Friday’s Program

Melanie Somogie, MA, CCC-SLP, University of Kansas Medical Center

The humble oral mechanism examination can become neglected in preference for more expensive, quantitative, and standardized methods of assessment. In the push to advocate for instrumental and standardized assessments, have we lost the art and science of the oral mechanism examination?

We will explore the “why” and “how” of oral mechanism examination, the application of validated methods to improve the clinical utility of the oral mechanism examination, and consider the clinical utility of the oral mechanism examination in improving the power and accuracy of differential diagnosis in swallow and motor speech. A tool for improving the effectiveness and efficiency of the oral motor examination will be presented for immediate application to clinical practice. Foundational knowledge in both swallowing and motor speech disorders will be assumed.

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

• Describe and defend the clinical utility of the oral mechanism examination in motor speech and swallow diagnosis and treatment planning.
• List at least 3 measures that have been validated in the literature that can improve the clinical utility of an oral mechanism exam.
• Implement a tool for applying evidence-based methods of oral mechanism examination to practice.

Level of Learning: Intermediate

Amy Teten, PhD, CCC-SLP, Truman State University
Melissa Passe, MA, CCC-SLP, Truman State University
Jennifer Hamilton, MA, CCC-SLP, Kirksville R-III School District
Kelli Maeder, MS, CCC-SLP, PT Solutions

In recent years, our profession has identified the importance of training clinical instructors in the art of supervision.  This session will provide strategies for clinical instructors to use when working with both experienced and novice/struggling student clinicians.  Participants will discuss six (6) key concepts that our long-term clinical supervisors have used to be successful in supervising the current generation of clinical students across all settings. Strategies discussed will range from preventative measures, such as those that promote growth mindset, to surviving the supervision of a student who needs a clinical intervention plan both within the university setting as well as in adult and pediatric placements. Principles and rules from the ASHA Code of Ethics related to clinical supervision will be discussed as well as how to avoid breaches of ethics when serving as a clinical instructor.  This session is designed to meet ASHA’s requirement for clinical supervision training.

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

• Identify three ways that you can foster success in clinical supervisees
• Describe three ways to promote growth mindset in your clinical supervisees
• Define at least one way to prevent the need for clinical intervention plans
• Identify the corresponding principles and rules that relate to clinical supervision in the our current Code of Ethics

Time-Ordered Agenda:
5 minutes: Introductions and session objectives
15 minutes: Establishing connections between clinicians and their sites
20 minutes: Orientation and “bootcamp” activities to set clinicians up for success
20 minutes: Meetings to enhance student success
15 minutes: Communication between clinic directors and clinical supervisors: using the ASHA Code of Ethics
15 minutes: Fostering growth mindset and setting attainable goals
15 minutes: Clinical intervention plans for struggling clinicians
15 minutes: Questions

Level of Learning: Intermediate

Randi Brown, MS, CCC-SLP, Jump Start Pediatric Therapy Center

The biggest barriers for SLPs and AAC are often how to get started and determine who is a good candidate for AAC, understand language development through AAC, how to write therapy goals for AAC users, and how to conduct speech therapy that is most conducive to language development through AAC. This session will address common areas of confusion in regards to conducting an AAC evaluation and creating an AAC Feature Match. The attendee will learn how to conduct ethical device trials and learn of free resources that can aid them in this process. Language development through AAC will be explained and attendees will learn what types of goals are appropriate for students at a variety of linguistic stages. Lastly, a comprehensive guide on how to conduct therapy for emergent AAC language learners will be described, engaging the learner in word target selection through considering several factors: words that obtain buy-in, words that are meaningful for the student, and words that optimize their language development. Attendees will also learn a variety of strategies and practical ideas to engage AAC learners in their optimal level of play.

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

• determine 3 different reasons an individual needs AAC
• write goals for AAC users about device exploration, word learning, and communication repair.
• distinguish appropriate word targets for emergent AAC learners
• identify 3 different strateiges for modeling AAC in play.

Level of Learning: Intermediate

Product Disclosure: Trials/funding through MoTAP, Prentke Romich Compant, Talk to Me Technologies

Stephen Groner, MS, CCC-SLP, Beat Stuttering, LLC

Treating stuttering can be a little scary. What do you do? When do you do it? And how? In this 3-hour seminar, SLP Stephen will show you how to treat stuttering based on what the client wants, efficiently, effectively, and enjoyably. Pulling from all kinds of evidence-based treatment approaches, over 30 years of personally stuttering, and over half a decade of treating it in others, Stephen will dispel the veil of anxiety and give you actionable and practical pointers you can use tomorrow.

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

• Describe at least 5 client-centered stuttering assessment measures.
• Describe at least 8 stuttering therapy activities for school-age children who stutter (ages 7-11).
• Describe at least 6 stuttering therapy activities for teenagers who stutter (ages 12-18).

