Friday’s Program

Angela Adrian, MA, CCC-SLP, Saint Louis University
Rebecca Frisella, MS, CCC-SLP, Saint Louis Uiversity

This session will discuss how to organize and implement meaningful social communication skills in a functional and engaging environment for neurodiverse teens. First, we will discuss how to build an overall framework for a small group setting. We will develop strategies to advance each individual’s goals.  Finally, we will discuss activities and techniques to improve a variety of social skills.

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

• Build a framework for small group setting.
• Integrate treatment strategies and techniques for a group setting.
• Identify how activities can be modified to meet each participant’s goals.

Level of Learning: Intermediate

Beth McCall, AuD, CCC-A, University of South Carolina
Jamy Claire-Archer, MS, CCC-SLP, University of South Carolina

Inter-professional collaboration is imperative to holistic patient care across all genres of speech-pathology and audiology.  This session will explore a case study of a young child with hearing impairment and other co-mingled challenges.  During the presentation, attendees will take part in an interactive discussion of the impact interprofessional collaborative care on this child’s functional progress, therapeutic performance, and audiological participation.  Further steps for continued improvement considering increasing academic demands, social support, and additional care team members will be addressed.

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

• Identify members of an interprofessional collaborative care team.
• Provide 3 responsibilities of care team members to the patient’s care.
• Attendees will identify scaffolding strategies for further patient progress using an interprofessional collaborative care approach.

Level of Learning: Intermediate

Stephanie Kneedler, SSP, NCSP, Western Psychological Services

Speech and language assessment is a complex process, and the impact of assessment extends beyond the score. Linking assessment data to meaningful intervention in a multi-disciplinary context can be a challenge. This session seeks to support school-based speech-language pathologists in maximizing the potential of assessments and enhance student progress with interventions linked to assessment data. This presentation will provide a platform for conceptualizing the scope of speech and language assessment and intervention and its impact on educational success. Participants will review a variety of formal assessment measures designed to evaluate receptive and expressive language, pragmatic language and articulation, the accompanying theory behind them and how these tools can be used to support intervention in a multi-disciplinary context. Participants will leave with knowledge of numerous speech and language assessment tools, explicit interventions and accommodations that can be used after using these assessments, as well as other resources that can be implemented in the educational setting tomorrow.

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

• Describe the function, theory and key administration features of variety of speech and language assessments used to evaluate language articulation and pragmatic skills, such as the Comprehensive Assessment of Spoken Language, Second Edition (CASL-2).
• Support their teams in offering data-based individualized recommendations and interventions.
• Enhance their collaboration with multi-disciplinary team members on assessment and intervention.

Level of Learning: Intermediate

Product Disclosure: CASL-2; ARIZONA-4; CAPs; OWLS-II; PPA

Cari Ebert, MS, CCC-SLP, Cari Ebert Seminars

A young child presents with a diagnosis of childhood apraxia of speech (CAS). Now what? Establishing an appropriate treatment plan based on the principles of motor learning is essential when treating CAS. For minimally verbal children with suspected CAS, the principles of motor learning should still guide the treatment approach. This course will cover assessment, differential diagnosis, goal writing, target selection, therapy strategies and activities, and carryover techniques for speech-language pathologists working with toddlers, preschoolers, and early school-aged children who have CAS or suspected CAS.

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

• Contrast speech therapy approaches for children with apraxia of speech, phonological impairments, and articulation disorders.
• Summarize how to write speech therapy goals based on the principles of motor learning.
• Describe five activities for supporting repetitive speech practice without doing drill work or using flashcards.
• Explain the role of parents and teachers in supporting children with apraxia of speech.

Level of Learning: Intermediate

Product Disclosure: The SLP’s Guide to Treating Childhood Apraxia of Speech and Silly Sounds Cards

Matt Krause, MS, CCC-SLP, BCS-F, University of Missouri

This is a case study of a young adult who participated in therapy prior to his first semester in college.  The session will include a review of client-generated goals for treatment, pre/post assessment information, and a comprehensive approach to therapy that included affective, behavioral, and cognitive aspects of stuttering.

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

• Describe the purpose behind client-generated goals for stuttering therapy.
• Recognize both quantitative and qualitative measures for stuttering assessment for adults.
• Identify examples of affective, behavioral, and cognitive aspects of stuttering therapy for adults.

