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.
DM01
Advocacy: Lessons Learned. Future Goals.
Dawn Wetzel, CCC-SLP, Purdue University
Students who learn to advocate are more likely to participate in advocacy throughout their careers (ASHA, 2010). They acquire skills which help their profession, professional associations, and clients. In an era when professional associations are struggling to maintain membership and involvement, university programs are uniquely positioned to cultivate advocacy and engagement. This poster will address challenges and successes in fostering student advocacy during a seven year period and propose future directions for expanded involvement..
Instructional Level: Introductory │ Poster
Learner Outcomes: Participants will be able to
DM02
Auditory Processing and Related Issues
Lynn Bielski, CCC-A; Melissa McGrath, CCC-SLP; Ball State; Hannah Elliott, from Ball State University
The purpose of the present study is to apply a comprehensive approach by examining both auditory skills and other skills areas involved in listening. Difficulty with read/writing/spelling to listening in background noise are common. Challenges in these areas can indicate auditory processing difficulties and/or language processing issues, attention issues, executive function deficits. We take an inter-professional approach because of the range of issues seen in those with listening difficulties. The treatment for auditory processing deficits and disorders has varied widely in the past. Part of this variation comes from the complexity of symptoms and difficulties experienced; however past research has not considered all factors contributing to these challenges. The present study takes a broad range of skills and abilities into consideration in order to further examine the potential relationships and interactions between these factors. Preliminary data will be presented. The information gained from the study will help to guide treatment and therapy recommendations for those with listening difficulties.
Instructional Level: Intermediate │ Poster
Learner Outcomes: Participants will be able to
DM03
Clinician Perspectives on Training and Implementation of Telecoils in Hearing Aids
Zachary La Fratta, AuD; Maddie Alles, BS; Elizabeth Strickland, PhD, from Purdue University
The implementation of telecoils in hearing aids has been shown to improve speech comprehension in both noisy and quiet environments for hearing aid users. While research highlights the benefits of telecoils for consumers, there is limited understanding of how hearing healthcare professionals integrate telecoils into practice and educate patients in their use. Research is limited regarding clinician practices in integrating telecoils into hearing aids and educating patients about their use. This study aims to explore clinicians’ perspectives on telecoils in hearing aids and their approaches to patient education. This study was conducted through an anonymous online survey through Qualtrics. Results of this survey revealed that alternative connectivity options, waterproofing concerns, re-chargeability trade-offs, limited access to looped venues, and the challenges in demonstrating telecoils in-office serve as barriers to adoption and education. Future research should examine telecoil education in various practice settings, its effectiveness, and clinicians’ attitudes toward emerging assistive listening technologies like Auracast.
Instructional Level: Intermediate │Poster
Learner Outcomes: Participants will be able to
DM04
Effective Strategies for Treating Childhood Apraxia of Speech
Olivia Bryant, Ball State University
Childhood Apraxia of Speech, also known as (CAS), is a motor speech disorder that significantly impacts a child’s ability to produce clear and consistent speech sounds. Effective treatment strategies are critical for improving communication outcomes and creating functional speech development. This poster explores evidence-based approaches for treating CAS, including the use of multi-sensory cueing, motor learning principles, and family centered practices. Participants will gain insight into effective therapy techniques such as Dynamic Temporal and Tactile Cueing (DTTC), PROMPT therapy, and innovative technology-based interventions. The poster will also highlight strategies for altering therapy to meet individual needs and developmental stages. There will also be a focus on promoting generalization and long term progress. Attendees will leave with actionable tools and strategies to better their understanding within their clinical practice when working with children diagnosed with CAS.
Instructional Level: Advanced │ Poster
Learner Outcomes: Participants will be able to
DM05
Exploring Clinicians’ Experiences With Dysphagia Management: Collaborations and Challenges
Marissa Van De Weg, Purdue University Fort Wayne; Naomi Gurevich, PhD, CCC-SLP, Purdue University Fort Wayne; Danielle Osmelak, EdD, CCC-SLP, Governors State University
Speech-language pathologists (SLPs) play a primary role in treating dysphagia and implementing compensatory treatments intended to reduce the impact on nutritional intake and quality of life. This often involves a diet with modified consistency of solids and viscosity of fluids to provide a safer consistency that helps compensate for swallowing dysfunction. For solids, if the restrictive diet compensates for impaired swallow function, it is safer. For liquids, a more restrictive consistency can pose greater risk if thicker viscosity does not compensate for dysfunction and bolus is aspirated. Honey thick liquids have been associated with higher incidence of pneumonia, dehydration, and additional adverse effects for people with dementia. SLPs are trained to determine whether thickening liquid is appropriate for patients on a case-by-case basis. Nurses are often the first line of defense in recognizing swallowing difficulties and referring to SLPs. Although an extensive literature search produced no documentation of formal recommendation to support this practice, nurses regularly cite permission to downgrade dysphagia diets without SLP consult. The quantitative branch of our research explored medical SLPs’ experiences with nurses’ diet modification practices patterns via a descriptive survey design. Most participants (86%) reported exposure to nursing staff claiming permission to modify dysphagia diets without consulting speech pathology. As a follow-up to our cross-sectional survey findings, we further explored medical SLPs’ experiences with TMDs and nurses’ TMD practices patterns via semi-structured interviews. The thematic analysis of medical SLPs interviews helps enhance the discussion on how to support SLPs through clinical guidelines.
