and internationally (New Zealand, Iceland, Panama, Puerto Rico, England, Scotland, Ireland, Germany, the Netherlands, Taiwan, and also most of the Canadian provinces).  Prior to joining the faculty at Wichita State University, Dr. Hodson taught at San Diego State University and the University of Illinois (the institution where she received her PhD). Her major research interests have been: Applied Phonology and Metaphonology, Early Literacy, and Spanish Phonology. Her major professional goal has been to develop more effective assessment and intervention procedures for children with highly unintelligible speech in order to expedite intelligibility gains. Her major recognitions include: Frank R. Kleffner Lifetime Clinical Career Award (American Speech-Language-Hearing Foundation) Excellence in Research Award (Wichita State University), and the highest award of the profession, ASHA Honors.
  • Raul Prezas, PhD, CCC-SLP, is an Associate Professor in the Department of Human Services at Stephen F. Austin State University in Texas. He has several years of clinical experience in the university, public school, and home health settings; particularly working with bilingual children and their families. Dr. Prezas has served as a bilingual speech-language evaluator in the school setting and has participated on early childhood assessment teams. In addition, he has worked closely with school districts to provide recommendations regarding best practices for bilingual assessment.

Disclosures: Barbara Hodson has proprietary rights to the following publications that may be referenced during her presentation content; Hodson Computerized Analysis of Phonological Patterns, Wichita, KS:  PhonoComp Publishing, Hodson Assessment of Phonological Patterns, 3rd ed., Austin, TX: ProEd., and Evaluating and Enhancing Children’s Phonological Systems: Research and Theory to Practice, Wichita, KS:  PhonoComp Publishing.  She has no additional financial or non-financial disclosures to make regarding this presentation content.   Raul Prezas has no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 15 - Phono. Assess. and Treatment of Bilingual Spanish-English Children..., Prezas/Hodson

Learning Level: Intermediate Content

Course Abstract: This session will provide information related to phonological assessment and treatment of bilingual Spanish-English children with highly unintelligible speech. Best practices and current trends in assessment and treatment will be discussed. Case studies will be presented and a bilingual phonological remediation approach will be explored.

Learner Outcomes:

  1. Participants will be able to identify and describe Spanish dialectal differences and features.
  2. Participants will be able to identify at least three similarities/difference between Monolingual English and Bilingual (Spanish-English) phonological development.
  3. Participants will be able to list at least three types of phonological intervention approaches for bilingual children.

Presenters:

  • Raul Prezas, PhD, CCC-SLP, is an Associate Professor in the Department of Human Services at Stephen F. Austin State University in Texas. He has several years of clinical experience in the university, public school, and home health settings; particularly working with bilingual children and their families. Dr. Prezas has served as a bilingual speech-language evaluator in the school setting and has participated on early childhood assessment teams. In addition, he has worked closely with school districts to provide recommendations regarding best practices for bilingual assessment.
  • Barbara Williams Hodson, PhD, has published two phonology tests (one in Spanish), a computer software phonological analysis program, and three books, the most recent being, Evaluating and Enhancing Children’s Phonological Systems: Research and Theory to Practice. In addition, she has published a number of research articles in scholarly national and international journals, as well as chapters in textbooks. Hodson also has given several hundred Clinical Phonology presentations nationally (50 states) and internationally (New Zealand, Iceland, Panama, Puerto Rico, England, Scotland, Ireland, Germany, the Netherlands, Taiwan, and also most of the Canadian provinces). Prior to joining the faculty at Wichita State University, Dr. Hodson taught at San Diego State University and the University of Illinois (the institution where she received her PhD). Her major research interests have been: Applied Phonology and Metaphonology, Early Literacy, and Spanish Phonology. Her major professional goal has been to develop more effective assessment and intervention procedures for children with highly unintelligible speech in order to expedite intelligibility gains. Her major recognition’s include: Frank R. Kleffner Lifetime Clinical Career Award (American Speech-Language-Hearing Foundation) Excellence in Research Award (Wichita State University), and the highest award of the profession, ASHA Honors.

Disclosures: Raul Prezas has no financial or non-financial relationships to disclose regarding the content being covered in this presentation.  Barbara Hodson has proprietary rights to the following publications that may be referenced during her presentation content; Hodson Computerized Analysis of Phonological Patterns, Wichita, KS:  PhonoComp Publishing, Hodson Assessment of Phonological Patterns, 3rd ed., Austin, TX: ProEd., and Evaluating and Enhancing Children’s Phonological Systems: Research and Theory to Practice, Wichita, KS:  PhonoComp Publishing.  She has no additional financial or non-financial disclosures to make regarding this presentation content.

MiniSeminar 44 - Sleuthing for /r/ and /s/ Production, Berk

Learning Level: Introductory Content

Course Abstract: Determining when intervention should begin for /s/ and /r/ sound disorders. Addressing functional articulatory concerns and identification of strategies for sound production through shaping, tonge positioning and pharyngeal contraction. Five case studies will be presented along with a variety of strategies for teaching accurate sound production.

Learner Outcomes:

  1. Participants will be able to determine when intervention  is warranted to /s/ and /r/.
  2. Participants will be able to assess and determine accurate resting tongue position to determine plan of therapy.
  3. Participants will be able to list three strategies for teaching placement for /s/ production and three strategies for teaching placement for /r/ production.

Presenter:

  • Lynn  Berk, M.A. CCC-SLP has been  a clinical instructor and supervisor of the English Language Proficiency Clinic at Kent State University for 10 years. She has been a speech language pathologist for 30 years, and has worked in the schools, long term care, and also maintains a small private practice. Her areas of interest include articulation, auditory processing, language, and accent modification. She is the author of “R and L Stories Galore” and “Testing and Remediating Auditory Processing.”

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 50 - Beyond Sounds: Increasing Participation for Children with Severe Speech Sound Disorders , McCauley/Sonntag

Learning Level: Intermediate Content

Course Abstract: This presentation introduces intervention strategies for increasing successful communication and participation for children with SSSDs, including repairing communication breakdowns and accepting multimodal communication such as unaided and aided AAC. Strategies for the listener will also be presented. A case example and group exercise are designed to expand intervention plans.

Learner Outcomes:

  1. Participants will be able to explain how considering the WHO ICF concept of participation widens one’s view of how to intervene effectively for children with reduced intelligibility.
  2. Participants will be able to describe at least 3 strategies that can improve participation by changing aspects of children’s communication environment or aspects of their reaction to it.
  3. Participants will be able to state the difference between participation strategies for AAC and teaching a language system in AAC.

Presenters:

  • Rebecca McCauley, Ph.D., CCC-SLP is a professor in the Department of Speech and Hearing Science at OSU. She is also an ASHA Fellow, Board-recognized specialist in Child Language and two-time associate editor of the American Journal of Speech Language Pathology. Since 2001, Dr. McCauley has authored or edited 6 books dealing with a variety of children’s communication disorders, including speech sound disorders (SSD), language disorders, stuttering, and ASD. Her interests in speech sound disorders include not just impairment focused interventions, but also strategies designed to increase participation.
  • Amy Miller Sonntag, M.A., CCC-SLP, is a licensed and certified Speech-Language Pathologist. She received her B.A. from The College of Wooster in 1994 and her M.A. from Ohio University in 1996. She began employment in 2015 at The Ohio State University as a Clinical Professor. Sonntag has worked extensively for almost 20 years in the Augmentative Alternative Communication (AAC) field in North Carolina and Ohio providing evaluation, therapy, and consultative services to people with complex communication needs (CCN). She has also served a diverse population of people ages 18 months to adult with a variety of medical diagnoses to aid in enhancing their communication abilities.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Alternative/Augmentative Device (AAC) Track Details

Short Course 3 - Communication Apps and Core Language: From Therapy to the Home Environment, Goldwasser, et al.

Learning Level: Intermediate Content

Course Abstract: These presenters will provide an overview of the following communication apps: GoTalk Now, Proloquo2go, LAMP, Touchchat with WordPower, and Gateway/Dynavox. Presenters will additionally demonstrate core activities for each of the apps and participants will come up with therapy ideas using core language for the above mentioned apps. Presenters will also share the home program using core language that they developed.

Learner Outcomes:

  1. Participants will be able to define Core Language and Aided Language Stimulation.
  2. Participants will be able to discuss the advantages and challenges and general use of the five most common communication apps on the market.
  3. Participants will be able to describe how to apply core language while using the communication apps during therapy and be able to educate families on how to use core language in the home environment.

Presenters:

  • Rebecca Goldwasser, MA, CCC-SLP is a speech-language pathologist at Cincinnati Children’s Hospital Medical Center (CCHMC) at the Mason Location. She has been at CCHMC for 17 years and her areas of interest are working with children who need alternative and augmentative communication in order to communicate, children who are on the autism spectrum disorder, dysphagia, and verbal apraxia. She has served as a the chair of the AAC team at CCHMC. Rebecca has also taught AAC at Miami University of Ohio and given seminars on AAC at OSLHA previously and on speechpathology.com.
  • Abby Beachler, M.S., CCC-SLP is a Speech-Language Pathologist at Cincinnati Children’s Hospital Medical Center, Green Township location.  Her area of interest is working with children with language impairments, specifically those that require an alternative or augmentative means of communication.  She serves as the co-chair for the Augmentative and Alternative Communication practice team.  Abby graduated from the University of Kentucky in 2014 and has been with the Division of Speech-Language Pathology for 3 years.
  • Annie Geibel, M.S., CCC-SLP is a Speech-Language Pathologist at Cincinnati Children’s Hospital Medical Center (CCHMC), Mason location, where she has practiced for almost 5 years.  Her area of interest is augmentative and alternative communication (AAC) for children with a variety of diagnoses.  She additionally specializes in working with children with Autism Spectrum Disorder. Annie was previously the chair of the AAC Practice Team at CCHMC.  She received her master’s degree at Miami University in Oxford, OH, and she returns to the campus periodically to serve as a guest lecturer for the AAC course. She has also spoken on AAC at OSLHA previously and on speechpathology.com

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 10 - Touch It! Tactile Symbols for Students with Visual Impairments, Page

Learning Level: Intermediate Content

Course Abstract: Vision impairments present a unique challenge in to AAC and beginning literacy skills for students with multiple disabilities. This presentation will focus on one solution to this challenge – tactile symbols – and will describe strategies for developing tactile symbol sets that can meet the unique needs of children with visual impairments.

Learner Outcomes:

  1. Participants will be able to describe frequency and impacts of visual impairment on development of language and cognition in students with complex communication needs.
  2. Participants will be able to differentiate between core and fringe vocabulary and discuss their use in AAC intervention for students with complex communication needs.
  3. Participants will be able to describe strategies for creating novel tactile symbols.

Presenter:

  • Judith L. Page, Ph.D., CCC-SLP, FASHA, F-NAP, is an Associate Professor in Communication Sciences and Disorders at the University of Kentucky and president of the American Speech-Language-Hearing Association in 2015. Dr. Page’s areas of teaching and research include AAC and communication/language services for individuals with severe disabilities and complex communication needs. She has presented both nationally and internationally in these areas. Dr. Page is also a co-director of two grants addressing students with complex communication needs: TAALC (Teaching Age-Appropriate Learning via Communication (TAALC), a state personnel development grant, and SPEAC-IT (Special Education and Communication – Interdisciplinary Training), a federal personnel preparation grant.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 16 - Tech Connect-Cultivating the Art of Conversation! , Hartman/Ekis

Learning Level: Intermediate Content

Course Abstract: Supporting the social needs of young adults with significant speech and language disabilities is often a challenge for service providers and caregivers. Using video examples, this session will identify methods that use technology to engage people with diverse backgrounds and enhance their ability to connect with family, friends and resources.

Learner Outcomes:

  1. Participants will be able to identify environments that support technology use in new settings for individuals with developmental disabilities, senior citizens, and other diverse populations to support community integration.
  2. Participants will be able to list 3 benefits to incorporating technology into everyday social routines.
  3. Participants will be able to describe nontraditional ways to have fun with technology for those who have challenges using assistive devices.

Presenters:

  • Connie Hartman received her Bachelor of Science in Nursing from the Ohio State University and Master’s degree in Speech from the University of Akron. She has worked in the field of developmental disabilities and the public health throughout her professional career. Ms. Hartman’s professional emphasis is on enhancing communication skills of individuals and to support their ability to interact within their community, and in other environments. In her current role as an Assistive Technology Specialist, she works with individuals to help them reach their educational and employment goals.
  • Stephanie Ekis, MS CCC-SLP is Clinical Content Manager at Tobii Dynavox. She has provided assessment, therapy, and consultation services for children and adults with severe speech and language disabilities for over 20 years. Stephanie is dedicated to innovation in the field of augmentative communication and has a deep interest in helping AAC users and their support teams identifying practical implementation strategies to help overcome communication barriers in their everyday lives.

Disclosures: Connie Hartman has no financial or non-financial disclosures to make regarding this presentation content.  Stephanie Ekis is a paid employee at Tobii Dynavox. Stephanie has no non-financial relationships and the publications written have no non-financial relationship with the content of the presentation.

MiniSeminar 24 - Managing the AAC Needs of Acute Care Patients with Complex Neurogenic Conditions , Downey

Learning Level: Intermediate Content

Course Abstract: Hospitalized patients with neurogenic communication disorders often present with complex communication needs (CCN) due to motor, sensory, cognitive and linguistic barriers they may experience during their admission. This session will focus on the issues associated with the implementation of AAC in acute care settings for such patients.

