Saturday’s Program

Tucker Murry, BS, Truman State University
April Jardes, SLPD, CCC-SLP, Lee’s Summit Schools, MO

The NSSLHA Share Session will include NSSLHA members, advisors, and interested attendees 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, and participation with National NSSLHA.

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

• Increase knowledge related to National Student Speech Language Hearing Association chapter organizations.
• NSSLHA Chapter representatives, return to their university with ideas related to dues, philanthropic events, and professional advocacy.
• Gain knowledge for implementing NSSLHA Executive Board meetings to improve overall organization of the chapter.
• Improve knowledge regarding benefits with membership of National NSSLHA.

Level of Learning:  Introductory

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

The field of Audiology is rooted in scientific literature and research, which help improve communication for patients. The need for objective testing on amplification has been subject to discussions between clinical and research audiologists. Tools for verification have been available since the 1980s; however, audiologists and hearing instrument specialists often refrain from using them even though significant data supports their viability in the clinical setting. For a patient to be successful with their hearing aids, the fitting must be validated and verified. With the introduction of over-the-counter (OTC) hearing aids, audiologists must begin using verification to remain relevant and root themselves in the science of amplification. Audiologists must remember that a manufacturer’s best-fit settings are not always accurate in modern hearing devices, and best practice dictates that verification is necessary for hearing aid users.

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

• Understand the history of real ear measurement and its clinical uses.
• Understand the need for objective verification.
• Learn best practices for real ear measurement in the clinical environment.

Level of Learning: Intermediate

Time Ordered Agenda:

5 minutes: Introduction
5 minutes: The history of real ear measurement
10 minutes: Clinical Shortcuts
10 minutes: The types of verification
20 minutes: In-clinic example
10 minutes: Conclusion

Erik Raj, PhD, CCC-SLP, Monmouth University

In this hands-on workshop all about artificial intelligence (AI), participants will embark on an inspiring journey into the realm of AI-driven possibilities for speech-language pathologists working in K-12 school settings. Through a comprehensive exploration and demonstration of various cutting-edge AI technologies, participants will discover how to harness their potential to unlock a myriad of innovative therapeutic ideas. By integrating AI-driven tools into their practice, school-based speech-language pathologists can personalize interventions and enhance communication outcomes for their students in meaningful and exciting ways. Participants will leave the workshop fully equipped to confidently navigate the ever-evolving landscape of modern therapeutic practices.

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

• Identify artificial intelligence tools that are appropriate to use in speech and language therapy with children and adolescents in tele-therapy and in-person therapy.
• Summarize approaches to using intelligence tools with children and adolescents for the purposes of growing speech and language abilities.
• Demonstrate ways to motivate and excite children and adolescents through the use of artificial intelligence tools, and artificial intelligence adjacent materials/media, during tele-therapy and in-person therapy.

Level of Learning: Intermediate

Michelle Dampf, MA, CCC-SLP, MU Thompson Center for Autism and Neurodevelopment

This Social Language Group training series will teach speech-language pathologists how to begin social language groups in the clinical and school settings to help students with autism spectrum disorder (ASD) generalize their social communication/pragmatic language skills from individual sessions into group settings. Speech and language professionals will gain the knowledge needed to plan lessons using differentiated instruction, write goals, and promote the social skills needed for independence and employability for their students. Topics reviewed throughout the presentation include:  autism and diagnostic differences, evidence-based practices in social language group intervention, and effective lesson design.

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

• Start a social language group in their setting using eficence-based teaching techniques
• Include parents, caregivers, and educators in the intervention to improve generalization and social communication for their students.
• Design effective lessons to meet the unique social language needs of their individual students withn a group setting

Level of Learning: Intermediate

Time Ordered Agenda:

ASD and Diagnostic Differences

5 minutes: Introduction and review disclosures
10 minutes: Educational idenfication of Autism
10 minutes: Educational identificcation of pragmatic language disorder
10 minutes: DSM-V definition of ASD
10 minutes: Review of levels of support vs. “hight” and “low” funtioning
10 minutes: Social communication disorder
5 minutes: Summary and Q&A

