Sunday’s Program

Sunday, April 10, 2022

7:00 am – 7:30 am

Session 46 - Small Group Discussions 3

  • Interprofessional Education and Practice – Dr. Misty Tilmon
  • MSLP and MMYP: Leadership and Mentoring Strategies – Jayanti Ray
  • Evidenced-Based Interventions for Children with ASD – Michelle Dampf
  • Work Settings – Kelly Moore, Lydia Cameron, Lynette Vinson

The purpose of this Small Group Discussion is to explore the perspectives of MSHA members regarding interprofessional education and practice, MSLP and MMYP leadership and mentoring strategies, evidence-based interventions for children with ASD and work settings. Four breakout discussion will be available to address each topic.

At the end of this presentation, participants will be able to:
• Describe the importance of incorporating interprofessional collaboration into your practice
• List strategies to use when mentoring students and young professionals
• Summarize intervention methods used with working with children with ASD

Level of Learning: Intermediate

7:15 am – 8:15 am

Session 47 - Poster Presentations - Part III

8:30 am – 9:30 am

Session 48 - Improving Social Outcomes for Students With ASD

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

Children with autism spectrum disorder (ASD) experience difficulties in the area of pragmatic language/social communication skills that can have an overall negative impact. Social language groups help to bridge the gap between individual pragmatic language intervention to generalization of social language skills into the school, home, and community settings. Because students with ASD do not acquire social language skills intuitively, it is imperative that these skills, such as perspective-taking, problem-solving, and non-verbal communication, are learned and practiced prior to post-secondary transitions.

At the end of this presentation, participants will be able to:
• Start a social language group in their setting using evidence-based teaching techniques.
• Include parents, caregivers and teachers in the intervention to improve generalization of social communication for their students.
• Improve the post-secondary transitions for their students through social language groups by improving students’ confidence, independence, and overall social interactions.

Level of Learning: Intermediate

Session 49 - Evidence-Based Program to Assist in Achievement Gap Closure

Lara Menke, BA, Maryville University of Saint Louis
Meaghan Goodman, PhD, CCC-SLP, , Maryville University of Saint Louis

This session will explore the achievement gap and the consequences for affected students. Traditional school methods do not meet the need of all students. Educational outcomes of BIPOC and low SES students continue to raise concerns among educators. School staff can provide programs for poor-performing students that can increase the success rate in academic areas. In addition to assisting with academic achievement, speech-language pathologists can implement intervention programs to help with various aspects which affect school performance, such as social-emotional skills. Evidence-based research programs will be introduced and open for discussion.

At the end of this presentation, participants will be able to:
• Define achievement gap
• Identify opportunities to improve the achievement gap in schools
• Identify components of an effective achievement gap program

Level of Learning: Introductory

Session 50 - Radiation Planning and Delivery for Head and Neck Cancer: What the SLP Should Know

Heather Lazarides, MS, CCC-SLP, BCS-S, MHA, BJC Healthcare
Kimberly Maserang, BS, RT(T), BJC Healthcare
Jeff Maserang, MSAH, RT(R)(T), CMD, Landauer Medical Physics and Dosimetry Group

Head and neck cancers represent the sixth most common cancer worldwide, with around 66,000 new cases occurring in the United States each year. Radiation therapy is one of the primary treatment modalities for head and neck cancer, often used in combination with surgery and chemotherapy. While the goal of using radiation therapy for head neck cancer is to achieve local tumor control, the short and long term effects on the surrounding normal tissues can have a significant impact on hearing, speech and swallow functions. It is a standard of care for SLPs to be a core member of the treatment team of head and neck cancer patients, but how much do we really understand about treatment planning and delivery of radiation? This sessoin will educate SLPs on the science of radiation dosimetry and delivery and connect it to our current practice.

At the end of this presentation, participants will be able to:
• Summarize the benefits and risks of using radiation therapy for head and neck cancer
• Identify changes common to head and neck cancer patients after radiation
• Explain the rationale of radiation planning and preservation priorities
• Identify the impact of radiation on functions of swallowing, speech, and hearing

Level of Learning: Intermediate

8:30 am – 10:30 am

Session 51 - Clinical Swallowing Evaluation for the Medical SLP

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

This session is designed for those who wish to refine or gain the skills necessary to evaluate swallowing and swallowing disorders in adult and geriatric patients. The important components required to complete a comprehensive clinical swallowing evaluation will be discussed including case history and interview, cranial nerve assessment, cognitive-communication functioning, oral intake assessment and interpretation. Evaluation components and scoring for the Mann Assessment of Swallowing Ability (MASA) will be reviewed for both stroke and head and neck cancer populations. Participants will have the opportunity to practice completing the various components of the MASA and MASA-C when provided with case history information and video clips. Participants will learn the purpose, benefits and limitations of the clinical swallowing evaluation as well as to determine when to pursue an instrumental swallowing evaluation. Instrumental swallowing evaluations (Modified Barium Swallow and Fiberoptic Endoscopic Evaluation of Swallowing) will briefly be reviewed and compared, providing the participant with the skills to determine the appropriate evaluation based on the clinical swallow evaluation.

At the end of this presentation, participants will be able to:
• Identify components of a comprehensive clinical swallowing evaluation for adult and geriatric patients.
• Identify the evaluation and scoring components included in the Mann Assessment of Swallowing Ability for both stroke and head and neck cancer patients.
• Identify the role and benefits of the clinical swallowing evaluation as well as its limitations.

Level of Learning: Intermediate

9:45 am – 10:45 am

Session 52 - Artificial Intelligence: A New Frontier for SLPs

Jacob Gutshall, MS, CCC-SLP, Maryville University
Renee Schuster, EdD, CCC-SLP, Maryville University

Speech-language pathologists (SLP) are poised to use innovative, ground-breaking technologies to assess and treat speech sound disorders. Emerging technology is in development that uses artificial intelligence in the assessment and treatment of communication disorders. The definition of artificial intelligence (AI) is the theory and development of computer systems able to perform tasks that normally require human intelligence, such as visual perception, speech recognition, decision-making and translation between languages. Current technologies using AI, such as Alexa and Siri, are becoming commonplace in our daily lives. The Walker Scottish Rite Clinic (WSRC) recently piloted the use of Tiktalk2Me, an innovative speech-recognition technology, with preschool-age children who present with speech sound disorders. TikTalk2Me is an AI app-based platform that serves as a digital assistant to the SLP and provides a digital exerciser to children for completing speech homework embedded in electronic games. Tiktalk2Me provides full visibility and control by the SLP over the quantity and quality of home practice. It does not replace the SLP, it allows the SLP to monitor client progress during home practice.

In a university partnership with the Maryville Speech-Language Pathology program, WSRC is conducting a sequential, random clinical trial (RCT) on the efficacy of using AI technology when treating speech sound disorders in young children. This presentation will share the current research on AI, will demonstrate how the technology currently works, and provide the preliminary results from the RCT.

At the end of this presentation, participants will be able to:
• Distinguish artificial intelligence from other technologies.
• Debate the role of artificial intelligence in speech sound intervention.
• Evaluate the preliminary data from an ongoing sequential clinical trial on the efficacy of using artificial intelligence to monitor and improve home practice activities.
• Brainstorm opportunities for university/practitioner partnerships to promote research on evidence-based practices.

Level of Learning: Intermediate