Learner Outcomes:

  1. Participants will be able to describe the need for AAC service delivery for patients with complex communication needs in an acute setting.
  2. Participants will be able to identify key components of AAC protocols appropriate for use with individuals with complex communication needs.
  3. Participants will be able to identify the necessary equipment need for AAC service delivery in acute care settings.

Presenter:

  • Debora Downey, PhD, CCC-SLPis the facilitator of the AAC Service at Center for Disabilities and Development, University of Iowa Hospitals and Clinics. She has extensive experience in teaching and has been a frequent presenter on the topic of AAC at national conferences as well as published in a variety of academic journals.

Disclosures: Debora Downey will be paid an honorarium for this presentation and is co-author of the book entitled Augmentative and Alternative Communication in Acute and Critical Care Settings.  She has no additional non-financial disclosures pertaining to this presentation.

MiniSeminar 34 - Using Peer-Mediated Strategies to Enhance Communication for Students with Severe Disabilities , Page

Learning Level: Introductory Content

Course Abstract: Students with significant disabilities and complex communication needs struggle to develop friendships and participate in school- and community-based activities. Evidence-based interventions such as peer-mediated strategies have been shown to improve outcomes for these students. This session describes a successful approach to increasing social-communicative interactions between peers with and without disabilities.

Learner Outcomes:

  1. Participants will be able to explain the rationale for SLP involvement in the development of peer support networks for students with severe disabilities.
  2. Participants will be able to list 3 strategies to increase communication and social interaction among students with and without disabilities.
  3. Participants will be able to describe 2 ways students without disabilities can learn to support the use of AAC for students with severe disabilities and complex communication needs.

Presenter:

  • Judith L. Page, Ph.D., CCC-SLP, FASHA, F-NAP, is an Associate Professor in Communication Sciences and Disorders at the University of Kentucky and president of the American Speech-Language-Hearing Association in 2015. Dr. Page’s areas of teaching and research include AAC and communication/language services for individuals with severe disabilities and complex communication needs. She has presented both nationally and internationally in these areas. Dr. Page is also a co-director of two grants addressing students with complex communication needs: TAALC (Teaching Age-Appropriate Learning via Communication (TAALC), a state personnel development grant, and SPEAC-IT (Special Education and Communication – Interdisciplinary Training), a federal personnel preparation grant.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 45 - Examining AAC Assumptions: Pre-intentional, Pre-symbolic and Early Communication Behaviors , Mitchell

Learning Level: Intermediate Content

Course Abstract: This session will examine potential assumptions made in AAC decision making for individuals who are generally at the pre-symbolic, pre-intentional and early levels of communication. Through examining these assumptions, evidence-based assessment and intervention strategies will be presented, Participants will be encouraged to develop brief case examples for group discussion.

Learner Outcomes:

  1. Participants will be able to identify pre-symbolic and pre-intentional communication-related behaviors.
  2. Participants will be able to exercise critical thinking activities around example cases on this topic.
  3. Participants will be able to identify evidence related to decision-making in AAC for persons demonstrating pre-intentional, pre-symbolic and/or early communication behaviors.

Presenter:

  • Dr. Mitchell holds a Ph.D from the University of Wisconsin-Madison and has a specialization in AAC for persons with complex communication disorders. She has published and presented on AAC at International through local levels. She also has directed and co-directed Federal training grants in AAC and Complex Communication Impairments and has a long history of teaching AAC at the graduate level. She has maintained clinical involvement in AAC, with a particular interest in pre-symbolic and pre-intentional communication.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 51 - Moving Beyond Pictures: Literacy & AAC , Diehm/Nelson

Learning Level: Intermediate Content

Course Abstract: This presentation will provide a crash-course in the development of language-based literacy skills relevant to the SLP, with a special focus on the reading, spelling, and writing development of children who use AAC. Opportunities will be provided to brainstorm assessment and intervention ideas when given case studies.

Learner Outcomes:

  1. Participants will be able to name the developmental progression of phonological awareness and name 1 way to assess this skill in children who use AAC.
  2. Participants will be able to describe at least 2 underlying linguistic abilities that support decoding, as well as 2 underlying linguistic abilities that support reading comprehension.
  3. Participants will be able to list at least 1 strategy to improve the following skills in children who use AAC: vocabulary, narratives, print concepts, PA, Letter knowledge, decoding, sight word recognition, spelling, and reading comprehension.

Presenters:

  • Dr. Emily Diehm Ph.D., CCC-SLP is an assistant professor at the University of Toledo who teaches coursework in developmental language disorders and augmentative and alternative communication (AAC) . Dr. Diehm enjoys working clinically with children of all ages, but especially enjoys the preschool and early school-age years.
  • Mrs. Katie Nelson, M.A., CCC-SLP is a clinical supervisor at the University of Toledo who specializes in augmentative and alternative communication (AAC).

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Autism Spectrum Disorder (ASD) Track Details

MiniSeminar 2 - ASD Treatment for Preschoolers and Sensory Based Interventions, Burgess

Learning Level: Intermediate Content

Course Abstract: The purpose of this session is to share information about evidence based practice interventions for young children with Autism Spectrum Disorder (ASD) that are useful for supporting social-communicative skills in this group. In addition,information about sensory based interventions often used within school settings will be shared.This session will include lecture summarizing research based literature and small group application activities.

Learner Outcomes:

  1. Participants will be able to identify evidence based practice  resources for young children with ASD and describe several interventions that can be used to support the social-communicative development of these children.
  2. Participants will be able to select appropriate evidence based interventions to address the social-communicative needs of young children with ASD through Case Study Analyses.
  3. Participants will be able to critically evaluate the research literature on the efficacy of sensory based interventions for young children with ASD.

Presenter:

  • Sloane Burgess earned her Ph.D. at Case Western Reserve University and is an Associate Professor at Kent State University in Special Education and Speech Pathology & Audiology. She is a Program Coordinator for Special Education, the Undergraduate Coordinator for Speech Pathology & Audiology and oversees the Graduate Autism Spectrum Disorder Certificate Program. Dr Burgess is currently conducting research to evaluate the quantity and quality of adult language  used with young children with ASD and evaluating employment outcomes of adults with ASD. Dr Burgess has worked with individuals with ASD and their families in a variety of settings for over 25 years.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 6 - Effective Project-Based Educational Programs for Children with ASD, Lechner

Learning Level: Intermediate Content

Course Abstract: Sensory issues, anxiety, executive functioning, rigidity, social and communication challenges were considered in the implementation of after-school and summer programs for children with autism. Activities included physical, art, drama, hospital, cooking, games, community service, crafts, yoga, videoing, jokes/idioms, Legos, community visits/walks, obstacle course, and interviews. Research results will be shared.

Learner Outcomes:

  1. Participants will be able to describe the issues that determine the curriculum for project based programs for children and teens. with ASDs.
  2. Participants will be able to list many of the physical, drama, hospital, cooking, games, community service, crafts, yoga, videoing, jokes /idioms, Legos, community visits/walks, art, obstacle course, and interview activities that have been successfully used in the programs.
  3. Participants will be able to evaluate the results of the programs.

Presenter:

  • Barbara Lechner, Ph.D. C.C.C., worked in a hospital setting for over 30 years as a speech-language pathologist treating speech/language/hearing/swallowing/cognitive delays/disorders in all ages. She continues as a private practitioner and as the administrator of a preschool she founded in 1979 for children who would be better served with an intensive program of individual and group therapy. Since 2010 she has concentrated on studying and applying the autism research as she works with preschoolers to teens in an effort to start a model educational program for those on the spectrum and an infant program for all children. She has presented to parents and professionals at the national (ASHA), state (OSLHA), university, and local levels.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 11 - Optimizing Social Communication and Spoken Language Outcomes for Preschool Children with ASD, Kaiser

Learning Level: Intermediate Content

Course Abstract: Young children with Autism Spectrum Disorders (ASD) present unique challenges for early communication intervention. Adaptive interventions are need to address individual children’s unique speech, language, social communication and behavior profiles. There is a substantive research base supporting four components of early communication intervention for children with ASD: naturalistic teaching, direct instruction, AAC and parent training. This presentation will focus on how to combine these approaches to optimize social communication and spoken language outcomes for these children.

Learner Outcomes:

  1. Participants will be able to identify the social communication and linguistic characteristics of toddlers and preschooler with ASD that have implications for early intervention.
  2. Participants will be able to identify naturalistic and direct teaching strategies that can support children with ASD in learning social communication and early linguistic behavior.
  3. Participants will be able to describe the potential contributions resulting from teaching parents strategies to support communication and language in their young children with ASD.

Presenter:

  • Ann P. Kaiser, PhD is the Susan W. Gray Professor of Education and Human Development at Peabody College of Vanderbilt University. She is the author of more than 200 articles and chapters on early language and behavior interventions for young children with disabilities and children growing up in poverty. Dr. Kaiser’s research focuses on early language interventions for children with autism and other developmental disabilities. Her research has been funded by the National Institutes of Health, the US Department of Education, and Autism Speaks. She has received numerous awards for her research and mentoring including, the American Psychological Association’s Edgar Doll Award for Research in Intellectual Disabilities and the Council on Exceptional Children’s Wallin Lifetime Achievement Award.

Disclosures: The presenter(s) listed above has no financial relationships to disclose regarding the content being covered in this presentation. Research discussed in this presentation, however, has been funded by research grants from a number of federal agencies and private foundations.

MiniSeminar 17 - Using Music Techniques to Teach Body Awareness in Social Settings, Wilhelm/Graber

Learning Level: Introductory Content

Course Abstract: Social skills are a core challenge for young people with Autism Spectrum Disorder (ASD). This presentation will discuss social skill development in ASD and will present music thearpy/education strategies to improve body awarness in social settings. Participants will have opportunities for application, discussion and hands-on experience.

Learner Outcomes:

  1. Participants will be able to state the common social skill differences between typically developing children and children with
    ASD.
  2. Participants will be able to demonstrate techniques and activities for teaching body awareness in social settings, using music interventions.
  3. Participants will be able to demonstrate one or more techniques/activities for body awareness in social settings.

Presenters:

  • Cassie Wilhelm, MA, CCC-SLP is a Speech-Language Pathologist at Bridgeway Academy, a non-profit education and therapy center, located in Columbus, OH. She earned her Master’s degree in Speech-Language Pathology from The Ohio State University in 2012. She coordinates undergraduate students who are interested in career shadowing and volunteering within the speech department. She has presented at the local level and has obtained additional education regarding therapy strategies for social-pragmatic language, AAC and Childhood Apraxia of Speech. She is currently participating in the American Speech-Language-Hearing Association’s (ASHA) Leadership Development Program, which focuses on leadership skills through monthly webinars and learning team meetings, with a culminating volunteer project.
  • Alyssa Graber, MME, MT-BC is a board certified Music Therapist at Bridgeway Academy. She has experience supervising music therapy interns and has previously taught a course at The Ohio State University on music with children with special needs for music education majors. Alyssa is a registered Music Together teacher and serves as the Public Relations Chair for the Association of Ohio Music Therapists. She is an alumna of Concordia College in Moorhead, MN, where she majored in music with a minor in psychology. She then went on to pursue a graduate equivalency and Master’s degree in music therapy from the University of Kansas. Her Master’s thesis focused on using transition songs with children with Autism Spectrum Disorder.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 25 - ABA and SLP: An Integrated Approach to Promoting Speech and Language in Children with ASD, Gerenser

Learning Level: Intermediate Content

Course Abstract: This workshop will provide an overview of applied behavior analysis (ABA). Specifically strategies for integrating ABA into speech and language programming will be described. Topics will include program development, data collection strategies and managing challenging behaviors.

Learner Outcomes:

  1. Participants will be able to describe core components of ABA in programs for children with ASD.
  2. Participants will be able to describe at least 2 programs to promote speech and language in children with ASD.
  3. Participants will be able to describe strategies for managing challenging behaviors in children with ASD.

Presenter:

  • Joanne Gerenser received her Ph.D. in Speech and Hearing Science at the City University Graduate Center. She is the Executive Director of the Eden II Programs in NY. She is the Board President for the Council of Autism Service Providers as well as co-chair of the Organization for Autism Research Scientific Advisory Council.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 18 - The PLAY Project: What is it & Where Can I find Out More?, Gons

Learning Level: Introductory Content

Course Abstract: This short course offers an overview of The PLAY Project parent-implemented model of early autism intervention. Attendees will learn about the research supporting the PLAY Project, 7 Circles of the PLAY Project, Principles & Methods, and how it is being implemented in Ohio. The 6 Functional Developmental Levels of the DIR (Developmental, Individualized, Relationship-based) framework of Dr. Stanley Greenspan will be reviewed with video samples & applied to a video case study for practice.

Learner Outcomes:

  1. Participants will be able to identify the core components of The PLAY Project Intervention and the evidence that supports it.
  2. Participants will be able to describe the components of a child’s profile including: Comfort Zones, Sensory-Motor Profile and 6 Greenspan Functional Emotional Developmental Levels (FDL).
  3. Participants will be able to explain the role that parents and primary caregivers can play in the provision of intensive intervention for young children with developmental challenges.

Presenter:

  • Maggie Gons, M.A., CCC-SLP, obtained her MA in speech-language pathology from the University of Cincinnati. She works as an early intervention speech-language pathologist & certified PLAY Project/Teaching PLAY consultant for the Southern Ohio Council of Governments (SOCOG) and as an Early Childhood Facilitator for Ohio Center for Autism and Low Incidence (OCALI). Maggie is the former Director of PLAY Project & Specialized Interventions at The Childhood League Center and has experience as a PLAY Project supervisor, facilitator & trainer speaking at PLAY Project trainings, OCALICON, Milestones Conference, Zero to Three, Online, and regionally.

