Preconvention Presentation/Presenter 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. S
  • 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

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

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 - In the Middle of a Muddle, Edwards, et al.

Learning Level: Intermediate Content

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. 

Friday Presentation/Presenter Details- Coming Soon!

We Have Outstanding 2018 Convention Presenters Lined Up Thanks To These Sponsors: