Full Program

Katharine Meyer, Esq., American Speech-Language-Hearing Association

Since Covid, many of our workplaces have changed dramatically. Generative AI has exploded in the past few years, creating new and faster ways to perform daily tasks. Professionals are moving around more, searching for a job that fits their lifestyle. Many practitioners are struggling with the additional time, effort and education that may be needed when working with culturally and linguistically diverse populations. Each of these situations creates their own set of ethical issues. During this session we will discuss how the ASHA Code of Ethics applies to these – and other – scenarios and answer ethical questions you may have.

Time Ordered Agenda:

  5 minutes: Introduction

10 minutes: Discussion of the ASHA Code of Ethics

 5 minutes:  Discussion of how our workplaces have evolved in the past five years

30 minutes: Discussion of the new ethical issues created by our changing workplaces

10 minutes: Q&A/Wrap Up

Learner Outcomes: At the end of this session, participants will be able to:

• Identify the ethical issues involved with the use of generative AI.
• Describe how to avoid client abandonment when leaving a job.
• Describe the steps to take if an employer’s directive conflicts with the ASHA Code of Ethics.

Instructional Level: Introductory │Track: Ethics

Carolyn Wade, MS, CCC-SLP, Indiana University-Bloomington

Dysphagia management often defaults to protocols prioritizing only safety, inadvertently sacrificing a patient’s quality of life (QoL) and autonomy. This session challenges the status quo and asks: How can speech-language pathologists (SLPs) truly embrace a patient-centered approach for chronic dysphagia, maximizing QoL outcomes while simultaneously reducing professional liability? This session will explore the critical link between ethical, patient-driven care and meticulous risk management. Attendees will walk away with actionable strategies to transform their practice, including documentation models, education protocols and collaborative care models.

 Learner Outcomes: At the end of this session, participants will be able to:

• Identify education strategies to ensure patient/family understanding of dysphagia and risks/benefits of oral intake.
• Identify and describe the importance of documentation as it pertains to liability.
• Identify potential collaborative models to ensure patient-centered care.

Instructional Level: Intermediate │Track: Adult-SLP

Tamar Greenwell, MS, CCC-SLP, Illinois State University

Explicit instruction in phonological awareness (PA) is critical for supporting positive outcomes in both speech and literacy services. PA is the broad ability to hear and manipulate sounds in spoken language, which spans three hierarchical levels: early, basic and advanced. Phonemic awareness is a specific, advanced subset of PA, focusing on the ability to hear and manipulate the smallest units of speech: phonemes. Early PA skills, such as rhyming and counting syllables, are expected at the preschool age. Moving past these early PA skills and into the basic and advanced skills that involve segmentation, blending and manipulation of phonemes will lead to the improved phoneme-grapheme knowledge needed for reading and spelling. Advancement of PA skills also supports improvements in speech perception, which, when explicitly targeted alongside speech sound disorders (SSD) treatment, leads to improved self-awareness and self-correction in speech production. In this session participants will learn how to assess their client’s PA skills, establish mastery along a scope and sequence and determine a starting point for PA intervention to compliment speech and/or literacy outcomes. Finally, participants will learn intervention strategies and how to monitor progress. Intentional explicit instruction in phonological awareness supports learner outcomes in speech and literacy.

Learner Outcomes: At the end of this session, participants will be able to:

• List the three phonological awareness skill levels with examples of each.
• Describe the process to determine a client’s PA skill mastery along a scope and sequence.
• Identify and perform at least three specific PA intervention strategies.

Instructional Level: Intermediate │Track: Pediatrics

Will Schmidt, MS, CCC-SLP, BCS-S, Indiana University Health

Dysphagia is a frequently under recognized complication in patients following cardiac surgery, with significant implications for recovery, nutrition and risk of aspiration pneumonia. This session explores the intersection of cardiothoracic surgical interventions and post-operative swallowing dysfunction, highlighting common procedures such as coronary artery bypass grafting (CABG), valve replacements and aortic surgeries. Mechanisms contributing to dysphagia—including prolonged intubation, recurrent laryngeal nerve injury and reduced pharyngeal coordination—are examined alongside key risk factors for aspiration. Drawing on preliminary data from our hospital’s patient population, we will discuss observed trends, clinical outcomes and implications for early screening and intervention. The goal is to enhance interdisciplinary awareness and promote evidence-based strategies for dysphagia management in this medically complex population.

Learner Outcomes: At the end of this session, participants will be able to:

• Identify relevant risk factors for aspiration in patients who have undergone a cardiac surgery.
• List mechanisms of dysphagia in patients who have undergone a cardiac surgery.
• Identify methods for pre-habilitation for individuals who will be undergoing a cardiac surgery.

Instructional Level: Intermediate │ Track: Adult-SLP

Anne Gritt, MS, CCC-SLP, Purdue University

We often talk about following their lead when working with young children. As speech-language pathologists, it can be difficult to do this and ensure we are providing skilled intervention. This session will discuss tools and strategies for providing preschool language intervention that is play-based and individualized, while also being intentional and therapeutic. Example plans and activities for targeting oral language and literacy in classroom or small group settings will also be shared. Ways to incorporate whole child learning into language sessions will also be discussed.