Instructional Level: Introductory │ Poster
Learner Outcomes: Participants will be able to
DM06
Gender-Affirming Care: Voice Therapy vs. Vocal Surgery
Olivia Pozsgay, BS, Purdue University
This project explores whether gender-affirming voice therapy or vocal surgery leads to more positive outcomes for transgender individuals seeking vocal feminization. Eight studies were reviewed comparing the effects of voice therapy and vocal surgery interventions on improving quality of life and patient reported outcome measures scores for those pursuing feminizing their voice. Both interventions were shown to improve quality of life and patient reported outcome measures, though factors such as accessibility and long-term outcomes varied. Voice therapy and vocal surgery can be appropriate options, but individual goals and circumstances, such as cost and health care access, are essential in determining the best approach. Further research is needed to explore the combined effects for both treatments.
Instructional Level: Introductory │ Poster
Learner Outcomes: Participants will be able to
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.
DM07
Improving Communication Outcomes in Autistic Learners Who Use High-Tech AAC
Natalie Scott, CCC-SLP, Bierman Autism Centers
Many autistic learners have complex communication abilities warranting the use of speech generated high-tech AAC devices to provide an opportunity for communication with others. Autistic learners are working with multiple team members such as speech-language pathologists, occupational therapists, special education teachers, behavioral analysts, and parents/guardians. In addition, these team members are working with one another to assist autistic learners in obtaining improved communication outcomes using high-tech speech generated AAC across functional environments. Meaningful outcomes are obtained when team members use compassionate collaboration approaches with one another in addition to evidence-based treatment and learning strategies.
Instructional Level: Intermediate │ Poster
Learner Outcomes: Participants will be able to
DM08
Making Media Aphasia-Friendly
Victoria Perna; Naomi Gurevich, PhD, from Purdue University Fort Wayne
Aphasia is a language disorder that is acquired through damage to the language centers in the brain that are involved in expressing and understanding both written and spoken language. It often occurs after someone has suffered a stroke or other kind of traumatic brain injury. This disorder limits an individual’s participation and marginalizes them because of these limitations. There are existing resources to help people compensate for some of the communication difficulties. However, the specific limitations of aphasia that include processing difficulties reduce the utility of many resources such as auto-captioning videos to help with auditory comprehension yet relying on reading comprehension which is also affected. This project aims to make online media more accessible to people who have acquired aphasia by developing linguistically and clinically informed edits such as reducing the speed, adding time to each captioned frame to react and control the media, and providing captions that control the amount of information presented at once but do not break up syntactic units. This project is using videos from the aphasia support network called Just ASK, where people with aphasia can connect with others and share resources. People with aphasia who are part of the support network have provided feedback and helped refine the protocol. This project improves the ability of people with aphasia to participate and engage with media online and reduces the impact of their disability on their lives.
Instructional Level: Introductory │ Poster
Learner Outcomes: Participants will be able to
DM09
Patient Outcomes Across Phonosurgery, HRT and Voice Training Interventions
Emma Blythe, Eskenazi Health
The first aim of this poster is to define purposes that gender-affirming voice care is sought out by transgender and gender-non conforming individuals in an outpatient hospital setting. The secondary aim is to examine outcome measures of case reports across behavioral voice training + Hormone Replacement Therapy, behavioral voice training + phonosurgery (i.e. feminization laryngoplasty with thyrohyoid elevation, anterior web glottoplasty, laser-assisted voice adjustment), and behavioral voice training alone. The poster will provide a summary of existing literature across HRT, phonosurgery, and behavioral voice modification within the population. Benefits and barriers across each intervention will be assessed across parameters such as physical/ emotional invasiveness, sex-based laryngeal/ resonant chamber differences, post-operative dysphonia, financial barriers, & social support. The role of the SLP in gender-affirming voice extends beyond behavioral voice modification alone and provides valuable education alongside HRT-prescribing providers and otolaryngologists to support patients in their individualized voice intervention plan.