Evidence-Based Lession Design

5 minutes: Introduction and review disclosures
5 minutes: Review of presious hour: ASD and diagnostic differences
15 minutes: What is an “evidence-based” practice
15 minutes: List of evedence-based practice appropriate for SLGs
15 minutes: In depth coverage of peer-medivated intervention, naturalistic reacher, visual supports, visual modeling, etc.
5 minutes: How to provide intervention and respect neurodiversity: summary and Q&A

Effective Lesson Design

5 minutes: Introduction and Review Disclosures
5 minutes: Review of previous hour: Evidence-Based practices in SLG Intervention
15 minutes: Active learning and differentiated instruction
15 minutes: Cooperative Activities and EBP
15 minutes: Generalization with caregiver and teacher support
5 minutes: Next steps for participants
5 minutes: Summary and Q&A

Ianessa Humbert, PhD, Swallowing Wellness

The Swallow Physiology Masterclass is the essential Clinical Supplement to your existing clinical skill set. The interactive learning curriculum is customized to the attendees’ needs and teaches clinical practices that are human-centered, evidence-based, and common-sense-based. The content is  geared toward Speech-Language Pathology professionals who want to completely refresh and re-imagine their clinical practice.  This interactive in-person meeting will focus on 3 primary areas: (1) Self-awareness and personal growth to enhance professional and clinical skills (2) Identifying fear-based practices and replacing them with evidence-based practice (3) How to collect data about your practice patterns to justify the best clinical decisions.

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

• Identify personally-relevant methods of self-critique that can be integrated into daily clinical decisions
• Explain how hidden and unhidden cognitive biases influence clinical decisions.
• Describe two methods of data collection and their incorporation into clinical workflow

Level of Learning: Advanced

Molly McGrady, MS, CCC-SLP, Mercy Hospital Springfield, MO
Charity Shelton, MS, CCC-SLP, CBIST, Mercy Hospital Springfield, MO

Cognitive flexibility is one’s ability to adapt thinking processes in response to the demand of changing environmental stimuli. Persons with acquired brain injury often present with deficits in this cognitive domain. In order to assist our patients in functioning independently, this is an area that should be addressed within cognitive evaluation and therapy. Cognitive inflexibility negatively impacts reasoning, word finding/thought organization, executive function and other areas. Although there is currently not a designated test for cognitive flexibility, portions of assessments are available to be used for assessment of these abilities. Cognitive flexibility treatment can easily be incorporated into therapy sessions while targeting other cognitive domains. Attendees will gain knowledge of standardized and informal assessment tools for cognitive flexibility and functional, practical treatment options that can be readily be applied in sessions with patients at all levels of cognitive function.

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

• Define cognitive flexibility and the importance of this in the rehabilitation of patients with acquired brain injury.
• List 2 standardized and 2 informal assessment tasks for examining patients’ cognitive flexibility.
• Describe 3 ways to functionally incorporate aspects of cognitive flexibility within treatment sessions..

Level of Learning: Intermediate

Product Disclosure: Variety of published standardized assessments

Dawn Callahan Dennis, EdD, CCC-SLP

Abstract: This session is an opportunity for students to meet with Dawn Callahan Dennis, EdD CCC-SLP, MSHA President-Elect and Community Outreach Specialist for Spotter Staffing.  Dr. Callahan Dennis will discuss how students can best bridge from student to professional.  Topics will include resume power words, how to present as a strong interview candidate, and intentional questions to ask in an interview.  This will be a fun, engaging and interactive presentation with the opportunity to have a 1:1 resume review with Dr. Callahan Dennis.  Students are encouraged to bring a prepared resume to reference during this presentation.

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

• Identify 3 power words they can incorporate in a resume
• Understand at least 3 question areas covered in a typical interview for a CF position
• Create their top 3 questions to ask in an interview
• Identify areas to edit, revise or highlight in their resumes

Level of Learning: Introductory

Disclosure: Employed at Spotter Staffing

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

This study aimed to determine if COVID-19 considerably affects patients with pre-existing hearing loss and occurred over one calendar year. The participants in this study were between the ages of 50 and 64 who had been diagnosed with hearing loss between March 15, 2019, and March 15, 2020, and contracted COVID-19 within six months of March 15, 2020. The participant’s hearing was tested to monitor the regression of hearing loss following a diagnosis of COVID-19.

