Guanyu Wei, MS, Case Western Reserve University
Currently, there are many evidence-based treatment and assessment programs for people who speak English. Some examples include Constraint-Induced Language Therapy, Augmentative and Alternative Communication, Semantic Feature Analysis and Communication Partner Training. English is a non-tonal language, meaning that the tonal changes in words won’t alter the meaning of the word in most situations. Researchers estimated that 60-70 percent of the languages used by people around the world are tonal languages. In tonal languages, tones will be a component of most words and typically carry meaning. When one speaks tonal languages, they will alter the frequency of their voice while producing a morpheme to represent different meanings associated with that same morpheme. Some widely used tone languages include Standard Chinese (i.e., Mandarin), Cantonese, Vietnamese, Thai, Meitei, Lao and Hmong. Speech-language pathologists work with a diverse population. In order to provide evidence-based practice, it is critical to understand the current state of evidence when working with people who speak tonal languages (PTL) to tailor the treatment and provide best practice. In this presentation, the presenter will share the characteristics of tonal languages, the result of a review of current evidence in working with PTL and recommendations and considerations in clinical practice.
Learner Outcomes: At the end of this presentation, participants will be able to:
Time Ordered Agenda
3 minutes: Introduction, disclosure, acknowledgments
6 minutes: The presenter will share the background of the topic and include information about what tonal languages are.
6 minutes: The presenter will share the keywords used in the literature search and the results
9 minutes: The presenter will share the implications and future directions
3 minutes: The presenter will talk about the limitations and conclude the presentation
3 minutes: The presenter will answer questions from the audience.
Instructional Level: Introductory | Track: Adult SLP
Rebecca Jones, PhD, CCC-SLP, Widener University
Speech-language pathologists (SLPs) frequently encounter emotionally charged interactions in clinical practice, particularly within pediatric medical settings. Discussions related to the need for supplemental nutrition, developmental outcomes and life expectancy are difficult to navigate. Many SLPs may not be equipped to address these reactions (Johnson & Hall, 2023; Mand et al., 2023; Victorino &Hinkle, 2020). Building a strong therapeutic alliance is crucial to treatment adherence (Connery et al., 2022; Johnson et al., 2016; Plexico et al., 2010). Relational competence is central to our ability to provide competent, evidence-based, family-centered services through a strong therapeutic alliance. Relational competence has been shown to influence outcomes in much the same way as clinical competence (Sylvestere and Gobeil, 2020; Wampold, 2001; Wampoldm, 2015) and may be enhanced through the demonstration of active listening, empathy and clear, compassionate communication (Bordin, 1979; Crom, et al., 2020). SLPs may enhance these skills by strengthening their personal emotional regulation, improving emotional intelligence and engaging in mindfulness practice (Greason and Cashwell, 2009; Smith et al., 2023). An Empathy Map (Gray, 2010) is a potentially useful tool to improve relational competence. By mapping out the caregiver’s thoughts, feelings, behaviors and experiences, healthcare providers may gain valuable insights into tailoring their approach to meet the child’s unique needs. This heightened understanding could foster empathy and facilitate more meaningful interactions between healthcare providers and pediatric patients and families. Techniques using this tool, combined with mindfulness practices, will be reviewed within the session. Strategies to optimize the clinician-client interface in pediatric medical settings will discussed.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Pediatric SLP
Debbie Witkowski, MA, CCC-SLP; Darlette Navrotski, MA, CCC-SLP, from PRC-Saltillo
Identifying words to select for academic instruction can be challenging for educators and speech-language pathologists teaching students who use augmentative and alternative communication (AAC). It has been well-established through research that to communicate fully, individuals need access to both core and fringe words. But how do these words relate to the three-tiers framework of vocabulary classifications that educators often refer to as they teach robust words to students? In addition, for students who use AAC to be involved in classroom instruction, they need to know and use the vocabulary inherent in the learning process. For example, using words and phrases such as “I agree,” “I don’t know,” “I think,” and “because” gives the AAC communicator a voice in the classroom and leads to active engagement by enabling them to share knowledge, ask questions and participate in classroom discussions. In this interactive session, participants will learn about the framework for teaching the robust vocabulary students using AAC need for communicating and learning. After we have identified the language needed for classroom engagement, we’ll address how to select Tier 1 and Tier 2 words to teach and model from various grade-level content. Explicit vocabulary instruction strategies, such as descriptive teaching and testing, will be explored as a means of enabling students of any language level to access curriculum content and engage in the learning environment. Additionally, participants will learn about a resource to analyze word usage data to determine baselines and monitor progress throughout the school year and beyond.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Pediatric SLP
Sarah Carmody, MS, CCC-SLP, Carmody Development Center
There is an established, and growing, body of research supporting the use (and manipulation) of principles of motor learning (PMLs) as a central element of effective treatment for motor speech disorders, including childhood apraxia of speech (CAS). PMLs should feature prominently in the SLP’s understanding of CAS, as a motor-based speech production disorder. Moreover, to evaluate, select and appropriately implement evidence-based treatment methodologies for CAS across ages and severities, a solid theoretical and clinical knowledge of PMLs is key. This session will cover each principle of motor learning in detail, including definitions, current evidence supporting their application to CAS, examination of how they are effectively incorporated into several existing treatment methodologies, and how to avoid common pitfalls in treatment design that decrease motor learning efficiency and effectiveness. The course will include practical activities to assist clinicians in connecting learning to real-world intervention questions and situations. Through a deeper understanding of PMLs, attendees will gain skills to optimize practice within therapy sessions and, ultimately, encourage carry-over and motor learning for children with CAS. Due to the depth of information to be covered, this session will be divided into two parts. During Part 1, discussion will focus on the PMLs of practice amount, practice distribution, practice schedule and practice variability. Part 2 will address locus of attention, practice complexity, pre-practice and feedback. Introductory information will be presented in Part 1, but also revisited briefly in Part 2 for the benefit of novel attendees. This presentation may mention several CAS treatment approaches with respect to their incorporation of PML (i.e., DTTC, ReST, speech motor chaining), and mention of toy or therapy materials that can support incorporation of PML (i.e., tally counters).