Level of Learning: Advanced

Charity Shelton, MS, CCC-SLP, CBIS, Mercy Hospital,

There are seven Bureau of Prisons (BOP) Federal Medical Centers in the United States, including the Medical Center for Federal Prisoners (MCFP) in Springfield, Missouri. These facilities house inmates in need of care related to a variety of medical issues. Speech therapy services are provided to evaluate and treat disorders of communication, cognition, and swallowing resulting from medical diagnoses that include CVA, TBI, neurodegenerative (MS, PD, dementia), head and neck cancer, psychiatric dysfunction, and others. There are unique considerations when providing care to vulnerable prison population. Therapists must consider: 1) increased safety measures to protect therapy staff working with inmates; 2) ensuring strict adherence to guidelines for therapist/prisoner interactions in a professional manner; 3) consideration of therapy goals functional for prison setting; and 4) discharge planning for inmates whether they have a continued prison sentence versus sentence completion and leaving the prison setting to return to civilian life. This session will provide an overview of these unique situations relative to providing speech therapy services in the prison system as directly experienced by the speaker/presenter.

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

• Describe the need for speech therapy services in a medical prison setting.
• List three guidelines that should be followed when interacting with inmates during therapy.
• Describe the process for setting functional goals in a prison setting.
• List three considerations relative to discharge planning for patients who are inmates in a medical prison setting.

Level of Learning: Intermediate

Beth McCall, AuD, CCC-A, University of South Carolina
Jamy Claire-Archer, MS, CCC-SLP, University of South Carolina

Speech, language and hearing difficulties impact families in various and, often, stressful ways.  It’s imperative that we, as providers, are supportive and compassionate.  Often, members of a care team practice in different facilities, yet all need to support the family to success. Inclusion of the family in this communication is crucial to successful outcomes.  These conversations can be hard reflecting the difficulties of each situation; however, the target must always remain the same: optimal comprehensive care driven by patient/family choices.  This presentation will discuss benefits and challenges of interdisciplinary communication as well as it’s impact on the families we serve. 

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

• Identify challenges of family and interdisciplinary communications.
• Facilitate family-centered treatment conversations.
• Individualize communications to families on current caseloads.

Level of Learning: Intermediate

Andrea Vaughan, MS, CCC-SLP, BCS-S, Saint Louis University

This session will discuss a novel approach to treat cognitive-linguistic deficits related to dementia. Cognitive stimulation therapy (CST) is an evidence-based approach for treating dementia utilizing opinion and reminiscence in a group setting. This session will introduce CST as well as provide specifics regarding participant selection, pre-/post-testing, therapy protocol, session planning, implementation, and research efficacy. It will discuss how to establish maintenance CST groups to continue socialization beyond the initial intervention protocol of 14 sessions (twice a week for 7 weeks) as well as how to create and implement virtual CST groups for those who cannot attend in person. CST can be implemented by any discipline, but this session will discuss how the SLP is specifically trained to provide language-based intervention to treat anomia and verbal fluency deficits that arise in this patient population. Specific emphasis will be placed on incorporating language-based activities throughout sessions. Graduate student education and involvement will also be discussed.

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

• Identify the protocol for cognitive stimulation therapy to address cognitive-linguistic deficits in patients with dementia in a group setting.
• Identify methods to incorporate language-based activities throughout cognitive stimulation therapy in patients with dementia.
• Identify how to translate cognitive stimulation therapy into a virtual setting to accommodate those unable to attend in person.

Level of Learning: Intermediate

Emily Ciesielski, PhD, CCC-SLP, University of Central Missouri
Kim Stewart, MS, CCC-SLP, University of Central Missouri
Samantha Griesinger, BS, University of Central Missouri

This presentation will highlight an enriched literacy program beginning with the theory of literacy, diagnostic tools utilized in literacy assessment to determine a dyslexia diagnosis, and innovative interventions conducted in a clinical setting and through teletherapy.

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

• Explain the introduction to elicit discussion pertaining to the theory of literacy.
• Discuss and demonstrate literacy assessment tools utilized to determine a diagnosis.
• Describe and demonstrate literacy therapeutic interventions using several literacy programs and successful therapy tools utilized in a clinical setting and through teletherapy services.

Level of Learning: Intermediate

Katie Sinks, AuD, CCC-A, Center for Hearing & Speech

This presentation will discuss Central Auditory Processing Disorders. Discussion topics include etiology, differential diagnosis, and remediation.