Instructional Level: Intermediate │ Poster
Learner Outcomes: Participants will be able to
DM10
Patient-Centered Care Counseling in Audiology
Kami Koors, BS; Lynn Bielski, PhD, from Ball State University
The aim of this study is to understand and examine how the implementation of patient-centered care in the Ball State University Audiology Clinic affects the overall satisfaction of participants and audiologists, participants’ understanding of their hearing loss, and the relationships between participants and audiologists compared to current clinical practice. The objective is to determine if patient-centered counseling leads to greater satisfaction with the hearing loss population compared to information-based counseling. Patient-centered care is focused on patient participation, environment, and relationship to the provider. Information-based counseling focuses on counseling the participant based on the paper results of a hearing evaluation. Information-based counseling does not necessarily involve participant emotion, involvement, or preference but rather focuses on the professional’s perspective. In this study, we hypothesize that participants counseled with a patient-centered care approach will have a greater understanding of their hearing loss. We also hypothesize that the majority of supervisors and student clinicians will prefer the patient-centered care approach compared to information-based counseling. The knowledge of whether or not patient-centered care may be a more effective counseling tool can potentially improve patient care and progress with hearing loss which overall can improve everyday quality of life for patients. Data collection for this current study is currently in the information-based stage.
Instructional Level: Introductory │ Poster
Learner Outcomes: Participants will be able to
DM11
Structural Tractography of the Arcuate Fasciculus and Speech-in-Noise Perception
Serenity Seigel; Jack Stirn; Gavin Bidelman, PhD, from Indiana University
Difficulty understanding speech-in-noise (SIN) is a ubiquitous problem in many communication disorders but is also highly variable even in young, normal-hearing listeners. The purpose of this study was to investigate the connections between structural tractography of major speech-language pathways in the brain and an individual’s ability to understand SIN. To investigate the neurobiological correlates of SIN processing, brain scans were collected using magnetic resonance imaging (MRI) in young, healthy adults to obtain diffusion-weighted images (DWI). The DWI was analyzed using diffusion tensor imaging (DTI) to map white matter pathways in the brain. Several speech-language pathways were tracked, including the arcuate fasciculus (AF), inferior longitudinal fasciculus (ILF), superior longitudinal fasciculus (SLF), and uncinated fasciculus (UF). The QuickSIN test was performed to measure individuals’ SIN perception abilities. Quantitative anisotropy (QA) of the neural tracks reflecting which matter density was compared to the individuals’ QuickSIN score. Results showed a negative correlation between QuickSIN and the QA of the right AF, indicating a larger AF in the “non-linguistic” hemisphere relates to better SIN perception. This result was also independent of participants’ musical training suggesting the renormalizability of our findings. Consistent with other recent functional neuroimaging results, we conclude that the right AF anatomy plays an important role in dictating individual differences in SIN perception even among young adults without hearing loss.
Instructional Level: Intermediate │ Poster
Learner Outcomes: Participants will be able to
DM12
The Effects of Dance Training on Clinical Balance Testing
Gillian Battung, BA, Purdue University
Dance training may improve agility, strength, flexibility, and balance control. Computerized dynamic posturography (CDP) testing is clinically used as part of the diagnostic assessment of imbalance or dizziness to measure a patient’s use of vestibular, visual, and somatosensory inputs. The Sensory Organization Test (SOT) and Limits of Stability (LOS) are used to assess a patient’s sway, mobility, and balance in different conditions. This study investigated whether dance training affected performance on the SOT and LOS tests. Results suggest that amount of dance experience may impact performance on stability and balance testing, but only for many years of training.
Instructional Level: Introductory │ Poster
Learner Outcomes: Participants will be able to
DM13
Treating Complex Communication Delays in Learners With Kleefstra Syndrome and ASD Using AAC
Caroline McAuley, CCC-SLP, Bierman Autism Center
Kleefstra Syndrome is defined as a rare genetic condition that affects development and involves many body systems. Complex Communication delays are one of the most common symptoms present in individuals with Kleefstra
syndrome. The literature shows that most people with the diagnosis demonstrate some form of intellectual disability which may occur with autistic-like features and severe speech and language delays through early childhood (Jacobs et.al), making functional communication a challenge for individuals with this diagnosis. To address complex communication and behavioral concerns in individuals with Kleefstra Syndrome, previous research has suggested that Augmentative and Alternative Communication (AAC) interventions can provide care for those with difficulties in expressive language (Light & Mcnaughton, 2015). Best practices show that the use of AAC along with using Natural Environment Teaching (NET) supports the facilitation of language learning moments by using the child’s interests and for the parents and caregivers of the child to be involved in therapy and treatment of their child. This presentation will first define Kleefstra Syndrome and the incidences involved in the diagnosis, and then discuss appropriate intervention techniques found in research to support individuals’ communication skills with a diagnosis of Kleefstra Syndrome and Autism Spectrum Disorder. Additionally, this presentation will provide suggestions and tools for parents and caregivers on ways to be involved in the therapy process for carryover of skills to support growth of functional communication with the use of high-tech assistive technology.
Instructional Level: Intermediate │ Poster
Learner Outcomes: Participants will be able to
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