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Pediatric SLP
April Wright, MS, CCC-SLP; Noelle Hendershot; Olivia Dixon, PennWest University
This presentation aims to equip speech-language pathologists, supervisors and students with ideas and strategies to create, supervise and manage engaging and unique teletherapy voice groups tailored for individuals with Parkinson’s disease. Given the mobility challenges for this specific group, the presentation will focus on fostering a supportive virtual environment that enhances participant engagement and therapeutic outcomes.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Adult SLP
Eric Sanders, PhD, Moravian University; David Hajjar, PhD, Ithaca College; Jennifer Seale, PhD, University of Wisconsin – Waisman Center
Parents are key communication partners who provide critical support to their children who use augmentative and alternative communication (AAC) as they move through life transitions such as entering high school and participation in employment settings. When learning and growing with AAC, parents rely on their intrinsic skills and abilities as well as external support from SLPs, related professionals and members of the community. For example, some parents have more experience with using technology related to AAC and may have a better understanding of how to access and program systems to support communication and social interaction. SLPs and other professionals can learn from the recommendations and approaches of experienced parents of AAC users. This technical research session will present the results of a qualitative research study designed to gather the lived perspectives from parents of adolescents and young adults who use AAC to better understand how AAC users and their teams manage transitions by identifying specific supports and approaches used by parents. Semi-structured interviews were conducted with eight parents who have children who use AAC, four parents who have adolescents and four parents who have young adults. This presentation will focus on two primary themes that emerged during qualitative analysis of the interviews: parent approaches and types of support. Within the two primary themes, parents discussed strategies and recommendations based on their individual experiences across school, work and community settings. This presentation will provide key information and advice that can assist both SLPs and caregivers to more effectively collaborate and provide AAC support.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Multi-Interest
Jessica Huber, PhD, CCC-SLP, University at Buffalo
Speech and voice deficits in people with Parkinson’s disease (PD) have been well-documented perceptually and with objective measures. These deficits include hypophonia, breathy voice, short rushes of speech and imprecise articulation. Assessment of these speech deficits involves perceptual evaluation, but can also include objective measurement, even in a clinical environment. We will discuss how to assess voice and articulation with little to no equipment. Current speech therapy strategies for speech with patients with PD will be discussed with data to support clinical efficacy. Support groups for people with PD will also be discussed. This presentation will contain information on the following products: LSVT LOUD, Speak OUT!, SpeechVive, PhoRTE
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Advanced | Track: Adult SLP
Emily Laracy, MA, MS, CCC-SLP, Colonial IU 20
Selective mutism (SM) is an anxiety-based disorder that prevents a child from speaking in specific situations (i.e., school). Children with SM have significant disadvantages compared to peers in both social and academic functioning. SM prevents a child from engaging in meaningful conversational exchanges with adults and peers, and thus, from learning vital social norms and skills, as well as age-appropriate vocabulary and language structure. Academically, children often experience limited involvement in school routines and activities, which can lead to delays in oral reading and word attack skills. Additionally, studies have found that between 35-75% of children with SM have additional speech and language needs. Selective mutism clearly affects social/pragmatic language and functional communication skills and falls under the scope of practice of a speech-language pathologist, according to the American Speech-Language-Hearing Association. SLPs are often involved in the assessment and treatment of children with SM, particularly in the school setting. Although resources for working with this population are increasing in our field, SLPs are reporting growing numbers of cases of SM and increasingly difficult variables to consider. Treatment for SM may be complicated by the severity of the disorder; family/cultural beliefs and involvement; comorbidities, including autism spectrum disorder and other mental health diagnoses; and the role of virtual instruction or need to conduct sessions via teletherapy, to name a few. This session will discuss case studies of “tricky” or severe presentations of SM and present practical treatment strategies and activities that can be used to address these needs.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Pediatric SLP
Brooke Baumann, MS, CCC-SLP; Tiana Brophy, MSEd; Maggie Allen, MS; Abigail Delehanty, PhD, CCC-SLP; Heather Rusiewicz, PhD, CCC-SLP, from Duquesne University
BACKGROUND
Approximately 61 million Americans (one out of four adults) and one billion individuals worldwide have disabilities, making them the “world’s largest minority” as described by the United Nations. As a result, the number of students with disabilities enrolled in higher education is increasing nationally, and so is the number of students with disabilities enrolling in communication science disorder (CSD) programs.
According to the Americans with Disabilities Act (ADA) and the Americans with Disabilities Act Amendments Act (ADAAA), students with disabilities have the same right as other students to participate in higher education, including clinical education experiences. The Association on Higher Education and Disability (AHEAD) further explains that “reasonable accommodations,” along with campus-wide consultation and training, are often necessary to provide access to individuals with disabilities. Decisions regarding appropriate clinical accommodations require an individualized, interactive process and an understanding of the context of the disability, technical skill standards and the fieldwork setting. PURPOSE: The purpose of this presentation is to share our university-wide collaborative efforts in creating equal access while upholding technical standards in clinical education experiences on and off campus. DEFINE: Methods for implementing the universal design for learning to clinical education experiences will be examined and demonstrated. Proposed policy development will be outlined. Clinical accommodation insights from students with disabilities, university leadership and fieldwork settings will be shared. Case studies will be reviewed. DISCUSSION: Summarize best practices for implementation of clinical accommodations. Discuss lessons learned and emerging trends in CSD programs.