Level of Learning: Intermediate

Product Disclosure:  The Fluency School Stuttering Toolbox

Megan Batzer, MA, CCC-SLP, Truman State University

How can artificial intelligence (AI), like ChatGPT be integrated into student assignments and require students operate at the highest levels of Bloom’s Taxonomy? This course will offer suggestions based on pedagogy best practice, current literature, quantitative research, and experience. This course is intended for individuals who are currently teaching at the university level; however, content is also applicable to practicing clinicians who may be asking themselves: what is AI and why should I care about it? What are the benefits and limitations of ChatGPT? Can ChatCPT write adequate lesson plans and other clinical materials? This is an interactive session – bring your electronic device so that we can operate at the highest level of Bloom’s Taxonomy and create.

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

• Participants will distinguish between learning activities on each tier of Bloom’s Taxonomy.
• Participants will list three professional issues related to AI.
• Participants will compose career-relevant ChatGPT prompts.
• Participants will critique content generated by ChatGPT.

Level of Learning: Introductory

Product Disclosure: ChatGPT

Time Ordered Agenda

20 minutes: Introduction to Artificial Intelligence and Ethical Considerations
10 minutes: Overview of Bloom’s Taxonomy and Learning Activities
20 minutes: Guided Hands-on Learning
10 minutes: Debrief and Looking to the Future

Julia Edgar, PhD, CCC-SLP, Truman State University

This session will focus on an innovative model depicting the continuum of deterioration from a state of young, healthy swallow to presbyphagia to dysphagia incorporating terminology associated with the medical model of screening. The young adult swallow serves as the base of comparison for alterations in swallowing function whether from aging or disease.  Research indicates that aging changes may begin as early as 45 years.  These age-associated alterations in the anatomical and physiological underpinnings of deglutition, biologically present but asymptomatic and undetectable in the living by current medical technology, represent the latent state. As changes progress they become detectable by specialized testing methods while remaining asymptomatic thus entering a pre-clinical state. The pre-clinical state is reflected in much of the literature on aging changes in the healthy elderly.  Study participants in this body of research were screened so to represent characteristics of presbyphagia without contamination by illnesses or conditions that might also promote changes in swallowing.  Initially these changes are unlikely to interfere with functional nutrition or hydration. However, there is a point of deterioration where cumulative changes of presbyphagia may transition to dysphagia even without a specific medical condition. The emergence of the clinical state is reached when dysphagia is symptomatic and detectable by routine care.  As chronological age and biological age are not necessarily equivalent, an understanding of what promotes a disparity between biological and chronological aging (such as co-morbidities) will also be discussed.

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

• define the phases of latent, pre-clinical, and clinical swallowing as they relate to emergence of changes in swallowing function in association with aging
• distinguish between biological and chronological aging
• describe how comorbidities can promote a disparity between biological and chronological aging

Level of Learning: Intermediate

Sarah Lockenvitz, PhD, CCC-SLP, Missouri State University
Shurita Thomas-Tate, PhD, CCC-SLP, Missouri State University

Speech-language pathologists are generally understood to have proficiency in transcription using the International Phonetic Alphabet. Such transcription enables SLPs to capture broad and narrow features of the productions of a client, allowing for identification and description of speech sound disorders. As with many skills, practice and successful execution reinforce both the transcriber’s ability and confidence, and data suggests that training and review can have a positive influence on an SLP’s transcription experience in the field (Knight, Bandali, Woodhead, & Vansadia, 2018). This presentation will provide a review of IPA transcription, including descriptions of sounds and sound categories that pave the way for pattern identification, as well as an exploration into transcription of speech varieties such as idiolects and dialects that will assist in determining aspects of difference versus disorder.

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

• Recall basic and fundamental information about the International Phonetic Alphabet and the sounds/symbols therein.
• Transcribe utterances using the International Phonetic Alphabet, presumably building on previous exposure and experience.
• Explain how diverse speakers deserve to have their utterances accurately transcribed in order to identify difference versus disorder.

Level of Learning: Intermediate

Abbie Pinnegar, MS, CCC-SLP, Mercy Hospital Springfield,  MO
Dee Telting, PhD, CCC-SLP, Missouri State University

The field of Speech Language Pathology has changed significantly in the last two-three decades.  There are many exciting advances and new practice areas and techniques that have been developed.  The SLP Scope of Practice is growing and changing rapidly. We now have many specialty areas of practice and Specialty Certifications to consider.  It can be difficult for SLP practices to keep up with these advances and even more challenging to obtain the training and then add these specialty services to the practice.  Convincing administration to expand SLP services to include these specialty services can be even more difficult.  It is essential that as SLPs we continue to advance our field, expand our expertise, and help more people by adding new or specialty services to our practice.  The purpose of this session is to inspire clinicians to see the potential that exists by expanding their services into specialty SLP services.  Clinicians will be shown how they can take their practice to the next level and what barriers and benefits exist that affect success.   An example of a recently expanded SLP outpatient clinic will be presented along with information on obtaining training for the clinicians, marketing and recruiting referrals for the new services, and partnering with medical specialty clinics to expand services.