Using a paired T-test to compare puretone averages (PTAs) of 500Hz, 1000Hz, and 2000Hz, the data suggested that participants’ PTAs worsened after the contraction of COVID-19 in both the right and left ears (p-value = < .01). Word recognition scores (WRSs), however, did not decrease when a paired T-test was performed. The researcher used a two-way ANOVA test to evaluate if gender affected PTAs and suggested that gender did not affect the PTAs substantially. Since PTAs did show a clinically significant decrease, it was anticipated that speech reception thresholds (SRTs) would also have worsened, and a paired T-test signified that the SRTs did regress.  While the study’s main objective was to establish a viable framework for more longitudinal studies associated with COVID-19, this study also aimed to provide clinicians (PCPs, AuDs, and ENTs) with further evidence of how COVID-19 can affect peripheral hearing sensitivity. By understanding how viral infections disrupt the auditory system, audiologists and physicians can better serve patients with hearing impairments and provide a better pathway to audiological or medical interventions.

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

• Iidentify the potential hazards of COVID-19 on the auditory system.
• Evaluate patient demographics, testing protocols, and how age groups with pre-existing hearing loss are affected by COVID-19.
• Iidentify the need for additional studies that can aid in longitudinal outlooks for patients who have contracted COVID-19.

Level of Learning: Advanced

Time Ordered Agenda:

10 minutes: Introduction
10 minutes: Study Design
10 minutes: Methods and Materials
20 minutes: Results
10 minutes: Conclusion

Jeremy Chesman, MS, Mercy/Missouri State University

Patients who are vocal performers often require special consideration. In addition to relying on their voices for income, they also often have very finely tuned instruments. In fact, many in the field use the term “vocal athlete” to refer to this population. This session will explore the additional considerations for voice therapy with performers. Topics will include expanding evaluations, improving competency in counseling, and developing a referral network.

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

• Describe 3 special considerations for caring for vocal performers.
• List 3 ways an performer’s evaluation might differ from a non-performer
• Identify 2 strategies for forming a referral network

Level of Learning: Intermediate

Christi Baker, MS, CCC-SLP, University of Missouri – Columbia
Kayla O’Donnell, BHS , University of Missouri – Columbia

What do you do when you are part of a difficult conversation? Do you ever struggle with knowing what to say or how to react?  Do you ever feel under qualified as a speech-language pathologist to even participate in client conferences? How do you respond when a professional conversation with a colleague or supervisor becomes uncomfortable?  Having the confidence to lead difficult conversations in a positive direction or knowing  ‘when to say when’ can be a challenge for even the most experienced clinicians. As a service delivery domain, counseling clients and families with speech, language or swallowing deficits falls within the scope of practice for speech-language pathologists. During this session, we will explore  ways to best prepare for potentially hard conversations.  The most commonly used counseling strategies will be reviewed and knowing when to refer clients or families to other health professionals will also be addressed.

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

• Recall 3 different counseling strategies to utilize during hard conversations
• Identify when is best to refer to other health professionals
• List 3 key factors to successful conferences with families/caregivers/students, etc.
• Define what imposter syndrome is and who it may effect.

Level of Learning: Intermediate

Elizabeth Roepke, PhD, CCC-SLP, Saint Louis University

When assessing children with speech sound disorders, clinicians should consider not only the number of errors but also the type of errors. In this session, we review which errors are typical and atypical for English-speaking children. Identifying children with atypical speech errors can inform intervention decisions. Research on difficulties that co-occur with atypical speech errors, such as phonological awareness and literacy difficulties, is reviewed. Recommendations for additional assessment and intervention are provided.

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

• Identify typical and atypical speech sound errors in English.
• List cognitive and phonological difficulties that are associated with atypical speech errors.
• Describe how to assess and treat phonological processing difficulties in a child with speech sound disorder.