Learner Outcomes: At the end of this presentation, participants will be able to:
Time Ordered Agenda
5 Minutes: Introductions
15-Minutes: Background/Focus
10-Minutes: Purpose of Presentation
20-Minutes: Share Implementation, Responses, Mapping Universal Design For Learning to Clinical Education Experiences Using Case Study Scenarios
10-Minutes: Discussion on Lessons Learned and Emerging Trends in Providing Clinical Accommodations In CSD
Instructional Level: Intermediate | Track: Multi-Interest
Caroline Wesp, BS; Jorja Eppehimer, BS; Glen Tellis, PhD, CCC-SLP, BCS-F; Kathleen Scaler Scott, PhD, CCC-SLP, BCS-F; Gareth Walkom, MS, from Misericordia University
The use of virtual reality (VR) in stuttering and cluttering therapy has advanced significantly since the original Brundage et al. (2006) study. Improvements in graphics, accessibility and interactivity have transformed VR into a more immersive and effective tool. While early users experienced challenges such as cybersickness and disorientation, modern VR systems have largely addressed these issues, making the technology more accessible and practical for therapeutic use (Chard et al., 2023). Today, VR provides individuals who stutter or clutter with a novel way to practice everyday scenarios in controlled environments by reducing anxiety without fear of negative social reactions (Walkom, 2016). In our clinic, we use VR technology (Meta Quest 3 and Therapy withVR) to immerse clients in scenarios like cafés, classrooms and breakrooms, helping them practice speaking in realistic yet controlled settings. This approach facilitates desensitization and enhances intelligibility through customizable nonverbal feedback during interactions. Our presentation will share insights from both clients and clinicians in training who have used VR with preteen, teen and young adult clients. Results from our clinic demonstrate that VR therapy helps clients build confidence in social situations, with scenarios designed to meet individual therapy goals. We will also discuss the benefits, such as immediate feedback and greater client engagement, along with challenges faced when using VR in therapy. As VR technology continues to evolve, its potential to improve outcomes in stuttering and cluttering therapy will grow.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Sucheta Kamath, MA, CCC-SLP, ExQ
Strong executive function skills are essential to managing unsavory emotions including fear, anxiety, annoyance or disappointment while getting things done that are hard to do. A healthy prefrontal system enables individuals to achieve goals by readjusting behaviors, reappraising emotional and affective states, while redirecting pro-social actions to achieve academic and non-academic priorities. Evidence from neuroscience and cognitive psychology suggests that executive function skills are highly malleable and are sensitive to training where future-forward emotions can be cultivated with practice. This presentation will discuss latest trends in neuroscience of hot versus cool Executive Function and mental time travel that enables children to understand the need of the now-self to engage in self-regulation so that the future-self benefits. Participants will learn evidence-based executive function strategies designed to improve future-oriented reasoning and emotional regulation so that school-aged children can deploy key cognitive and psychological processes that launches problem-solving to circumvent everyday obstacles.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Pediatric SLP
Maegan Mapes, AuD, CCC-A, Penn State University
Incorporating central auditory processing disorders (CAPD) into a practice can be a challenging task. This course emphasizes the importance of identifying the key symptoms of CAPD and understanding what to look for when differentiating CAPD from Attention Deficit Disorder (ADD). Participants will learn practical approaches to the available therapies, along with the pros and cons of each, to better utilize them in their practices. The course will conclude with examples of challenging cases, detailing the treatments used and the outcomes achieved.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Multi-Interest
Joseph Ashenden, SLPD, CCC-SLP, University of Pittsburgh; Samantha Dalessio, Carlow University; Nancy Gauvin, EdD, CCC-SLP, University of Pittsburgh; Ashley Parker, PhD, AuD, University of Pittsburgh
Students and early career professionals in CSD often aren’t aware of all of the career and educational advancement opportunities available. In this talk, the audience will hear from four different professionals who all pursued different doctoral degrees within CSD. They will describe what each degree is, why they chose their particular degree and the different job opportunities and work settings that may be connected to that degree. The four presenters will then formulate a panel that will address specific questions from the audience and the moderator, and the session will wrap up with time for individual networking.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Vijayachandra Ramachandra, PhD, Marywood University; Cody Dew , Binghamton University; Dawna Duff, Binghamton University; Natalie Covington, University of Minnesota; Reethee Antony, Binghamton University; Jaime Lee, University of Utah; Lori Pakulski, University of Toledo; Sundeep Venkatesan, Binghamton University; Nandhu Radhakrishnan, Stephen F. Austin State University; Rodney Gabel, Binghamton University; Jennifer Glassman, University of Toledo; Victoria Schultz, Marywood University; Aliyah Heintzelman, Marywood University; Tristen Kalt, Marywood University; Olivia Smith, Marywood University
The primary aim of this preliminary study was to examine the potential advantages and disadvantages of using ChatGPT-3.5 (free version) to obtain information pertaining to the field of Communication Sciences and Disorders (CSD). Nine university-based CSD researchers with expertise in different topic areas created questions of varying complexity (basic, advanced, evidence-based practice (EBP) and general CSD), to ask ChatGPT and then rated the software’s responses for accuracy (6-point Likert scale) and completeness (3-point Likert scale). Across all questions (n= 162), the median accuracy was 5 (nearly all correct), with a mean of 5.01. Regarding completeness, the median was 3 (comprehensive) and the mean was 2.41. Further, there were no significant differences in composite ratings (accuracy and completeness combined) between responses to basic, advanced and EBP questions; however, responses to general CSD questions received significantly higher composite ratings than responses to basic, advanced and EBP questions. Despite strong performance of ChatGPT on average, the distribution of accuracy and completeness ratings showed that more than half of ChatGPT’s responses were rated as not fully accurate (only 45.68% of the responses received a rating of 6 (correct). On completeness ratings, only 54.32% of responses received a rating of 3 (comprehensive). Our results indicate that ChatGPT can quickly provide answers and often generate responses that experts judge as accurate. However, clinicians cannot depend on ChatGPT for accurate and complete responses, especially for complex clinical questions. Using ChatGPT for clinical decision-making may be particularly risky for inexperienced or student clinicians, who may have difficulty spotting inaccuracies.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Multi-Interest
PSHA Committee Representatives, Pennsylvania Speech-Language Hearing Association
Join representatives from the various PSHA Committees to learn more about how PSHA members are advancing our profession across the state. Roundtables will represent PSHA Committees including: Healthcare and Telepractice, Private Practice, Schools, DEIA, Higher Education and Government Relations. Current committee members will facilitate relevant discussion and share information about their committee and how to get involved. Attendees will have an opportunity to discuss various workplace issues, best practices and questions with colleagues in similar work settings. Students and clinicians at all career stages are encouraged to attend!