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

• Identify and describe the potential areas for expanding services into specialty SLP areas in their own practice setting.
• Describe the steps involved in adding specialty services to an SLP’s practice.
• Recognize the benefits and barriers to adding services and know strategies for problem solving the barriers.

Level of Learning: Intermediate

Shannon Neier, SLPD, CCC-SLP, Private Practice, MSHA VP for School Services

This seminar will update school-based SLPs with current roles and topics, review current language eligibility criteria, discuss previously asked questions, and provide opportunities for collaboration. The School Services and Early Childhood Committees meet virtually three times during the school year.  Join the committee to receive current ASHA information, share successes, and discuss concerns.

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

• Review knowledge regarding the current roles and topics of school based speech-language pathologists
• Recall language eligibility criteria according to Missouri State Plan
• Share ideas into current practice

Level of Learning: Intermediate

Lauren Siemers, MS, CCC-SLP, University of Central Missouri

Clinical supervision is a requirement of all speech-language pathology and audiology graduate education programs. Yet, amid the day-to-day demands of academic programs, accreditation requirements, and student needs, it can seem daunting to customize clinical education to each student’s needs. Identifying your own knowledge, using supervision frameworks such as Anderson’s model and setting clear, reasonable expectations have guided the development of a personal clinical education “course” that can then be customized to meet students at their current level of skills with a plan to increase that skill level through guided instruction and practice opportunities. Additionally, systematizing the “paperwork pile” streamlines the process of feedback and documentation review. With a clear framework and systems that work for you, it is possible to provide highly individualized, high-quality supervision to each clinical student without losing time or sanity.

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

• Distinguish a supervision model that aligns with personal and program values and goals.
• Create and implement a structured introduction routine to supervision applicable to each rotation for students.
• Gather, analyze & apply feedback from supervisees to improve and meet the needs of students.
• Organize/track requirements and deliverables and differentiate instruction for all clinical learners including design and implementation of a scheduled system to provide quantitative and qualitative feedback to supervisees.

Level of Learning: Intermediate

Time Ordered Agenda:

5 Minutes: Introduction
10 Minutes: Know your supervision frameworks (& yourself)
10 Minutes: Routines for Introducing Clinic: Orientation
7.5 Minutes: Schedule…everything
10 Minutes: It’s all about the FEEDBACK
7.5 Minutes: Track it all – Not documented….not done!
10 Minutes: Wrap-Up/Q&A

Tucker Murry, BS, Truman State University
Julia Edgar, PhD, CCC-SLP, Truman State University

More than 2,000,000 Americans currently live with aphasia. This number represents people with aphasia who are medically stable and reintegrated into their communities. When receiving routine medical care, how does their language impairment affect their ability to communicate with their primary care provider? Are primary care providers adequately prepared to adapt their communication for this patient population? Ineffective communication can create many health disparities. In order to combat these health disparities, practical education and knowledge must be integrated into medical providers’ curriculum. This session will define health disparity and introduce communication-related health disparities. Additionally, this session will discuss ways to combat communication-related health disparities that people with aphasia experience. Lastly, this session will introduce a research project investigating practical ways to incorporate communication-enhancement strategies into medical school curriculums.

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

• Define health disparity
• Describe health disparities relevant to impaired communication and specific health disparities that people with aphasia may experience
• Identify tools that can be used to improve health communication in people with communication impairment
• Explain how medical students can increase familiarity of aphasia and communication strategies through standardized patient interactions

Level of Learning: Introductory

Time Ordered Agenda:

5 minutes: Introduction, Speaker Disclosures, and Aphasia Defined
10 minutes: Introduction to Health Disparity
15 minutes: Aphasia Related Health Disparities
10 minutes: Tools to Combat Health Disparity in People with Aphasia

• Supported Conversation for Adults with Aphasia
• FRAME

15 minutes: Data to support a means of Application to Health Care Professional’s Curriculum

• Why Osteopathic Medicine?
• Use of Standardized Patients

5 minutes: Q&A

Ashleigh Todd, MS, CCC-SLP, Well Fed Health, LLC

“The Power and Magic of Words” is a personal and professional development course that explores the incredible influence of our words on our thoughts, emotions, and behaviors. Discover how our internal and external dialogue, and specifically how the words we use to craft our dialogue, influences our reality.  In this engaging and interactive one-hour session, you will uncover the nuances of two language types: Conflict and Architect Language. Understand how these language patterns influence your actions, self-confidence, and you and your clients’ well-being. Through practical tools and real-life examples, participants will gain insights into their own language patterns and learn which combinations build confidence and empowerment, and which may lead to stress and overwhelm.  Our journey will empower you to facilitate more profound sessions with your clients and enhance your own professional and personal development. Whether you’re a seasoned SLP or a newcomer, this presentation will equip you with the knowledge and skills to chart a path toward greater confidence and success in both your professional careers and personal lives.  Join us and embark on this extraordinary exploration of how words can shape our reality. Discover the magic in your language, and the incredible power of your words.