Learner Outcomes: At the end of this session, participants will be able to:

• Describe the differences between free play and using play as a therapeutic tool.
• Describe strategies and tools for ensuring their preschool language sessions are language-focused and therapeutic.
• Identify and describe ways to incorporate play that supports the whole child into language sessions.

Instructional Level: Intermediate | Track:  Pediatrics

David Cravotta, MS, CCC-SLP, Hendricks Regional Health; Ryan Sweany, Anthology

Following his CVA in February 2025, Ryan Sweany needed to figure out how to continue his work as a vice president for a technology company. With the help of his local SLP and ChatGPT, Ryan was able to utilize AI to help generate and digest emails; complete performance reviews; summarize reports; and generate aphasia tasks to continue his recovery. Nearly a year back to work, Ryan and his SLP the use of AI to accomplish work tasks and assist both SLPs and patients as they navigate aphasia in their communities.

Learner Outcomes: At the end of this session, participants will be able to:

• Identify and describe how to use AI to generate activities specific to PTs needs r/t language recovery.
• Identify and describe how to generate and edit messages via AI using only a few bullet points that are specific to needs of patients.
• Describe to patients how to utilize AI for patients to use in the setting of aphasia.

Instructional Level: Intermediate │ Track: Adult-SLP

Lydia Kruse, MS, CCC-SLP, Purdue University; Robert Fujiki, PhD, CCC-SLP, Indiana University School of Medicine

Puberphonia (also known as mutational falsetto) occurs when an individual maintains their prepubescent speaking pitch after the anatomical changes associated with puberty have taken place. Voice therapy with a speech-language pathologist is the primary treatment for puberphonia, however, resources describing treatment techniques specific to this patient population are lacking. The presenters will share a case study of a 13-year old adolescent male with puberphonia, highlighting the clinical process or identification and treatment. In addition to outlining effective therapeutic strategies, the presentation will explore the complex interplay between voice, identity and adolescence, emphasizing the critical role of counseling in supporting successful outcomes.

Learner Outcomes: At the end of this session, participants will be able to:

• Identify and describe perceptual, acoustic and psychosocial indicators of puberphonia in adolescents.
• Identify and differentiate puberphonia from other voice disorders.
• Describe integrated treatment approaches that address both vocal function and psychosocial factors in puberphonia.

Instructional Level: Intermediate │ Track: Pediatrics

Whitney Beltré, MA, CCC-SLP, Riley Hospital for Children

Navigating the process of choosing a speech-generating device with a multilingual client involves complex decision making. This session will consider multilingualism in the context of intersectionality, review the availability of multilingual features on select AAC platforms, as well as equip SLPs with a framework for AAC decision-making in regards to multilingual populations.

Learner Outcomes: At the end of this session, participants will be able to:

• Describe multilingualism in the context of intersectionality.
• Describe various factors that may impact decision-making when considering AAC for a multilingual patient.
• Identify opportunities for direct family involvement in the AAC selection process in the context of multilingual populations.

Instructional Level: Advanced │ Track:  Pediatrics

Byron Kubik, MS, CCC-SLP, Purdue University

Advances in head and neck oncology and rehabilitation are reshaping expectations for voice and communication outcomes following laryngectomy and related interventions. This presentation explores emerging surgical, regenerative and artificial intelligence–driven technologies that are influencing the future of head and neck therapy. Topics include the current state and limitations of laryngeal transplantation, progress and ethical considerations in tissue regeneration, and innovative AI applications such as voice banking, wearable speech-sensing devices and smart electronic voice prostheses. Emphasis is placed on realistic outcome expectations, patient selection, clinical feasibility, and the role of speech-language pathologists in counseling, implementation, and interdisciplinary care. By examining both promising innovations and ongoing challenges, this session aims to equip clinicians with a balanced, evidence-informed perspective on evolving voice restoration options and their potential impact on patient quality of life.

Learner Outcomes: At the end of this session, participants will be able to:

• Describe current and emerging approaches to voice restoration in head and neck therapy, including laryngeal transplantation, tissue regeneration, and AI-based communication technologies.
• Compare and contrast the benefits, limitations, and clinical readiness of surgical, regenerative, and technological voice solutions for individuals following laryngectomy.
• Apply evidence-based and ethical considerations to patient counseling and clinical decision-making related to future-oriented voice restoration options.

Instructional Level: Intermediate | Track: Adult-SLP

Christina Bradburn, PhD, Shelbyville Central Schools, Butler University; Keegan Koehlinger-Wolf, MA, CCC-SLP, Indian Public Schools

SLPs working in schools are responsible for minimizing the educational impact of speech and language disorders. Using curricular materials, rather than relying solely on commercial or SLP-created resources, strengthens speech and language skills and academic progress while reducing preparation time. This approach becomes especially valuable in the middle school years and beyond, when language demands grow more complex and students must navigate abstract vocabulary, inferencing, and discipline-specific language. All stakeholders benefit when SLPs use readily available curricular content to deliver specially designed instruction that is meaningful, efficient, and instructionally connected. This session will explore when, where, why and how to embed curricular materials into school-based speech and language therapy across K–12.