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Multi-Interest
Kimberly Morrow, LCSW, AnxietyTraining.com
Childhood anxiety is a prevalent mental health concern that significantly impacts the emotional, social and cognitive development of children. This presentation will explore the causes, manifestations and consequences of anxiety in children, including common anxiety disorders such as generalized anxiety disorder, separation anxiety, social anxiety and panic disorder. We will review current research on the biological, psychological and environmental factors contributing to anxiety in children and discuss early warning signs and symptoms. Furthermore, evidence-based interventions, including cognitive-behavioral therapy (CBT) with exposure and response prevention, mindfulness practices and family-based approaches, will be highlighted as effective strategies for reducing anxiety and promoting resilience in young individuals. The presentation aims to provide speech, language and hearing students and professionals with practical tools to support children struggling with anxiety and foster a positive, supportive environment for their well-being and development.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Pediatric SLP
Karoline Fitz, BS; Mahdi Tahamtan, PhD; Susana Keller, PhD, CCC-SLP, from DeSales University
Objective:
This study assessed the prevalence of voice-related issues among college students using the Voice Handicap Index-10 and the Vocal Tract Discomfort Scale and the prevalence of laryngopharyngeal reflux symptoms using the Reflux Symptom Index. Also, it examined correlations among these questionnaires.
Methods:
A total of 199 college students at DeSales University participated by completing three standardized questionnaires on Qualtrics: the Voice Handicap Index-10 (VHI-10), the Reflux Symptom Index (RSI) and the Vocal Tract Discomfort (VTD) scale.
Results:
The study sampled 199 college students at DeSales University, with a mean age of 21.30 (SD = 3.92), including 137 females (mean age = 21.27, SD = 4.36) and 62 males (mean age = 21.37, SD = 2.77). The Voice Handicap Index-10 (VHI-10) showed a mean score of 3.95 (SD = 4.71), with 18 participants scoring above the cut-off of 11. The mean Reflux Symptom Index (RSI) was 7.41 (SD = 7.17), with 32 participants exceeding the cut-off score of 13. Vocal Tract Discomfort (VTD) reported a total score of 5.47, a frequency mean of 5.95 (SD = 6.15) and a severity mean of 5.03 (SD = 6.21). Correlation analyses revealed a moderate positive correlation between VHI-10 and RSI (r = 0.341, p < 0.001, 95% CI = 0.21 to 0.46), VHI-10 and VTD Total (r = 0.34, p < 0.001, 95% CI = 0.21 to 0.46) and a strong positive correlation between RSI and VTD Total (r = 0.741, p < 0.001, 95% CI = 0.67 to 0.8).
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Adult SLP
Teresa Rex, MA, CCC-SLP, Lehigh Valley Health Network
In acute care hospitals, it is critical to have access to instrumental swallow assessments, so clinicians are able to make the most appropriate recommendations for patients experiencing dysphagia. However, access to instrumental assessments is not always a given. Both Flexible Endoscopic Evaluation of Swallowing (FEES) and Videofluoroscopic Swallow Studies (VFSS) are gold standards, and having access to both tools is considered best practice. Clinicians should be able to identify which patients may be more appropriate for FEES than VFSS and will need to justify the rationale for needing access to FEES, especially when VFSS is already available, to gain support of hospital leadership in supporting the upfront financial impact of starting a FEES program. From developing a business plan to operationalizing FEES, there are numerous steps that must be taken to ensure the success of the program. This seminar aims to provide both a rationale for starting a FEES program as well as a step-by-step guide to launching a FEES program in an acute care hospital.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Adult SLP
Erin Roberts, MS, CCC-SLP; Sara Lombardi, BS; Kara Thourot, BS; Michaela Raub, BS; Mia Mercatili, BS; Victoria Slusark; Lori Cimino, MS, CCC-SLP; Adina Rosenthal, MS, CCC-SLP; Melissa Alunni, MS, CCC-SLP, from Misericordia University
This session will investigate the impact of socially assistive robotics (SAR) on speech-language pathology (SLP) therapy sessions for clients with a variety of communication disorders. SAR, which aims to enhance social interaction through the use of robotic technology, has shown promise in various healthcare and educational settings, particularly for children with Autism Spectrum Disorder (ASD), targeting skills such as joint attention, collaborative play, body awareness and eye gaze (Amirabdollahian et al., 2014; Costa et al., 2015; Sani-Bozkurt & Bozkus-Genc, 2020; Wainer et al., 2014). Beyond the use of SAR in SLP with the ASD population, SAR has begun to be explored with a wider variety of patients, including patients with hearing loss, apraxia of speech and cerebral palsy (Andreeva & Ioannou, 2019; Alonso-Martín et al., 2018; Blankenship & Bodine, 2020; Robles-Bykbaev & Ochoa-Guaraca, 2017). However, there is little research on the efficacy and implementation of SAR in these populations, requiring further investigation. Our study focuses on the implementation of SAR at the Misericordia University Speech-Language and Hearing Center, targeting pediatric clients with various speech and language diagnoses. We compared therapy sessions with and without SAR involvement over consecutive weeks. Ultimately, researchers will discuss: differences in client performances with and without an SAR, and suggestions for facilitative clinician behaviors to successfully implement an SAR. These results could help clinicians more effectively utilize SAR in sessions, and potentially improve client outcomes in SAR-assisted therapy.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Pediatric SLP
Chantal Whiteduck, MS, CCC-SLP, Moravian University
As described by Maslach and Jackson in 1981, burnout or burnout syndrome has been defined as feelings of emotional exhaustion, depersonalization and feelings of reduced personal accomplishment. Burnout is common in helping professions and can be demonstrated by increased cynicism and negative attitudes. Burnout has become a big topic of conversation for clinicians amongst SLPs and related professionals. This dialogue has been within SLP jobs in both medical and educational settings with clients of all ages and diagnoses. While the conversation around burnout and mental health has taken the stage, it also stirs up conversation related to attrition from the field altogether. Not only is this a concern for the well-being of SLPs and the future of the field, but it also poses an issue with reports of high turn-over rates in multiple settings amidst a growing need for SLPs. Looking closer at burnout in relation to speech-language pathology can be the key to beginning to understand the current well-being of clinicians, attrition from the field and ability for provision of adequate client care. This presentation aims to discuss both the existing literature related to speech-language pathology and burnout in addition to preliminary survey data from the experiences of practicing speech-language pathologists and speech language pathology graduate students in the United States.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Cari Tellis, PhD, CCC-SLP, Misericordia University; Ava Rockey, NSSLHA Member; Stephanie Maines, BS, NSSLHA Member; Alexandra Long, NSSLHA Member
