Registration 7:30 am – 4:45 pm | Exhibits Open 9:00 am – 1:00 pm
Pre-registration required. Remember to order your ticket by checking the box under the Friday Session and Event Listing when registering online. The printable registration forms also include a box for ordering your ticket.
Karla O’Brien, MEd, LBS1, Classmates Educational Group
As science evolves, so does what we know and understand about what dyslexia is and what it is not. We will discuss brain basics of dyslexia, basic characteristics and warning signs to watch for your students. A dyslexia simulation will help you to understand how some myths came to be and how we can help ourselves and colleagues understand what dyslexia actually is. You will learn about tools that you can use to screen students for dyslexia and the importance of identifying warning signs early to intervene sooner rather than later.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Introductory | Track: School Age
James Curtis, PhD, BCS-S, CCC-SLP, Weill Cornell Medical College, Cornell University
Breathing and swallowing are two life-sustaining behaviors which share an array of neural and neural and musculoskeletal substrates. Because of this, breathing and swallowing must be skillfully coordinated with one another in order to maximize swallowing safety and efficiency whilst minimizing disruption to breathing. In this session, we will characterize current hypotheses explaining respiratory-swallow coordination may be important for swallowing physiology, swallowing safety and swallowing efficiency. We will also discuss: (1) the changes to RSC in Parkinson’s disease; (2) the relationship between RSC and swallow function in Parkinson’s disease; and (3) the effects of RSC training on respiratory-swallow coordination on swallowing rehabilitation in people with Parkinson’s disease.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Adult
Erin Forward, MSP, CCC-SLP, CLC, Cincinnati Children’s Hospital Medical Center
Pediatric feeding disorder (PFD) was defined in 2018 by Goday et al. as impaired oral intake that is not age-appropriate, and is associated with medical, nutritional, feeding skill, and/or psychosocial dysfunction. However, treating PFD is still incredibly nuanced, specifically for our medically complex and neurodiverse population. There is no set protocol or set treatment method for this population, which can cause challenge and frustration when not knowing where to go next. This session will address the methodologies that are supportive of treating PFD within this population that is both trauma-informed and neurodiversity affirming. Join Erin as we dive into the true value of play, relationship and building autonomy in the context of mealtime to support our patients and families in ways that help them feel safe, seen and truly thrive. Principles of DIR/Floortime will also be discussed as a method to build your lens for PFD.
Time Ordered Agenda
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Peds-Medical (DEI)
Lauren Isabell, CCC-SLP, Pediatric Specialty Associates, Inc., McKinney Speech Therapy
My child doesn’t play, my child doesn’t interact with others, my child is constantly moving, my child doesn’t talk, my child doesn’t respond to her name. Ring a bell? When we see or hear observations like these in the early intervention setting, we may immediately reference or emphasize addressing pre-linguistic or early communication skills, but how do we teach, coach and model how to support these skills so that caregivers can confidently identify and build these skills throughout the week? Let’s explore useful and effective ways to empower caregivers in supporting their child’s early communication skills while considering family priorities, cultural differences, neurodivergence and critical conversations with caregivers regarding developmental differences.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: EI
New this year, posters will be divided into two viewing groups. The second viewing will be different presentations from this group.
Check back for poster listing
Jamey Peavler, EdD, OGA-FIT, IDA-SLDS, Mount St. Joseph University
A scientifically-based literacy block reflects research on what and how to teach to maximize student outcomes. By examining reading science frameworks, we can begin to understand the effect of word recognition and language comprehension instruction on global reading outcomes. Because print and oral language skills are rarely equally yoked, the content and the assessment tools we use to align our instruction may need to be decoupled. Yet, the reciprocal relationship between oral language supporting word recognition and word recognition supporting meaning is strong. How can educators apply this knowledge to design instruction that effectively develops both components?