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

• Describe the difference between acquired and neurodevelopmental CAPD.
• Understand four different concepts used in auditory processing and how they relate to diagnostic battery.
• Explain the difference between “bottom-up” and “top-down” auditory training and give examples.

Level of Learning:  Intermediate

Laura Randen, MA, CCC-SLP, BCS-S, Elite Therapy & Wellness
Michelle Vomund, MEd, CCC-SLP, Maryville University

The VP of Clinical Services (past and present) will present during this session an update to the MSHA membership items related to: Reimbursement Issues with Medicare, Medicaid, and Private Insurance  & Advocacy; Member Education regarding healthcare and the ever changing landscape; Clarification of CPT Codes and Billing updates for fee schedule for 2022-23; Licensure Issues or concerns for our members at large; Assistance with interaction with other professionals about the services we provide and our Scope of Practice.

The world of healthcare is always changing. During this session, MSHA’s VP of Clinical Services, Laura Randen, and past VP, Michelle Vomund, will present, inform and discuss current and proposed changes to areas related to clinical services.  They will be joined by Sarah Warren, ASHA Director of Healthcare Regulatory Advocacy to discuss changes at the national level.  This session will allow time to answer questions, listen to MSHA’s membership concerns given the ever changing clinical landscape and challenges presented during the global pandemic.

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

• Describe key concepts and theory of Medicare changes as it relates to SLP and Aud.
• Describe key concepts and theory of Medicaid changes as it relates to SLP and Aud.
• Identify at risk areas and populations related to SLP and Aud due to Medicaid and Medicare changes.
• Describe key roles of MO’s STAR and StAMP.

Level of Learning: Intermediate

Michelle Dampf, MA, CCC-SLP, University of Missouri

Students with autism experience difficulties with communication that can have a negative impact on their ability to advocate for their needs. In addition to teaching our students the communication skills necessary for success, students also need to be taught advocacy skills.     The purpose of IDEA is to provide the education that will prepare our students for further education, employment, and independent living.  Improving communication and advocacy will help students to meet that goal.  This presentation will intertwine best practices for social communication interventions while providing the latest information regarding advocacy and neurodiversity.

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

• Recognize the importance of social communication interventions while giving respect to neurodiversity.
• Improve their students’ advocacy skills during IEP meetings and within the general education setting.
• Develop a plan for social communication interventions that includes best practices with respect to students.interests and long-term outcomes.

Level of Learning: Intermediate

The purpose of the Small Group Discussions is to explore the perspectives of MSHA members regarding clinical services, school services, hearing aid, legislature, professional issues, and mentoring. The moderator will facilitate discussions on pertinent topics with the attendees.

Learner Outcomes:

1. Participants will indicate the key muscles of inhalation and exhalation.
2. Participants will summarize three key points of impact of Parkinson’s Disease on Respiratory Support for Speech, Swallow, and Cough.
3. Participants will demonstrate three yoga breathing techniques that can be incorporated into speech therapy sessions.

Learning Level: Intermediate

Topic: Breathe Easy: Parkinson ’s Disease and Respiratory Support for Voice, Swallow, and Cough 

Presenter: Jennifer Lehr

With the growing professional interest in respiration for breath support for speech, voice, swallow and cough, and the increased political interest in addressing Parkinson’s Disease, speech-language pathologists find themselves uniquely positioned to make a difference for this population of patients. This presentation will start the conversation on the impact of Parkinson’s Disease on respiratory support, current strategies to address respiratory support, and the application of yoga breathing techniques to this very special population.  Bring your lungs to this informative breathtaking session and leave with practical breathing strategies to apply on Monday morning.

The purpose of the Small Group Discussions is to explore the perspectives of MSHA members regarding clinical services, school services, hearing aid, legislature, professional issues, and mentoring. The moderator will facilitate discussions on pertinent topics with the attendees.

Learner Outcomes:

1. Identify various AAC, literacy, and MTSS challenges and solutions in school settings.
2. Describe strategies for successful completion of MBSS after clinical bedside evaluation of swallowing.
3. Describe the current status of OTC hearing aids and insurance support.
4. Describe strategies for enhancing positive outcomes in mentoring students and entry-level professionals in various clinical settings.

Level of Learning: Intermediate

Topic 1: AAC in School Settings: Success Stories and Challenges

Presenter: Kelly Moore, MHS, CCC-SLP/L

Abstract: Participants will contribute to a discussion about how their districts provide services related to AAC including evaluations, provision and management of devices, and success stories related to AAC use.