Voice is produced by interaction of three systems: the respiratory, phonatory and resonatory systems. Balance of these systems leads to efficient voicing (Stemple, 2005). Airflow from the lungs powers vocal fold (VF) vibration, the sound is then shaped by the resonatory system (Lass, 1976). Increased airflow pressure sets VFs into motion, and changes in mean airflow rate affect VF vibration (Zhang, 2016). Phonation is a complex process requiring synchronization with breathing. Speaking alters the typical breathing pattern from 50% inhalation and 50% exhalation to 20% inhalation and 80% exhalation (Fuchs & Rochet-Capellan, 2021). Semi-occluded vocal tract (SOVT) exercises, which restrict airflow away from the glottis,, improve vocal efficiency by reducing subglottal pressure and strain (De Almeida Ramos & Côrtes Gama, 2017). Breath Cycle is an exercise that is used to manage airflow rate by regulating inhalation and exhalation to prevent speaking past resting expiratory level (REL) (Barone & Tellis, 2016). Proper airflow management is crucial for maintaining vocal health and efficiency (Zhang, 2015). This study compares acoustic and aerodynamic measurements following various respiratory and speech conditions. Acoustic, aerodynamic and electroglottographic data were collected. Vocal history and demographic information were gathered to track changes by age and voice training history. Preliminary results indicate that age may play a factor in how the quantity of inhaled air affects phonation. Effective voice use can be achieved through optimization of inhaled air, mean airflow rate and time to REL. Analyzing airflow rate and air pressure when participants are “out of breath,” can give insight into strategies for efficient voicing and can guide patients in how to balance airflow and pressure during treatment. Data will be fully analyzed by the time of PSHA 2025.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Adult SLP
Rachel Wolf, PhD, CCC-SLP; Akila Rajappa, PhD, CCC-SLP, BCS-S, from East Stroudsburg University
Diversity, equity and inclusion (DEI) is of predominant importance in every clinical field. Advancing DEI in academic and clinical education and practice is a goal within the American Speech-Language-Hearing Association’s (ASHA) strategic plan. ASHA states that a diverse, growing and competent workforce is needed to provide equitable access to appropriate care for every individual in need (ASHA, https://www.asha.org/about/ashas-envisioned-future/). Despite the efforts to incorporate cultural competence into knowledge and skill standards, additional focus is needed on evidence-based methods for educating graduate students from diverse backgrounds. The ”cocktail education generation” is made up of students who not only represent diverse ethnicities, but also individuals with unique perspectives and learning experiences across gender, race, economic accessibility, age, neurodiversity, sexual orientation and the list could go on and on. In order to retain these students, promote clinical and professional success, enhance graduation rate and employment rate, an increased awareness is needed on culturally sensitive teaching practices. Acknowledgement of the interaction between cultural groups and ideas is essential to the evolution of educational practices and enhancing learning opportunities for students. This starts by considering and overcoming barriers to inclusion in education. There is a systemic lack of programs, services and strategies to best support learning success across students. This presentation will explore methods and provide examples of ways to build successful infrastructures that enhance educational opportunities and promote student success. These efforts will not only benefit students but are vital to understanding and building social change and informed practice.
Learner Outcomes: At the end of this presentation, participants will be able to:
Time Ordered Agenda
TBA
Instructional Level: Intermediate | Track: Multi-Interest
Bruce Wisenburn, PhD, CCC-SLP, Marywood University
In this presentation, evidence-based treatment procedures for word finding deficits (anomia) due to aphasia will be reviewed. This presentation is based on previous systematic reviews of anomia treatment (Wisenburn & Mahoney, 2009; Wisenburn et al., 2023; Wisenburn et al., 2024). A detailed protocol for each major treatment approach will be presented, along with the calculated effect size for published studies. This presentation will review semantic, phonologic and mixed treatment procedures and how to determine which approach is best suited for various cases of anomia due to aphasia. Semantic treatment methods often involve definitions, categorizations and associations and include structured treatment methods such as Semantic Feature Analysis (SFA, e.g., Gilmore et al., 2021). Phonological treatment methods focus on sound-based methods such as repetition, rhyming, phonomotor treatment, or phonemic cues, such as Phonological Components Analysis (PCA, e.g., Leonard et al., 2015) and errorless treatment (e.g., Fillingham et al., 2006). Studies will also be reviewed for their quality and the level of evidence. Synthesizing this research will assist clinicians in their use of evidence-based practice for treating word finding deficits due to aphasia.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Adult SLP
Alexandra Long, NSSLHA Member; Cari Tellis, PhD, CCC-SLP, Misericordia University; Stephanie Maines, BS, NSSLHA Member; Ava Rockey, NSSLHA Member
Inducible laryngeal obstruction (ILO) or exercise-induced laryngeal obstruction (EILO) is a complex upper airway disorder characterized by the inappropriate, reversible narrowing of the larynx in response to triggers such as acid reflux, allergies, or infections (Halvorsen, 2017). Symptoms include difficulty breathing, wheezing, chest tightness, dysphonia and anxiety (Sayad, 2023), which can resemble asthma; however, unlike asthma, ILO involves laryngeal hypersensitivity (Haines et al., 2024). A key diagnostic marker is the ineffectiveness of bronchodilators in treating asthma-like symptoms in ILO patients (Ludlow et al., 2023). Although symptom indicees exist for disorders like acid reflux, none comprehensively diagnose ILO/EILO. A reliable tool could aid in symptom tracking and improve patient care (Belafsky et al., 2002). The COVID-19 pandemic has led to a rise in ILO/EILO cases, though the connection remains unclear (El Kik, 2022). Exercise is also a known trigger for EILO (Liyanagedara et al., 2016). Currently, diagnosis requires laryngoscopy, but existing questionnaires are not comprehensive enough, lacking important diagnostic criteria like air hunger and emotional factors (Fowler et al., 2015). A more thorough, valid questionnaire would help speech-language pathologists assess ILO/EILO signs, provide referrals and monitor progress in therapy. This study aims to review existing indexes, analyze patient data and highlight the need for a comprehensive diagnostic tool, given the rising prevalence of ILO/EILO.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Adult SLP
Desi Smith, MA, CCC-SLP; Inga Siler, MS, CCC-SLP, from University of North Carolina Greensboro