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

• Define and identify architect and conflict language patterns and how they influence our actions and behaviors.
• Translate disempowered language types into stronger language patterns that facilitate improved self-confidence and positive action.
• Execute specific professional and personal goal setting strategies designed to lead to strong action and success.
• Identify their own internal dialogue patterns and how those patterns influence personal and professional confidence.

Level of Learning: Introductory

Emily Buxbaum, MS, CCC-SLP, MSHA Executive Board, St. Louis University
Whitney Linsenmeyer, PhD, RD, LD, St. Louis University

Discourse on inclusion—and exclusion—of transgender care is occurring at the national, state and local levels, while the field of transgender health is rapidly evolving. Clinicians and clinical educators are positioned to impact the knowledge, attitudes, beliefs, and competency of future healthcare professionals in providing gender-affirming care. This session will support SLPs and clinical educators seeking to incorporate transgender health topics into their practice or improve the inclusive practices at their current place of employment. Presenter will share the newly developed and published online toolkit, “Advancing Inclusion of Transgender and Gender Diverse Identities in Clinical Education”, with topics including: best practices for inclusion of transgender identities into SLP clinical education/clinical supervision; creating safe and inclusive spaces for transgender students and clients; crafting inclusive policies and dress codes, partnering with community-based organizations; simulation and transgender health; and additional resources for clinicians and educators

Learner Outcomes:

• Discuss bias and disparities in healthcare and education access for transgender individuals.
• Articulate how to create inclusive spaces for transgender/gender-diverse patients/clients/students.
• Identify practical strategies and additional resources to advance inclusion of transgender identities in clinical education.

Learning Level: Intermediate

Disclosures: Development of the Advancing Inclusion of Transgender and Gender Diverse Identities in Clinical Education Toolkit was supported by an Inclusive Practice Grant from the Reinert Center for Transformative Teaching and Learning at Saint Louis University. Emily Buxbaum is a MSHA board member and receives a salary as a faculty member at Saint Louis University.

Time Ordered Agenda:

10 minutes: Speaker introduction, bio, disclosures. Introduction to the SLU Transgender Health Collaborative and their work.
5 minutes: Learner objectives
15 minutes: Introduction to how to access and use the online resource: Advancing Inclusion of Transgender and Gender Diverse Identities: A Toolkit for

• Clinicians and Educators, published here: https://libguides.slu.edu/ld.php?content_id=70452497

20 minutes: Discussion on specific strategies found in the Toolkit for clinicians and clinical educators:

• Start with gender-affirming communication
• Creating safe and inclusive spaces
• Emphasize ongoing education on transgender health

10 minutes: Q & A

Bonnie Slavych, PhD, CCC-SLP, Missouri State University
Lauren Siemers, MS, CCC-SLP, University of Central Missouri
Greg Williams, PhD, Cleveland University

In an ever-evolving world of technology, artificial intelligence (AI) stands at the forefront of innovations in healthcare and education. This interactive “lunch and learn” session is specifically designed for speech-language pathologists and audiologists who are eager to explore the transformative capabilities of AI, with a primary focus on OpenAI’s ChatGPT.  As professionals entrusted with the vital task of improving communication and auditory abilities, understanding the possibilities and ethical considerations surrounding AI is crucial. This one-hour presentation will demystify AI and NLP concepts, introducing attendees to ChatGPT’s capabilities, and its practical applications in clinical settings and educational environments.  Participants will embark on a journey to discover how ChatGPT can assist in speech therapy exercises, generate patient education materials, aid in language assessment, and create customized communication aids. We will also explore how this AI tool can revolutionize education by generating study materials, offering tutoring assistance, and enhancing language learning.

Our session will equip attendees with the knowledge and skills needed to interact with ChatGPT effectively, including crafting precise prompts and addressing ethical concerns. Professional-world demonstrations and interactive discussions will ensure that participants leave with practical insights that they can immediately apply in their professional practice as well as in the classroom.

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

• Construct clear and contextually relevant prompts for ChatGPT to obtain precise and desired responses.
• Apply ChatGPT effectively in clinical and educational contexts, harnessing its capabilities to enhance patient care and educational resources.
• Assess ethical considerations associated with AI, enabling them to make informed decisions and ensure responsible AI utilization in their professional practice.