Disclosures: The presenter(s) listed above is paid to present at the PLAY Project Intensive Workshops.and has no additional non-financial relationships to disclose regarding the content being covered in this presentation. 

Fluency Track Details

Short Course 4 - Clinical Solutions for "Will My Child Outgrow Stuttering?" AND "What If They Don't 'Just' Stutter?", Kelly

Learning Level: Intermediate Content

Course Abstract: Clinical solutions for the challenges of working with children who stutter will be presented including: (1) answering the common question, “Will my child outgrow stuttering?” and, (2) how to treat children who stutter AND have (a) phonological/speech sound delays/disorders, (b) Autism, (c) attention deficits, or (d) are English-Language Learners.

Learner Outcomes:

  1. Participants will be able to identify current risk factors for chronic stuttering and apply them to diagnostic data from children who are stuttering.
  2. Participants will be able to differentiate diagnoses of stuttering versus disfluency in English-language learners and identify appropriate methods for treatment.
  3. Participants will be able to describe intervention techniques for working with children who stutter with concomitant speech/phonological delays/disorders, Autism, or attention deficits.

Presenter:

  • Ellen M. Kelly, PhD, CCC-SLP, Associate Professor, Vanderbilt University Medical Center, Director of the Stuttering Foundation Program at Vanderbilt, and Executive Director of Camp T.A.L.K.S., provides clinical services to those who stutter and their families, and teaches, supervises, conducts research, presents, and publishes in the areas of stuttering and counseling.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 12 - No Tracks in the Snow, Scharstein

Learning Level: Intermediate Content

Course Abstract: “Self Help” or “Support”? Value of the concept of “Self Imposed Pressure,” and other “hot” topics within the self help/support community. Reversing the toxic effect of childhood “Social Isolation” caused by a speech disorder. Effects on speech related anxiety by cortisol reduction.

Learner Outcomes:

  1. Participants will be able to guide a client through “self-imposed pressure,” beyond the safety of what is known.
  2. Participants will be able to understand the development and importance of personal coping strategies.
  3. Participants will be able to identifying aspects of early childhood “Social Isolations,” and utilize techniques to reverse its affects.

Presenter:

  • Tom R Scharstein is a person who stutters and current serves as the Adult Programs Chairman for the National Stuttering Association (NSA). He has been with the NSA for almost 20 years, which has presented many opportunities to advocate about stuttering and other speech disorders. Tom also serves on the Family Programs Conference Committee, and has facilitated the top-rated teen workshop for the past seven years. He is an entrepreneur from Cincinnati, Ohio.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 18 - Fluency Treatment and Goal Writing Strategies, Allen Chapman

Learning Level: Intermediate Content

Course Abstract: This presentation is intended to provide practical treatment strategies and sample goals covering fluency shaping, stuttering modification and confidence building techniques. The participants will leave with therapy ideas to use in sessions and ideas on how to write goals to best measure their client’s success.

Learner Outcomes:

  1. Participants will be able to explain fluency shaping, stuttering modification and confidence building techniques.
  2. Participants will be able to list 3 therapy ideas for implementation in their upcoming sessions.
  3. Participants will be able to generate 3 sample therapy objectives.

Presenter:

  • Bridget A.Chapman,M.A. CCC-SLP is a Clinical Assistant Professor in the Department of Speech and Hearing Science at Ohio State University. Bridget’s focus of interest is fluency disorders in both pediatric and adult populations. Bridget received her B.S.from West Virginia University and her M.A.from the University of Pittsburgh. She has experience providing treatment in outpatient clinics, schools and home-based services.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 16 - Bringing Mindfulness & Meaning to Work: An Experiential Intro..., Palasik/Michise

Learning Level: Introductory Content

Course Abstract: Acceptance and Commitment Therapy (AG) has vast clinical potential in assisting clients who stutter to develop a values-based life and create psychological flexibility toward stuttering. This seminar will be an experiential session applying the six core processes of AGto clients who stutter and providing preliminary case study findings.

Learner Outcomes:

  1. Participants will be able to list the six core principles of ACT.
  2. Participants will be able to describe six ways to implement ACT into their therapy sessions with clients who stutter.
  3. Participants will be able to summarize one current finding  about the ways in which mindfulness physically changes the brain.

Presenters:

  • Scott Palasik is an Assistant Professor at the University of Akron and the director  of the Mindfulness  Behaviors and Social Cognition Social lab. He teaches undergraduate and graduate classes in Stuttering,Voice,Counseling, Anatomy and Physiology and  supervisors graduates students. He has been an SLP for over 15 years. He also has presented at national, state, and local conferences.
  • Jaime Michise,MS, CCC-SLP has been working as a private practitioner in Nagoya,Japan since February 2016. She works with students’ ages three to eighteen who attend international schools in the Nagoya area. Previously,she worked at Cincinnati Children’s Hospital where she was a member of the fluency team.Jaime has presented with Scott about AGat various national, state,and local conferences;and, they have published a paper about the topic. Additionally,Jaime and Scott were team leaders at Camp Shout Out for children who stutter in 2015 and will be returning this summer.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 19 - Evaluation and Treatment of Children who Stutter: A Community-Centered Approach, Coleman/Weidner

Learning Level: Intermediate Content

Course Abstract: This session will focus on evaluation and treatment of children who stutter, utilizing a community-centered approach. Participants will be able to see the progression of evaluation and treatment that allows clinicians to target all aspects of stuttering, not just the observable disfluencies. Specifically, activities will be discussed that allow clinicians to target goals outside of the therapy room to promote generalization and maintenance.

Learner Outcomes:

  1. Participants will be able to identify specific measures for stuttering assessment.
  2. Participants will be able to discuss and define treatment goals for children who stutter.
  3. Participants will be able to describe concepts related to community-centered treatment.

Presenters:

  • Craig Coleman, M.A., CCC-SLP, BCS-F, is an assistant professor at Marshall University. Craig is a Board-Certified Specialist in Fluency Disorders. He teaches graduate courses in Stuttering and Professional Issues in Speech-Language Pathology, the undergraduate capstone course (Professional Literacies in Speech-Language Pathology), and an undergraduate course in Stuttering. Prior to joining the Marshall faculty, Craig spent over twelve years serving as Clinical Coordinator and Co-Director of the Stuttering Center at Children’s Hospital of Pittsburgh. Craig is a former Coordinator of ASHA Special Interest Group-4 and former President of the Pennsylvania Speech-Language-Hearing Association.
  • Mary Weidner, PhD, CCC-SLP is an assistant professor in the Department of Communication Disorders. She received her Bachelor’s and Master’s degrees from Indiana University of Pennsylvania and her doctoral degree from West Virginia University. Dr. Weidner’s area of research focuses on measuring and changing children’s attitudes toward peers with communication disorders. She developed the Attitude Change and Tolerance program (InterACT), an educational program that teaches children about awareness and acceptance of human differences. She teaches courses in speech, language, research, and counseling at the undergraduate and graduate levels. Dr. Weidner co-directs Stuttering U., a summer camp for children who stutter and their families. Prior to coming to Marshall, she worked clinically at Children’s Hospital of Pittsburgh.

Disclosures: Craig Coleman is co-author of the Overall Assessment of a Speaker’s Experience of Stuttering (OASES) resource. Both presenter(s) are co-directors of The Stuttering Academy and have no additional non-financial relationships to disclose regarding the content being covered in this presentation. 

Voice Track Details

MiniSeminar 3 - Communication Strategies for Transgender Children and Adolescents, Boyer Pauline

Learning Level: Introductory Content

Course Abstract: This presentation will provide speech-language pathologists in all practice settings with the tools and strategies to support youth with gender differences and/or disorders. It will bring a basic understanding of the history and modern definition of gender, and provide a look into the physical and mental health support provided by pediatric organizations to youth who experience differences/disorders of sex development. It will focus on the role of a speech-language pathologist to support youth as they explore and grow their communication, and provide specific strategies for the speech-language pathologist to facilitate development of healthy voice, intonation, semantic and pragmatic skills.

Learner Outcomes:

  1. Participants will be able to describe the role of speech-language pathologists in supporting transgender children and adolescents.
  2. Participants will be able to identify gender differences in multiple components of communication, including voice, intonation, semantics and pragmatics.
  3. Participants will be able to describe strategies to support children and youth as they explore their gender through communication.

Presenter:

  • Lindsey Boyer Pauline, M.A., CCC-SLP is Program Manager for Speech Pathology at Nationwide Children’s Hospital, where she leads the team of speech-language pathologists to best outcomes for all children. She has more than a decade of experience in acute care, rehab and outpatient services. She has a clinical specialty in voice and swallowing disorders, and provides pediatric voice services for the THRIVE program. THRIVE at Nationwide Children’s Hospital is a multidisciplinary program that specializes in care for differences/disorders of sex development (DSD), complex urological conditions, and gender concerns.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 11 - Post Extubation Dysphonia: Assessment, Treatment, Case Studies, Prakup

Learning Level: Intermediate Content

Course Abstract: This advanced level seminar will review common voice symptoms associated with endotracheal extubation in adults. Voice evaluation techniques and voice therapy techniques appropriate for this population will be discussed. A list of medical professionals with whom the SLP may collaborate in the treatment of this population will be presented.

Learner Outcomes:

  1. Participants will be able to describe the most common voice symptoms following endotracheal extubation.
  2. Participants will be able to list the voice evaluation techniques appropriate for patients following endotracheal extubation.
  3. Participants will be able to describe voice therapy techniques which may be helpful for common voice problems following endotracheal extubation.

Presenter:

  • Dr. Prakup earned her Ph.D. from Kent State University in 2009 with a specialty in voice. Dr. Prakup has practiced as a Speech-Language Pathologist for over thirty years and has extensive experience in the assessment and treatment of adults with voice disorders. She is currently working as a Speech Therapist with St. Vincent Charity Medical Center in Cleveland, OH where she serves adults with neurogenic communication disorders. Dr. Prakup continues to pursue research interests which focus on the aging voice and the singing voice through St. Vincent Charity. Dr. Prakup has also taught undergraduate and graduate courses such as voice disorders, anatomy and physiology, phonetics, speech and hearing science, research design, and articulation and phonology for local universities.

Disclosures: The presenter(s) listed above will be paid an honorarium for her presentation and has no additional non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 26 - Treating Vocal Athletes, LeBorgne

Learning Level: Advanced Content

Course Abstract: This mini-seminar will be a hands-on workshop regarding the evaluation and treatment of vocalathletes that falls within the realm of speech-language pathology practice. Guidelines for assessment,clinical case studies,and hands-on practice will comprise this interactive workshop.

Learner Outcomes:

  1. Participants will be able to identify inappropriate vocal patterns in vocalatheltes which may contribute to laryngeal disorders in this population.
  2. Participants will be able to describe (and implement) treatment options for vocally injured vocal athletes.
  3. Participants will be able to identify when evaluation and treatment of vocal athletes is appropriate by an SLP.

Presenter:

  • Dr.Wendy LeBorgne is a sought after voice pathologist, speaker,author,and master-class clinician regarding vocal wellness and vocal athletes. Dr.LeBorgne actively presents nationally and internationally on the professional voice with over 100 presentations on vocal wellness and vocal athletes. Her 20 year career as a voice pathologist and singing voice specialist includes serving as the clinical director of two successful private practice voice centers (ProVoice Center,Cincinnati,OH & BBIVAR,Dayton,OH) both evaluating and treating patients with vocal injury.Dr. LeBorgne holds an adjunct professor position at Cincinnati College-Conservatory of Music as a Voice Consultant caring for the voices of the actors and singers at CCM as well as teaching undergraduate vocalpedagogy,a new doctoral level commercial music pedagogy course,and a new course entitled  ” Vocal Wellness for Vocal Athletes •.

Disclosures: Dr. LeBorgne receives royalties for her publication, The Vocal Athlete (Plural Publishing) and has no additional non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 36 - Therapy 5 Ways, Sumatra/Anderson

Learning Level: Introductory Content

Course Abstract: Children with problem behaviors, poor social-emotional skills, and unstable feelings can have difficulty participating in therapy sessions. Using real life examples, we will provide practical strategies and discuss why co-treating with an OT is beneficial, the importance of flexibility, and how to recover from a difficult session.

Learner Outcomes:

  1. Participants will be able to explain the benefits of co-treating  with the Occupational Therapist.
  2. Participants will be able to discuss the importance  of flexibility for students with problem behaviors, poor social-emotional skills, and weak self regulation skills.
  3. Participants will be able to employ a variety of roles during a particular session to meet the student’s needs.

Presenters:

  • Iris Sumatra received her Master of Arts in Speech Language Pathology with a graduate specialization in Early Intervention from The Ohio State University. She has worked in a variety of settings including private clinic, Skilled Nursing Facility, home-based therapy, and special needs preschool.  For the last 6 years, she has served Kindergarten through 2nd grade plus a classroom of multi-age students with Autism at Oakstone Academy. Ms. Sumatra is a member of the American Speech-Language-Hearing Association. She enjoys her daily work of providing individual and group therapy. collaborating with other SLPs and OTs to make therapy fun and meaningful.
  • Jill Anderson received her Bachelor of Science in Occupational Therapy from Western Michigan University in the early 1990’s. She has worked in a variety of settings- acute care, rehab, home health, nursing home, and early intervention. She has spent the last 8 years working with students with Autism in a school based setting. Jill enjoys co-treating and believes SLPs make her a better therapist.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 20 - Throat Attacks and Alphabet Soup: What's an SLP to do with VCD, DB, CCS, and ILS?, Gorman, et al.

