Saturday’s Program

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: Time Onset for Completing MBSS Post CSE Recommendation 

Presenter: Tedd Masiongale, M.A. CCC-SLP

There is debate about the clinical relevance of the Clinical Swallow Exam (CSE). It can provide valuable clinical information. Some components of a CSE such as the 3 oz. WST and the Mann Assessment of Swallowing (MASA) are standardized. Qualitative observation and patient interviews are often greatly beneficial. Often speech-language pathologists complete a CSE and recommend NPO pending an MBSS. Wait times for this procedure can put patients at risk for decline. Often the patient is placed on only IV fluids, which may contain electrolytes/glucose. Some patients may wait 5 days or longer for the MBSS. Without a nutrition source and contributing to decline is inactivity if the patient lies in bed, is not turned, has no OT/PT, is not placed in a chair, or sits on the edge of bed. An NG tube could be a temporary measure but is not always tolerated.

Medicare should dictate that MBSS orders be performed within 24 hours of order as part of safe and best practice for clients. Radiology and speech-language pathology should confer to make this test a priority just as the Joint Commission makes swallowing a priority in acute care. Speech-language pathologists making a request for an MBSS should make sure their orders for the procedure and activated. If wait times for an MBSS are such that they cannot be performed within 24 hours, then the initial first visit with a patient should include a CSE/MBSS combination assessment and eliminate a CSE that then requires a wait time for an MBSS.

Topic 2: 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 3: Incorporating Literacy into Speech and Language Intervention

Presenter:  Shannon Neir, SLP, CCC-SLP

SLPs have training and knowledge in the systems of language, which are foundational skills for literacy, and can contribute to the development of reading skills in students, but how can they fit more into already packed schedules? This session challenges SLPs to consider incorporating literacy skills into speech and language therapy and/or interventions, as well as provides the opportunity to collaborate with others in how they add literacy into their current practices.

Learning Objectives:

• Develop an understanding of facets of literacy, including an overview of Scarborough’s Reading Rope

• Determine 2-3 literacy strategies or tasks to incorporate into speech and language intervention

Collaborate with other SLPs on their current practice

Saneta Thurmon, MA, CCC-A, Saint Louis University

This session will examine the use of simulated patients for SLP graduate students in obtaining clinical competencies in hearing.  Because not all SLP graduate programs have clinics that provide aural rehabilitation services, these competencies in this specialized area can be more challenging for students to obtain in their graduate programs.  This session will discuss a module that can be completed through simulation and lab projects to obtain hearing competencies. It will explain how to support the student’s learning in clinical skills with hearing, counseling skills, and improved confidence in learning. Survey results will be shared with two groups of first-year SLP graduate students. Group 1 worked with patients with hearing loss in the University clinic, and Group 2 completed simulated patients pertaining to hearing competencies.  The survey data shows that both groups of students agreed or strongly agreed with their clinical assessment, treatment and counseling skills in both the traditional in person clinical experience and the experience with simulated patients.  Both groups of students Agreed or Strongly Agreed that the clinical rotation was valuable to their clinical learning and that they could formulate measurable, client-centered goals when working with a patient with hearing loss in the future. Group 1 felt better prepared to counsel a client on the use and care of an audio device and to troubleshoot Audio devices because of the in-person learning experience. Group 2 felt they had learned more Pediatric audiological assessment skills due to the detailed Simucase assessment process.

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

• Describe a learning module designed through simulation for students to obtain knowledge in professional documentation such a lesson plans, treatment plans, SOAP and notes to obtain hearing competencies.
• Describe a learning module designed to support SLP graduate students’ learning in the foundation clinical skills such as counseling, interaction with clients with hearing loss, interviewing skills and goal writing.
• Discuss the survey of student’s perceptions of both groups of students to examine how simulation based learning can be just as effective as in-person for SLP students to obtain hearing competencies.

Level of Learning: Advanced

Ed Bice, MEd, CCC-SLP, IOPI Medical, LLC

For those working in a medica setting, dysphagia is the most treated diagnosis. Yet, the understanding of how to select appropriate compensatory and rehabilitative interventions seems elusive. This session  will provide clinicians with information that will allow them to make treatment decisions. Clinicians will learn to rate interventions based on a thought process based in scientific principles.

