Sunday’s Program

7:15 am – 8:15 am

Session 63 - Poster Presentations - Part III

Click here to view Poster Sessions – Part III

Track: Student, Multi-Interest Level: Various

8:30 am – 9:30 am

Session 64 - Creating Functional Social Communication Goals for Children and Adolescents With Autism

Robin Murphy, MS, CCC-SLP, Saint Louis University; Lindsey Branson, BS, Saint Louis University; Caitlin Phelan, Saint Louis University

This intermediate-level presentation will assist the speech-language pathologist in determining and creating functional social communication goals for children and adolescents with autism. A social communication skill hierarchy was created with the guidance of the Autism Diagnostic Observation Schedule-2 (ADOS-2) and current research. This hierarchy is focused on increasing academic and social success in the classroom through targeting key areas of social communication. This social communication skill hierarchy divides social communication into three levels: beginning communicator, intermediate communicator and advanced communicator. Each level is comprised of skills, in a developmental order, needed to succeed educationally and socially. Current research on autism and how to select social communication tests for children and adolescents will also be discussed.

At the conclusion of this presentation, participants will be able to:
• Identify what type of communicator a student is based on the social communication skill hierarchy (i.e., beginning communicator, intermediate communicator and advanced communicator)
• Create functional social communication goals that are targeted toward social and academic success
• Distinguish between common social language tests for children and adolescents with social communication concerns

Track: SLP-Educational Level: Intermediate

Session 65 - Providing Voice Evaluation and Therapy in the Schools

Bonnie Slavych, PhD, CCC-SLP, ACUE, University of Central Missouri; Greg Turner, PhD, CCC-SLP, University of Central Missouri

An estimated 6 to 23 percent of school-aged children are affected by voice disorders. Research has long reported the negative impact of voice disorders on a child’s education; however, many speech-language pathologists are uncertain whether children with voice disorders meet eligibility requirements for speech therapy services. Moreover, research suggests that many speech-language pathologists are not confident in their abilities to assess and provide treatment for children with voice disorders. The purpose of this presentation will be to engage listeners in the process of evaluation and evidence-based treatment methods for voice disorders as well as information on the potential negative impact of voice disorders regarding educational achievement and strategies for advocating for intervention with other professionals.

At the conclusion of this presentation, participants will be able to:
• Describe the impact of voice disorders on education
• Describe the assessment process for a student who presents with a voice disorder
• Develop and implement a treatment plan for a student with a voice disorder
• Discuss voice disorders with students, teachers, other professionals and families

Track: SLP-Educational Level: Intermediate

8:30 am – 10:30 am

Session 66 - Stop the Insanity! Developing Resilience for Over-Worked, Stressed Out CSD Professionals

Mitzi Brammer, PhD, CCC-SLP, Saint Louis University

SLPs and AuDs start their careers out with a plan to help people become better communicators. They begin with a hope and a mission that their services are meeting the needs of their patients, clients or students. However, sometimes other variables come into play and wreak havoc with our dream job and we end up tired, burnt-out, frustrated and dejected. Whether new to the field a few years shy of retirement, SLPs and AuDs will leave this engaging session with evidence-based strategies to address building and maintaining resilience in the workplace.

At the conclusion of this presentation, participants will be able to:
• Identify levels of discourse that will cultivate resilience in the workplace
• Identify habits and characteristics of resilient professionals
• Prioritize strategies that will have the greatest impact on their own resilience

Track: Multi-Interest Level: Intermediate

Session 67 - Getting Started in Speech Therapy with the Minimally Verbal Child

Cari Ebert, MS, CCC-SLP, Summit Speech Therapy/Cari Ebert Seminars

Designing an effective speech therapy program for toddlers and preschoolers can be a challenge, especially when receptive language skills are strong, but speech skills are not progressing. Have you ever sat through an entire speech therapy session in which the child didn’t utter a sound? How do SLPs respond when the child has no verbal imitation skills and remains silent in speech therapy week after week? What steps should SLPs take when traditional, play-based therapy isn’t effective in bringing about oral language skills? This session will provide a blueprint of strategies and goals for getting started with the minimally verbal young child.

Product Disclosure: This presentation will discuss the products The SLP’s Guide to Treating CAS and Cari’s Silly Sounds.

At the conclusion of this presentation, participants will be able to:
• Summarize the two primary goals when working with minimally verbal toddlers and preschoolers.
• Explain the rationale for using a motor planning approach in speech therapy with minimally verbal young children.
• List five evidence-based treatment strategies for supporting speech development in minmally verbal young children.

Track: SLP-Educational Level: Intermediate

Session 68 - Telepractice in Schools: Common Challenges and Solutions

Kellie Paul, MS, CCC-SLP, Presence Learning; Kristin Martinez, MA, CCC-SLP, Presence Learning

This session will focus on common challenges faced by telepractitioners working in the school setting, including those related to students, system/technology, site-based issues, working with home-based students and the clinicians themselves. Strategies to overcome these challenges will be shared, including specific examples from the presenters’ own experiences.

At the conclusion of this presentation, participants will be able to:
• Identify the necessary components of a high quality telepractice service delivery model.
• List five challenge areas that are unique to providing services to a school via telepractice.
• Identify potential solutions for each challenge area.

Track: SLP-Educational Level: Intermediate

9:45 am – 10:45 am

Session 69 - Life Skills and Language Therapy: Teaching Vocational and Life Skills to Low-Functioning Students

Megan Busiek, MS, CCC-SLP, Great Circle; Laura Peterson, MS, CCC-SLP, Great Circle

Oftentimes, our work with older students involves unique challenges: low intrinsic motivation, limited progress on traditional language goals, limited cognitive ability, challenging behaviors … the list goes on and on. This presentation will discuss a pilot program designed to teach pre-vocational, vocational and general life skills to middle and high school age students who have faced at least one of the above challenges. This program’s three levels include the research-based Practical Assessment Exploration System (PAES), a modified PAES program and a mock apartment. Each of these levels will be discussed in terms of creation, setup/materials, appropriate candidates, implementation (by SLPs and other special education staff) and thoughts/suggestions for future use. Specific student case studies will be reviewed and suggestions for IEP goals specific to vocational/life skills will be discussed.

Product Disclosure: This presentation will discuss the product Practical Assessment Exploration System (PAES).

At the conclusion of this presentation, participants will be able to:
• Describe the three levels of the life skills pilot program
• Identify at least three tasks/jobs that they could use with students
• Write one appropriate IEP goal to target vocational/life skills in language therapy

Track: SLP-Educational Level: Introductory

Session 70 - Empowering SLPs: Hearing Screening, New Tools and Updates

Maureen Fischer, MS, CCC-A, Saint Louis University; Saneta Thurmon, MS, CCC-SLP/A, Saint Louis University

It is essential to know your client’s auditory status before completing speech-language diagnostics. We will discuss procedures and equipment used for hearing screening for adults and children, pass and refer criteria, appropriate referral recommendations, as well as the state of Missouri’s guidelines for when to screen school-age children for hearing loss. Additionally, we will discuss the new technologies which have been added to the SLP toolbox for screening children under the age of three. This session will include case studies completed in a group to enhance learning outcomes.

At the conclusion of this presentation, participants will be able to:
• Describe appropriate hearing screening tools, per ASHA recommendations, for pediatric patients.
• Discuss the role an SLP may play in preschool hearing screening
• Discuss appropriate referrals, per ASHA decision trees, for children who refer on a hearing screening.

Track: SLP-Educational Level: Introductory