Topic 2: OTC Hearing Aids

Presenter: Saneta Thurmon, Ph.D. CCC-SLP/CCC-A

The world of hearing aids is about to improve drastically, both with over the counter hearing aids and the more expensive customized hearing aids. As technology continues to improve, we must be prepared as professionals to adapt to this change.  Currently only five states require insurance companies to provide partial or full coverage of hearing aids for adults. Missouri is not one of these states.  The OTC Hearing Aid Act allows more access to amplification for patients who cannot afford the price of customized hearing aids. Because hearing loss affects everything from family relationships and employment to mental and physical health reducing the cost of hearing aids is a priority in our profession.

Topic 3: Dysphagia Across the Continuum 

Presenter: Lydia Cameron, MA, CCC-SLP

Dysphagia management presents unique challenges across points of the continuum of care.  Discussion will focus on attendees’ clinical settings and their barriers to dysphagia management with the goal of increasing knowledge regarding settings other than our own and facilitating collaborative discussion addressing the different barriers we face.

Cari Ebert, MS, CCC-SLP, Cari Ebert Seminars

A young child presents with a diagnosis of childhood apraxia of speech (CAS). Now what? Establishing an appropriate treatment plan based on the principles of motor learning is essential when treating CAS. For minimally verbal children with suspected CAS, the principles of motor learning should still guide the treatment approach. This course will cover assessment, differential diagnosis, goal writing, target selection, therapy strategies and activities, and carryover techniques for speech-language pathologists working with toddlers, preschoolers, and early school-aged children who have CAS or suspected CAS.

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

• Contrast speech therapy approaches for children with apraxia of speech, phonological impairments, and articulation disorders.
• Summarize how to write speech therapy goals based on the principles of motor learning.
• Describe five activities for supporting repetitive speech practice without doing drill work or using flashcards.
• Explain the role of parents and teachers in supporting children with apraxia of speech.

Level of Learning: Intermediate

Product Disclosure: The SLP’s Guide to Treating Childhood Apraxia of Speech and Silly Sounds Cards

Kelsey Aurand de Razo, MA, CCC-SLP, Truman State University

Many clinicians are beginning to understand the importance of making diverse books available in the spaces where children spend much of their time (i.e., classrooms, therapy rooms, and homes) yet these influential adults may not feel confident in their ability to find and select high-quality diverse children’s books. This presentation seeks to provide resources for clinicians to find and select high-quality diverse children’s books with greater ease and confidence to ultimately increase the broader availability of diverse books to children. We begin by (re)visiting the importance of children having access to diverse books during their childhood. Next, we take a quick peek at the current state of affairs. What types of books are available in our therapy rooms, classrooms, and home libraries? What types of books are we choosing to read and share with children? We then provide resources for finding lists and ideas of high-quality diverse books followed by suggestions regarding how to analyze a book for the quality of its representation. Finally, we discuss ways in which clinicians, educators, and parents can center (or make priority) high-quality diverse books in their daily interactions with children.

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

• Identify multiple resources to facilitate locating high-quality books with diverse representation.
• Select children’s literature that offers diverse, equitable, and inclusive representation.
• Explain to stakeholders the value of utilizing diverse literature in the classroom/therapy room.

Level of Learning: Introductory

Product Disclosure: Cooperative Children’s Book Center

Katie Sinks, AuD, CCC-A, Center for Hearing & Speech

Providing services to populations in need presents its own unique challenges. This presentation will discuss avenues for building strategic partners who offer low or no cost care, resources to assist clients within your own practice, and how ensuring access to healthcare for all impacts quality of life.

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

• Understand the difference between nonprofit and not-for-profit.
• Be able to list 3 resources to subsidize hearing & or speech care.
• List two ways treating hearing loss appropriately regardless of income impacts quality of life

Level of Learning: Introductory

Charity Shelton, MS, CCC-SLP, CBIS, Mercy Hospital

Post-concussion syndrome occurs when individuals do not quickly recover from mild traumatic brain injury/concussion and symptoms become chronic over a lengthened period of time. These symptoms include neurophysiological, cognitive-linguistic, and psychosocial deficits that negatively impact daily functioning. There are unique aspects of this diagnosis different from moderate to severe TBI. Depression and/or anxiety are present to a significant degree. As a result of these multi-layered processes, the team approach to providing care is the best approach.  Neuro specialty speech therapy is an instrumental part of the team, and therapists should have knowledge for making appropriate decisions about patient care/treatment and necessary referrals. Interventions conducted should be individualized and require specialized clinical problem solving to maximize functioning. This presentation will include audio and video patient experiences as well as interactive discussion.