Learning Level: Intermediate Content

Course Abstract: The presenters will draw from the literature and their clinical experience in establishing a physiologic framework for treating persons with Paradoxical Vocal Fold Movement (VCD), Dysfunctional Breathing (DB), Chronic Cough Syndrome (CCS), and Irritable Larynx Syndrome (ILS). Case studies presented to illustrate the description of work-up and treatment with audience participation essential in experientially exploring the treatment aspects, while considering the evidence for treatment.

Learner Outcomes:

  1. Participants will be able to list at least 3 tests and rule out diagnosis needed to safely treat persons with PVFM, Cough and Dysfunctional Breathing.
  2. Participants will be able to describe the neurophysiology substrates that support the intervention.
  3. Participants will be able to demonstrate basic intervention of Laryngeal Control Exercises.

Presenters:

  • Stephen Gorman, Ph.D., CCC-SLP, is a voice pathologist at the Blaine Block Institute of Voice Analysis and Rehabilitation, as well as the Professional Voice Center of Greater Cincinnati. After earning his B.S. from Bowling Green State University (1981) and his M.S. from the University of Wisconsin-Madison (1986), Stephen completed his doctoral studies at the University of Cincinnati in the Fall of 2002, focusing his dissertation research on the aerodynamic effects of Vocal Function Exercises in elderly men. Being a runner, he has been interested in the accurate diagnosis and treatment of upper airway disturbances in athletes and nonathletes alike.
  • Angela Campanelli, MS, CCC-SLP, BCS-S has over 30 years of clinical experience in the acute hospital, outpatient rehabilitation, and outpatient clinic settings with published works in the areas of rehabilitation of swallowing disorders in the head and neck cancer population. She has a long time interest in laryngeal sensory neuropathies which helped abbreviate her own Exercise Induced Asthma. Her patient centered and integrated method of practice has been most beneficial in the rehabilitation of patients manifesting Chronic Cough and Dysfunctional Breathing.
  • Courtney Ventus, MS, CCC-SLP received her Bachelor of Science degree in communication sciences and disorders from the University of Cincinnati, and her Masters of Science degree in speech language pathology from Miami University of Ohio. Courtney completed her clinical fellowship at the University of Cincinnati Medical Center, Level 1 Trauma Hospital. During her Clinical fellowship, she specialized in dysphagia and voice rehabilitation with head and neck cancer, airway management, and trauma patients. Courtney’s clinical interests include dysphagia, head and neck cancer, laryngectomy, and adult airway management. Her research interests include non-traditional pathophysiologies of dysphagia and acute onset dysphagia. Courtney presented at Ohio Speech Language Hearing Association (OSHLA) on these topics in 2015.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Dysphagia Track Details

Short Course 5 - From the NICU and beyond: An Intro. to Pediatric Feeding and Swallowing, Leonard/Garretson

Learning Level: Introductory Content

Course Abstract: From the NICU and beyond: An Introduction to Pediatric Feeding and Swallowing is an introduction to feeding populations encountered within the pediatric setting. Participants will review normal development and neurology as it relates to feeding and be introduced to means of assessment and treatment interventions of feeding/swallowing utilized for pediatric populations within in clinical settings. This course will provide some hands on techniques demonstrated on manikins/dolls in addition to video to aid in the participants learning. We will have some dolls available however participants are encouraged to bring a doll.

Learner Outcomes:

  1. Participants will be able to identify 3 feeding and swallowing populations you may see within a pediatric population.
  2. Participants will be able to identify a method of assessing readiness for feeding within the NICU.
  3. Participants will be able to demonstrate knowledge of least 3 strategies for intervention within the pediatric feeding population.

Presenters:

  • Lisa Leonard MA CCC/SLP is a Speech and Language Pathologist who has worked at the Children’s Hospital for Rehabilitation Cleveland Clinic for 18 years with pediatric neurogenic communication disorders, apraxia of speech, and feeding/swallowing disorders primarily as a result of neurological insult and other developmental disorders.
  • Alissa Garretson MA CCC-SLP is a Speech and Language Pathologist who has worked at Children’s Hospital for Rehabilitation Cleveland Clinic for the 8 years within the areas of inpatient pediatric, NICU, and outpatient populations providing developmental and feeding services to complex, medically fragile children with and without tracheostomy and ventilator dependence.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 13 - ...(IDDSI); Standardizing Dysphagia Diet Terminology to Improve Safety., Holahan/kimnach

Learning Level: Intermediate Content

Course Abstract: The purpose of this seminar is to introduce the new IDDSI standards that were originally proposed at ASHA in 2016. We will review how this process was developed, the history and reasons behind doing this, and give everyone a hands on tool to assist them in measuring food and beverage consistencies.

Learner Outcomes:

  1. Participants will be able to state the purpose of the IDDSI and why it is important.
  2. Participants will be able to list key components of the IDDSI framework.
  3. Participants will be able to recall the progress of the IDDSI implementation on an international basis and the US status.

Presenters:

  • John Holahan, B.S., M.B.A. is President and Founder of SimplyThick, LLC. Mr. HOlahan is also the invetor of the company’s patented thickener- SimplyThick. Mr. Holahan has worked with thickeners – and not just in healthcare – for his entire business career. Over the years, Mr. Holahan has presented to various long term care trade organizations on the topics of dysphagia, thickeners, and rheology.  Outside of the business world, Mr. Holahan has been married for over 20 years to his college sweetheart. They have 3 wonderful kids (a girl and 2 boys) and a dog. Mr. Holahan can usually be found either driving to or from kids events or cheerleading on the sidelines.
  • Kevin Kimnach is the Regional Sales Manager for Ohio, WV, TN, KY, and IN. Mr. Kimnach has a B.A. in Social Work from the Ohio University. He has worked as a group home manager for developmentally disabled adults, as well as a sales representative for various food services and healthcare companies.  Outside of work, Kevin is also married and has 2 children. He is a soccer coach to his daughter and a baseball coach to his son. He is also an avid gardener and loves spending time with his family.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 19 - “True” Dysphagia versus Cognitive Impairment: Exploring Meal Time Impairments in Dementia, Kinder

Learning Level: Intermediate Content

Course Abstract: Providing thorough assessment and treatment for impairments affecting meal time success in individuals with dementia is a complex process. Medicare defines dysphagia as or difficulty in swallowing, can cause food to enter the airway, resulting in coughing, choking, pulmonary problems, aspiration or inadequate nutrition and hydration with resultant weight loss, failure to thrive, pneumonia and death. Most often these impairments are due to complex neurological and/or structural impairments including head and neck trauma, cerebrovascular accident, neuromuscular degenerative diseases, head and neck cancer, dementias, and encephalopathies.  (Medicare Benefit Policy Manual, 2016).

Learner Outcomes:

  1. Participants will be able to describe methods for assessing oral prep, oral, pharyngeal and esophageal functions in individuals with dementia.
  2. Participants will be able to define effects of sensory breakdowns and cognitive‐language impairments on meal time success.
  3. Participants will be able to create abilities based treatment plans to address swallowing and cognitive changes in individuals with dementia.

Presenter:

  • Renee is a speech-language pathologist and currently serves as Director of Clinical Education for Encore! Rehabilitation. Renee is
    also the author of McKnight’s Long Term Care News “Rehab Realities” blog, is a member of community faculty for the University of
    Kentucky College of Medicine, and a member of the American Speech Language Hearing Associations (ASHA) Healthcare and
    Economics Committee where she serves as the RUC Alternate Advisor to the American Medical Association’s Health Care
    Professionals Advisory Committee (HCPAC). Additionally she maintains active membership in ASHA’s Special Interest Groups for
    Swallowing, Neurology, and Gerontology and currently serves as Professional Development Manager for Gerontology and State
    Advocate for Medicare Policy (StAMP) for the state of Kentucky.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 27 - Thriving in Skilled Nursing: Guidance for Clinical Fellows and Clinicians Transitioning into Long Term Care, Kinder

Learning Level: Introductory Content

Course Abstract: Providing skilled speech therapy services to geriatric Medicare beneficiaries begins with having an adequate understanding of regulatory requirements. This course will describe services which meet the criteria for reasonable and necessary services per the Medicare Benefit Policy Manual, clarify documentation requirements related to baseline versus prior level of function, and outline key differences between restorative versus maintenance-based interventions.

Learner Outcomes:

  1. Participants will be able to define “reasonable and necessary” per the Medicare Benefit Policy Manual.
  2. Participants will be able to describe essential documentation requirements for documenting functional change between baseline and prior level of function for justification of services.
  3. Participants will be able to describe best practices for developing and documenting restorative and maintenance-based plans.

Presenter:

  • Renee is a speech-language pathologist and currently serves as Director of Clinical Education for Encore! Rehabilitation. Renee is
    also the author of McKnight’s Long Term Care News “Rehab Realities” blog, is a member of community faculty for the University of
    Kentucky College of Medicine, and a member of the American Speech Language Hearing Associations (ASHA) Healthcare and
    Economics Committee where she serves as the RUC Alternate Advisor to the American Medical Association’s Health Care
    Professionals Advisory Committee (HCPAC). Additionally she maintains active membership in ASHA’s Special Interest Groups for
    Swallowing, Neurology, and Gerontology and currently serves as Professional Development Manager for Gerontology and State
    Advocate for Medicare Policy (StAMP) for the state of Kentucky.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 37 - Boluses Gone Wild: An Introductory Course in Dysphagia Rehabilitation, Archer/Russell

Learning Level: Introductory Content

Course Abstract: Do you feel panicked or overwhelmed when you hear the words compensatory strategies, oropharyngeal exercise, and diet modification? Prepare to learn the latest techniques and methods in dysphagia assessment, strategies, and rehabilitation. You will find yourself better prepared and more confident in providing dysphagia services in your setting.

Learner Outcomes:

  1. Participants will be able to identify appropriate assessments and referrals for patients with dysphagia.
  2. Participants will be able to explain the purpose and application of compensatory strategies in dysphagia treatment.
  3. Participants will be able to develop evidence-based exercise plans for patients in need of dysphagia rehabilitation.

Presenters:

  • Emily Russell is a PhD student in the Communication Sciences and Disorders department at Bowling Green State University, specializing in the area of exercise-science based dysphagia rehabilitation. Prior to engaging in her PhD program, Emily practiced speech-language pathology in a variety of medical settings, predominately working with geriatric and adult patients. She is passionate about speech-language pathology both in the clinic and out and holds the following leadership positions: Vice President of the Northwest Ohio Speech-Language Hearing Association, OSLHA continuing education committee member, and CEO and founder of the therapy tool, app, and continuing education company AccuTx (pronounced AccuTreat).
  • Brent Archer (PhD, CCC-SLP) hails from Johannesburg, South Africa. After graduating from the University of the Witwatersrand in 2006, he worked as a speech pathologist in various hospital and school settings in South Africa. In 2012, he moved to Lafayette, Louisiana to pursue a PhD in Applied Speech and Language Sciences at the University of Louisiana, Lafayette. After graduating with his PhD, he accepted a position as an Assistant Professor in the Communication Sciences and Disorders Department at Bowling Green State University. His research foci include using quantitative and qualitative inquiry traditions to study neurogenic swallowing and communication disorders and speech-language pathology service provision for clients from diverse cultural and linguistic backgrounds.

Disclosures: Emily Russell is the CEO and founder of AccuTx and benefits financially from the sale of AccuTx therapy tools which may be mentioned during the course of the presentation. She has no additional non-financial relationships to disclose regarding the content being covered in this presentation. Brent Archer has no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 46 - Be a Goal Digger: Best Practice for Writing Dysphagia Goals, Dubis-Bohn, et al.

Learning Level: Intermediate Content

Course Abstract: There is much controversy regarding how to write clear, concise, and effective goals in the area of dysphagia. A panel of SLPs from acute care, inpatient rehabilitation, and outpatient services will be present to guide discussion surrounding this issue and provide suggestions for writing goals consistent with best practice.

Learner Outcomes:

  1. Participants will be able to state current limitations in writing objective goals in the area of dysphagia.
  2. Participants will be able to describe how the SMART goal model can be applied to goal writing in the area of dysphagia.
  3. Participants will be able to write outcome oriented goals to demonstrate medical necessity and value of SLP services in the area of dysphagia.

Presenters:

  • Angela S. Dubis-Bohn, MA, CCC/SLP, BCS-S is a clinical Speech Pathologist on the acute inpatient rehabilitation team at Dodd Rehabilitation Hospital at The Ohio State University Wexner Medical Center. She is also a course lecturer for The Department of Speech and Hearing Science at The Ohio State University in the area of dysphagia. She has presented at the local, state, and national level on the topic of dysphagia and received Board Certification in Swallowing and Swallowing Disorders in 2007.
  • Kenneth M. Kozlosky, MS, CCC-SLP, BCS-S is a Rehabilitation Team Lead and Speech-Language Pathologist in acute care at The Ohio State University Wexner Medical Center-James Cancer Hospital and Solove Research Institute. Practicing since 2009, he became a Board Certified Specialist in Swallowing and Swallowing Disorders in 2017. He holds Bachelor and Master of Science in Communication Disorders degrees from Bowling Green State University, and is pursuing a Master of Business Administration at the The Ohio State University Fisher College of Business.
  • Shana McGrath, M.A., CCC/SLP is speech-language pathologist on the outpatient rehabilitation brain injury team at Ohio State University Wexner Medical Center. Her clinical and research interests are in the areas of acquired brain injury and dysphagia rehabilitation from acute care to outpatients in the adult and adolescent population.
  • Jessica Pfister, MS, CCC-SLP is a bilingual Speech-Language Pathologist in acute care and the Team Lead for Education and Evidence Based Practice for Speech Language Pathology at The Ohio State University Wexner Medical Center. Her clinical and research interests are in the areas of dysphagia and traumatic brain injury. She has been practicing since 2011.
  • Keri Scheid, M.A., CCC-SLP is a speech-language pathologist in acute care at The Ohio State University Wexner Medical Center. Her clinical interests are in the areas of acquired/traumatic brain injury and dysphagia in acute care and inpatient rehabilitation with adolescents and adults.
  • Nicole Wiksten, MS, CCC-SLP, BCS-S is a Speech-Language Pathologist and Clinical Focus Specialist in Neurological Disorders in acute care at The Ohio State University Wexner Medical Center. She has been practicing since 2004, previously presented at state and national conferences, and became a Board-Certified Specialist in Swallowing and Swallowing Disorders.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 52 - Yale Swallow Implementation in an Academic Health System, Kozlosky, et al.