Time Ordered Agenda:

5 minutes: Introduction to ChatGPT
25 minutes: Capabilities and Practical Applications
15 minutes: How to Use ChatGPT Effectively
5 minutes: Ethical Considerations
10 minutes: Q&A and Discussion

Level of Learning: Introductory

Product Disclosure: Open AI ChatGPT

Dee Telting, PhD, CCC-SLP, Missouri State University

The purpose of this session is to refresh and update your knowledge of the neural bases of communication/swallowing behaviors and disorders as it applies to clinical practice.  With advancements in imaging, research, and the advent of AI, we are rapidly learning more details about the nervous system and the specific mechanisms involved in communication/swallowing disorders across the life span. A practical understanding of neurology can help clinicians make better clinical decisions about treatment. Since the nervous system plays an integral role in all communication and swallowing behavior, it’s critical we have a working and updated knowledge. This session is ideal for practicing clinicians or students who want to refresh their working knowledge of the neural bases of communication and swallowing disorders. A basic review of the nervous system will be presented followed by a review and update of the neural substrates of communication behavior.  The session will also focus on the practical application of neural bases to clinical situations with clinical examples presented.

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

• Recall and describe the major components of the nervous system.
• Identify the neural structures important for communication and swallowing.
• Describe the neurology behind select communication/swallowing disorders and their causes, signs/symptoms, treatment, and prognosis.

Level of Learning: Intermediate

Karina Saechao, MA, CCC-SLP, Golden Oak Speech Therapy

Augmentative and alternative communication (AAC) systems and services are rendered as a part of habilitation and rehabilitation services for which children with developmental and acquired disabilities benefit. AAC comes in many forms to support these children, including no, light, mid, and high-tech forms; however, access to systems and services can be limited or under-utilized throughout the school day. Research has consistently shown that children with complex communication (CCN) needs benefit from early diagnosis and provision of early intervention services including speech, language, and AAC services (Keller-Bell, 2017; Mandell, 2007). According to Pope & Light (2022), research continues to show that access to AAC-based intervention and instruction in preschool and early elementary school is crucial when supporting children’s participation in school, communication, social development, and overall outcomes throughout their lives (Drager et al., 2010). There are several barriers to children receiving comprehensive AAC devices and services at school: inadequate training, limited preparation time, and inconsistent team support (Andzik et al., 2019). The purpose of this session is to increase awareness of the barriers to AAC services and systems to children enrolled in public schools, who have individual education plans (IEP), and will educate and empower clinicians to identify the barriers to AAC and identify actionable steps to overcome those hurdles and improve equitable access to AAC systems and services to those who need it. This talk will also discuss best practices for SLPs working with classroom educators to incorporate AAC in the IEP and throughout the school day.

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

• Implement evidence-based and best practices when utilizing AAC to build language, literacy, and social communication skills for school-aged AAC users, in the classroom.
• Discuss the importance of early identification and implementation of AAC.
• Identify and describe at least three barriers students face in the provision of AAC devices and services.
• List at least three suggestions for incorporating AAC into the IEP.

Level of Learning: Intermediate

Darin Shirley, MS, CCC-SLP, Mercy Hospital Springfield, MO
Peggy Metcalf, MS, CCC-SLP, Mercy Hospital Springfield, MO

Globus sensation is a significant issue for many patients. This often prompts them to seek out examination of their swallow and larynx. Often, modified barium swallow studies and barium esophagrams will reveal functional oral, pharyngeal, and esophageal phases of the swallow. ENT examination of the larynx will potentially show erythema and edema, but can often be unremarkable. These patients are often discharged, receiving no treatment/relief from their symptoms. Laryngeal hypersensitivity and hyperfunction are often overlooked and underdiagnosed. Despite normal CT and PFTs, symptoms may even include breathing difficulties, prompting an emergency room visitds. Laryngeal hypersensitivity is often a precursor to the development of laryngeal hyperfunction in the form of globus, chronic non-pulmonary cough, chronic throat clearing, and vocal cord dysfunction. The purpose of this presentation is to provide a detailed exploration of the laryngeal anatomy with theoretical explorations of “why does it feel like that,” how we assess these functional disorders, and treatment. We will demonstrate both clinical and instrumental examinations, provide tools for clinical assessment, and demonstrate a mock therapy session.

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

• Define supraglottic and subglottic laryngeal hyperfunction
• Identify 2 conditions/symptoms that can occur secondary to laryngeal hypersensitivity.
• Describe assessment clinical and instrumental assessment tools to evaluate laryngeal hypersensitivity and hyperfunction.
• Describe 2 interventions to treat patients with laryngeal hyperfunction.

Level of Learning: Intermediate

Niki Hartrum, MS, CCC-SLP, Francis Howell School District; Owner of Speech.Love.Language., LLC.

