Thursday’s Program

Christina Turner, MA, CCC-SLP, Ball State University

The session will highlight the importance of the speech-language pathologist’s (SLPs) role in treatment of infants and toddlers with communication disorders as the result of hearing loss. During this session, participants will learn communication strategies and techniques to use during therapy sessions and when working with families. Working with children with chronic otitis media, fluctuating hearing loss, unilateral hearing loss and a variety of other hearing losses will be discussed. The session will highlight working with infants and toddlers who have multiple disabilities in addition to hearing loss and highlight beneficial techniques.

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

• Describe appropriate strategies for fluctuating hearing loss for infants and toddlers.
• Identify appropriate strategies to implement with infants and toddlers with unilateral hearing loss and single sided deafness.
• Identify and describe challenges of working with children with multiple disabilities and hearing loss including when to refer and universal strategies.

Instructional Level: Introductory  |  Track: EI

Rachel Archambault, MA, CCC-SLP, Broward County Public Schools

Trauma-informed care seems to be a buzz-word in the speech world; however, the term itself has been used for more than 40 years. Speech-language pathologists (SLPs), especially in a post-pandemic world, have been asking for ways to work with individuals who have undergone trauma. It is one thing to know what trauma(s) your clients have experienced, but for the most part, you will not know. How can we make sure we do not cause additional harm? Trauma-informed care is the answer.

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

• List the six pillars of trauma-informed care.
• Describe the prevalence and impact of trauma.
• Identify possible signs/symptoms of trauma.

Instructional Level: Introductory  |  Track: Multi-Interest

Megan Thurber Brown, MS, CCC-SLP/L, TrueNorth Educational Cooperative 804
Susan Foster, MS, CCC-SLP/L, TrueNorth Educational Cooperative 804

This session will describe how a shift away from a reactive, practitioner-based model of assistive technology (AT) support to a proactive, team-based coaching model can improve outcomes for students with complex communication needs (CCNs). Presenters created a framework known as the Classroom Profile of Integrated Communication Supports (C-PICS) to guide speech-language pathologists and AT practitioners in this service delivery. Results from the use of the C-PICS in various educational environments and thoughts for next steps will be discussed and practical strategies for adopting the implementation of universal supports for communication will be shared.

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

• Identify three benefits of adopting a coaching service delivery model for assistive technology support.
• Define four proactive practices that should be considered when planning assistive technology supports for students.
• Describe how an implementation of the Classroom Profile for Integrated Communication Supports may be appropriate.

Instructional Level: Intermediate  |  Track: School Age

Kelly Knollman-Porter, PhD, CCC-SLP, Miami University

The purpose of this session is to review and summarize recent evidence about using text-to-speech technology as a reading support for people with aphasia. The clinical implications of recent research findings, regarding changes in comprehension and processing time when people with aphasia use text-to-speech systems while reading narratives, will be addressed along with the perspectives of people with aphasia about using this technology and the features they consider most salient. We will discuss the eye movement patterns of people with aphasia while reading through the use of eye tracking technology. Forward, regressive and off-track fixations in comparison to neurotypical healthy adults when reading short narratives with and without text-to-speech technology will be shared along with the clinical implications of these findings. To conclude, ideas about the settings and types of reading materials most conducive to text-to-speech compensation will be shared.

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

• List three potential benefits of using text-to-speech systems for people with aphasia.
• Describe the different eye movement patterns exhibited by people with aphasia while reading with and without text-to-speech technology and how it relates to clinical practice.
• List three possible methods to personalize a text-to-speech system for people with aphasia.

Instructional Level: Intermediate  |  Track: Adult

Rachel Hahn Arkenberg, MS, CCC-SLP, Purdue University
Georgia A. Malandraki, PhD, CCC-SLP, BCS-S, Purdue University

Infants and children with pediatric feeding disorder are expected to learn new skills to maintain adequate nutrition, hydration and participate in family meals. But how do babies and children actually learn, and how can we maximize their learning in our assessment and intervention? This session will describe what we know about how babies and young children learn new skills in general and specifically apply this to the feeding system. We will discuss studies from our laboratory on the development of feeding skill and describe skills-based assessment of feeding, with specific examples and participant discussion.

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

• Identify and describe how infants and young children learn new skills, including feeding and swallowing skills.
• Identify and describe how principles of infant learning apply to assessment of pediatric feeding.
• Identify and apply principles of learning in case and group discussion.