Learning Level: Intermediate Content

Course Abstract: We discuss challenges and successes in the Yale Swallow Protocol implementation in an academic health system. Major steps include inter-disciplinary collaboration, planning and conceptualization, stakeholder identification and engagement, educational material development, evaluation, and adaptation to varied practice settings. Lessons learned are presented from perspectives of both SLPs and RNs.

Learner Outcomes:

  1. Participants will be able to describe the need for evidence-based swallow screening approaches in varied healthcare settings.
  2. Participants will be able to identify major steps of Yale Swallow Protocol implementation as they would pertain to varied practice settings.
  3. Participants will be able to identify at least 3 stakeholders in implementation of a swallow screening protocol

Presenters:

  • Kenneth M. Kozlosky, MS, CCC-SLP, BCS-S is a Rehabilitation Team Lead and Speech-Language Pathologist in acute care at The Ohio State University Wexner Medical Center-James Cancer Hospital and Solove Research Institute. Practicing since 2009, he became a Board Certified Specialist in Swallowing and Swallowing Disorders in 2017. He holds Bachelor and Master of Science in Communication Disorders degrees from Bowling Green State University, and is pursuing a Master of Business Administration at the The Ohio State University Fisher College of Business.
  • Christine Varga, RN, MA, MSN, PhD is a registered nurse with a background in public health policy, health education and behavior change intervention. Previously, she practiced as a medical surgical nurse in an acute care community hospital setting. Currently, she is a nurse educator at The Ohio State University Wexner Medical Center. She is enrolled in the adult-gerontology nurse practitioner (primary care) track at The Ohio State University College of Nursing.
  • Nicole Wiksten, MS, CCC-SLP, BCS-S is a Speech-Language Pathologist and Clinical Focus Specialist in Neurological Disorders in acute care at The Ohio State University Wexner Medical Center. She has been practicing since 2004, previously presented at state and national conferences, and became a Board-Certified Specialist in Swallowing and Swallowing Disorders in 2016.
  • Michele L. Weber, DNP, RN, CCRN, CCNS, OCN, AOCNS, ANP-BC received her Bachelor of Science in Nursing from DePauw University. She received her Master of Science and Doctor of Nursing Practice degrees from The Ohio State University. Michele has been a registered nurse for more than 23 years. She holds active licenses to practice as both a Clinical Nurse Specialist and an Adult Nurse Practitioner in the state of Ohio. For the past 10 years, Michele has worked as a clinical nurse specialist throughout all of the intensive care units at the Ohio State University Wexner Medical Center. Her current coverage area is specifically the oncology ICUs. She holds an active appointment as a Clinical Assistant Professor through The Ohio State University College of Nursing. Michele is an expert in clinical care of complex and critically ill patients as well as an expert in the translation of evidence-based practice into bedside clinical practice. She has presented at numerous local, regional, national, and international conferences on a variety of nursing topics. She is actively involved in The American Association of Critical-Care Nurses, The Society of Critical Care Medicine, and The Oncology Nursing Society.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Acquired Neurogenic Disorders Track Details

Short Course 6 - ...Approaches to Working with Older Adults with Cognitive-Linguistic Challenges, Hallowell

Learning Level: Intermediate Content

Course Abstract: This course is dedicated to helping clinicians and student enhance clinical excellence for work with older adults. Join us to consider stereotypes and assumptions about aging that may negatively affect assessment, treatment, and access to care. Review neurophysiological changes influencing cognition and language as people age, including positive, life-enhancing changes. Discuss means of differentiating “normal” from “impaired” communication abilities in older people from a strengths-based perspective. Consider holistic strategies for promoting life participation for older people.

Learner Outcomes:

  1. Participants will be able to identify stereotypes and assumptions about aging that may negatively affect assessment, treatment, and access to care.
  2. Participants will be able to describe strengths-based perspectives on means of differentiating “normal” from “impaired” communication abilities in older people.
  3. Participants will be able to list ways to enhance clinical excellence through specific strategies for promoting quality of life for older people.

Presenter:

  • Brooke Hallowell, Ph.D., CCC-SLP, ASHA Fellow, is Dean of Health Sciences and Rehabilitation Studies at Springfield College in Springfield, Massachusetts. She was previously Executive Director of the Collaborative on Aging and Professor of Communication Sciences and Disorders at Ohio University. Prof. Hallowell is the author of the 2017 book, “Aphasia and other acquired neurogenic language disorders: A guide for clinical excellence.” She is a pioneer in the use of eyetracking and pupillometry to study complex diagnostic issues related to cognition and language in adults. She is Chair of the International Issues Board of the American Speech-Language-Hearing Association, a member of the advisory council for the National Aphasia Association, and a founding advisory board member of Aphasia United.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 14 - Speech Motor Learning in Individuals with Parkinson Disease...Evaluation and Treatment, Whitfield

Learning Level: Intermediate Content

Course Abstract: Parkinson disease (PD) affects brain regions that underlie the later stages of the motor learning process. This session will highlight research on speech motor learning and control in speakers with PD and discuss implications for evaluation and treatment of speech impairment in this population.

Learner Outcomes:

  1. Participants will be able to identify common voice and speech deficits associated with Parkinson disease.
  2. Participants will be able to describe the impact of Parkinson disease on speech and non-speech motor learning.
  3. Participants will be able to describe the potential clinical benefit of implementing assessment and treatment protocols under dual-task conditions.

Presenter:

  • Jason Whitfield, PhD., CCC-SLP is an Assistant Professor in the Department of Communication Sciences and Disorders at Bowling Green State University. He teaches courses in neurogenic communication disorders and speech science. His research group investigates the effect of normal aging and Parkinson disease on speech and non-speech motor performance.

Disclosures: Jason Whitfield is a salaried employee of BGSU. Portions of this work were funded by an internal grant from BGSU. He has no additional financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 20 - LPAA Across the Continuum: Putting the Person with Aphasia First., Brello

Learning Level: Intermediate Content

Course Abstract: The Life Participation Approach to Aphasia (LPAA) is a consumer-driven service delivery  model that can and should guide aphasia treatment throughout all stages of the continuum. During this program, specific tools, resources,and activities will be provided to add to your clinical toolkit.

Learner Outcomes:

  1. Participants will be able to describe the Life Participation Approach to Aphasia.
  2. Participants will be able to list one resource to access LPAA education materials for consumers and service providers.
  3. Participants will be able to identify supported communication strategies to utilize with persons with aphasia.

Presenter:

  • Jennifer Brello, MEd., CCC-SLP is an Assistant Clinical Professor in the Department of Speech & Hearing Science at the Ohio State University. She teaches courses on Introduction  to Communication Disorders, Clinical Methods in Speech-Language Pathology, and Adult Neurogenic Language Disorders. Jennifer also serves as the OSU Aphasia Initiative Program Director. She has 20 years of experience in clinical, research,and academic settings.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 28 - Facial Rehabilitation for Persons With Facial Paralysis: A Patient-Centered Approach., McGrath

Learning Level: Intermediate Content

Course Abstract: Facial rehabilitation following facial nerve injury can be effective in improving facial function, appearance and self-confidence. This presentation describes a treatment intervention algorithm for persons with chronic facial nerve injuries. Details of the evaluation process, outcomes and treatment strategies for both incomplete and complete facial nerve injury will be described.

Learner Outcomes:

  1. Participants will be able to list 3 functional limitations related to facial paresis/paralysis.
  2. Participants will be able to describe appropriate candidates for specific facial neuromuscular rehabilitation.
  3. Participants will be able to describe the controversy re: e-stim and facial rehabilitation.

Presenter:

  • Shana McGrath, M.A., CCC/SLP is speech-language pathologist at The Ohio State University Wexner Medical Center. Her clinical and research interests are in the areas of facial rehabilitation in persons with facial nerve paralysis as well as acquired brain injury and dysphagia rehabilitation from acute care to outpatients in the adult and adolescent population.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 24 - Managing the AAC Needs of Acute Care Patients with Complex Neurogenic Conditions , Downey

Learning Level: Intermediate Content

Course Abstract: Hospitalized patients with neurogenic communication disorders often present with complex communication needs (CCN) due to motor, sensory, cognitive and linguistic barriers they may experience during their admission. This session will focus on the issues associated with the implementation of AAC in acute care settings for such patients.

Learner Outcomes:

  1. Participants will be able to describe the need for AAC service delivery for patients with complex communication needs in an acute setting.
  2. Participants will be able to identify key components of AAC protocols appropriate for use with individuals with complex communication needs.
  3. Participants will be able to identify the necessary equipment need for AAC service delivery in acute care settings.

Presenter:

  • Debora Downey, PhD, CCC-SLPis the facilitator of the AAC Service at Center for Disabilities and Development, University of Iowa Hospitals and Clinics. She has extensive experience in teaching and has been a frequent presenter on the topic of AAC at national conferences as well as published in a variety of academic journals.

Disclosures: Debora Downey will be paid an honorarium for this presentation and is co-author of the book entitled Augmentative and Alternative Communication in Acute and Critical Care Settings.  She has no additional non-financial disclosures pertaining to this presentation.

MiniSeminar 38 - Understanding Mild Cognitive Impairment and Young Onset Dementia: Strategies That Matter, Kilpatrick

Learning Level: Introductory Content

Course Abstract: Speech-language pathologists are an integral part of the team creating life enhancement for those with mild cognitive impairment and young onset dementia. By understanding their strengths, interests, and their support system, it is possible to create compensatory strategies, safety recommendations, and programs for ongoing cognitive engagement and quality of life.

Learner Outcomes:

  1. Participants will be able to discuss the concerns of those with MCI and Young Onset Dementia.
  2. Participants will be able to explain 3 strategies that work for cognition and safety concerns.
  3. Participants will be able to list resources for care partner education and future planning.

Presenter:

  • Kathryn Kilpatrick, M.A., has more than 45 years of experience working with older adults primarily in the area of home health care. She is a national motivational speaker and the author of more than 30 products developed to enhance language and cognitive skills at various levels of functioning with an emphasis on geriatric life enhancement. Kathryn is the President of Communication Connection and Memory Fitness Matters and her websites offer an extensive series of articles and blogs on aging concerns and memory fitness for all ages.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 21 - Social Communication Post-Traumatic Brain Injury: What is a Speech-Language Pathologist to Do?, Meulenbroek

Learning Level: Intermediate Content

Course Abstract: Social communication skills are commonly impaired following traumatic brain injury (TBI) and may result in relationship breakdowns, social isolation, school drop-out, under- or unemployment, and reduced quality of life. This session will review development of social communication skill components from childhood through adulthood. The talk will cover assessment approaches and evidence-supported treatment methods used by speech-language pathologists working with individuals post-TBI.

Learner Outcomes:

  1. Participants will be able to identify major social communication skill benchmarks across the lifespan.
  2. Participants will be able to identify examples of impairment-based and functional social communication assessment tools.
  3. Participants will be able to describe the main principles of treatment common to most social communication interventions.

Presenter:

  • Peter Meulenbroek, Ph.D. is Assistant Professor in the Division of Communication Sciences and Disorders. His research examines the intersection between traumatic brain injury (TBI), communication ability, and stable employment.  He uses sociolinguistic approaches to analyze talk at work and develop new ways to assess and treat persons with TBI whose therapeutic aims include return to stable employment.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Professional/Tech/CLD/Telehealth Track Details

MiniSeminar 3 - Communication Strategies for Transgender Children and Adolescents, Boyer Pauline

Learning Level: Introductory Content

Course Abstract: This presentation will provide speech-language pathologists in all practice settings with the tools and strategies to support youth with gender differences and/or disorders. It will bring a basic understanding of the history and modern definition of gender, and provide a look into the physical and mental health support provided by pediatric organizations to youth who experience differences/disorders of sex development. It will focus on the role of a speech-language pathologist to support youth as they explore and grow their communication, and provide specific strategies for the speech-language pathologist to facilitate development of healthy voice, intonation, semantic and pragmatic skills.

Learner Outcomes:

  1. Participants will be able to describe the role of speech-language pathologists in supporting transgender children and adolescents.
  2. Participants will be able to identify gender differences in multiple components of communication, including voice, intonation, semantics and pragmatics.
  3. Participants will be able to describe strategies to support children and youth as they explore their gender through communication.

Presenter:

  • Lindsey Boyer Pauline, M.A., CCC-SLP is Program Manager for Speech Pathology at Nationwide Children’s Hospital, where she leads the team of speech-language pathologists to best outcomes for all children. She has more than a decade of experience in acute care, rehab and outpatient services. She has a clinical specialty in voice and swallowing disorders, and provides pediatric voice services for the THRIVE program. THRIVE at Nationwide Children’s Hospital is a multidisciplinary program that specializes in care for differences/disorders of sex development (DSD), complex urological conditions, and gender concerns.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 4 - Knowing Who you are in order to Lead!, Svagerko

Learning Level: Intermediate Content

Course Abstract: Leadership can be defined formally as leading a department or organization,or informally as the skills needed to lead others through every day situations. In either case,we will explore Emotional Intelligence,which is necessary in understand your leadership skills,understand more about yourself,and to effective lead others.