Level of Learning: Intermediate

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

Ever treated a client with a certain diagnosis for the very first time? Had to have that hard conversation with a parent? Tried something new or looked in the mirror and just thought you couldn’t possibly do it all? If you’ve lived on earth for more than four days, you know some things can be really scary. Yet most things that are worth doing are scary. Learn more about the importance and pay off of doing things scared from Stephen Groner, MS, CCC-SLP, “SLP Stephen,” a person who stutters-turned SLP, public speaker, and entrepreneur who has learned how to make fear his friend in order that he may do things that are truly worthwhile.

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

• Define 2 positive attributes of fear.
• Describe 3 examples of acting even when afraid.
• Write one scary situation they are willing to try tackling next.

Level of Learning: Introductory

Time Ordered Agenda:

5 minutes: Is the Struggle Really Worth It?
20 minutes:

• My Struggling Story
• Stuttering Through School
• Scared About the Future
• Surrender, Sacrifice, and Speaking Success

20 minutes: Doing It Scared
15 minutes: Your Struggle and Your Success

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

Ianessa Humbert, PhD, Swallowing Wellness

Two of the most important aspects of human evolution include our communication and feeding practices, which far exceed what is possible in any other single species. These are arguably the most interesting parts of being human. What do humans love? Conversations, Comedy and Laughter,

Music and Singing, Food and Drink.  The profession of Speech-Language Pathology has the opportunity to revolutionize habilitation and rehabilitation of these highly values human functions. However, we have struggled to elevate the profession in financial, political, and humanitarian realms. In this one-hour session, Dr. Humbert will delve into past the decisions and dispositions that are responsible for our current condition, and then offer actions that could positively alter the trajectory of individual Speech-Language Pathologist (and soon-to-be SLP), as well as the profession as a whole.

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

• List 2 historical decisions that impact our current professional practice
• Describe current policies that hinder large-scale professional growth and member morale
• List 3 actions that can elevate the profession, given the importance and value of our services

Level of Learning:  Intermediate

Kylie Helm, MA, CCC-SLP, Self Employed/University of Kansas

Researchers have suggested that children reared in low socioeconomic status (SES) environments are at risk of having language skills below their higher SES peers when measuring vocabulary skills (Dollaghan et al., 1999; Hart & Risley, 1995; Hoff, 2003). As a result, clinicians are led to believe children from low SES environments are at a disadvantage when acquiring language skills and are more likely to require services. However, there is evidence suggesting these children disproportionately do poorly on vocabulary measures but have strengths in other domains of language such as syntax and pragmatics (Dollaghan et al., 1999; Ellwood-Lowe et al., 2022; Huttenlocher et al., 2010; Pruitt & Oetting, 2009; Vasilyeva et al., 2008). This would suggest children from low SES environments are not at a greater risk for language impairment when considering multiple dimensions of language. Moreover, other research has suggested that variations in children’s language skills are a function of cultural-linguistic variation and not SES differences (Sperry et al., 2018). The purpose of this presentation is to provide an overview of the literature on language acquisition and SES. Moreover, the presentation will discuss the clinical implications of the literature and provide strategies for holistic evaluation and treatment methods to prevent under- and over-identification of language impairment within children from low SES environments.

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

• Identiify the literature on language acquisition and socioeconomic status.
• Describe the limitations of using vocabulary assessments for low SES children as a qualifier for services.
• Identify other types of language domains to use when evaluating the language skills of children from low SES environments.

Time Ordered Agenda:

• 5 minutes: Introduction
  Greetings and brief overview of topic
• 5 minutes: Background
  Explanation of current issues with children in low SEE language profiles and service-providing
• 10 minutes: SEE and vocabulary
  Overview of the vocabulary skills documented for children in low SEE
• 10 minutes: SEE and grammar
  Overview of the vocabulary skills documented for children in low SEE
• 10 minutes: Differential diagnosis
  Explanation of current linguistic profile of children in low SEE vs children with language impairment
  Strategies for differential diagnosis
• 10 minutes: Clinical implications
  Examples of evaluation strategies to account for language differences of children from low SEE
  Examples of intervention strategies for children from low SEE with and without language impairment.
• 5 minutes: Conclusions
  Summary of key points
• 5 minutes: Q & A Session
  Invite questions from the audience