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

• identify five pieces of information by which to evaluate swallowing interventions
• analyze interventions based on the scientic principles
• state way to critically apraise research

Level of Learning: Intermediate

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

Join Cari for an overview of how to support autistic children using neurodiversity affirming practices. Topics to be covered include how girls on the autism spectrum present differently from boys, the importance of using neurodiversity affirming language, and writing neurodiversity affirming goals. Cari will also discuss the five key foundation skills to be addressed in speech-language therapy sessions with autistic toddlers, preschoolers, and elementary school-aged children. The therapeutic strategies addressed in this session are not focused on establishing compliance or fixing deficits identified on standardized tests, but rather on helping autistic children learn how to learn through meaningful social interactions with the important people in their world.

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

• Explain the importance of using neurodiversity affirming language.
• Summarize the key diagnostic traits of autism using strengths-based language and how autism presents differently in girls.
• List and describe five learning to learn foundation skills to address with autistic children.
• Describe how to write strengths-based, neurodiversity affirming goals.

Level of Learning: Intermediate

Product Disclosure: The Learning to Learn Program

Karissa Marble-Flint, PhD, CCC-SLP, Wichita State University

In this two-hour session, presenter Karissa Marble-Flint will discuss the SLP’s role and advocating for that role in written language intervention when working with an interprofessional team. The ssession will include case studies, video examples, and group discussion. Resources to share with teachers and parents will also be provided.

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

• List and describe the components of the Science of Reading, Simple View of Reading, and the Simple View of Writing.
• Define and describe the role of the SLP in written language assessment and intervention as a member of the interprofessional team in the schools.
• Apply the information from this course to case examples of written language intervention.

Level of Learning: Intermediate

Adria Thompson, MA, CCC-SLP, Be Light Care Consulting

This course will challenge SLPs to rethink their approach in dementia care by confronting commonly held beliefs and roadblocks that impact our effectiveness and confidence. During this presentation, we will break down expectations for the decline in cognitive communication skills as dementia progresses throughout the different stages and types, identify how these deficits impact function, and examine the out-of-the-box real-life interventions that meet the needs of our patients.

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

• Describe the types and stages of dementia and the expectations of cognitive communication abilities for each.
• Analyze the cognitive communication neurological underlying impairments causing the functional deficits reported by primary caregivers.
• Examine functional situations in which training communication strategies and employing evidenced based interventions would increase compliance with care, increase safety, or improve quality of life.
• Identify three ways to advocate for an SLPs role in dementia care in order to increase referrals and collaborate with other medical professionals

Level of Learning: Introductory

Leigh Ann Porter, MA, CCC-SLP, practicing SLP in Kansa City, KS, Speech Uncensored Podcast

The goal of this seminar is to expand our practice patterns towards meaningful, holistic, person-centered language therapy. Topics include: tools to identify patient preferences, interests, and values, examples of several evidenced-based language therapy techniques, and methods to adapt these therapy tools to fit the patient’s desired communication outcomes. Case studies will illustrate these methods in real-world practice.

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

• Define person-centered care in the context of language-based therapy provision.
• Describe 2 ways to adapt the complexity of evidence-based language therapy tools to meet the patient’s preferences and abilities.
• List 2 methods to obtain patient preferences and values in language-based intervention.

Level of Learning: Intermediate

Michelle Graham, MS, CED, LSLS Cert. AVEd., St. Joseph Institute for the Deaf
Allison Hill, MS, CCC-SLP, St. Joseph Institute for the Deaf

As a result of newborn hearing screening and technological advances, children are being identified with a hearing loss at birth and referred to an early intervention program and children in the school setting receive services to address areas of deficit that may impact their ability to access curriculum.  A child may have a team comprised of several therapists providing ongoing services in addition to a listening and spoken language (LSL) therapist.  This presentation will explore the provision of LSL services to children and families as evidenced by the iHear Teletherapy Program and the effectiveness of auditory training through a coaching model. An SLP and Teacher of the Deaf may provide simultaneous services as they “engage in a collaborative team approach to facilitate the development of communicative competence.” (ASHA) It benefits the family for the LSL therapist to participate in therapy sessions with other disciplines to encourage and facilitate listening and spoken language development while completing activities and incorporating strategies into daily routines. LSL therapists follow developmental models of audition, speech, language, cognition, and communication; use evidence-based practices; and strive for excellent outcomes in listening, spoken language, literacy and independence for children who are deaf and hard of hearing. (Ouellette et al.)  The LSL therapist has specific knowledge and training in audiologic assessment, hearing technology, creating, and maintaining acoustically controlled environments, and guiding and coaching parents to become effective facilitators of their child’s listening and spoken language development.  Parents of a child who is a cochlear implant candidate receive an abundance of information related to hearing loss, device selection, surgery, outcomes and much more.  The LSL therapist participating in sessions can help provide a consistent and collaborative professional available to the family to help answer questions related to hearing loss.  The LSL provider communicates with the ENT and audiologist on an ongoing basis regarding auditory progress or concerns.  Following this model, the child and the family achieve a higher self-efficacy and in turn are more successful towards meeting outcomes of listening and language development.  This session will explore the role of the LSL early interventionist and school age therapist providing services in collaboration with a team of professionals coaching and guiding the family to help the child reach their potential.

