Registration 7:00 am – 4:30 pm | Exhibits Open 7:00 am – 3:00 pm
Jamy Claire Archer, MS, CCC-SLP, LSLS Cert AVT, University of South Carolina
Barbara Solomon, MA, CCC-SLP, Emerson College
Rebecca Miles Risser, MM, MA, CCC-SLP, IUHP Center for Voice
This session will focus on various voice disorders patients experience as they age. The impact of menopause and aging on the voice will be discussed. Patients describe a soft intensity, vocal quality becomes hoarse and breathy, vocal breaks, reduced breath support, reduced vocal endurance, difficulty being heard in noisy situations, tremor in the voice, and the cough is weak. Our session will focus on evaluation tools and various therapy techniques to improve the patients’ speaking and singing voices. Hormones are an integral part of our body chemistry ensuring that our cells, organs and systems function appropriately. However, during certain life stages, hormonal fluctuation can have unpredictable and challenging effects on the body. As SLPs, we typically leave this topic to the endocrinologist, but newly emerging research is exploring the impact of hormones and specifically hormonal fluctuations, on the voice. We will review the research describing the specific effects of common reproductive hormones on the voice. Some of these changes are often misconstrued as age-related changes, so we will discuss the differences, permanence and creative strategies for improvement. The effect of normal aging on a person’s voice is a major challenge and according to the National Institute on Aging, by 2050, the number of people 65 years and older will more than double to 89 million. As we age there is inactivity and decreased strength and resistance training, people have decreased vocal opportunities, vocal folds atrophy and become bowed with lack of vocal exercise and physically inactive people can lose as much as 3% to 5% of their muscle mass.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Introductory | Track: Adult
Kellie Ellis, PhD, CCC-SLP, Eastern Kentucky University
Looking for an intervention target that facilitates growth with speech sound production, reading and spelling accuracy? Instruction in phonological awareness, or the ability to reflect upon the sound structure of spoken language, is a sound strategy for speech and language growth! This session is designed to equip attendees with knowledge of phonological and phonemic awareness. More specifically, attendees will identify the significance of phonological awareness, gain insight into how phonological awareness develops in young children and describe research-based methods of assessment and treatment.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: School Age
Scott Palasik, PhD, CCC-SLP, The University of Akron
Approaching how we support our clients is vital to the bond we create and thus how we can inspire someone to change, adjust, grow and evolve. With practices and activities based on the PROCESS of acceptance, we can develop mindfulness skills to be present to open our minds to positives ideas to move forward. By learning how to move into a session (focus in) with a mindful manner, we are setting up our clients for success. By learning how to create intentions and affirmations, we are providing language for children to lean into and come back to when they need to approach and communicate in moments that they feel are challenging. This is time well spent, for we are helping to support effective communicators and that is more than simply helping them with how they physically create speech and language. Come join us at this session to explore how to focus in with a session, be present, feel how we can process through acceptance in small steps, touch how to create thoughtful and fun affirmations, and then focus out of a session to leave a client comfortable to transition into their next life activity. In other words, come on, let’s take a walk together.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Introductory | Track: Peds-Medical
The podcast, The Act To Live, will be discussed during this session.
Travis Riffle, PhD, AuD, CCC-A, Indiana University – Bloomington
Tinnitus, the phantom perception of sound, is an auditory condition that affects approximately 10-15% of the adult population. Currently there is no definitive cure and treatments have historically focused on alleviating the symptoms. Tinnitus is closely associated with hearing loss and in recent years much has been learned about the underlying neural mechanisms of tinnitus as well as a proposed site of generation in the dorsal cochlear nucleus. These new insights have provided a foundation for exciting new treatment options that aim to treat tinnitus at the source of origin. This session will begin with background information on tinnitus followed by the proposed neural mechanisms that are likely involved with the generation of the tinnitus signal. Next, animal models used in tinnitus research will be explained with their application to human studies. Lastly, discussion will focus on recent research involving neuromodulation to address tinnitus-related maladaptive changes in the auditory system and the emerging technologies utilizing bimodal auditory-electrical stimulation for the treatment of tinnitus.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Audiology
Lenire tinnitus treatment device will be discussed during this session.