Level of Learning: Intermediate

Go to Technical Sessions

Erik Raj, PhD, CCC-SLP, Monmouth University

In this engaging and informative workshop, participants will embark on a journey to discover the transformative potential of video games as a powerful tool in school-based speech and language therapy. Guided by a passionate advocate of video game-based interventions, attendees will explore creative and evidence-based strategies for effectively incorporating video games into therapeutic sessions. Through hands-on demonstrations and real-life success stories, practitioners will gain insights into how video games can positively impact children and adolescents with diverse speech and language challenges. Participants will leave the workshop  with a clear understanding of a new dimension of therapeutic possibilities and harness the undeniable power of play to empower students’ communication growth and success.

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

• Identify online video games that are appropriate to use in speech and language therapy with children and adolescents in tele-therapy and in-person therapy.
• Summarize approaches to playing online video games with children and adolescents for the purposes of growing speech and language abilities.
• Demonstrate ways to motivate and excite children and adolescents through video games, and video games adjacent materials/media, during tele-therapy and in-person therapy.

Level of Learning: Intermediate

Joseph Sakamura, AuD, CCC-A, e3 Diagnostics

Dizziness, vertigo, and balance problems are among the most common complaints of individuals across the lifespan, yet there remains a shortage of specialists equipped to treat this population of patients. Audiologists and hearing care providers play a vital role the diagnosis and treatment of dizziness and vestibular disorders. We as a profession have an incredible opportunity to play a positive role in the dizzy patient’s journey to wellness. This presentation will highlight both the diagnostic and rehabilitative aspects of the continuum of care for the dizzy patient. Following a brief overview of anatomical and physiological properties of balance function, participants will gain understanding of a comprehensive neurodiagnostic vestibular test battery. Updates and advances in the available test battery will be emphasized. We will then move into discussion of treatment and how testing facilitates a diagnosis-based strategy of management, leading improved outcomes.

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

• Identify the most common disorders associated with dizziness and vertigo
• Describe a comprehensive vestibular test battery
• Identify patients who may be good candidates for vestibular rehabilitation
• Understand the importance of audiology in the diagnosis and management of dizziness.

Level of Learning:  Introductory

Time Ordered Agenda:

15 minutes: Statement of need and demographic
15 minutes: Overview of anatomy and physiology of balance function
15 minutes: Clinical pathways and protocols for evaluation of the dizzy patient
15 minutes: Description of the neurodiagnostic equilibrium protocol
15 minutes: Integration and interpretation of results
15 minutes: Diagnosis-based strategies of treatment
15 minutes: Vestibular rehabilitation protocols
15 minutes: Summary and conclusions

Karina Saechao, MA, CCC-SLP, The University of Kansas

African American English (AAE) is a systematic and rule-governed dialect of American English (Wolfram, 1970). AAE is widely understood and spoken by ~85% of African American (AA) people (Norton, 2008). AA children are disproportionality represented in special education in the United States. Research indicates that AA students are almost twice as likely as European American students to be identified as having a language disorder. An average of 76% of states disproportionately represented AA students in the speech or language impairment (SLI) category each year (U.S. Department of Education, 2016). Robinson & Norton (2019) found that an average of 32 states underrepresented AA students, an average of 7 states overrepresented AA students; and an average of 11 states proportionately represented AA students in the SLI category as a primary eligibility for special education (Robinson & Norton, 2019). This is likely due to misperceptions of AAE by SLPs. Diehm & Hendricks (2021) found that SLPs present with a frequent perception of AAE grammatical features as being “incorrect language or grammar.” Diehm & Hendricks (2021) also found that bias from SLPs led them to misjudge typically developing AA students who spoke AAE with a high density as being language impaired. The purpose of this talk is to increase awareness and understanding of AAE grammar and phonology. This talk will list, describe, and analyze considerations for conducting equitable and comprehensive speech and language evaluations, and further considerations when analyzing those results and determining eligibility for school-based speech and language services with AAE speaking students.

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

• List at least five features specific to African American English grammar and phonology.
• List at least three assessment measures for evaluating African American English-speaking students.
• Describe at least three considerations for evaluating and analyzing assessment results to determine eligibility for school-based speech and language services for African American English-speaking students.