Learner Outcomes: At the end of this session, participants will be able to:

• Identify and adapt grade-level curricular materials to use in speech and language therapy that will allow you to maintain a therapeutic focus while ensuring educational impact of services.
• Explain the need for ensuring the educational impact of speech and language services in schools.
• Complete/write measurable and authentic goals that target speech and language skill deficits through the lens of the curriculum.

Instructional Level: Intermediate│ Track: Pediatrics

Kelsey Fifer, MS, CCC-SLP, Speech ClickReport, MSD Washington Township Schools

This session is an AI workshop for SLPs to examine AI tools for improving workflow and clinical practice in real time – bring your laptop or other devices! During the session, participants will learn about the risks and benefits of using AI, gain an understanding of different types of AI (e.g., deductive, generative, agentic), learn prompt engineering, explore AI tools for increasing efficiency while maintaining HIPAA compliance and use AI tools in real time to create materials or information for clients. Be prepared to use your creativity, learn something new and have fun with your colleagues in this session!

Learner Outcomes: At the end of this session, participants will be able to:

• List at least two different categories of AI tools, and use at least two different AI tools to increase productivity or improve clinical practice.
• Describe how to use basic prompt engineering to generate AI prompts using specific formulas in order to achieve the intended result quickly and accurately.
• Identify at least two benefits and two drawbacks of using AI.

Instructional Level: Introductory │Track: Adult-SLP

Kim Hurley, MA, CCC-SLP, North Lawrence Community Schools

A lot of work goes into prescribing and obtaining an AAC device for individuals who cannot rely on speech for effective communication. But putting a device in front of an individual is only the beginning of the journey. Unfortunately, AAC devices are often abandoned (or worse, rejected) by users.  Using AAC effectively is a difficult process that involves a variety of motivational factors, including physical access, opportunity for use, acceptance of format and committed communication partners.  When one of these elements breaks down, AAC use can decline significantly. This session will address a variety of reasons for AAC device abandonment/rejection/refusal and will propose strategies to rejuvenate and inspire use.

 Learner Outcomes: At the end of this session, participants will be able to:

• Identify reasons for device abandonment, rejection or refusal.
• Describe how to use Beukelman & Mirenda’s Participation Model to assess and evaluate AAC users’ barriers to effective use and participation.
• Formulate meaningful strategies to revive AAC interest and use across a wide variety of settings.

Instructional Level: Intermediate │ Track: Pediatrics

Anu Subramanian, PhD, CCC-SLP, University of Iowa

 Effective clinical supervision and coaching is essential to develop competent speech-language pathologists and to support them as they educate patients and caregivers. Clinicians and leaders should understand their own communication style and learning needs and adapt to support others. This presentation will focus on strategies to provide clinical support and coaching for all learners that they may then apply to clinical care. Tenets from different best practices and current research from our field and related health care areas will be discussed. Special emphasis will be placed on adapting clinical support based on learners’ cultural backgrounds and individual needs, including disabilities.

Time Ordered Agenda

0-10 minutes: Introduction

10-25 minutes: What we know about inclusive education

25-45 minutes: Incorporating aspects of inclusive education into clinical education

45-65 minutes: Lived experience of students with disabilities in SLP clinical programs

65-85 minutes: Inclusive clinical education practices for diverse learners

85 -105 minutes: Teaching students inclusive practices with clients

105-120 minutes: Case study and reflection

Learner Outcomes: At the end of this session, participants will be able to:

• Identify and assess their values and teaching strategies.
• Identify current evidence or research in best practices for clinical supervision and patient/caregiver education.
• List at least two strategies that are effective for all learners. 

Instructional Level: Intermediate │ Track: Diversity

Chenell Loudermill, PhD, CCC-SLP, Purdue University

Within the body of literature that provides sound evidence of reading and writing development and disorders, knowledge of morphological structure has been found to play a crucial role. Specifically, awareness of morphological structure (e.g., morphological awareness) is an important piece in a structured literacy approach. However, increasing knowledge is only half the battle as learners also need support in developing critical thinking skills in order to apply newly learned information. Both knowledge of morphological structure and critical thinking skills are necessary for achieving the overall goal of comprehension. This session will link together two critical aspects of structured literacy, morphological awareness and critical thinking and challenge practitioners to reframe their thinking to structure intervention that strategically builds meta-linguistic and meta-cognitive skills for all readers.

Learner Outcomes: At the end of this session, participants will be able to:

• Describe morphological awareness and critical thinking and how they fit into the structured literacy approach.
• Analyze morphologically complex words to support selection of targets and instruction.
• Identify and describe a method for addressing critical thinking and how this method can support vocabulary development and reading comprehension.

Instructional Level: Intermediate │ Track: Pediatric