Kellie Ellis, PhD, CCC-SLP, Eastern Kentucky University
Working with students who struggle with encoding and decoding? Looking for a new twist on how to target language and literacy skills? In this session, you will learn how to train morphological awareness in engaging, fun ways that will empower your students in vocabulary, spelling and reading. This session is designed to equip attendees with knowledge of morphological awareness, or an individual’s awareness of the underlying structure of words at the level of meaning and how to design language intervention to promote growth in morphological awareness. More specifically, attendees will identify the significance of morphological awareness, gain insight into how morphological awareness develops in young children and describe methods of assessment of morphological awareness. In addition, the session will provide an explanation and illustration of the use of the CODE technique for language intervention (Ellis, 2021). The CODE technique for literate language intervention promotes the use of C-clear, direct instruction, O-organized by rules (e.g., orthographic, morphemic), D-discovered by students, and E-engaging practice (Ellis, 2021). Attendees will describe how word sorts, self-discovery, and think-alouds in language intervention can be used to help clients acquire awareness of morphemes and spelling rules.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: School Age
Jamy Claire Archer, MS, CCC-SLP, LSLS Cert AVT, University of South Carolina
Barbara Solomon, MA, CCC-SLP, Emerson College
Rebecca Miles Risser, MM, MA, CCC-SLP, IUHP Center for Voice
This session will focus on various voice disorders patients experience as they age. The impact of menopause and aging on the voice will be discussed. Patients describe a soft intensity, vocal quality becomes hoarse and breathy, vocal breaks, reduced breath support, reduced vocal endurance, difficulty being heard in noisy situations, tremor in the voice and the cough is weak. Our session will focus on evaluation tools and various therapy techniques to improve the patients’ speaking and singing voices. Hormones are an integral part of our body chemistry ensuring that our cells, organs, and systems function appropriately. However, during certain life stages, hormonal fluctuation can have unpredictable and challenging effects on the body. As SLPs, we typically leave this topic to the endocrinologist, but newly emerging research is exploring the impact of hormones, and specifically hormonal fluctuations, on the voice. We will review that research describing the specific effects of common reproductive hormones on the voice. Some of these changes are often misconstrued as age-related changes, so we will discuss the differences, permanence and creative strategies for improvement. The effect of normal aging on a person’s voice is a major challenge and according to the National Institute on Aging, by 2050, the number of people 65 years and older will more than double to 89 million. As we age there is inactivity and decreased strength and resistance training, people have decreased vocal opportunities, vocal folds atrophy and become bowed with lack of vocal exercise and physically inactive people can lose as much as 3% to 5% of their muscle mass.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Introductory | Track: Adult
Samantha Gustafson, PhD, AuD, CCC-A, Indiana University Bloomington
School-age children with hearing differences experience more listening effort and are at greater risk for developing listening-related fatigue than their peers with typical hearing. Unfortunately, educational support personnel receive little direction regarding identification and support for children facing these challenges. Through an overview of recent research, we will explore the link between listening effort and listening-related fatigue, describe the environmental and child-specific factors that increase these experiences for school-age children, and review methods for measuring and mitigating classroom-listening challenges.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Introductory | Track: Audiology
Scott Palasik, PhD, CCC-SLP, The University of Akron
When I Stutter is a full-length documentary film by speech-language pathologist/filmmaker John Gomez and written by John Gomez, Scott Palasik and Dennis Fulgoni. The film’s purpose is to demonstrate the profound psychological impact that stuttering can have on one’s life and the importance of treating the whole person in therapy. The film has been in 12 film festivals worldwide, winner of multiple awards, translated into 13 languages and continues to be screened around the world at conferences and private events since its world premiere in 2017. This session will include the screening of the film, followed by a question-and-answer session with Scott Palasik and the psychosocial impact stuttering has on people of all ages who stutter.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Introductory | Track: Peds-Medical
Then documentary When I Stutter, will be discussed during this session.