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

• Identify the role of an LSL therapist as part of an early intervention and school based team.
• Explore LSL Strategies and Techniques within a coaching model to foster a child’s auditory development.
• Discover the effectiveness of a coaching model delivered via teletherapy to support the IEP through discussion of case studies.

Level of Learning: Intermediate

Product Disclosure:  iHear Teletherapy

Lynn Marty Grames, MA, CCC-SLP, FASHA, St. Louis Children’s Hospital
Kathryn Stephens, MA, CCC-SLP, St. Louis Children’s Hospital
Hope Zanaboni, MHS, CF-SLP, St. Louis Children’s Hospital

Children with cleft palate or velopharyngeal dysfunction may present with unusual misarticulations that may differ from those of other children. This course will give examples of articulation disorders that may be seen in children with preschoolers, school-aged children, and adolescents with cleft palate and/or velopharyngeal dysfunction. Evaluation and therapy techniques will be described, and video examples will be shared. The session will highlight aspects of speech that can and should be treated with therapy, those that cannot be treated with speech therapy alone, and when to refer for velopharyngeal assessment and management. Collaboration between the medical team and therapy providers will be highlighted.

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

• Describe articulations that can and should be treated with speech therapy.
• Describe a motor learning approach to articulation training.
• Identify when to refer for velopharyngeal imaging or management.
• Discuss the benefits of collaboration between the treating therapist and the medical team.

Level of Learning: Intermediate

Greg Turner, PhD, CCC-SLP, University of Central Missouri
Kim Stewart, MS, CCC-SLP, University of Central Missouri

Interprofessional education (IPE) “involves educators and learners from two or more health professions and their foundational disciplines who jointly create and foster a collaborative learning environment” (Buring et al., 2009; pg. 2).  Often IPE focuses on training of the four competencies developed by Interprofessional Education and Collaborative Care: a) teamwork, b) values/ethics, c) communication and d) values/ethics.  When students are placed in offsite experiences, training shifts away from university program faculty members to the offsite clinical supervisor and other individuals on the patient/client care team.  Students may learn together but some students may be placed at a site where they are only student. What factors must be considered to help maximize collaborative learning for the offsite experience?   The purpose of this presentation is to share information surrounding best practices in training the IPEC skills in a clinical practice setting.  Attendees will be encouraged to discuss teaching their experience with the topic.

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

• Identify three reasons for the importance of interprofessonal education to the development of a collaborative culture.
• Recall three attributes of successful clinical supervision for training a collaborative practice.
• Identify three features important to heightening the successfulness of the collaborative learning with in healthcare setting.

Level of Learning: Intermediate

Information to follow

Jonathan Mikhail, AuD, FAAA, Area Hearing and Speech Clinic/Wichita State University

The Doctorate of Audiology degree extensively prepares students to diagnose and treat hearing and balance disorders; however, due to the high-level scientific information being taught in graduate programs, the idea of private practice is placed as a secondary thought. This learning module will help educators and providers in both speech and hearing fields discover the benefit of a curriculum focused on private practice and show how to begin the process of preparing students for private practice.

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

• Identify the need for private practice management courses in AuD programs.
• Assess potential curricular development for a private practice management course.
• Apply knowledge to current AuD business courses in their programs.

Level of Learning: Intermediate

Jonathan Mikhail, AuD, FAAA, Area Hearing and Speech Clinic/Wichita State University

The Doctorate of Audiology degree extensively prepares students to diagnose and treat hearing and balance disorders; however, due to the high-level scientific information being taught in graduate programs, the idea of private practice is placed as a secondary thought. This learning module will help educators and providers in both speech and hearing fields discover the benefit of a curriculum focused on private practice and show how to begin the process of preparing students for private practice.

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

• Identify the need for private practice management courses in AuD programs.
• Assess potential curricular development for a private practice management course.
• Apply knowledge to current AuD business courses in their programs.