Working in a busy school environment with high caseloads carries a weight on school-based SLPs. How do we support our most unique students when sessions are short and there is often more than one student? It is possible, practical, and fun! This session explores ways to integrate neurodiverse-affirming strategies when working with Autistic children in an elementary school setting. This includes building a school community to embrace differences. Learn how to incorporate Autistic perspectives in therapy plans and rewrite commonly used terminology. The session also reviews the stages of Natural Language Acquisition and provides video examples of therapy in the school setting for each stage. AAC considerations for Gestalt Language Processors will also be discussed.

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

• Identify terminology changes to be consistent with a neurodiverse-affirming perspective.
• Identify the stages of Natural Language Acquisition (NLA).
• Specify at least one concrete way to incorporate NLA practice into therapy and increase acceptance in a school community.
• Identify AAC considerations for Gestalt Language Processors (GLP).

Time-Ordered Agenda:

5 minutes: Introduction

• Presenter information/disclaimers
• Objectives
• Resources for presentation

20 minutes:  Making the shift

• Neurodiversity
• Terminology
• Changing the Language
• Importance of child-led therapy and accepting play

40 minutes: What is GLP and NLA?

• GLP and NLA in the school setting
• Stage 1 explanation and video examples in the school setting. Stage 2 explanation and video examples in the school setting. Stage 3 explanation and video examples in the school setting
• Stage 4-5 explanation and video examples in the school setting
• Group child-led or child-focused therapy with GLP students

20 minutes: Where to start in the schools?

• Assessment
• Goals
• Data

20 minutes: What does this mean for AAC?

• Big idea
• Examples in TouchChat, LAMP, Proloquo, TD Snap

10 minutes: Taking neurodiversity building-wide

• Examples of how to build autism acceptance in a school community

5 minutes: Questions

Level of Learning: Intermediate

Shelley Blackwell, SLPD, USD 233–Olathe Public Schools

Do you have a student who has been through the MTSS process, still not showing enough growth in literacy skills, and referred for a SPED evaluation?   How will you teach the skills needed to build that student’s knowledge about orthography and morphology?  What materials could you use?  This session will provide answers to these questions and foundational knowledge about instruction of orthography and morphology.  SLPs will leave with ready to use, evidence-based interventions designed for small groups to support orthography and morphology development

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

• Develop a deeper understanding of how orthography and morphology impact literacy.
• Learn how to address roadblocks in literacy development through the utilization of data.
• Recognize the signs that a student may need a SPED evaluation for literacy.
• Obtain informal measures and interventions to support literacy learning in the speech/language setting.

Level of Learning: Intermediate

Lesley Jarman-McGilligan, MS, CCC-SLP, Special School District of St. Louis County

Many SLPs lack resources when it comes to having AAC devices and systems for evaluation purposes.  TD Snap is one of the few communication apps that is free for SLPs (with ASHA credentials) and loaded with unique features that separate it from other communication apps.  In this session, we will discuss how you can acquire the app through the Tobii Dynavox for Professionals program.  We’ll explore a myriad of ideas for how you can use TD Snap as a multifaceted therapy tool including creative uses for the Whiteboard, Topics pages, color coded vocabulary, keyboard, visual supports, and visual scenes in addition to modeling AAC.  Integration with Boardmaker software allows you to take TD Snap even further.  Participants will leave with fresh ideas and loads of FREE resources for using this app creatively to address speech and language targets as well as to evaluate and model AAC for students who need it.

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

• Identify the process to attain free access to Tobii Dynavox software and apps as an SLP with ASHA credentials.
• Explore how the app can be used to model AAC and address numerous other speech/language targets.
• Describe at least 3 unique features of TD Snap that can be utilized in speech/language therapy sessions.
• Access FREE resources to learn and implement TD Snap.

Level of Learning: Intermediate

Product Disclosure: Tobii Dynavox for Professionals

Laura Randen, MA, CCC-SLP, BCS-S, Elite Therapy & Wellness
Sarah Warren, MA, CCC-SLP, ASHA

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
• Consumer Advocacy

The world of healthcare is always changing. During this session, MSHA’s VP of Clinical Services, Laura Randen 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.

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

• The participants will describe key concepts and theory of Medicaid changes as it relates to SLP and Aud
• The participants will describe key concepts and theory of Medicare changes as it relates to SLP and Aud
• The participants will be able to identify at risk areas and populations related to SLP and Aud due to Medicaid and Medicare changes.
• The participants will describe key roles of MO’s STAR and StAMP.