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Introductory | Track: School Age
Christi Masters, MS, CCC-SLP, Purdue University
Kalie Standish, MA, Ed, Purdue University
Most early intervention providers understand the importance of parent/caregiver coaching and want to empower them to help their child make progress. While there is evidence supporting the effectiveness of parent implemented interventions, each family has unique strengths and needs that can impact results. Efforts to empower parents can sometimes result in the parent feeling inadequate or frustrated and ultimately not follow through with strategies. This session will discuss ways to accurately identify caregiver needs to individualize coaching using a strength-based approach. Effective coaching can result in helping parents support their child’s developmental needs and make lasting change. Specific coaching strategies (including principles of adult learning) will be discussed, as well as ways to create opportunities for active caregiver involvement. Ideas for preparing for sessions and creating a joint plan with caregivers will also be discussed to help facilitate carryover of recommendations.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: EI
James Curtis, PhD, BCS-S, CCC-SLP, Weill Cornell Medical College, Cornell University
Cough is an airway protective behavior important for clearing penetrant and aspirate material out of the airway. In this session, we will cover why it is important for clinicians who manage people with dysphagia to incorporate cough assessment and treatment as part of standard clinical practice.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Introductory | Track: Adult
Erin Forward, MSP, CCC-SLP, CLC, Cincinnati Children’s Hospital Medical Center
Pediatric feeding disorder (PFD) was defined in 2018 by Goday et al. as impaired oral intake that is not age-appropriate, and is associated with medical, nutritional, feeding skill, and/or psychosocial dysfunction. However, treating PFD is still incredibly nuanced, specifically for our medically complex and neurodiverse population. There is no set protocol or set treatment method for this population, which can cause challenge and frustration when not knowing where to go next. This session will address the methodologies that are supportive of treating PFD within this population that is both trauma-informed and neurodiversity affirming. Join Erin as we dive into the true value of play, relationship and building autonomy in the context of mealtime to support our patients and families in ways that help them feel safe, seen and truly thrive. Principles of DIR/Floortime will also be discussed as a method to build your lens for PFD.
Time Ordered Agenda
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Peds-Medical (DEI)
New this year, posters will be divided into two viewing groups. The first viewing will be different presentations from this group.
Check back for poster listing.
Rebecca Eberle, MA, CCC-SLP, BC-ANCDS, FACRM, Indiana University
Social communication and pragmatic impairments after acquired brain injury are common, highly variable and often have a profound effect upon the individual’s capacity to resume positive experiences in everyday socialization, vocational and academic environments. This two part session is grounded in the scientific evidence of the current cognitive rehabilitation research and will provide a translation of the practice recommendations into specific individual and group interventions for positive outcomes. The foundational cognitive rehabilitation principles of the stages of treatment, clinician teaching strategies, with a consideration of client awareness, goal setting, and treatment plan formulation will be addressed.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Adult
Kaitlyn Palermo, MS, CCC-SLP, Wild Blossom Speech Therapy
Many children across the state of Indiana begin their academic journey at five years-old. Due to increased pressures for more strict academic standards in kindergarten, reduced play-based learning and minimal previous experience with the concept of school, kindergarten can be difficult for many children. This difficulty is even greater for children with expressive and/or receptive language needs. Children that age-out of First Steps at three years-old, are faced with limited options for services in the public school systems until they are eligible for kindergarten. Furthermore, many of the special education services offered to children ages three-four are low in frequency and/or intensity, unless the child qualifies for a developmental preschool placement. A preschool language classroom provides a language-enriching environment for children who may not qualify for a developmental preschool classroom. This session will provide you with knowledge to create a preschool language program in your district and how it can support early intervention and bridging the gap between preschool and kindergarten.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: EI
Erin Forward, MSP, CCC-SLP, CLC, Cincinnati Children’s Hospital Medical Center
How we nourish our body is something that is incredibly intimate and emotional, which can make treating PFD a very challenging but rewarding experience. Because we cannot separate the emotion from the treatment, we need to be prepared to handle the difficult conversations as well as the implications outside of what happens in a treatment session. If you work with PFD, advocacy is a piece of the puzzle that was absolutely not taught in grad school. This session will focus on what we need to know that we didn’t know we needed to know when treating PFD. The session will address HOW to have difficult conversations, HOW to advocate for the needs of your patients and families and HOW to use your critical thinking skills and judgement to make sound clinical decisions that you feel confident about. The beauty of PFD is that you will never know all that you need to know, but there is a way to feel comfortable with that and authentically show up for your patients in a way that keeps them safe.