Learner Outcomes:

  1. Participants will be able to determine their own awareness of self and describe ways to improve this skill.
  2. Participants will be able to identify ways of monitoring their own response to situations and adjust their reaction to improve their leadership effectiveness.
  3. Participants will be able to describe ways of understanding other’s responses,and how to monitor their interactions for effective outcomes.

Presenter:

  • Jim Svagerko received his Bachelors and Masters Degrees from The Ohio State University and is a licensed Audiologist and Speech Language Pathologist. He worked for many years as a clinician before becoming a Manager,Director and Vice President. It was then that he wondered what skills he had that made him a leader. He returned to Georgetown University to complete his Certificate in Executive Leadership Coaching and coupled that with his skills working in Organizational Development and teaching to discover and educate others about the skills needed to be an effective leader. Presently Jim is the CEO of JMS Leadership Coaching and Development and is faculty at Georgetown University,Ohio University and Franklin University.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 7 - IPE/IPP Across Clinical Settings and Life Span, McCarthy, et al.

Learning Level: Introductory Content

Course Abstract: Interprofessional education (IPE) and Interprofessional Practice (IPP) are part of accreditation standards for a range of health and education professions. This course focuses on lessons learned as part of a multi-year collaboration to improve IPE and IPP through student centered experiences in the classroom, in simulations, and in clinical sites.

Learner Outcomes:

  1. Participants will be able to describe several different models and strategies for engaging in interprofessional education and practice.
  2. Participants will be able to identify benefits and barriers to IPE and IPP.
  3. Participants will be able to describe how IPE and IPP can address issues across the lifespan.

Presenters:

  • John McCarthy, Ph.D., CCC-SLP, is an Associate Professor and Associate Director of Communication Sciences and Disorders at Ohio University. He teaches courses on AAC, interprofessional education, pre-professional orientation, and introduction to communication disorders. His research includes improving computer interfaces and expanding the creative possibilities for children and young adults requiring AAC.
  • Jeffrey DiGiovanni, Ph.D., CCC-AuD, is the chair of the Department of Communication Sciences and Disorders at the University of Cincinnati. He is the former Director of Interdisciplinary Health Sciences, Chief Clinical Officer, and faculty member in Communication Sciences and Disorders at Ohio University. At Ohio University in additional to teaching courses in the AuD curriculum, he also conducted research in psychoacoustics and coordinated activities and taught course in inter professional education.
  • Sherleena Buchman, Ph.D., RN, is an Assistant Professor of Nursing at Ohio University. Dr. Buchman’s research focuses on educational technologies such as simulation with a focus on interprofessional education. Her research has been directed toward developing interprofessional competencies via simulation into two interprofessional courses to improve patient safety in the medical setting.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 8 - Telepractice Today: Professional, Legal and Go-To Treatment Resources, Connors

Learning Level: Intermediate Content

Course Abstract: Telepractice is maturing as it increases in both volume and diversity of services. This course will provide an in-depth and up-to-date examination of the many resources available for SLPs providing services at a distance including: state licensure; marketing; video platforms; HIPAA; materials; peer networking, blended approaches; and on-screen technique.

Learner Outcomes:

  1. Participants will be able to identify 10 regional and national resources for professional information.
  2. Participants will be able to identify 10 resources for acquiring and creating treatment materials for telepractice.
  3. Participants will be able to describe the benefits and drawbacks of the 8 most utilized SLP video platforms.

Presenter:

  • Bill Connors, founder of the telepracticecommunity® and aphasiatoolbox®, has been providing SLP services using telepractice since 2005. He has helped more than 700 SLPs and organizations acquire competency in providing services at a distance via both in-person presentations throughout the USA and Canada and live, online courses. He has assisted several CDS programs to include telepractice into the graduate curriculum. He is a member of several state telepractice subcommittees, manager of the Telepractice for SLPs Facebook page, and is co-editor of the Telepractice Certification Community Newsletter.

Disclosures: Bill Connors is founder of the telepracticecommunity® and aphasiatoolbox® which provides SLp services using telepractice and may be mentioned during this presentation content.  He has no additional financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 9 - Multiliteracies: Language and Literacy in a Culturally Diverse Multimedia World, Westby

Learning Level: Intermediate Content

Course Abstract:  This presentation will (1) describe the two aspects of multiliteracies- the multimodal ways of making meaning and influences of cultural/ linguistic diversity on multiliteracies, and (2) show how speech-language pathologists can assess students’ communication skills in the four components of multiliteracies and plan activities to develop students’ skills in each component.This session will describe (1) the “what” of multiliteracies – the variety of communication/text forms associated with multimedia technologies and the influence of globalization and culture on structure and functions of multiliteracies and (2) the “how” of multiliteracies-strategies for teaching communication in a multimedia world.

Learner Outcomes:

  1. Participants will be able to describe the why, what, and how of a multiliteracies approach to language/literacy development.
  2. Participants will be able to describe the influence  of culture and globalization on communication in the 21st century.
  3. Participants will be able to employ a multiliteracies framework  for promoting language/literacy learning in students with language impairments.

Presenter:

  • Dr. Westby is a consultant for Bilingual Multicultural Services in Albuquerque, NM and an affiliated professor at Brigham Young University in Provo, UT. She has a BA in English and MA and PhD in speech-language pathology. She is a fellow of the American-Speech-Language-Hearing Association (ASHA), is Board Certified in Child Language,and has received the Honors of the Association. She has published and presented nationally and internationally on language-literacy relationships, narrative/expository development and facilitation, assessment and facilitation of written language, metacognition/executive function,and issues in assessment and intervention with culturally/ linguistically diverse populations.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 12 - All Things Coding and Payment: A Primer for Clinicians, Swanson

Learning Level: Introductory Content

Course Abstract: We will review key ICD-10-CM and CPT coding concepts as well as common coding errors. Coding case scenarios will be discussed, with audience participation. Participants will also receive an update on what’s new in coding and health care payment policy in 2018. Bring your coding and payment questions!

Learner Outcomes:

  1. Participants will be able to describe basic ICD-10 and CPT coding principles and guidelines
  2. Participants will be able to identify and correct common coding errors
  3. Participants will be able to identify appropriate coding and payment resources

Presenter:

  • Neela Swanson, BA, is ASHA’s director of health care coding policy and advocacy. She serves as a resource for ASHA members regarding coding and reimbursement and works with the ASHA Health Care Economics Committee, the American Medical Association CPT Editorial Panel and Relative Value Update Committee, ASHA members, and other specialty societies on Current Procedural Terminology (CPT) and International Classification of Diseases (ICD) coding issues related to audiology and speech-language pathology.

Disclosures: Neela Swanson is a paid employee of the American Speech-Language-Hearing Association and has no additional non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 29 - The Role of the Licensure Board & Updates Impacting Your License, Thornton

Learning Level: Introductory Content

Course Abstract: Participants received information about the role of the new State of Ohio Speech and Hearing Professionals Board. The presentation also included updates about the laws and rules under Chapters 4747 and 4753 and issues that impact licensees. Attendees had the opportunity to interact with questions and group discussion.

Learner Outcomes:

  1. Participants will be able to explain the latest changes to the State of Ohio Speech and Hearing Professionals Board.
  2. Participants will be able to explain how the new Board functions and its role to ensure the health and welfare of the public.
  3. Participants will be able to identify any changes that may be required within their practice setting to ensure compliance with the laws and rules.

Presenter:

  • Gregg B. Thornton, J.D.graduated with honors from Howard University receiving a bachelor of arts degree in political science and received his juris doctor degree from Case Western Reserve University School of Law. He is a licensed attorney with over twenty five years of experience in state government in the area of administrative law.  He currently serves as the Executive Director of the Ohio Speech and Hearing Professionals Board.
  • Tammy H. Brown is a licensed audiologist with over twenty years of experience and is a clinical audiologist with Cincinnati Children’s Hospital. In September 2011, she was appointed by Governor John R. Kasich to serve on the Ohio Board of Speech-Language Pathology and Audiology to a three-year term. In September 2014, Ms. Brown was reappointed to a second term on the board, which ended on November 25, 2018. Ms. Brown served as the board’s vice-chairperson in 2016 and chairperson in 2017. On January 21, 2018, Ms. Brown was appointed by Governor Kasich to serve on the Ohio Speech and Hearing Professionals Board to a three year term ending on March 22, 2021. Ms. Brown is serving as the board’s president for 2018.

Disclosures: Gregg Thornton, Esq., is a paid employee of the Ohio Speech & Hearing Professionals Board and has no additional financial or non-financial disclosures to make relevant to this course content. Tammy Brown receives compensation as an Audiology Board Member of the Ohio Speech & Hearing Professionals Board, which licenses and regulates the practice of speech-language pathology and audiology in the state of Ohio. Her travel related expenses are being reimbursed by the Ohio Board of Speech-Language Pathology and Audiology and she has no additional non-financial disclosures to make regarding this course content.

MiniSeminar 27 - Thriving in Skilled Nursing: Guidance for Clinical Fellows and Clinicians Transitioning into Long Term Care, Kinder

Learning Level: Introductory Content

Course Abstract: Providing skilled speech therapy services to geriatric Medicare beneficiaries begins with having an adequate understanding of regulatory requirements. This course will describe services which meet the criteria for reasonable and necessary services per the Medicare Benefit Policy Manual, clarify documentation requirements related to baseline versus prior level of function, and outline key differences between restorative versus maintenance-based interventions.

Learner Outcomes:

  1. Participants will be able to define “reasonable and necessary” per the Medicare Benefit Policy Manual.
  2. Participants will be able to describe essential documentation requirements for documenting functional change between baseline and prior level of function for justification of services.
  3. Participants will be able to describe best practices for developing and documenting restorative and maintenance-based plans.

Presenter:

  • Renee is a speech-language pathologist and currently serves as Director of Clinical Education for Encore! Rehabilitation. Renee is
    also the author of McKnight’s Long Term Care News “Rehab Realities” blog, is a member of community faculty for the University of
    Kentucky College of Medicine, and a member of the American Speech Language Hearing Associations (ASHA) Healthcare and
    Economics Committee where she serves as the RUC Alternate Advisor to the American Medical Association’s Health Care
    Professionals Advisory Committee (HCPAC). Additionally she maintains active membership in ASHA’s Special Interest Groups for
    Swallowing, Neurology, and Gerontology and currently serves as Professional Development Manager for Gerontology and State
    Advocate for Medicare Policy (StAMP) for the state of Kentucky.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 39 - Broadening Your Reach: Social Media as an Engagement Tool, Swanson

Learning Level: Introductory Content

Course Abstract: This session will review the pros and cons of social media, explore common social media platforms, and discuss key considerations when developing an effective social media strategy. The presenter will share experiences using social media as an outreach tool and will discuss lessons learned.

Learner Outcomes:

  1. Participants will be able to identify major social media platforms and their uses.
  2. Participants will be able to describe the pros and cons of incorporating social media into a communications strategy.
  3. Participants will be able to develop a basic social media strategy for their practice setting.

Presenter:

  • Neela Swanson, BA, is ASHA’s director of health care coding policy and advocacy. She serves as a resource for ASHA members regarding coding and reimbursement and works with the ASHA Health Care Economics Committee, the American Medical Association CPT Editorial Panel and Relative Value Update Committee, ASHA members, and other specialty societies on Current Procedural Terminology (CPT) and International Classification of Diseases (ICD) coding issues related to audiology and speech-language pathology.

Disclosures: Neela Swanson is a paid employee of the American Speech-Language-Hearing Association and has no additional non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 47 - Building a Business from the Ground Up, Russell

Learning Level: Introductory Content

Course Abstract: Do you have a fantastic therapy idea? Have you always wanted to start your own business but don’t know how? This course will cover topics such as developing a business plan, forming an LLC, accounting basics, marketing, and product development. Insurance billing will not be covered.

Learner Outcomes:

  1. Participants will be able to describe how to legally form an LLC.
  2. Participants will be able to demonstrate ability to develop a business plan.
  3. Participants will be able to perform basic accounting functions to maintain business sustainability.

Presenters:

  • Emily Russell is a PhD student in the Communication Sciences and Disorders department at Bowling Green State University, specializing in the area of exercise-science based dysphagia rehabilitation. Prior to engaging in her PhD program, Emily practiced speech-language pathology in a variety of medical settings, predominately working with geriatric and adult patients. She is passionate about speech-language pathology both in the clinic and out and holds the following leadership positions: Vice President of the Northwest Ohio Speech-Language Hearing Association, OSLHA continuing education committee member, and CEO and founder of the therapy tool, app, and continuing education company AccuTx (pronounced AccuTreat).
  • Daniel Peterson, B.Sc. in computer science, is a full-stack developer and web development manager with over a decade of experience in the Financial, Manufacturing, and Medical sector. Prior to co-founding AccuTx as the CTO, Dan started a venture in statistical simulation in the early 2000’s. As a hobby, Dan enjoys developing neural networks for stock market prediction.
  • Rodney Gabel, Ph.D., CCC-SLP, BCS-F, is the Chief Academic Officer at AccuTx and is the lead clinician in Stuttering Innovations, the AccuTx clinic. Dr. Gabel also offers continuing education coursework through AccuTx University. A Professor at the University of Toledo, he teaches courses in stuttering and has published more than 50 articles. He has delivered nearly 100 presentations at international, national, and state conferences.