Level of Learning: Intermediate

Time Ordered Agenda:

10 minutes: Introductions

20 minutes: Discussion on Missouri Medicaid and state changes

20 minutes: Video with Sarah Warren from ASHA discussing ASHA and Medicare

10 minutes: Questions and closing

Sara Grzina, EdD, CCC-SLP, Maryville University
Katlynn Hecke, BS, Maryville University
Carson Jones, BS, Maryville University

There is a high and increasing prevalence of pediatric dysphagia, attributable to the increased survival rate of infants and children born prematurely and/or with complex medical conditions.  Of the service delivery areas outlined within the ASHA Scope of Practice in Speech-Language Pathology, dysphagia carries the highest risk and the highest potential for speech-language pathologists to cause harm.  The Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) mandates that speech-language pathology programs prepare graduate students across the scope of practice in speech-language pathology and in a manner that is consistent with the code of ethics.  However, current evidence demonstrates that speech-language pathologists are inadequately prepared and lack confidence to assess and treat dysphagia in infants and children.  Thus, it is imperative to advance the graduate school preparation of speech-language pathologists to assess and treat pediatric dysphagia through academic coursework and clinical instruction.

This session will begin with a brief overview of current research regarding the preparation of speech-language pathologists to assess and treat pediatric dysphagia.  This will be followed by a description of the pediatric dysphagia course and interdisciplinary feeding and swallowing team at Maryville University, designed to advance the preparation of speech-language pathologists to assess and treat pediatric dysphagia.  The session will conclude with an opportunity for participants to apply current, evidence-based research to the assessment and treatment of pediatric dysphagia within the context of an interdisciplinary team via a series of case studies.

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

• Summarize the current state of graduate school preparation of speech-language pathologists to assess and treat pediatric dysphagia.
• Explain the necessity of an interdisciplinary approach to the assessment and treatment of pediatric dysphagia.
• Apply current, evidence-based research to the assessment and treatment of pediatric dysphagia within the context of an interdisciplinary team via a series of case studies.

Level of Learning: Intermediate

Eli Taulman, University of Central Missouri
Nicole Taulman, Eli’s mom
Pamela Mertz, National Stuttering Association

Stuttering is a complex speech condition that affects the individual person who stutters and their family, and social and professional communities. Stuttering is more than just difficulty with speech production. A person who stutters may feel pressure to appear fluent, using home grown strategies to avoid speaking situations. People who stutter (PWS) often deal with great shame, low self-confidence, and fear of being exposed as a stutterer.  Supporting people who stutter can be a unique challenge for SLPs. It’s important for SLPs to be aware of the diverse resources at their disposal, including stuttering community groups and conferences dedicated to the stuttering community. Working towards a therapy model that prioritizes effective communication while communicating confidently is the main goal. This approach recognizes that stuttering is just one facet of communication and empowers those who stutter to thrive in all aspects of their lives.  In this session, PWS will talk about how stuttering has affected their lives and what a successful therapeutic alliance looks like with clients and speech language professionals as therapy models have shifted focus from fluency to communicating effectively and confidently.  Hear from two adults who stutter and a parent of a young adult who stutters as we demystify stuttering from the personal perspective of people who stutter.

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

• Describe the challenges associated with stuttering, to include physical speech production and the emotional, social, and behavioral impact that stuttering may have on an individual.
• Describe a successful therapeutic alliance with people who stutt
• Understand the value of encouraging PWS to meet other PWS in stuttering support arenas, such as the National Stuttering Association.

Level of Learning: Introductory

Content here

This informal session will allow presenters and attendees to converse and interact on topics related to research or clinical practice in speech-language pathology or audiology. Presenters will speak for 10-15 minutes on a research or clinical topic within their scope of expertise and allow 5-10 minutes of discussion and questions among the attendees.

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

Level of Learning: Introductory

Topic 1: TALK: SGD Lending Library and Caregiver Training

Presenter: Michelle Dampf, MA, CCC-SLP, MU Thompson Center

Abstract: The TALK Program started at the MU Thompson Center for Autism and Neurodevelopment to meet the needs of children with autism and complex communication needs, as well as their caregivers.  This program provides access to speech-generating devices (SGDs) for children with complex communication needs and online training for parents and caregivers. This program helps to fill the gap while the child is waiting for their own personal device to be funded through insurance or other means.  This presentation will focus on information about the TALK program as well as an overview of the current data to support the need for caregiver training and access. Information will also be provided to help clinical and school-based speech-language pathologists start their own loan program and caregiver training sessions.

Topic 2:  Application of the Gibb’s Reflective Cycle in Clinical Supervision

Presenter: Jennifer Pratt, MS, CCC-SLP, Missouri State University

Abstract: Reflective practice is featured in clinical education and ASHA encourages “a lifelong commitment to self-evaluation,” though information regarding specific tools for the SLP is limited. A review of the literature reveals reflection is not automatic nor intuitive, and that guided written reflection promotes integration of knowledge. Effective reflection practices will be reviewed, and The Gibb’s Reflective Cycle will be presented as an option for supervisory practice,  including case studies of two SLP graduate students

Topic 3:  Evaluations in AACtion

Presenter: Randi Brown, MS, CCC-SLP, Private Practice

Abstract: AAC evaluations and feature matching can feel overwhelming and daunting. How can I know that I am setting up a student for success when it comes to AAC? Through this session, the SLP will learn how to create an informative, narrative language evaluation that assesses the necessary linguistic components to create individualized AAC feature matches with ease. The attendee will learn how to assess a variety of skills that inform a holistic picture of how a minimally speaking child communicates. Through the assessment of prelinguistic skills, symbolic language, and functions of communication, a holistic picture of receptive and expressive language can be created. The attendee will also learn how to use the information gathered in this assessment to create a device feature match, which describes the different and necessary components an individual’s device needs to contain.