Part 1 time Ordered Agenda
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Peds-Medical (DEI)
Jamey Peavler, EdD, OGA-FIT, IDA-SLDS, Mount St. Joseph University
Instructional time spent in a small-group setting is a precious commodity. We must use it thoughtfully and intentionally because even the most well-designed independent activities are less effective than time with a skilled teacher. Therefore, our first goal is to prevent the number of students that require small-group interventions. We can accomplish this by solidifying our core instruction and rethinking how we deliver targeted interventions. When many students need specific skill support, we can provide that intervention within our whole-group lessons. This requires data-driven decision-making and thoughtful planning to identify which skills need whole-group versus small-group instruction. We can then reserve small-group instruction for targeting skills that few students need to develop. Effective small-group instruction is targeted and data-driven. It is designed to give students additional practice and feedback on a specific skill. It does not replace tier 2 and 3 interventions but may enhance and reinforce that instruction. We should ask ourselves what a specific student, or group of students, needs that is different from everyone else in the class. That answer sets the purpose for small-group instruction. If each small group receives the same or similar instruction, the instruction is not targeted and does not justify small-group structure.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: School Age
Kaitlyn Palermo, MS, CCC-SLP, Wild Blossom Speech Therapy
The field of speech-language pathology has been buzzing over concepts like neurodivergent affirming therapy and gestalt language processing, but what does it look like in practice for early intervention? What forms of evidence do we have to support these hot topics and what future research is needed? This session will guide the participant through defining neurodivergent affirming early intervention and levels of current evidence related to neurodivergent affirming practices. Additionally, the participant will explore clinical writing and goal writing that is culturally responsive, strengths-based and honors neurodiversity.
Time Ordered Agenda
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: EI (DEI)
Rebecca Eberle, MA, CCC-SLP, BC-ANCDS, FACRM, Indiana University
Social communication and pragmatic impairments after acquired brain injury are common, highly variable and often have a profound effect upon the individual’s capacity to resume positive experiences in everyday socialization, vocational and academic environments. This two part session is grounded in the scientific evidence of the current cognitive rehabilitation research and will provide a translation of the practice recommendations into specific individual and group interventions for positive outcomes. The foundational cognitive rehabilitation principles of the stages of treatment, clinician teaching strategies, with a consideration of client awareness, goal setting and treatment plan formulation will be addressed.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Adult
Erin Forward, MSP, CCC-SLP, CLC, Cincinnati Children’s Hospital Medical Center
How we nourish our body is something that is incredibly intimate and emotional, which can make treating PFD a very challenging but rewarding experience. Because we cannot separate the emotion from the treatment, we need to be prepared to handle the difficult conversations as well as the implications outside of what happens in a treatment session. If you work with PFD, advocacy is a piece of the puzzle that was absolutely not taught in grad school. This session will focus on what we need to know that we didn’t know we needed to know when treating PFD. The session will address HOW to have difficult conversations, HOW to advocate for the needs of your patients and families and HOW to use your critical thinking skills and judgement to make sound clinical decisions that you feel confident about. The beauty of PFD is that you will never know all that you need to know, but there is a way to feel comfortable with that and authentically show up for your patients in a way that keeps them safe.
