7:00 am – 2:00 pm Registration
Enjoy breakfast while learning about ISHA updates such as board activities, advocacy efforts, the school based roundtables and webinars, etc. During this meeting, ISHA will present the annual awards. Help us congratulate this year’s award winners by joining us for breakfast.
Pre-registration is required. Be sure to order your complimentary ticket when registering.
This session is not CEU eligible.
Theresa Rodgers, MA, CCC-SLP
The ASHA Ethics Office receives hundreds of inquires a year about ethical issues. During this session, we will discuss some of the most commonly asked ethical questions, including questions about client abandonment, confidentiality, billing, documentation and providing unnecessary services. We will review and discuss case studies that highlight these common ethical dilemmas and discuss ways to protect and defend yourself from claims of unethical conduct. Finally, we will answer your questions about the ASHA Code of Ethics and the ethical dilemmas that you face in your own practice.
Learner Outcomes: At the end of this session, participants will be able to:
Time-Ordered Agenda:
5-minutes: Introduction and Disclosures
30-minutes: Discussion of Common Ethics Issues
15-minutes: Case Studies
10-minutes: Q&A
Instructional Level: Intermediate | Track: Ethics
Brenda Addington, MA, CCC-SLP, Eastern Kentucky University
From the perspective of a speech-language pathologist and former elementary school teacher, the presenter will provide tips, resources and reflections from more than 30 years in the school system. Changes in therapeutic delivery over the past 30 years, meeting the demands of serving high caseloads and evidenced based practices for providing engaging and effective therapy in a limited amount of time will be explored. Suggestions and materials for saving time in therapeutic planning, caseload management and completing paperwork will be discussed. This session is loaded with time saving suggestions, engaging therapy ideas and examples, plus resources to take away and incorporate immediately in practice.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: School Age
Product Disclosure:
A variety of materials developed by the presenter available from TPT and ProEd will be discussed, although the clinician can develop similar materials independently.
Lydia Kruse, MS, CCC-SLP, Purdue University
In the pediatric population, the prevalence of voice disorders can be as high as 6% (Carding et al., 2006) yet many speech-language pathologists, particularly those in school settings, self-report low levels of competence in their ability to assess and treat children with voice disorders (Teten et al., 2016). This session seeks to improve the SLP’s knowledge of practical evaluation and therapy strategies for pediatric voice disorders.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Introductory | Track: Peds Medical
Product Disclosure: Pediatric voice products from A Tempo Voice Center
Adria Thompson, MA, CCC-SLP, Be Light Care Consulting
This session discusses the role of a speech-language pathologist (SLP) in assessing and treating cognitive-communication disorders in the context of activities of daily living (ADLs). There are some ADLs that SLPs are generally comfortable with (such as self-feeding). However, it is very common for an SLP to not provide any hands-on assistance or be present during toileting, showering, dressing and grooming tasks. This session is intended to outline how SLPs can provide essential communication support during self-care tasks. Implementation of evidence-based interventions that can decrease agitation, combativeness, resistance and a lack of participation with an individual with a cognitive-communication disorder will be reviewed. Common barriers SLPs face in having the confidence and competence to assist in ADLs will be discussed. Finally, practical documentation and caregiver training tips will be provided for reimbursement and carryover.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Adult
Product Disclosure: Be Light Care Consulting
Theresa Rodgers, MA, CCC-SLP
On March 1, 2023, the revised ASHA Code of Ethics (2023) went into effect. The 2023 revisions included, in part, modifications to principles and rules regarding discrimination, conflict of interest, confidentiality, supervision and practicing with reasonable skill and safety. This session will set forth the changes made to the ASHA Code and discuss how such changes impact speech-language pathologists and audiologists working in different practice areas. Additionally, the presenter will discuss the process and reasoning behind these changes and answer questions regarding the revised ASHA Code.
Learner Outcomes: At the end of this session, participants will be able to:
Time-Ordered Agenda:
5-minutes: Introduction and Disclosures
30-minutes: Overview of the Code of Ethics Revisions
15-minutes: Case Studies
10-minutes: Q&A
Instructional Level: Introductory | Track: Ethics
Brenda Addington, MA, CCC-SLP, Eastern Kentucky University
From the perspective of a speech-language pathologist and former elementary school teacher, the presenter will provide tips, resources and reflections from more than 30 years in the school system. Changes in therapeutic delivery over the past 30 years, meeting the demands of serving high caseloads and evidenced based practices for providing engaging and effective therapy in a limited amount of time will be explored. Suggestions and materials for saving time in therapeutic planning, caseload management and completing paperwork will be discussed. This session is loaded with time saving suggestions, engaging therapy ideas and examples, plus resources to take away and incorporate immediately in practice.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: School Age
Product Disclosure
A variety of materials developed by the presenter available from TPT and ProEd will be discussed, although the clinician can develop similar materials independently.