Instructional Level:  Intermediate  |  Track: Peds Medical

Hannah Magie, MS, CCC-SLP, CLC, Hendricks Regional Health
Elizabeth Selge, MS, CCC-SLP, CBS, Hendricks Regional Health

Speech-language pathologists who evaluate infant feeding difficulties often do so by observing and assessing bottle feeding skills. In this session, participants will learn how to apply their in-depth knowledge of infant feeding/swallowing skills to the breastfeeding dyad and provide evidence-based interventions and solutions to problems that arise in both the inpatient and outpatient settings.

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

• Identify four components of an infant clinical breastfeeding assessment.
• Describe three differences between bottle feeding and breastfeeding.
• Formulate evidence-based strategies for improving latch and position.

Instructional Level: Intermediate  |  Track: Peds Medical

Megan Thurber Brown, MS, CCC-SLP/L, TrueNorth Educational Cooperative 804
Susan Foster, MS, CCC-SLP/L, TrueNorth Education Cooperative 804

Before a typically developing child utters their first word, they have been exposed to approximately 2,400 hours of language from those around them. However, a child who uses augmentative and alternative communication (AAC) typically has limited examples of how to communicate using their specific methods (e.g., voice output device, communication book). There are a variety of identified environmental and partner created barriers that can impact AAC use throughout the educational setting. Therefore, daily communication partners of students who use AAC have a critical role in successful device implementation. In this session, we will discuss why communication partners are vital for successful device use. We will identify partner strategies that address these identified barriers to AAC use in the classroom environment and share resources to improve student communication.

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

• Describe why communication partners are vital for successful device use.
• Describe three possible barriers that would interfere with a communication partner’s ability to successfully implement a device.
• Identify five strategies to improve a student’s use of their device.

Instructional Level: Intermediate  |  Track: School Age

Jacqueline Hall-Katter, CCC-SLP, BCS-CL, Indiana Department of Health – Center for Deaf and Hard of Hearing Education
Kjari Newell, MA, Indiana Department of Health – Center for Deaf and Hard of Hearing Education

This session is targeted toward professionals involved with young children and their families who will experience the Part C/Part B transition process. It will cover what Individuals With Disabilities Act (IDEA) indicates are the differences between Part B and Part C. Attendees will learn about transition language evaluations and all the acronyms parents need to know as they move from early intervention to school age services. Most importantly, this session will provide transition resources, discuss the unique needs of multilingual families, discuss parent empowerment through coaching and emphasize the importance of tracking language development through early intervention and beyond.

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

• Describe the difference between Individuals With Disabilities Act (IDEA) Part B and IDEA Part C.
• Identify where to find resources to prepare families for their transition experience from Part C to Part B services, including multilingual family resources.
• Identify what families will need to feel empowered and informed during the Part C/Part B transition process.

Instructional Level: Intermediate  |  Track: EI

Rachel Archambault, MA, CCC-SLP, Broward County Public Schools

If you are working with humans, a trauma-informed mindset needs to be in place to reduce our risk of causing harm. Many speech-language pathologists (SLPs) are unsure how trauma-informed care fits in to their specific setting such as acute care, prescribed pediatric extended care (PPEC), home health, school-based, etc. Trauma-informed care is a mindset SLPs can implement no matter the age or developmental level of our clients. In this session, we will examine videos for their trauma-informed nature.

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

• Apply language changes to help reduce possible harm, trauma and re-traumatization.
• Identify when clients or self might be dysregulated.
• Identify and differentiate which pillars of trauma-informed care are/are not being used.

Instructional Level: Intermediate  |  Track: Multi-Interest

Kelly Knollman-Porter, PhD, CCC-SLP, Miami University

The purpose of this session is to review and summarize recent evidence about using text-to-speech technology as a reading support for people with aphasia. The clinical implications of recent research findings, regarding changes in comprehension and processing time when people with aphasia use text-to-speech systems while reading narratives, will be addressed along with the perspectives of people with aphasia about using this technology and the features they consider most salient. We will discuss the eye movement patterns of people with aphasia while reading through the use of eye tracking technology. Forward, regressive and off-track fixations in comparison to neurotypical healthy adults when reading short narratives with and without text-to-speech technology will be shared along with the clinical implications of these findings. To conclude, ideas about the settings and types of reading materials most conducive to text-to-speech compensation will be shared.

