Sunday’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:  The Role of SLPs in MTSS

Presenter: Angie DeMoss, MS, L/CCC-SLP

Participants will contribute to a discussion about how their districts provide MTSS services and what they are doing successfully as SLPs. Questions/concerns and problems will be discussed while identifying solutions and strategies.

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

This course discusses the role of a speech language pathologist (SLP) in assessing and treating cognitive-communication disorders in the context of activities of daily living (ADLs). There are some ADLs that SLPs are generally comfortable with (such as self-feeding). However, it is very common for an SLP to not provide any hands-on assistance or be present during toileting, showering, dressing, and grooming tasks. This course is intended to outline how SLPs can provide essential communication support during self-care tasks. Implementation of evidence-based interventions that can decrease agitation, combativeness, resistance, and a lack of participation with an individual with a cognitive-communication disorder will be reviewed. Common barriers SLPs face in having the confidence and competence to assist in ADLs will be discussed. Finally, practical documentation and caregiver training tips will be provided for reimbursement and carryover.

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

• Describe the role of an SLP in the context of activities of daily living (ADLs)
• List three cognitive-communication interventions SLPs can implement in the context of ADLs
• Identify solutions to 2 barriers SLPs face in providing therapy services during ADLs
• Implement cognitive-communication terminology in goals and daily documentation

Level of Learning:  Intermediate

Carlotta Kimble, PhD, CCC-SLP, University of Central Missouri
Lauren Siemers, MS, CCC-SLP, University of Central Missouri
Kim Stewart, MS, CCC-SLP, University of Central Missouri
Greg Turner, PhD, CCC-SLP, University of Central Missouri

The Council on Accreditation of Audiology and Speech-Language Pathology (CAA) provide graduate education programs with a set of standards for preservice training of graduate students pursuing certification as future speech-language pathologists.  Students are expected to demonstrate competency-related knowledge and skills throughout their graduate program through formative and summative assessments.   University training programs are tasked to have in place policies and procedures for identifying needs and providing intervention to students not meeting expectations for knowledge and skills in both academic and clinical coursework (Standard 4.3, CAA, 2020).  The purpose of this proposal is to describe the framework adopted to both monitor and support student success in knowledge and skills obtainment.   Visual diagrams of detailed procedures will be provided, along with visual diagram of processes and useful supporting paperwork.

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

• Classify general intervention methods for targeting knowledge and skill development.
• Analyze the potential application for the present framework to their own program.
• Describe the framework for identifying needs and provide interventions for knowledge and skill competencies.

Level of Learning: Intermediate

Lisa Goran, PhD, CCC-SLP, University of Missouri
Janet Gooch, PhD, CCC-SLP, University of Illinois Springfield

A common question from practicing SLPs and students alike is: How do I do everything I need to do and not burn out? A sense of overwhelm has become increasingly common in our profession, from the SLPs in practice, to professors at colleges and universities, to clinical supervisors, to the graduate and undergraduate students who hope to be in the field soon. This overwhelm can lead to increased stress, burnout, and shortened careers. This session identifies common contributors to stress and burnout that typically affect professionals working in a health care and/or educational environment. Furthermore, the session describes the research-based skills necessary to avoid or overcome burnout, along with practical strategies to implement them, including our go-to strategies in time management, periodic job analysis, and working with a purpose. The session will include time for the audience to share personal tips and strategies that can be used by attendees to further foster a sense of professional and personal well-being.

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

• Identify three skills essential for effectively addressing burnout.
• Connect the essential skills to practical tools to address (or avoid) burnout.
• Identify at least one tool they can implement in their own work to address (or avoid) burnout.

Level of Learning: Intermediate

Christina Loveless, MS, CCC-SLP, St. Louis University

Clinical decisions can be difficult to secure regarding Augmentative and Alternative Communication assessment methods since all cases are individualistic in nature. Elements to consider, tools to measure communication skills appropriately, and methods to use throughout the assessment process will be discussed that will enhance the clinical decision-making process regarding system selection and/or implementation. Populations that would benefit from these methods may include preschool through adolescent aged clients.

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

• Identify the five areas of communication competency that impact an AAC users ability to effectively communicate.
• Identify up to four tools to use for gathering baseline information regarding a clients ability level of communication independence.
• Explain up to four methods to use with clients and parents/caregivers throughout the assessment process that will increase positive assessment outcomes.

Level of Learning: Introductory

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

Most clinicians have reviewed the principles of medical ethics (Beneficence, nonmaleficence, autonomy, and justice) on numerous occasions. However, nuances in the ASHA Ethics Statement may go unnoticed. This course will examine two statements included in the ASHA Ethics statement and discuss how they may apply to typical clinical situations.

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

• Describe professional judgement and its role in decion ethical making
• Identify the five componets of competence
• Name six basic clinical skills

Level of Learning: Intermediate