The terminology used to describe childhood language disorder has been debated for decades in both research and clinical circles. In this presentation, two school-based SLPs guide participants through the literature to understand current terminology and recommendations for identifying and supporting students with Developmental Language Disorder (DLD) in the classroom. The presenters introduce CARE for DLD as a call to action for clinical speech-language pathologists seeing children and families directly. The CARE acronym stands for collaborate, advocate, reevaluate and educate. These actions will guide clinical SLPs to embrace best practices in their work with students with DLD. Collaboration between stakeholders is crucial when working with students with DLD. Children with DLD are at-risk for having reading disabilities and other academic concerns in content area subjects. Given the high prevalence of DLD, it is essential that SLPs advocate and raise awareness. Advocacy in the classrooms occurs when SLPs educate other educators, either formally through in-services or informally through modeling within the classroom. Assessing DLD requires a comprehensive, multi-faceted approach that goes beyond standardized testing. Supplemental information might include narrative language assessment, written language samples, coursework, observations and interviews or questionnaires to obtain more information. Treating DLD cannot occur in isolation. Utilizing classroom content, including written language and narrative language and pre-teaching vocabulary can ensure consistent reinforcement of language skills. As SLPs we can provide up to date and current resources to clients, educators and families. Educating others to promote ourselves as experts in language-based problems can lead to increased identification and understanding.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Pediatric SLP
Jenn Rubenstein, MS, CCC-SLP, Eyegaze, Inc.
Don’t let the idea of an eye gaze AAC assessment intimidate you! Learn from an SLP trained by experts with over 35 years of eye tracking research and experience. Go step by step from the pre-screening process through the objective assessment, with collaboration in mind. Learn the basics of how eye tracking works in order to help you know when to try eye tracking as an access method, and how to objectively assess eye gaze communication devices together with your client. Gain knowledge to help you not feel overwhelmed with your next eye gaze AAC assessment! This presentation will discuss the Eyegaze Edge / Eye tracking for AAC access.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Adult SLP
Kaitlyn Clarke, PhD, CCC-SLP; Marla Kovatch, MA, CCC-SLP; Kate Grande, BS; Sarah Niemi, BS; Leigha Welsh, BS; Lillian Thompson, BS; Allison Nealon, BS, from Marywood University
According to the American Speech-Language-Hearing Association (ASHA), SLPs are expected to collaborate with related professionals as part of their code of ethics (ASHA, 2023). Similar to the ASHA code of ethics, the Behavior Analysis Certification Board, which regulates applied behavior analysis providers, includes the collaboration with colleagues in their own code of ethics (Behavior Analyst Certification Board, 2020). While both governing properties require that service providers participate in a collaborative framework of treatment, research indicates that this is not consistently employed by many providers (Hickle, 2019). Both the fields of speech-language pathology and applied behavior analysis (ABA) are regularly employed with individuals diagnosed with ASD, often overlapping in their focus of interventions. Previous research investigating interprofessional practice between SLPs and ABA service providers indicates that there is limited collaboration and growing tensions between the two fields (Cardon, 2017). To better prepare future clinicians and increase the use of interprofessional practice, interprofessional education (IPE) is a required focus of accredited SLP academic programs (CAA, 2017). Research also indicates that providing IPE in an authentic scenario provides greater results for student outcomes (Naumann et. al., 2020). This study describes the use of an alternate clinical site for SLP graduate students to increase interprofessional practice. Specifically, the use of a collaborative model while providing intervention to students diagnosed with ASD who attend an all-day ABA program. Student responses regarding knowledge and perception of ABA practices pre- and post- semester-long clinical placement were analyzed and compared to students in a traditional clinical placement.
Learner Outcomes: At the end of this presentation, participants will be able to:
Time Ordered Agenda
5 minutes: Introductions and Disclosures
15 minutes: Overview/Background and Description of Interprofessional Practice (IPP) and Immersive Clinical Setting
20 minutes: Review of Pre/Post Clinical Data and Comparison to Traditional Clinical Student Data
15 minutes: Student and Supervisor Perspectives on Clinical Setting and Application to Content and Clinical Learning
5 minutes: Conclusion and Wrap-Up
Instructional Level: Intermediate | Track: Multi-Interest
Michele Anderson, PhD, CCC-SLP, Western Michigan University
Have you ever found tests disagreeing when designed to assess the same construct? Or used a test that failed to identify an impairment that your clinical judgement believed to exist? This presentation illustrates misconceptions about common testing practices and describes current best assessment practice regardless of client age. Practices that are no longer best practice, or worse, shown to be invalid persist. Clinicians may make diagnostic decisions based on outdated information. The importance of an evidence-based language model for assessing and interpreting language will be presented. This session addresses 8 common myths including the need for multiple test scores, using a single cut-score across tests, the composition of normative samples and bias mitigation, percentiles, composite scores and more. The Test of Integrated Language and Literacy Skills (TILLS) will be used to illustrate some of these principles.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Pediatric SLP
Emily Sweet, MS, CCC-SLP; Patricia Vaselli, MA, CCC-SLP; Lauren Hayden, MS, CCC-SLP, from Widener University
As the number of bilingual and English language learning children in schools increases, the importance of distinguishing language differences from disorders is of paramount importance for SLPs. This presentation is designed for bilingual or monolingual SLPs who perform evaluations with bilingual children. This is a clinically-focused seminar that will allow SLPs to leave with practical, evidence-based tools to implement immediately in their work assessing bilingual, multilingual, or English language learning (ELL) students. First, current theoretical principles and implications will be introduced. The presenters will review current research regarding bilingual language and articulation development, and outline similarities and differences between bilingual and monolingual children. Next, we will discuss research regarding assessment of bilingual speakers, explore the limitations of currently-available standardized tools and present additional research-based non-standardized measures for assessment of bilingual students. After a review of the literature, the presenters will propose a combination of standardized and non-standardized measures that can help make up the SLP’s toolbox for bilingual evaluations. We will present a detailed description of how to implement additional measures to increase diagnostic accuracy of evaluations. Finally, we will explore how monolingual SLPs can approach an evaluation for bilingual or ELL students in the absence of a bilingual SLP. Participants will learn techniques that can be implemented immediately. Participants will be offered resources to build their “assessment toolbox” to develop evidence-based, non-biased evaluations for bilingual students and to distinguish between language difference and disorder.