Level of Learning: Introductory

Time Ordered Agenda:

20 minutes: Introduction to AAE Grammar
20 minutes: Conducting Culturally Responsive Evaluations for AAE Users
10 minutes: Eligibility Considerations for School-Based Speech Therapy
10 minutes: Q & A

Melanie Somogie, MA, CCC-SLP, University of Kansas Medical Center
Susan Koerner, MS, CCC-SLP, University of Kansas Medical Center
Kelley Nelson-Strouts, MA, CCC-SLP, University of Kansas Medical Center

Life-Participation Approach isn’t just for Aphasia. We’ll explore the history of “functional therapy” and “life-participation approach” and consider real-world applications of a participation focus across our scope of practice. We will present models for infusing life-participation into practice across multiple settings over the lifespan, including a look at using life-participation in schools, with AAC users, and with adult clients. We will discuss how to promote person-centered outcomes through holistic assessment, goal writing, and intervention planning. Recommendations will be supported by peer-reviewed literature and case examples. Discussion about barriers or experience with the application of participation approaches will be encouraged.

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

• Describe the history of various models of disability and intervention and how they have influenced therapeutic practice.
• Apply Life-Participation Approach to assessment across diagnoses, settings, and the lifespan.
• Apply Life-Participation Approach to treatment across diagnoses, settings, and the lifespan.
• Develop an action plan for addressing barriers to life-participation approach in their work setting.

Level of Learning: Intermediate

Lynne Schenk, AuD, CCC-A, Missouri State University
Sarah Jones, AuD, CCC-A, Missouri State University

This session will offer discussion on the implications of hearing loss, tinnitus and/or auditory processing in your therapy sessions with both adult and pediatric patients.  Reflection on engaging with your patients and incorporating aspects of informational counseling, personal adjustment counseling, and psychosocial support to maintain a patient centered approach in therapy sessions to bolster the therapeutic alliance and your patient’s self-efficacy to work toward achieving therapy goals.

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

• Identify implications of hearing loss and tinnitus with your pediatric and/or adult patients on therapy goals.
• Describe how self-efficacy impacts progress toward therapy goals.
• Identify implications of auditory processing with your pediatric and/or adult patients on therapy goals.
• How to integrate counseling into your sessions to support a patient centered approach.

Level of Learning: Intermediate

Christi Baker, MS, CCC-SLP, University of MO-Columbia

Hey Students! Ready to have some fun and meet some new friends? Come spend an hour meeting colleagues from other programs, building connections and engaging in early networking.  This session will give you the opportunity to unplug and connect to future professionals just like you in our fine state of Missouri!  Learn the value of face to face interaction and why a hand shake means more than a text message.  Get ready to learn networking skills through fun and interactive games – we promise, no power point!

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

• Recognize and explain the importance and power of networking.
• Identify several executive functioning skills and/or ‘power’ words to use to describe themselves on a resume or during an interview.
•  Demonstrate an understanding of how to navigate conventions to enhance learning and networking opportunities.

Level of Learning: Introductory

Abby Isabelle, MS, CCC-SLP, Columbia Public Schools

Although leisure skills are seldom the focus of therapy, the most enjoyable moments of life are often when we engage in leisure activities. Outdoor leisure activities, in particular, have both social-emotional and physical benefits. However, individuals with autism may have difficulty developing this important life skill. Social skills challenges and restricted interests can create obstacles in acquiring these beneficial leisure skills. Research indicates leisure skills can be taught. This session will demonstrate ways to explicitly teach outdoor leisure skills to adolescent students with autism via collaboration with the Missouri Department of Conservation (MDC). This session will also highlight ways to use the outdoor activities and free, readily-available MDC resources as rich language-learning opportunities (both indoors and outdoors) for students with autism across the spectrum.

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

• Differentiate appropriate leisure skill targets for the individual student and age group
• Explain strategies to teach at least two outdoor leisure skills to adolescent students
• Apply nature-based resources to language and social skills therapy in the classroom setting

Level of Learning: Intermediate

Disclosure:  Freely available materials from the Missouri Department of Conservation and outreach/education services freely offered by the Missouri Department of Conservation

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