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

• List three potential benefits of using text-to-speech systems for people with aphasia.
• Describe the different eye movement patterns exhibited by people with aphasia while reading with and without text-to-speech technology and how it relates to clinical practice.
• List three possible methods to personalize a text-to-speech system for people with aphasia.

Instructional Level: Intermediate  |  Track: Adult

Mindy Thomas

The purpose of this session is to demonstrate that augmentative and alternative communication (AAC) users can (and in my case) use vocal inflection to communicate in certain situations.

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

• Describe the benefits of why AAC users can and should use vocal variation in everyday conversations.
• Identify how to assist AAC users in learning how to incorporate their device into everyday situations.

Instructional Level: Advanced  |  Track: Multi-Interest

Kelly Knollman-Porter, PhD, Miami University

The neurocognitive symptoms following mTBI/concussion can negatively influence performance on required academic and/or work-related activities for days, weeks, months or years. Understanding the unique post-injury experiences and management needs of this population is warranted, so speech-language pathologists can more readily provide early, effective and valuable care that will facilitate the successful return to daily activities. During this session, the speaker will discuss how guidelines provided by the Centers for Disease Control and Prevention, along with evidence from the field of speech-language pathology can guide clinicians on how to help care for children and adults with mTBI/concussion. Application of currently available strategies and technique (e.g., direct interventions, strategy straining, use of technology and academic and/or work-related adjustments) based on time post-onset of the mTBI/concussion with illustrative example, through the use of case studies, will be utilized throughout the session. In addition, special focus will be directed toward the value of person-centered goal development and education.

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

• Identify and apply the Centers for Disease Control and Prevention guidelines for mTBI/concussion management directly to speech-language pathology practices.
• Explain compensatory approaches to concussion management including strategy training, use of technology and academic and/or work-related adjustments.
• Describe the value of patient-centered goal setting and education.

Instructional Level: Intermediate  |  Track: Adult

Chelsea Byard, AuD, CCC-A, Indiana University

This session was created with an interprofessional practice in mind when working with D/deaf or hard of hearing (DHH) students in an educational setting. Whether you are a clinical audiologist or a speech-language pathologist working in schools, this session will provide collaborative strategies you can use to improve DHH student’s access to the curriculum.

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

• List three impacts of hearing differences when accessing the curriculum in a mainstream classroom.
• Identify and suggest two classroom modifications to accommodate individual student hearing needs.
• Formulate strategies for interprofessional practices to best support DHH students.

Instructional Level: Introductory  |  Track: School Age

Rachel Archambault, MA, CCC-SLP, Broward County Public Schools

You can’t pour from an empty cup, is a common phrase about making sure you are okay before you can help others to be okay. From a trauma-informed perspective, we have learned about how much self-regulation needs to be done before you can regulate an emotionally dysregulated client. Speech-language pathologists (SLPs) work in highly stressful environments and we need to have a toolbox of coping strategies for those stressful moments and be practicing self-care outside of work.

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

• Identify possible triggers of dysregulation in the workplace.
• Formulate a plan for your moments of dysregulation in the workplace.
• Describe types of self-care activities and coping strategies.

Instructional Level: Introductory  |  Track: Multi-Interest

Lesley Raisor-Becker, PhD, University of Cincinnati

Toddlers with speech and language disorders often present with challenging behavior. In this session, we will explore the types and functions of behaviors that caregivers may see in their children. Further, we will discuss the acting out cycle and strategies to support families in all stages of the acting out cycle. Finally, the concept of regulation through co-regulation will be discussed and suggestions to facilitate trauma-sensitive methods to support a child during difficult moments.

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

• Identify and define the types of functions of challenging behaviors.
• List the phases of the acting out cycle.
• Identify and describe strategies to support a child in each phase of the acting out cycle.

Instructional Level: Introductory  |  Track: EI

Ryan Baca, OTR, CFPS, CGCP, American Senior Communities
Andrea Byl, MS, CCC-SLP, American Senior Communities

Duality exists in the natural world and is readily observable: Fire/Water, Life/Death, Active/Passive. Entry-level clinicians experience, to some degree, the duality of recently entering practice and the pressures of providing (experienced) leadership to patients, family members and the interdisciplinary team. This session will identify duality as it exists for an entry-level clinician and based on empirical evidence, describe the importance of developing systems to support professional development. Leaders from the largest sub-acute rehabilitation and long-term care provider in the state of Indiana will outline programming currently impacting entry-level clinicians within their organization.