Learner Outcomes: At the end of this presentation, participants will be able to:
Time Ordered Agenda
5 Minutes: Introduction
20 Minutes: Theoretical Principles and Implications, Bilingual vs. Monolingual Development, Research
Review
15 Minutes: Assessment of Bilingual Speakers
15 Minutes: Building your toolbox for Bilingual Evaluations and guidance for monolingual SLPs
5 Minutes: Q&A and Closing Remarks
Instructional Level: Intermediate | Track: Pediatric SLP
Rebecca Hoke, MA, CCC-SLP; Darlette Navrotski, MA, CCC-SLP, from PRC-Saltillo
This training provides an introduction to the Language Acquisition through Motor Planning (LAMP) therapy approach. The goal of the LAMP approach is to give individuals who are nonverbal or have limited verbal abilities a method of independently and spontaneously expressing themselves through the use of a speech-generating device that provides augmentative alternative communication (AAC). Participants will learn the difference between LAMP and LAMP Words for Life, discover how using words with single motor plans impact language and communication development and explore the five different elements that make up the research-based LAMP therapeutic approach. Demonstration and video examples will be used throughout the class.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Pediatric SLP
Staci Sorrell, MA, CCC-SLP; Akila Rajappa, PhD, CCC-SLP, BCS-S; Nancy Carlino, MA, CCC-SLP; Teresa Rex, MA, CCC-SLP; Lindsey Houtz, MA, CCC-SLP, from PSHA Healthcare and Telepractice Committee
Speech-language pathologists often find the management of tracheostomy patients to be complex and challenging due to various contributing factors. This seminar will elucidate the essential semantics of tracheostomy care, focusing on commonly used terminology and their clinical implications. A case study of a real-life tracheostomy patient will be presented, detailing the chronology of assessment and treatment, alongside a critical analysis of challenges encountered during the process. Best practices in clinical management, education and research will also be explored. Additionally, the seminar will address cultural and ethical considerations in tracheostomy care. This presentation will be delivered by members of the PSHA Healthcare and Telepractice Committee, aiming to enhance understanding and improve clinical care for tracheostomy patients.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Adult SLP
Elizabeth Skidmore, PhD, University of Pittsburgh
Cognitive impairments are prevalent among populations receiving rehabilitation services, and these cognitive impairments attenuate rehabilitation outcomes. How rehabilitation professionals approach rehabilitation instruction and training may contribute to the problem. Fortunately, evidence suggests that small alterations to rehabilitation instruction and training approaches can substantively reduce disability and improve outcomes among people with cognitive impairments. These alterations are informed by evidence-based metacognitive strategy training approaches. This course will provide an overview of theoretical frameworks, research evidence and clinical cases that illustrate clinical application of these strategy training approaches. These clinical cases will include persons with acquired and degenerative neurological disorders, including persons with aphasia, in inpatient, outpatient or community-based rehabilitation settings. Content from this course can be applied at the beginner, intermediate and advanced levels.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Jonathan Preston, PhD, CCC-SLP, Syracuse University; Nina Benway, PhD, CCC-SLP, University of Maryland and Syracuse University
Speech Motor Chaining is a therapy approach designed for children with persistent speech sound disorders (SSD) and childhood apraxia of speech. It targets sound sequences that contain difficult sounds for the client, such as /ɹ/, /l/, /s/, /z/. Speech Motor Chaining emphasizes motor learning principles, contrasting traditional treatments that focus on session accuracy. The approach involves structured sessions with tools to implement motor learning principles, such as distributed, variable and random practice trials with infrequent, delayed feedback. The therapy is highly adaptive to maintain optimal learning levels. Sessions are structured with a pre-practice, structured practice and random practice phases. Session difficult is adjusted based on performance by systematically decreasing feedback frequency, increasing stimulus complexity, incorporating prosodic variability and modifying practice schedule to promote generalization. Speech Motor Chaining uses a chained stimulus structure, where each practiced unit is embedded within the next, facilitating quicker mastery of complex speech targets. Evidence from small-scale studies and a recent randomized controlled trial supports its effectiveness. The approach has shown significant improvements in untreated speech sounds and adapts well to telehealth and group therapy. The presentation will cover treatment procedures, session structure, tools, candidacy and recent studies on its effectiveness. Video examples will demonstrate the treatment, and the presentation will highlight which children are suitable for this approach. This presentation will dicuss Speech Motor Chaining.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Pediatric SLP
This Session is Sponsored by Northeastern Speech-Language-Hearing Association of Pennsylvania
Erin E.G. Lundblom, PhD, CCC-SLP, University of Pittsburgh; Mary Beth Mason, PhD, CCC-SLP, Thiel College; Robert W. Serianni, MS, CCC-SLP, Salus University
Most clinical professionals who support student clinicians on their learning journey inevitably face a challenging clinical situation as a clinical educator. Difficulty in clinical situations requires identification, open communication, skilled reflective practice and a clear plan of action with regular reviews between the student clinician and clinical educator. Maintaining emotional wellbeing during the clinical education process is imperative to ensure a positive learning experience for the student clinician and positive teaching experience for the educator. This session will explain characteristics of productive working relations and identify strategies to support the wellbeing of the clinical educators and student clinicians, especially when faced with challenging clinical situations.