Disclosures: Emily Russell, Daniel Peterson, and Rodney Gabel comprise the executive board of AccuTx and benefit financially from the sale of AccuTx products which may be mentioned during the course of the presentation.  They have no additional financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 49 - Shake, Rattle and Roll Your School Based Communication Practice, Conrad, et al.

Learning Level: Intermediate Content

Course Abstract: Shake, rattle and roll your communication practice as state speech and language leaders present a summary of Issues facing school·based providers and share how these issues potentially impact school based services. Speech-language Supervisory Network members will facilitate the presentation highlighting Issues such as Medicaid changes, new forms, workload, and collaborative services.

Learner Outcomes:

  1. Participants will be able to explain current practice issues facing personnel in school settings.
  2. Participants will be able to describe solutions for key practice issues that involve stakeholders at multiple levels (school,district,and state level personnel).
  3. Participants will be able to network and problem-solve with other professionals.

Presenters:

  • Barbara Conrad,M.A., CCC-SLP is a supervisor of speech and language therapy services in northern Ohio. She coordinates the SLP Guidelines Project for ODE and is president of the State Education Agencies Communication Disabilities Council(SEACDC).Her professional passion continues to be recruitment and retention of school based SLPs.
  • Kathy McDermott, M.A., CCC-SLP, is a speech/language pathology supervisor/pathologist working for the Montgomery County Educational Service Center.She has done several presentations to district SLPs and special education staff on special education policies and procedures.She has supervised SLP Interns under OMNIE and currently Is supervising several clinical fellows.
  • Julie Hauck. M.A., CCC-SLP, Isa supervisor of Intervention and support services for Hamilton County Educational Service Center (HCESO In southwest Ohio.She supervises SLPs and is a member of the state Speech-language Supervisory Network.
  • Lisa Williamson, M.A., CCC-SLP is clinical supervisor for University of Cincinnati. lisa is a past school SLP of thirty years in the Fairfield City School district and Isa former adjunct professor at Miami University.  Lisa teaches the school practicum graduate course and coordinates school practicum assignments at UC. She also manages two Head Start Contracts for UC and supervises UC graduate students in providing language and literacy enrichment for preschool  children In downtown Cincinnati.
  • Kathy Jillson, M.A., CCC-SLP is an Early Childhood Consultant with State Support Team Region 31 in Cuyahoga County. Focus areas include providing support to districts In early childhood and preschool special education, collaborating with community agencies and families and bringing the early childhood voice to school districts through the OIP process and developing and delivering professional development related to early childhood and school readiness issues.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 52 - Yale Swallow Implementation in an Academic Health System, Kozlosky, et al.

Learning Level: Intermediate Content

Course Abstract: We discuss challenges and successes in the Yale Swallow Protocol implementation in an academic health system. Major steps include inter-disciplinary collaboration, planning and conceptualization, stakeholder identification and engagement, educational material development, evaluation, and adaptation to varied practice settings. Lessons learned are presented from perspectives of both SLPs and RNs.

Learner Outcomes:

  1. Participants will be able to describe the need for evidence-based swallow screening approaches in varied healthcare settings.
  2. Participants will be able to identify major steps of Yale Swallow Protocol implementation as they would pertain to varied practice settings.
  3. Participants will be able to identify at least 3 stakeholders in implementation of a swallow screening protocol

Presenters:

  • Kenneth M. Kozlosky, MS, CCC-SLP, BCS-S is a Rehabilitation Team Lead and Speech-Language Pathologist in acute care at The Ohio State University Wexner Medical Center-James Cancer Hospital and Solove Research Institute. Practicing since 2009, he became a Board Certified Specialist in Swallowing and Swallowing Disorders in 2017. He holds Bachelor and Master of Science in Communication Disorders degrees from Bowling Green State University, and is pursuing a Master of Business Administration at the The Ohio State University Fisher College of Business.
  • Christine Varga, RN, MA, MSN, PhD is a registered nurse with a background in public health policy, health education and behavior change intervention. Previously, she practiced as a medical surgical nurse in an acute care community hospital setting. Currently, she is a nurse educator at The Ohio State University Wexner Medical Center. She is enrolled in the adult-gerontology nurse practitioner (primary care) track at The Ohio State University College of Nursing.
  • Nicole Wiksten, MS, CCC-SLP, BCS-S is a Speech-Language Pathologist and Clinical Focus Specialist in Neurological Disorders in acute care at The Ohio State University Wexner Medical Center. She has been practicing since 2004, previously presented at state and national conferences, and became a Board-Certified Specialist in Swallowing and Swallowing Disorders in 2016.
  • Michele L. Weber, DNP, RN, CCRN, CCNS, OCN, AOCNS, ANP-BC received her Bachelor of Science in Nursing from DePauw University. She received her Master of Science and Doctor of Nursing Practice degrees from The Ohio State University. Michele has been a registered nurse for more than 23 years. She holds active licenses to practice as both a Clinical Nurse Specialist and an Adult Nurse Practitioner in the state of Ohio. For the past 10 years, Michele has worked as a clinical nurse specialist throughout all of the intensive care units at the Ohio State University Wexner Medical Center. Her current coverage area is specifically the oncology ICUs. She holds an active appointment as a Clinical Assistant Professor through The Ohio State University College of Nursing. Michele is an expert in clinical care of complex and critically ill patients as well as an expert in the translation of evidence-based practice into bedside clinical practice. She has presented at numerous local, regional, national, and international conferences on a variety of nursing topics. She is actively involved in The American Association of Critical-Care Nurses, The Society of Critical Care Medicine, and The Oncology Nursing Society.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 53 - Engaging Students in the Clinical Classroom: Problem-Based Learning, Rule

Learning Level: Intermediate Content

Course Abstract: Gone are days that slide-show lectures engage clinical trainees in the classroom. Lectures address gaps in knowledge, but retention of material and application to clinical situations remain a distant reality. Problem-Based Learning (PBL), when used effectively, can promote engagement, material retention and clinical application outside of the classroom.

Learner Outcomes:

  1. Participants will be able to explain current trends in higher education including learning styles and the application of neuroscience to the adult learning process.
  2. Participants will be able to describe Problem-Based Learning (PBL) and the application of PBL to a clinical training environment.
  3. Participants will be able to develop, implement and evaluate a sample PBL activity for a classroom setting.

Presenter:

  • Woody Rule, MA CCC-SLP is a PhD candidate at the University of Cincinnati where he mentors graduate and undergraduate students. He received his master’s degree at the University of Cincinnati and also holds a graduate Certificate of Medical Education from Cincinnati Children’s Hospital Medical Center with focus in curriculum development and instruction. He is passionate about improving the classroom experience for graduate students and promoting active, engaged learning that is readily applicable to the clinical practicum.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Ethics Track Details

Short Course 8 - Connecting Ethics to Work, Phillips

Learning Level: Intermediate Content

This Course is approved by the Ohio Speech & Hearing Professionals Board to Meet the 2018 Licensure Renewal Ethics Requirement.

Course Abstract: Compared to ethics education in related allied health disciplines, speech-language pathology appears to be in its infancy. Professionals need to understand ethics, values and their relationship to the decision-making process. It should be recognized that codes of ethics only serve as guidelines for making decisions—clinically and ethically.

Learner Outcomes:

  1. Participants will be able to define ethics.
  2. Participants will be able to explain ethical decision making models.
  3. Participants will be able to apply ethical decision making to case studies.

Presenter:

  • Kerri Phillips, SLP.D. is a Professor and Program Director of the Graduate Program in Speech-Language Pathology at Louisiana Tech University. Dr. Phillips holds the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association and is licensed to practice speech-language pathology in the state of Louisiana. She is a past member of the Louisiana licensure board, having served as Chair and Vice Chair. Currently, she served on the ASHA Continuing Education Board, SIG 11 Committee, and was a past member of the Advisory Council. Dr. Phillips is a member and current President-Elect of the Board of Directors of the National Council of the State Boards of Examiners for Speech-Language Pathology and Audiology.

Disclosures: Kerri Phillips is receiving reimbursement for travel expenses pertaining to this presentation and has no additional non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 13 - Successful Navigation Across the Ethics Horizon with Documentation and Medical Necessity, Kramer, et al.

Learning Level: Introductory Content

This Course is approved by the Ohio Speech & Hearing Professionals Board to Meet the 2018 Licensure Renewal Ethics Requirement.

Course Abstract: Ethical dilemmas can occur during the provision of professional services and can be challenging to resolve for even the most experienced practitioner. This presentation will cover various ethical dilemmas related to documentation and medical necessity that speech-language pathologists and audiologists may experience in a variety of work settings.

Learner Outcomes:

  1. Participants will be able to name/describe ethical issues that speech-language pathologists and audiologists encounter in various work settings related to documentation and medical necessity.
  2. Participants will be able to list the steps to effectively resolve an ethical dilemma related to documentation and medical necessity.
  3. Participants will be able to state the applicable ethical requirements by the licensure board, Ohio Speech-Language Hearing Assoc., and American Speech-Language Hearing Assoc. to successfully navigate dilemmas related to documentation and medical necessity.

Presenters:

  • Michele T. Kramer, M.A., CCC/SLP, Therapy Quality Assurance Specialist has 27 years of experience in healthcare compliance, quality assurance, multistate management, and as a Speech Language Pathologist. She is certified in Healthcare Compliance; ASHA certified and holds an Ohio teaching license. In addition to skilled nursing facilities, Michele has experience in Outpatient, Assisted Living, Independent Living, Home Health, Hospitals and in the Schools. She received her Bachelor of Arts Degree in Speech Language Pathology from the University of Toledo and her Masters of Arts Degree from Cleveland State University. Consultant to universities and customers on the topic of LTC and Medicare reimbursement. She has been a member of ASHA Legislative Council for Ohio and current President of OSLHA.
  • Gregg B. Thornton, J.D. graduated with honors from Howard University receiving a bachelor of arts degree in political science and received his juris doctor degree from Case Western Reserve University School of Law. He is a licensed attorney with over twenty five years of experience in state government in the area of administrative law.  He currently serves as the Executive Director of the Ohio Speech and Hearing Professionals Board.
  • Tammy H. Brown is a licensed audiologist with over twenty years of experience and is a clinical audiologist with Cincinnati Children’s Hospital. In September 2011, she was appointed by Governor John R. Kasich to serve on the Ohio Board of Speech-Language Pathology and Audiology to a three-year term. In September 2014, Ms. Brown was reappointed to a second term on the board, which ended on November 25, 2018. Ms. Brown served as the board’s vice-chairperson in 2016 and chairperson in 2017. On January 21, 2018, Ms. Brown was appointed by Governor Kasich to serve on the Ohio Speech and Hearing Professionals Board to a three year term ending on March 22, 2021. Ms. Brown is serving as the board’s president for 2018.

Disclosures: Gregg Thornton, Esq., is a paid employee of the Ohio Speech & Hearing Professionals Board and has no additional financial or non-financial disclosures to make relevant to this course content. Tammy Brown receives compensation as an Audiology Board Member of the Ohio Speech & Hearing Professionals Board, which licenses and regulates the practice of speech-language pathology and audiology in the state of Ohio. Her travel related expenses are being reimbursed by the Ohio Speech & Hearing Professionals Board and she has no additional non-financial disclosures to make regarding this course content. Michele Kramer has no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Short Course 22 - As the World Gets Smaller, Do Ethical Dilemmas Grow?, Kohler/Hollenkamp

Learning Level: Introductory Content

This Course is approved by the Ohio Speech & Hearing Professionals Board to Meet the 2018 Licensure Renewal Ethics Requirement.

Course Abstract: With a smaller world due to clinical and communication technologies, new ethical dilemmas have developed related to confidentiality, privacy, security and consent. This course will explore how these ethical dilemmas relate to tele-health, the electronic record and social networking. This course will be lecture with group participation throughout the session.

Learner Outcomes:

  1. Participants will be able to articulate the proper professional and personal boundaries when using social networking by the end of the session.
  2. Participants will be able to demonstrate proper access to the electronic medical record.
  3. Participants will be able to give consideration to the ethics of new technologies and determine how to solve ethical dilemmas related to the technologies at the end of the session.

Presenters:

  • Lisa Kohler received a Bachelors of Science degree from The Ohio State University in 1990 as a Physical Therapist. A majority of her tenure has been spent in managerial positions in a variety of settings across the continuum of care where she is known as a strong leader, focused on insuring quality outcomes through strategic analysis and program development. As the Director of Clinical Education for Rehab Resources, she has quickly become a well-known presenter using her unique experiences to discuss a variety of topics. Along with being a clinician and educator, Lisa is currently serving as ethics chair for the Ohio Physical Therapy Association.
  • Terri Hollenkamp is a Speech-Language Pathologist, graduating from the University of Cincinnati in ’83 ’85. She is owner and CEO of Rehab Resources (est.1998) and Rehab on the Run (est. 2012), Cincinnati based regional rehabilitation/wellness companies. Terri’s goal is to create a work environment that educates and empowers rehab professionals to provide high-quality, cost-effective services to clients and yet also provides a forum to advocate for patients’ needs. A leader for rehabilitation services in the state of Ohio, Terri serves as the VP of Legislation & Advocacy for the Ohio Speech-Language-Hearing Association, and is a representative for the Ohio Speech Hearing Governmental Affairs Coalition. Terri sits on several professional, community-based, and university advisory boards and committees. Terri is a member of the American Speech Language Hearing Association (ASHA), Women Presidents’ Organization (WPO), and an active alumnus of the University of Cincinnati.
  • Tammy H. Brown, M.A., CCC-A, ABA, FAAA is a clinical audiologist with Miami University, also on staff at The Christ Hospital and Cincinnati Children’s Hospital Medical Center. She has over twenty three years of experience as a licensed audiologist.  She has worked and trained in hospital, school, and private ENT settings. Her interests range from evaluation and treatment and etiology of communication disorders to consumer based care models interdisciplinary collaborative program development and student engagement. She most recently was appointed by the Governor to serve on the new Ohio Speech and Hearing Professionals Board and had formerly been appointed to the Ohio Board of Speech-Language Pathology and Audiology in 2011, serving another term from 2014 through 2017.  During her terms on the board, she has been involved with many state-wide issues, including testifying before the Ohio House Committee on Military and Veterans Affairs, in support of legislation that enables veterans and their spouse to request consideration of their military training, education and experience when applying to occupational licensure boards in Ohio.  Ms. Brown is currently the Board’s President.  In 2013, she received the Ohio Speech-Language Hearing Association’s Fellow of the Association Award.