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

• Describe duality and identify duality as it exists for an entry-level clinician.
• Describe the importance of systems and programming to support entry-level professional development.
• Identify opportunity within your own practice/organization to creatively support entry-level clinicians.

Instructional Level: Intermediate  |  Track: Multi-Interest

Ching-Hsuan Peng, MS, CCC-SLP, Purdue University
Georgia A. Malandraki, PhD, BCS-S, CCC-SLP, Purdue University

Surface electromyography (sEMG) is often used for biofeedback in swallowing rehabilitation. Existing commercially available sEMG sensors present limitations such as expensive rigid platforms unsuitable for the head/neck or wearable devices that have a limited life span. We have developed a flexible, cost-effective and wearable sEMG sensor patch (i-Phagia), specifically designed for the submental area and has been validated it against conventional sEMG sensors. This session will first describe the validation study and then showcase the promise of this new wearable system for both in-clinic and telehealth dysphagia management through a series of studies we are conducting in our lab. Specifically, we will present data on the comparative neuromuscular contributions of common swallowing maneuvers using this system. The Mendelsohn maneuver, effortful swallow and isometric tongue press are some of the most commonly used exercises in swallow rehabilitative regimens. However, the neuromuscular mechanisms required for these maneuvers remain unclear. These mechanisms are important to delineate to improve the specificity of neuromuscular targets and treatment planning. Using the i-Phagia system, we compared submental neuromuscular activity patterns (the normalized mean sEMG amplitude and time to peak amplitude) during these three maneuvers and typical swallows in healthy young and older adults. Results on these parameters will be presented. Finally, pilot data on the use and preliminary effectiveness of the i-Phagia during in-clinic swallowing rehabilitation and case examples will also be discussed.

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

• Describe the superiority of the i-Phagia patch against conventional sEMG sensors for monitoring submental muscle activity.
• Identify the difference in underlying neuromuscular mechanisms of rehabilitative swallow maneuvers in young and older adults.
• Identify and illustrate the application of the wearable sEMG biofeedback device in swallowing rehabilitation.

Instructional Level: Intermediate  |  Track: Adult

Rachel Archambault, MA, CCC-SLP, Broward County Public Schools

Being a trauma-informed speech-language pathologist means we are actively trying to reduce the risk of causing harm not only to our clients, but to our coworkers and selves as well. Trauma-informed care changes the question from what’s wrong with you to what happened to you? We must adopt this mindset with our coworkers, especially with our mentees, interns and students.

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

• Identify the pillars of trauma-informed care and how they fit in the role of a supervisor position.
• Describe how to identify when supervisees might be dysregulated and how you can best support.
• Identify when clients or self might be dysregulated.

Instructional Level: Intermediate  |  Track: Multi-Interest

Whitney Beltré, CCC-SLP, Riley Hospital for Children
Sarah Johnson

Navigating the process of obtaining a speech-generating device can be daunting for both speech-language pathologists (SLPs) and families. This session will provide SLPs with an overview of steps needed to request insurance funding for a speech-generating device for pediatric patients, from initial referral to obtaining the device and including a visual walkthrough of funding portals from two common device companies. This session will also offer an opportunity to hear one mother’s perspective on her experience navigating the process for her toddler-preschooler.

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

• Describe the steps to complete prior to submitting insurance funding request for a speech-generating device.
• Identify opportunities for direct family involvement in the funding process.
• Identify potential psychosocial effects of this process for patients and families.

Instructional Level: Introductory  |  Track:  School Age

Lesley Raisor-Becker, PhD, University of Cincinnati

One piece of our jobs as early intervention service providers is to discuss emotionally charged topics with families. In this session, we will discuss how to prepare and effectively manage difficult conversations. We will explore self-regulation strategies and also ways to negotiate challenging situations with caregivers and colleagues. Specific strategies for negotiation and considering the perspectives of caregivers will be presented.

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

• Identify and define three strategies to prepare for difficult conversations.
• Identify and describe ways to maintain self-regulation in emotionally charged situations.
• Describe methods for considering alternative perspectives in situations that may become hostile.

Instructional Level: Introductory  |  Track: EI