Time Ordered Agenda
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Peds-Medical
Beth Waite-Lafever, CCC-SLP, ATP, PRC-Saltillo
Nicole Smith, CCC-SLP, PRC-Saltillo
Jamie Leopard, CCC-SLP, PRC-Saltillo
Looking to expand your AAC student’s participation as an active learner in the classroom while promoting literacy using what we know from the science of reading research? Discover how to choose and teach vocabulary needed for academic learning for students using AAC. As a speech-language pathologist, your intervention ties directly into two of the pillars of the science of reading: Vocabulary and Comprehension. Through case study, discussion and group participation, you will learn how to plan for explicit vocabulary instruction to support reading comprehension with students using AAC. We will address how using core vocabulary to teach shades of meaning for tier 2 words as a component of Scarborough’s Reading Rope for language comprehension (including background knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge) leads to becoming a skilled reader, as well as how to provide rich, targeted vocabulary development for learners using robust AAC systems. Learn how to identify vocabulary concepts, provide better access to educational content, and harness the power of tier 1 and tier 2 vocabulary to build understanding and use of word knowledge for your students using AAC. Resources for adapting lessons and collaborating with classroom teachers will be shared. Content is relevant for all school-age AAC learners, regardless of their robust vocabulary system. You’ll feel more confident explaining how you support literacy development with AAC learners using evidenced-based science of reading strategies as well as promote their engagement and curiosity in the learning process.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: School Age
The content contained in this session is applicable to any robust communication system.
Christi Masters, MS, CCC-SLP, Purdue University
Mariel Schroeder, MS, CCC-SLP, Purdue University
The clinical fellowship (CF) experience is a pivotal time for speech-language pathologists as it marks the transition from being a student clinician to practicing as an independent clinician. The clinical fellow embarks on this process with the support of a CF mentor, who serves a critical role in supporting the development and growth of a new professional. The CF entails specific guidelines, processes and expectations that need to be met in order for the clinical fellow to be eligible to apply for certification in speech-language pathology from the American Speech-Language-Hearing Association (ASHA). This session will serve as a starting guide for students planning for the CF, clinicians considering the role of mentor, or anyone navigating the CF process. The session will cover the qualifications for serving as a CF mentor, the three-segment structure of the CF, the clinical fellowship skills inventory (CFSI), CF mentor observation requirements, administrative responsibilities of the clinical fellow, and overall tips for successful completion of the CF. This session will be presented by a CF mentor and a recent clinical fellow. They will discuss specific examples of building a strong relationship and finding the most effective ways to communicate. The clinical fellow will share her perspective and tips on choosing a CF position, navigating certification and managing the professional and personal aspects of transitioning from a graduate clinician to a clinical fellow while on the path to being an independent practitioner.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Multi-Interest
Emma Cox, MS, CCC-SLP, Beech Grove City Schools
Keegan Koehlinger-Wolf, MA, CCC-SLP, Indianapolis Public Schools
ASHA’s 2024 school survey found that there are currently more job openings than school based speech-language pathologist applicants across the country. This imbalance is leading to a recruitment and retention crisis across the nation and in Indiana schools. Now is the time to open conversations with school administrators looking for solutions to move the needle on retention and recruitment of speech-language pathologists in their school districts. Lead the charge and collaborate with your school administrators to identify and implement change in your district, increase career satisfaction and be recognized for the specific skills speech language pathologists hold. This session will include evidence of the shortage and its impacts to bring to your administrators and will conclude with tools and conversation for making positive change. Participants will apply data from the session to bring to their administrators with the purpose of opening the conversation regarding speech-language pathologist retention and salary supplements.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Introductory | Track: School Age
Caroline Spencer, PhD, Indiana University Bloomington
In clinical teaching and practice, focus is often placed on the patient’s deficits at the functional level. However, contextual factors, like fatigue and environment, play a role in communication skills. This presentation will include an overview of social models of disability, including the ecological-enactive model, and highlight its application to speech-language pathology. I will also present perspectives from individuals with Friedreich’s ataxia about fatigue and its influence on communication skills in daily life.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Introductory | Track: Adult