Adria Thompson, MA, CCC-SLP, Be Light Care Consulting
This session discusses the role of a speech-language pathologist (SLP) in assessing and treating cognitive-communication disorders in the context of activities of daily living (ADLs). There are some ADLs that SLPs are generally comfortable with (such as self-feeding). However, it is very common for an SLP to not provide any hands-on assistance or be present during toileting, showering, dressing and grooming tasks. This session is intended to outline how SLPs can provide essential communication support during self-care tasks. Implementation of evidence-based interventions that can decrease agitation, combativeness, resistance and a lack of participation with an individual with a cognitive-communication disorder will be reviewed. Common barriers SLPs face in having the confidence and competence to assist in ADLs will be discussed. Finally, practical documentation and caregiver training tips will be provided for reimbursement and carryover.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Adult
Product Disclosure: Be Light Care Consulting
Mary Hart Benecke, MS, OTR/L, BCP, Riley Hospital for Children
Jenna Trost, OTD, OTR/L, Riley Hospital for Children
In this session, we will explore the basics of sensory processing and how this key element can inform your approach to feeding sessions with infants and toddlers. A child’s sensory systems are developing rapidly in infancy and early childhood. Children must be given opportunities to explore the sensory elements of their world for these systems to develop in a way that supports growth and development in all areas. As such, knowledge of sensory processing and identification of sensory strategies for infants and toddlers is instrumental in the success of infant and toddler feeding. This is true for children with and without differences in sensory processing. Each child’s unique patterns of sensory processing should inform the approach to a multitude of aspects of feeding therapy including preparatory work, session of food and positioning. Addressing infant and toddler feeding with knowledge of sensory processing can improve the child’s response to interventions. This session aims to increase knowledge of sensory strategies and to review evidence-based practice to be utilized with children in order to improve infant and toddler feeding outcomes.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Introductory | Track: Peds Medical
Adria Thompson, MA, CCC-SLP, Be Light Care Consulting
This session will challenge speech-language pathologists (SLPs) to rethink their approach in dementia care by confronting commonly held beliefs and roadblocks that impact our effectiveness and confidence. During this session, we will break down expectations for the decline in cognitive communication skills as dementia progresses throughout the different stages and types, identify how these deficits impact function and examine the out-of-the-box, real-life interventions that meet the needs of our patients.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Adult
Erica Maginn-Doss, MA, CCC-SLP, Riley Hospital for Children
This session will review neuroanatomy and associated critical cognitive functions. The presenter will discuss acquired brain injury to distinguish between traumatic and non-traumatic brain injury diagnoses. Expect an in-depth review of cognitive functioning, including types of attention, memory and executive functioning. We will also discuss current, formal cognitive testing for the brain-injured pediatric population and review how to complete a thorough, informal cognitive evaluation. Evidence-based treatment strategies for attention, memory, anosognosia and metacognition will be discussed. The presenter will invite discussion of barriers that both school-based and outpatient-based speech-language pathologists encounter with this population and offer ways to facilitate successful, functional outcomes. The session will conclude with case studies to apply learned objectives.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Peds Medical
Michele Morrisette, PhD, CCC-SLP, Indiana University-Bloomington
Malachi Henry, MA, CCC-SLP, Indiana University-Bloomington
Tessa Bent, PhD, Indiana University-Bloomington
The current literature base for phonological intervention offers well-established guidelines for selecting target sounds and treatment words for children with phonological disorders (e.g., Storkel, 2017, 2018). Despite these advances, speech-language pathologists (SLPs) often struggle to integrate research findings into their day-to-day clinical practice (e.g., Cabbage, Farquharson, & DeVeney, 2022). Barriers to implementation may include time, access to resources and a lack of training (Greenwell & Walsh, 2021). This session aims to bridge this research-practice gap by demonstrating an innovative and time-saving approach to developing evidence-based therapy materials using freely available generative artificial intelligence (AI) platforms, such as ChatGPT 3.5. These platforms are based on large language models designed to generate new and creative content specific to user prompts. We will illustrate practical strategies for crafting prompts that incorporate published treatment words designed to maximize children’s phonological learning (Storkel, 2017). Prompts will also be engineered to align with best practice guidelines for adapting treatment words to a story context (e.g., Gierut & Morrisette, 2010). The content generated will result in unique short stories for phonological intervention that are tailored to the age and interests of individual clients. Leveraging generative AI tools for clinical practice will allow SLPs to efficiently incorporate the latest evidence-based research findings.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: School Age
Jacinto Fragoso, AuD, Riley Hospital for Children
The importance and need for the verification of hearing aids has been discussed ad nauseam; however, many audiologists do not complete verification as part of their clinical practice, or it’s done incorrectly. Electroacoustic verification of hearing aid function is essential in ensuring that the hearing aid is providing adequate access to sound, especially for children. The accuracy of hearing aid programming directly impacts a child’s audibility of speech which can, in turn, affect their speech and language development. In addition, appropriately fit hearing aids have been found to reduce the number of follow-up visits and hearing aid returns, as well as improve overall patient satisfaction. Verification of hearing aids should be required for adult and pediatric patients to ensure that the clinician is providing the utmost level of care. This session will give an overview of accurate verification methods including probe microphone measurements, the importance of real-ear-to-coupler-difference (RECD) and a comparison of validated prescriptive methods. Case studies will also be incorporated to demonstrate the importance of device verification.
Learner Outcomes: At the end of this session, participants will be able to:
Instructional Level: Intermediate | Track: Audiology