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

• List at least five defining characteristics of post-concussion syndrome (PCS).
• Describe at least three neurological correlates of brain injury and deficits with PCS.
• Describe the importance of multidisciplinary approach to care of persons with PCS.
• Describe two assessment tools and two interventions to evaluate/treat cognitive linguistic and/or psychosocial dysfunction in patients with PCS.

Level of Learning: Advanced

Katie Threlkeld, MS, CCC-SLP, Forbes AAC
Laurel Duever-Collins, MS, CCC-SLP, University of Missouri Health System

For adolescents who use AAC, they often demonstrate difficulties with using aided AAC to communicate effectively and have limited opportunities to develop conversational skills (McNaughton & Bryen, 2007; Smith, 2005). Challenges faced by adolescence who use AAC includes establishing personal identity, addressing the increasing educational demands, and coping with their differences from their peer group (Smith, 2005). At this age, the focus of speech therapy and AAC intervention begins to shift from the educational setting to workplace and social environments. The goal of AAC intervention is to maximize an individual’s communication across environments and for adolescents who use AAC, it is important to address the many challenges related to transition planning, such as self-advocacy. This presentation aims to review intervention approaches, such as the use of integrated visual scene displays (VSDs), conversation-based intervention, and peer modeling, for adolescents who use AAC as the focus of treatment shifts from language development to functional language. Recommendations for communication partner training for caregivers, employers, education staff, and peers on how to support AAC users and facilitate effective communication will be addressed. Additionally, scenarios (e.g., high turnover in support staff, community integration) will be presented and potential solutions will be discussed.

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

• Describe three evidence-based communication interventions for adolescents who use AAC.
• Identify five factors to consider in transition planning for adolescents who use AAC.
• Identify three potential challenges to effective communication for adolescents who use AAC and three solutions for those challenges.

Level of Learning: Intermediate

Hunter Gerhart, AuD, CCC-A, Livingston Hearing Aid Center

Despite significant advancements in hearing aid technology, amplification alone is frequently not enough to enable users to hear and understand conversation in complex listening environments such as in noisy restaurants, meetings, or lectures. This presentation will discuss Assistive Listening Devices (ALDs) that are currently available that can help improve the signal-to-noise ratio (SNR) to overcome challenges in complex listening environments.

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

• Identify when hearing aids are not enough and when a referral for assistive listening devices should be considered.
• Recall the various types of assistive listening devices that are currently available.
• Differentiate between hearing aids and assistive listening devices.

Level of Learning: Introductory

Amy Herren, MS, CCC-SLP, Southeast Missouri State University
Emily Obergoenner, MA, CCC-SLP, Southeast Missouri State University
Misty Tilmon, EdD, CCC-SLP, Southeast Missouri State University
Jennifer Lehr, MS, CCC-SLP, Aspire Therapy, LLC

There have been key updates to certification and accreditation standards put forth by ASHA in 2023 that will significantly impact clinical educators’ practices in both on-campus and externship settings. This session will review these updates with a special emphasis on externship supervision and provide concrete actions educators can take to ensure they are maximizing students’ learning opportunities at their placements and documenting these experiences effectively.

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

• Explain how certification and accreditation standards put forth by ASHA Councils on Clinical Certification (CFCC) and Accreditation (CAA) inform and impact training practices and the role of the clinical educator
• Define concrete methods for documenting a student’s progress towards mastery of essential skills
• Define methods for providing clear expectations and effective feedback to ensure student success

Level of Learning: Intermediate

Angie DeMoss, MS, CCC-SLP, Lee’s Summit R-7 School District
Pat Jones, MS, CCC-SLP, Liberty Public School District
Kim Stewart, MS, CCC-SLP, University of Central Missouri

This session will update school-based SLPs with current roles and topics, review current language eligibility criteria and educate SLPs regarding the Audiology and Speech-Language Pathology – Interstate Compact. The School Services and Early Childhood Networks meet together three times during the school year per Zoom meetings. Join our committee to receive current ASHA information, share successes and discuss concerns.

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

• Explain the current roles and topics of school based speech-language
• Recall language eligibility criteria according to Missouri State Plan.
• Explain the Audiology and Speech-Language Pathology – Interstate Compact.