Disclosures: Tammy Brown receives compensation as an Audiology Board Member of the Ohio Speech & Hearing Professionals Board, which licenses and regulates the practice of speech-language pathology and audiology in the state of Ohio.  Her travel related expenses are being reimbursed by the Ohio Speech & Hearing Professionals Board and she has no additional non-financial disclosures to make regarding this course content. Lisa Kohler and Terri Hollenkamp have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Supervision Track Details

MiniSeminar 15 - Supervision: First Semester Students Through Externship., Berk/Visker

Learning Level: Introductory Content

Course Abstract: Stages of superivision and styles of supervision and how it changes across practiucm experiences. Strategies for supervision to address problem solving and analysis and sythesis of information in the clinical learning process with specific strategies to help students who struggle with clinical practicum. Requirements and expectations for site supervisors and students in their externship placements.

Learner Outcomes:

  1. Participants will be able to differentiate surface learners from deep learners and adjust teaching by incorporating direct and indirect feedback.
  2. Participants will be able to identifying supports and steps to take when a student clinician is struggling.
  3. Participants will be able to identify the five components needed in the transitional stage of supervision to increase student’s ability to analyze and sythensis information for effective learning.

Presenters:

  • Lynn Berk, M.A. CCC-SLP has been a clinical instructor and supervisor of the English Language Proficiency Clinic at Kent State University for 10 years. She has been a speech language pathologist for 30 years, and has worked in the schools, long term care, and also maintains a small private practice. Her areas of interest include articulation, auditory processing, language, and accent modification. She is the author of “R and L Stories Galore” and “Testing and Remediating Auditory Processing.”
  • Jennifer Visker, M.A. CCC-SLP is a lecturer and clinical instructor in the Kent State University.speech and hearing clinic. She previously worked as a speech pathlogist in the schools where she supervised graduate students and colleagues in their Clinical Fellowship Year. Jennifer is trained in Orton Gillingham and certified in “It Takes 2 to Talk” Hanen Program for Parents. Her areas of interest include literacy, services for students with low incidence disabilities, and parent education for early intervention clients.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 21 - A Guide for Supervising Clinical Simulations, Ondo

Learning Level: Introductory Content

Course Abstract: This course will provide an overview of an online simulation platform – Simucase, and examine the benefits of incorporating computer-based simulations into CSD programs. Guidelines for supervising simulations and awarding clinical contact hours will be described. Methodologies for pre-briefing, providing feedback and debriefing students will be discussed.

Learner Outcomes:

  1. Participants will be able to identify the six benefits of clinical simulations.
  2. Participants will be able to describe the guidelines for supervising and awarding clinical contact hours for clinical simulations.
  3. Participants will be able to explain and apply the methodologies for pre-briefing, providing feedback, and debriefing students.

Presenter:

  • Katie Ondo, MA, CCC-SLP, CHSE, is a Certfied Healthcare Simulation Educator who has developed over 35 computer-based simulations. Katie specializes in medical simulations and the use of simulations for student and family training. She also serves as a pediatric speech-language pathologist at Cincinnati Children’s Medical Center.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 30 - Supervision: Fostering Development with Students with Varied Levels of Clinical Skill, Vaughn

Learning Level: Intermediate Content

Course Abstract:  Fostering the development of clinical students is imperative to the sustainability of the field of CSD. Using Anderson’s model of supervision paired with the concepts of social constructivism, this presentation aims to provide a theoretical construct for clinical supervisors/educators working with students at varied levels of learning.

Learner Outcomes:

  1. Participants will be able to identify the primary components of Anderson’s model of supervision.
  2. Participants will be able to describe the key components of social constructivism.
  3. Participants will be able to apply concepts of social constructivism across Anderson’s model within the supervisory process.

Presenter:

  • Amy Vaughn, ABD, CCC-SLP is an assistant professor in the Department of Communication Sciences and Disorders (CSD) program at Baldwin Wallace University. She earned her master’s degree from Case Western Reserve University, and is completing her doctorate in higher education administration through Kent State University. Her research interests include: the administration of clinical education; adult learning principles; the development of critical thinking in college students; and effectively meeting the diverse learning needs of college students . She has spoken nationally and internationally on a variety of topics in the field of CSD as well as clinical education and adult learning principles.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 40 - Supervision and Leadership Styles, Phillips

Learning Level: Intermediate Content

Course Abstract:  Supervision is a role that speech-language pathologists and audiologists inherit on the job. Supervision is a role that seems easy but requires leadership development. As a growing profession, we must educate ourselves about the models and styles that exist in supervision.

Learner Outcomes:

  1. Participants will be able to identify the principles of supervision.
  2. Participants will be able to discuss the models and styles of supervision.
  3. Participants will be able to explain the mechanisms of feedback.

Presenter:

  • Kerri Phillips is a professor and the program director for the Graduate Program in SLP at Louisiana Tech University. Her research interests are ethics, supervision, and child language. Currently serves as the President-Elect of the National Council of State Boards of Examiners. She is a past member of ASHA Continuing Education Board, Advisory Council and SIG 11 Committee.

Disclosures: Kerri Phillips will receive travel reimbursements related to her presentation and has no additional financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

Student Track Details

MiniSeminar 31 - Effective Communication, Effective Community: What Communication Means for Quality of Life & Global Citizenship, Grether/Rule

Learning Level: Introductory Content

Course Abstract: Communication is more than spoken word. We communicate daily to participate in conversations, asking and answering questions, commenting, regulating the behavior of others and interacting socially. What does it mean to be an effective communicator? Finally, what does effective communication mean for quality of life and global citizenship?

Learner Outcomes:

  1. Participants will be able to identify the purposes for communicating and how vocabulary needs differ for each purpose.
  2. Participants will be able to describe how augmentative and alternative communication (AAC) strategies, (pictures and words) may be used when speech cannot be understood.
  3. Participants will be able to describe the importance of communication to our role as global citizens and as communication professionals.

Presenters:

  • Sandra M. Grether, Ph.D. CCC-SLP is a Speech-Language Pathologist III at Cincinnati Children’s Hospital Medical Center in the Division of Developmental and Behavioral Pediatrics and Adjunct Associate Professor at the University of Cincinnati, College of Allied Health Sciences. Dr. Grether is responsible for interdisciplinary student leadership training and research in prelinguistic communication with individuals with significant intellectual disabilities, impact of cognition on language in pediatric hearing loss and cognitive disabilities, childhood apraxia of speech, and augmentative communication. Dr. Grether has been with CCHMC and UC for 17 years and a practicing clinician for 43 years.
  • Woody Rule, MA CCC-SLP is a PhD candidate at the University of Cincinnati where he mentors graduate and undergraduate students. He received his master’s degree at the University of Cincinnati and also holds a graduate Certificate of Medical Education from Cincinnati Children’s Hospital Medical Center with focus in curriculum development and instruction. He is passionate about improving the classroom experience for graduate students and promoting active, engaged learning that is readily applicable to the clinical practicum.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 41 - Laughter: A Serious Medicine, Little

Learning Level: Introductory Content

Course Abstract: The New England Journal of Medicine reports that negative thoughts increase blood pressure, activate stress hormones and weaken immune systems, making it easier for us to fall wick.  Norman Cousins asks in his book, Anatomy of an Illness, “If negative emotions produce negative chemical changes in the body, would positive emotions produce positive chemical changes in the body?”  Is it possible for laughter, confidence and the will to live have therapeutic value?  This seminar answers that questions.

Learner Outcomes:

  1. Participants will be able to describe the psychological benefits of humor.
  2. Participants will be able to define the elements needed to develop a therapeutic humor program for their facility.
  3. Participants will be able to implement some therapeutic humor elements into their daily activities and to share these with colleagues and patients.

Presenter:

  • Gregg Little, PhD, is a nationally known speaker and motivator, has presented seminars on laughter, substance abuse treatment and mental health treatment extensively throughout the United States.  He emphasizes active involvement by participants.  Greg has pulled together his education (including a B.S. in Therapeutic Recreation and a Ph.D. in Adult Education) and employment background to lead dynamic seminars. Whether teaching participants to cope with stress, bond as a productive group or realize their hidden strengths, his seminars are hard-hitting and memorable.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 54 - Grad Panel, Various Panelists

Learning Level: Introductory Content

Course Abstract: This presentation will provide graduate students with an overview of common professional issues in the areas of speech-language pathology and audiology. Topics will be discussed by a panel of professionals representing medical, private practice, adult, and pediatric settings and will include billing/coding, productivity standards, advocacy, evidence based practice, and time management.

Learner Outcomes:

  1. Participants will be able to identify 3 common professional issues across settings.
  2. Participants will be able to describe similarities among settings with regards to professional issues discussed.
  3. Participants will be able to describe differences among settings with regards to professional issues discussed.

Panelists:

  • Christin Ray, PhD, CCC-SLP supervises and teaches students in the evaluation and treatment of a wide array of communication disorders. She received her B.S. from Miami University in Speech Pathology and Audiology (2005), M.A. from The Ohio State University in Speech Pathology (2007), and Ph.D. from The Ohio State University in Speech and Hearing Science (2014). Her clinical and research interests are in the areas of adult communication and rehabilitation, including aural rehabilitation and voice/singing health.
  • Jill Bine MSP, CCC/SLP graduated from West Virginia University with a bachelor’s degree in Speech Pathology & Audiology, and University of South Carolina with Master of Speech Pathology in 1991.  She is currently supervisor of Speech Therapy at Riverside Methodist Hospital and serves as a system program coordinator for inpatient Speech Therapy.  Prior to her leadership role at OhioHealth, her clinical area of expertise/interest is in the area of swallowing disorders and neuromuscular disorders.  Jill has been involved in research investigating post extubation dysphagia and operationalizing multidisciplinary clinics. Most recently, she has been leading a large system project around Work Force Innovation specifically studying workday management for all inpatient rehab associates across OhioHealth.
  • Laura Feeney, AuD, earned both her bachelor’s degree in speech and hearing science and her doctoral degree in audiology from The Ohio State University. She has been with the Department of Otolaryngology – Head and Neck Surgery since 2007. She is board certified by the American Board of Audiology and is a member of the American Academy of Audiology and the Ohio Academy of Audiology.
  • Sam Lyle is the speech department supervisor and one of the speech therapists in Bridgeway Academy’s Theater Groups. She has been with Bridgeway Academy since June 2010. Sam is a LAMP Certified Professional; level two PROMPT trained; trained in the Hunter Heartbeat Method; and, received an Award for Continuing Education from the American Speech-Language Hearing Association. She has presented at several conferences including OCALI, Milestones and various music therapy conferences on the topics of collaboration, social skills and augmentative and alternative communication. She is excited to present this year at the Arts & Autism conference on the topic of food exposure and acceptance as well as ASHA on the topic of AAC with children with autism. Sam graduated with her Bachelor’s degree in Speech and Hearing Science and her Master’s degree in Speech-Language Pathology, both from The Ohio State University.
  • Jessica Pfister, M.S., CCC-SLP received her bachelor’s degree in Communication Disorders and Spanish from Butler University
    in Indianapolis, and attended Texas State University for her master’s degree in Speech Language Pathology.  She was previously the Regional Pool Rehabilitation Supervisor and Lead Speech Pathologist in teh Baptist Health System and is currently the evidence-based practice coordinator at The Ohio State University Wexner Medical Center.
  • Audrey Shifflet, MA, CCC-SLP received her master’s degree in Speech Pathology from the University of Toledo in 2002.  She was the speech pathology program director at Delaware Speech and Hearing for over ten years.  She is now a speech-language pathologist at Nationwide Children’s Hospital in Columbus, Ohio.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation. 

MiniSeminar 55 - Moving Forward: Transitioning from Student to Professional, Kettler

Learning Level: Introductory Content

Course Abstract: This course content will cover topics relevant to making a successful transition from student to new professional, including seeking out and participating in a professional mentorship opportunity.

Learner Outcomes:

  1. Participants will be able to discuss ways of integrating new Information into your clinical practice.
  2. Participants will be able to identify 3 resources that can be used as transitioning from student to professional.
  3. Participants will be able to describe the benefits of participating in a professional mentorship program.

Presenter:

  • Maggie Kettler, Au.D. is an Audiologist and Clinical Manager at Cincinnati Children’s Hospital Medical Center in Cincinnati, OH. Dr Kettler specializes in diagnostics  and treatment of hearing impaired children from birth-21 years old. She works with patients of varying ages and developmental needs. Dr Kettler is currently  a member of the interdisciplinary cochlear implant team at Cincinnati Children’s Hospital Medical Center.

Disclosures: The presenter(s) listed above have no financial or non-financial relationships to disclose regarding the content being covered in this presentation.