Topic 4: Talking Triumphs and Navigating Challenges: SLPs working with Nonverbal School-Age Children

Presenter: Alana Mantie-Kozlowski, PhD, CCC-SLP, Missouri State University

Abstract: In this round table discussion, we hope to engage with speech language pathologists (SLPs) from across the state providing therapy services for school-age children who are primarily non-verbal with severe/profound disabilities. Treatment studies that include participants with severe/profound intellectual disabilities have been declining (Chakrabarti, 2017; Stedman et al., 2019). This is concerning for SLPs who strive to meet the needs of their clients. SLPs are aware that services for their school age clients should be meaningful, connect to broader issues in their clients’ lives, and should try to create social connection  – but how to incorporate activities that successfully achieve these goals can feel daunting. We would like to facilitate a round table discussion where SLPs could share their experiences and insights and could foster a community of professionals who work with this population of children. This collaborative environment would enable the exchange of best practices and innovative strategies to enhance the services that we provide. We envision the discussion to include a celebration of positive outcomes achieved my members of our profession across the state. It also offers the opportunity to brainstorm challenges and identify common hurdles. Together, we can ensure that we are staying up to date on the latest research, technologies, and therapeutic approaches to ensure we remain at the forefront in the field.

Topic 5:  Let’s Go: Getting Involved in MSHA

Presenter: Andrea Richards,  MEd, CCC-SLP, Truman University and MSHA’s Executive Board President

Are you ready?!?!   Ready for a challenge that will cultivate new leadership skill sets, expand your network of peers and professionals, allow new avenues for development, influence our next generation of professionals while supporting your state association!  MSHA relies upon its’ members through volunteerism to fill vital roles in its Executive Board and Convention Planning Team.  Volunteering can provide individuals with valuable leadership skills and experience.  MSHA volunteers work alongside other leaders, develop and implement strategies, and make decisions that impact the organization’s overall direction.  This lightning round led by our current MSHA President will provide understanding of the current positions within the Executive Board and other opportunities to volunteer in our state association.  In addition, Andrea will discuss her experience with the ASHA Leadership Academy and other opportunities that prepared her for her current role.

Topic 6:  The Audiology/Speech-Language Pathology Interstate Compact (ASLP-IC): Information, updates and Q &A 

Presenter: Emily Buxbaum, MS, CCC-SLP, St. Louis University, MSHA Executive Board

Abstract: Participants will obtain knowledge regarding the Audiology/Speech-Language Pathology Interstate Compact (ASLP-IC) and be able to demonstrate understanding of its history, implementation, associated regulations for SLPs who join the compact, and changes to MO licensing. Attendees will receive handouts and can participate in a Q & A to gain a deeper understanding of the topic

Topic 7:  Can my client hear me now? How an SLP can tell if a HA is working.

Presenters:
Sarah Barber, AuD, CCC-A, Missouri State University
Edith Bobbit-Boyce , AuD, CCC-A, Missouri State University

Abstract: How can an SLP provide treatment or accurately test a client if the client’s hearing-aid(s) are not working?  How can the SLP troubleshoot if the client’s hearing aids are working without information from the client.  Working with clients who are non-verbal, have cognitive decline, pediatric or even non-compliant clients a good first step is to confirm the clients amplification is working appropriately.

Topic 8:  Language Lessons – Using Children’s Books to Expand Language Skills

Presenters: Camille Lancaster, MA, CCC-SLP

Abstract: Using popular children’s books to grow language skills and vocabulary is easy if you know how to make the pages come alive for your young students.  With increasing demands on your time as an SLP or SLP-A and limitations on your budget to buy new materials – using books you can find on almost any classroom shelf can provide unlimited sources for great therapy.  Join us as we share ideas on how to teach vocabulary, descriptive words, categories, comparatives and superlatives, recall, following directions, and so much more.  You may feel like a kid again as we explore the pages of some of your favorite books!

Disclosures:

Employed by Compass Therapy Solutions

Products: Popular children’s books will be used including, but not limited to: Sadie and the Snowman (Allen Morgan), Brown Bear, Brown Bear (Bill Martin, Jr), We’re Going on a Bear Hunt (Michael Rosen), The Very Hungry Caterpillar (Eric Carle), Pete the Cat (James Dean)