Level of Learning: Intermediate

Michelle Dampf, MA, CCC-SLP, University of Missouri

Children with autism spectrum disorder (ASD) present unique challenges during the hearing evaluation and treatment process. Unfortunately, children with comorbid ASD and hearing loss experience a significant lag in confirmatory diagnosis, which is currently around 6 years of age. At this point, these children have missed out on the early intervention services that are essential for speech, language, auditory, pre-academic, and social development. This presentation will increase audiologists’ knowledge of ASD and ASD with hearing loss so they can evaluate and refer children earlier leading to improved overall outcomes. In addition, when professionals, such as psychologists, audiologists, speech-language pathologists, pediatricians, etc. work together as interdisciplinary teams, children are more inclined to receive correct diagnoses and benefit from appropriate early intervention. Additionally, specific visual supports will be provided that audiologists can immediately use in their clinics to support this unique pediatric population.

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

• Differentiate the symptoms of autism spectrum disorder (ASD) from the symptoms of comorbid ASD and hearing loss.
• Demonstrate quality care by using evidence-based techniques for pediatric patients with autism spectrum disorder (ASD) and comorbid ASD and hearing loss.
• Evaluate pediatric patients for early signs and symptoms of autism spectrum disorder (ASD) to make timely referrals.

Level of Learning: Intermediate

Hunter Gerhart, AuD, CCC-A, Livingston Hearing Aid Center

In this session, we will discuss what we currently know about new Over-The-Counter (OTC) hearing aid products. An overview of the current technology, gain and output limitations, and the impact on Missouri dispensing laws will be discussed. This course will also discuss how OTC devices can be used in multiple clinical settings to increase treatment and adoption rates.

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

• Differentiate between PSAPs, OTC, and prescription hearing devices
• Identify the impact OTCs have on Missouri dispensing laws and regulations
• Identify ways to successfully implement OTC products in multiple clinical settings

Level of Learning: Intermediate

Product Disclosure: Over-The-Counter Hearing Aids

Cheryl Livingston, MS, CCC-SLP, Special School District of St. Louis County

Each week Unique Learning’s N2Y provides an article regarding a current event.  You may consider this curriculum an opportunity to address reading written and symbol supported text.  This presentation will discuss supplementing the materials provided each week, with resources to support communication.  We will discuss strategies to promote descriptive teaching with core vocabulary, adding videos and activities to engage all learners and utilize AAC language programs.

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

• Create materials to promote communication with N2Y newspapers.
• Identify descriptive teaching strategies.
• Combine resources to increase student engagement.

Level of Learning: Introductory

Product Disclosure:  Unique Learning System’s News-2-You curriculum

The purpose of the Small Group Discussions is to explore the perspectives of MSHA members regarding clinical services, school services, hearing aid, legislature, professional issues, and mentoring. The moderator will facilitate discussions on pertinent topics with the attendees.

Learner Outcomes:

1. Identify various AAC, literacy, and MTSS challenges and solutions in school settings.
2. Describe strategies for successful completion of MBSS after clinical bedside evaluation of swallowing.
3. Describe the current status of OTC hearing aids and insurance support.
4. Describe strategies for enhancing positive outcomes in mentoring students and entry-level professionals in various clinical settings.

Level of Learning: Intermediate

Topic 1: Mentoring Strategies for Early Professionals

Presenter: Jayanti Ray, PhD, CCC-SLP, Southeast Missouri State University

Focused on the objective of creating successful mentoring programs, the purpose of this workshop-based presentation is to facilitate discussion of unique aspects of various mentoring programs/models. The attendees (entry-level professionals, graduate students, clinical educators) will discuss various parameters of mentoring programs to ensure a standardized or informal experience to better meet the needs of individual mentees. The discussion will also include strategies to increase involvement of both mentors and mentees for attaining their personal/professional mentoring goals. Additionally, the session will focus on mentoring and supervision strategies related to various work settings while including documentation, licensure, ethical issues, and other areas that impact the entry-level professionals and supervisors. During this session, the project titled, MSHA Mentoring Young Professionals Program (MMYP) will be discussed. The program provides mentoring services to graduate students as well as clinical fellows via web-based meetings, webinars, and face-to-face roundtable meetings at the Convention. Finally, strategies for mentoring young professionals from multicultural and diverse backgrounds will be addressed.