Level of Learning: Intermediate

Leigh Ann Porter, MA, CCC-SLP, practicing SLP in Kansa City, KS, Speech Uncensored Podcast

The goal of this session is to highlight the application of person-centered care in the provision of cognitive therapy. The presentation will cover tools to address cognitive fatigue, attention, memory, and executive functioning. Case studies illustrate real-word scenarios, decision-making, and application of tools discussed.

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

• Describe two energy management strategies that empower patients to individually manage the effects of cognitive fatigue.
• Identify two tools to report and measure the impact of cognitive dysfunction on a patient’s life.
• Describe how to apply personalized meta-cognitive strategies to your patient’s work or home life scenarios.

Level of Learning: Intermediate

Julie Hoffmann, MA, CCC-SLP, Saint Louis University

This session will discuss best practice assessment for Childhood Apraxia of Speech (CAS), but more importantly, analysis of data to determine possible diagnosis, therapy progress and therapy direction. Become familiar with vowel analysis, DEMSS, CAS checklists and more. We will analyze data from minimally verbal clients and verbal clients with suspect or diagnosis of CAS. Increase your knowledge with analyzing data as related to vowels, consonants, and syllable structures. Bring a pencil to get ready to work!

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

• Recognize key diagnostic characteristics of CAS.
• Identify best practice CAS assessment protocols for minimally verbal children and verbal children with suspected or diagnosed CAS.
• Complete vowel, consonant, and syllable structure analysis as related to clients with suspected or diagnosed CAS.

Level of Learning: Intermediate

Sara Steele, PhD, CCC-SLP, Saint Louis University
Mary White, BS, Saint Louis University

In contrast to a medical model of disability, the neurodiversity model views autism and other disorders, such as ADHD, as natural variations within the diverse human experience. This framework has wide ranging consequences for how SLPs approach assessment and intervention for autistic individuals. To help neurotypical SLPs understand neurodiversity, we will apply a known framework of contrastive and noncontrastive dialect features to autism spectrum disorders. This framework will allow SLPs to differentiate underlying language difficulties that are appropriate to treat from autistic traits that are inappropriate to treat. Drawing on the lived experiences of autistic individuals, we will provide suggestions for using a neurodiversity approach in social communication therapy.

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

• Express the neurodiversity framework as it relates to autism spectrum disorders.
• Identify how treating autistic traits as deficits harms autistic individuals.
• Apply a known contrastive/nonconstrastive framework to autism.
• Discuss therapy strategies aligned with the neurodiversity perspective.

Level of Learning: Intermediate

Bonnie Slavych, MS, CCC-SLP, ACUE, Missouri State University
Lauren Siemers, MS, CCC-SLP, University at Central Missouri

Voice disorders impact individuals of all ages negatively – whether the impact is due to an insult to the biological mechanism or due to stereotyping and reduced accessibility experienced by the individual. Speech-language pathologists (SLPs) are professionals who, in part, provide services to individuals with voice disorders. However, many SLPs do not provide clinical voice assessment and treatment services for differing reasons, including reasons related to uncertainty, lack of confidence, and access to instrumentation.

Equipment used for clinical assessment of voice within voice and university clinics is often costly and not readily available to most clinicians practicing within other settings. However, there are more affordable options for the clinician. This presentation will review the biopsychosocial impact of voice disorders and explain the variety of approaches that are recommended for voice analysis. This presentation will also offer information on selecting and obtaining low-cost materials and equipment to perform acoustic assessment and treatment. Finally, this presentation will provide recommendations for documenting values obtained from the material and equipment.

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

• Explain the parts of the voice assessment.
• Select and use acoustic equipment for assessment and treatment of voice.
• Document findings from assessment and treatment to support services.

Level of Learning: Introductory

Brie Noud, AuD, CCC-A, University of Central Missouri

This presentation will remind you, the SLP, how to read audiological reports, how to read tympanograms (and possible associated etiologies), determine degree and type of hearing loss (and possible associated etiologies), conduct hearing screenings, how/when to make appropriate referrals, and more! We will discuss “All Things Audiology” as it relates to the profession of Speech-Language Pathology.