Carolyn (Carrie) Wade, CCC-SLP, Indiana University
Julia Rademacher, CCC-SLP, Indiana University
Chronic cough appears to be a diagnosis on the rise, especially post-pandemic. However, patients may receive this diagnosis without clear etiology or can potentially be misdiagnosed. Some individuals exhibit signs and symptoms of dysphagia versus chronic cough. How do speech-language pathologists navigate this complex diagnosis and ensure that their treatment plan adequately meets patient needs? Most importantly, how can our profession advocate for these patients through appropriate recommendations and patient and provider education? This session will provide prevalence and incidence data regarding chronic cough, review chronic cough and dysphagia symptoms and discuss evaluation techniques to rule out dysphagia. Case studies will be discussed to provide attendees with additional information on how to ensure comprehensive evaluation and recommend appropriate referrals based upon patient needs.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Adult
Chelsea Byard, AuD, CCC-A, Indiana University
Samantha Gustafson, AuD, PhD, CCC-A, Indiana University
There is a shortage of educational audiologists across the country. As a result, clinical audiologists are being asked to assist schools and families in navigating academic accommodations and supports. To improve the clinician’s ability to succeed in this new role, we will discuss how to leverage interprofessional practice to support D/deaf or hard of hearing (DHH) students in the educational setting. We will provide clinical audiologists with resources to guide schools and families in making informed decisions about a DHH student’s individual learning needs.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Audiology
Cara Drake-Luecking, CCC-SLP, CLC, CNT, Riley Hospital for Children
Laura Bobinsky, MS, CCC-SLP, CLC, Riley Hospital for Children
Pediatric patients with complex cardiac conditions often face unique challenges in feeding and nutrition, which can significantly impact their growth, development and overall health throughout childhood. This session will provide speech-language pathologists with a comprehensive understanding of the critical role early feeding interventions play for these patients. Participants will explore the physiological and developmental implications of complex cardiac conditions on feeding, review evidence-based practices for promoting safe and effective feeding strategies and discuss interdisciplinary approaches to care. Case studies will highlight practical strategies for addressing common feeding difficulties, enhancing caregiver support, and improving outcomes for these vulnerable patients. Attendees will leave this session with actionable insights and tools to optimize feeding development in infants and children with complex cardiac conditions.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Peds-Medical
Jamey Peavler, EdD, OGA-FIT, IDA-SLDS, Mount St. Joseph University
Working memory is not a passive observer in the learning process; it is the gatekeeper, the active participant that determines the extent and quality of our learning. It is a critical element that impacts why the learning process can be more labor-intensive for some students than others. By understanding the limitations of working memory, we can make sense of students’ challenges when transitioning from acquisition to fluency, from fluency to generalization and from generalization to adaptation. This is a critical consideration for educators and instructional designers for guiding the development of instructional strategies and materials that foster learning. Across disciplines, researchers have sought to understand the optimal conditions for facilitating the retrieval process that learners must employ to locate and then use the information to engage in performance tasks. In understanding this process, researchers question the number of repetitions learners need. These tasks elicit stronger connections and more immediate retrieval of information and whether there is any way to ensure this information is retrievable and retained over time. Awareness of the type, time and level of support each practice form offers is essential in supporting instructors in effectively designing instruction. Considering how to interleave old content with new, distributing practice over time and gradually reducing our support from prompted and guided to independent practice is key to permanent knowledge. The content we teach is critical, but practice makes it powerful.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: School Age
James Curtis, PhD, BCS-S, CCC-SLP, Weill Cornell Medical College, Cornel University
Comprehensive management of people with airway protective disorders often involves recommending exercise-based interventions that can enhance the functionality and effectiveness of cough and swallowing function. To do this, speech-language pathologists often focus on underlying functional and physiologic impairments (pathophysiology) to determine the most beneficial exercises for patients. This information is often obtained from instrumental assessments, including FEES, MBS and manometry. However, in this session, we will explain why pathophysiology alone provides only part of the information needed for a comprehensive treatment plan. We will introduce frameworks that advocate for considering both pathophysiology and pathogenesis when developing targeted treatment plans for cough and swallowing management. We will also cover the concept of class of exercise, including strength, skill, sensory, and stretching-based exercises, and the role of the clinical swallow evaluation.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Adult
Robert Brinton Fujiki, PhD, CCC-SLP, Indiana University
Upper airway disorders are relatively common in the pediatric population and they can be both frightening and debilitating for children and their families. For example, induced laryngeal obstruction (ILO), previously referred to as vocal cord dysfunction (VCD) or paradoxical vocal fold movement (PVFM), undermines quality of life and impedes athletic performance for as many as 7% of children and adolescents. Likewise, non-specific chronic cough (cough with no known etiology) also compromises quality of life and limits daily activities for many children and adolescents. Speech-language pathologists (SLPs) can play an essential role in evaluating and treating both ILO and non-specific chronic cough. Some clinicians, however, may have limited experience and resources to address these conditions in children. This session will describe the characteristics of ILO and non-specific chronic cough in children as well as the role of the SLP in evaluation and treatment. Research findings specific to children and adolescents will be presented and both assessment and treatment strategies will be described.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Peds-Medical
Karla O’Brien, MEd, LBS1, Classmates Educational Group
Research has found that students with dyslexia require structured literacy lessons that include specific components in order to achieve success. Students with dyslexia need explicit and systematic instruction. Learn the components of a structured literacy reading approach and the instructional methods to guide a lesson. You will walk away from this session with lesson plans, activities and actionable steps to help your students with dyslexia be successful in your classroom and beyond.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: School Age
The product Slant System will be discussed during this session.
Alyxandria Sundheimer, AuD, CCC-A, Indiana University Health; The Baby Audiologist
This session will explore how to get patients and their families to appreciate their hearing loss. Hearing loss is still a taboo subject but audiologists change this through counseling. As an adult living with hearing loss and a licensed audiologist, I will share how I wished my family was counseled and how I have used my personal experience with hearing loss to impact my counseling strategies.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Introductory | Track: Audiology