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

• read an audiogram in terms of degree and type of hearing loss
• read a tympanogram in terms of Jerger types and possible associated etiologies
• conduct/analyze hearing screenings and make appropriate referrals

Level of Learning: Introductory

Thomas Webber Jr, JD, Super Duper Publications

The presentation addresses how speech pathologists, teachers and parents can help their children ages 4-12 catch up on the basic learning skills they have fallen behind with due to the COVID interruption of in-class learning. Thousands of students in Grades PreK-5 are very deficient in their ability to follow directions, listen carefully, comprehend and retain information, and read.  These children need to improve their skills NOW or they will not be successful in school, and they will more than likely continue to struggle their entire lives.  Unfortunately, most educators and parents do not have time to give these at-risk students all the help they need, nor do they have the specific teaching tools that children need to improve their skills quickly. This presentation gives a comprehensive overview of two online resources that address these issues – “HearBuilder Online Foundational Literacy Program” and the “Super Duper Digital Library”.  HearBuilder is the only online, research-based, foundational literacy program that address all four fundamental learning skills – Following Directions with Basic Concepts; Auditory Memory and Listening Comprehension; Phonological Awareness with Sound Recognition; and 2-6 Step Sequencing. Children move through the program step-by-step at their own pace, and work independently without the need for constant adult supervision. Significantly, HearBuilder keeps track of all student progress.

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

• Describe how students can work independently to improve their basic skills in four critical areas of elementary school learning – following directions, auditory memory and comprehension, phonological awareness, and sequencing.
• Access 55,000 online educational resources that they can use daily in their therapy sessions to help their students in topic areas including articulation, phonology, and numerous areas of language and communication.
• Describe strategies and suggestions as to how to incorporate teaching techniques that were successful in teletherapy into the in-person therapy environment.

Level of Learning: Intermediate

Product Disclosure:  Hearbuilder and the Super Duper Digital Library

Natalie March, MS, CCC-SLP, Lee’s Summit School District
Callie O’Donnell, MA, CCC-SLP, Lee’s Summit School District

This presentation will discuss the benefits of doing push-in, whole classroom language sessions as part of a student’s weekly speech/language minutes. The focus population of these groups is early language learners and AAC users. This session will include ideas for the structure of a language- rich group session that incorporates core vocabulary and thematic language lessons. We will also address ways to collaborate with teachers and paraprofessionals to facilitate carryover of learning targets.

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

• Differentiate between individual vs. whole group lessons with AAC users.
• Identify a framework for AAC full group lessons.
• Explain how to teach and model core vocabulary words during language group lessons.
• Discuss how to collaborate with teachers and paraprofessionals in the classroom.

Level of Learning: Intermediate

Samantha Griesinger, BS, University of Central Missouri

Kim Stewart, MS, CCC-SLP, University of Central MIssouri
Brie Noud, AuD, CCC-A, University of Central Missouri

National Student Speech Language Hearing Association  —  The NSSLHA Share Session will comprise of NSSLHA members and advisors from the nine universities in Missouri. The members will share their chapter’s successes and ideas, as well as gain information from other chapters to improve their NSSLHA meetings, membership, philanthropic events, advocacy, and diversity/Inclusion ideas, as well as ways to improve participation with National NSSLHA.

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

• Implement ideas related to dues, philanthropic events, and professional advocacy.
• Describe how to improve overall organization of the Chapter.
• List the benefits of membership with National NSSLHA.

Level of Learning: Intermediate

Bonnie Slavych, PhD, CCC-SLP, ACUE, Missouri State University
Greg Williams, PhD, ATC, CSCS, University of Central Missouri

EILO has a prevalence of 35.2 percent among adolescent athletes. SLPs are professionals who provide management services for adolescents diagnosed with exercise-induced laryngeal obstruction (EILO). Many schools, however, experience shortages of SLPs and, as a result, kids may be placed on waiting lists. Athletic trainers, like SLPs, have the knowledge and skills to provide management services for adolescents diagnosed with EILO. This presentation will consider the roles of the SLP and the AT in the management of EILO and their reciprocal relationship. Further, this presentation will consider the additional benefits reaped by the adolescent and other stakeholders when SLP and AT engage in interprofessional practice for the management of EILO.

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

• Describe the clinical presentation of the prototypical patient with exercise-induced laryngeal obstruction (EILO).
• Compare the roles of the SLP and the athletic trainer (AT) in the management of EILO.
• Discuss the benefits of interprofessional practice between SLP and AT in the management of EILO.

Level of Learning: Introductory

Hosted by The Stepping Stones Group

University teams comprised of top-notch students compete in a quiz bowl format to see which team can answer the most Praxis practice questions correctly! This session is designed for students preparing to take the Praxis examination, as well as professionals who want to refresh their basic knowledge skills while learning in a fun, interactive and competitive environment. The Quest for the Cup is one of the MSHA Convention’s most anticipated annual events. Let the games begin!

Level of Learning: Intermediate