Learner Outcomes: At the end of this presentation, participants will be able to:
Time-Ordered Agenda:
5 minutes: Introduction and session overview
20 minutes: The upfront work: Characteristics of productive clinical relationships
15 minutes: Case Scenario 1: Supporting the wellbeing of clinical educators
15 minutes: Case Scenario 2: Supporting the wellbeing of student trainees
5 minutes: Closing and questions
Instructional Level: Intermediate | Track: Multi-Interest
Susan Dillmuth-Miller, AuD; Erin Griffin; Skyler Sislin, from East Stroudsburg University
Complex auditory brainstem response (cABR) testing using speech stimuli is an electrophysiological measure that has good accuracy in showing the brain’s ability to encode specific speech features. cABR adds a biological objective component to Auditory Processing Disorder (APD) testing not influenced by factors which affect behavioral APD evaluation such as fatigue, non-native language user and motivation level. cABR will be introduced and results compared between those with and without APD. A case study will be discussed of a college athlete’s cABR and APD results pre-concussion, post-concussion and recovery.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Kim Arata, SLPD, CCC-SLP; Susan Layton, MS, CCC-SLP, from Geneva College
Biographical narratives offer a unique approach to enriching undergraduate education in Communication Disorders (CSD). By integrating biographies into coursework, students can deepen their understanding of clinical practice, empathy development and professional identity formation. This presentation explores the rationale, methods and outcomes of integrating biographical materials into the curriculum of undergraduate programs in Communication Disorders. Drawing on examples and research, we will discuss how biographies can foster critical thinking, cultural responsiveness and ethical reflection among future speech-language pathologists (SLPs). Participants will leave with practical strategies for implementing biographies in their own teaching contexts.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Multi-Interest
Carrie Van Soest, MS, CCC-SLP; Kayla Witter, BS, from Pennsylvania Western University
When a child’s need for control is too strong it prevents traditional speech and language therapy from being effective. A simple directive during play or a speaking model can trigger avoidance behavior or more aggressive behaviors such as pushing materials off the table, tearing papers, or throwing toys. This session will demonstrate how to shift all control to the client and address pragmatic goals that are the precursor to language and speech goals even for our “language” and “artic” kids. This session will demonstrate techniques to nurture a trusting relationship that aims to decrease avoidance and negative behaviors. This approach will be discussed in the context of various diagnoses including pragmatic language disorder, DLD, ASD and CAS.
Learner Outcomes: At the end of this presentation, participants will be able to:
Time Ordered Agenda:
15 minutes: Contrast Child-Centered Play Therapy with traditional play therapy
15 minutes: Case presentation and goal writing for CCPT
30 minutes: Supervision- choosing a treatment strategy and clinical competencies in CCPT
Instructional Level: Intermediate | Track: Pediatric SLP
This session will utilize a panel discussion format comprised of PSHA Executive Board members to focus on issues and trends impacting the professions of speech-language pathology and audiology, including reimbursement, legislation at state and federal levels, graduate level training programs and state licensure requirements. Panel members will detail how these issues directly impact the practices of speech-language pathologists and audiologists and will provide information as to how actions at the local, state and national levels can influence change. Audience members will be given an opportunity to ask questions and contribute to the discussion.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Multi-Interest
Nicole Billak, EdD, CCC-SLP, Thiel University; Mary Jane Granito, Moravian University
Throughout the undergraduate and graduate years, students are asked to reflect on the “why” behind their choice to pursue speech-language pathology and audiology. During these educational years, students grow into emerging clinicians, researchers and visionary leaders. Through self-exploration, discussion and collaboration, students cultivate a profound appreciation for visionary leadership and strategic goal-setting as future professionals and members of PSHA. This session will serve as an integral component of the Student Track, where students will have the opportunity to explore their “why” with respect to academic, clinical and research aspirations by crafting personal vision statements and corresponding “S.M.A.R.T” Goals.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
This Session is Sponsored by Northeastern Speech-Language-Hearing Association of Pennsylvania
Alyssa M. Lanzi, PhD, CCC-SLP, University of Delaware
As the aging population grows, speech-language pathologists (SLPs) are increasingly called upon to support individuals with dementia from Alzheimer’s disease and related disorders. This session, Counseling+ Activities: Empowering SLPs as Leaders in Dementia Prevention and Wellness, explores how SLPs can lead and support dementia prevention, wellness and overall brain health interdisciplinary efforts. While traditional SLP training focuses on assessment and treatment of cognitive-communication disorders, this talk expands the scope to include counseling+ activities that promote proactive care and enhance quality of life for older adults. Through a combination of a review of evidence-based practices and readily available resources, participants will learn how to incorporate counseling+ approaches into their practice. This session will focus on the importance of patient and family education to promote brain health and acceptance. SLPs will gain insight on the latest evidence for modifiable risk factors for dementia and their primary and secondary roles in risk reduction strategies that support lifestyle modifications to prevent or delay the onset of dementia. This session will highlight the importance of early identification and review the importance of cognitive and functional screenings. Clinicians will be provided with resources to help their screening practices and will engage in a thought-provoking conversation about the role of SLPs in early detection. By embracing a leadership role in dementia prevention, SLPs can significantly impact the lives of those they serve, while also expanding their professional expertise.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Adult SLP
Christiane McDonald, MS, CCC-SLP, The University of Scranton; Dana Bitetti, PhD, CCC-SLP, La Salle University
Demand for university faculty is increasing in many states as new SLP programs open. This is the case in Pennsylvania. According to ASHA Ed Find there are approximately 22 programs in the state. Teaching opportunities exist for those with doctoral and masters degrees. With these new opportunities comes the need for guidance and mentorship as SLPs find themselves transitioning to teaching and supervising students at the university level. SLPs come to academia with a vast set of skills from clinical experience. Such experiences include reflective practice, clinical simulations, counseling and collaboration, documentation and adaptability – to name a few. Many of these skills we have developed as clinicians can transfer to the university classroom; however, it may not seem apparent as we first begin teaching. Therefore, this presentation will discuss one mentoring pair between two university programs in Pennsylvania. The presenters will discuss: how to harness the skills from clinic to teaching and supervision; switching roles from provider to educator; pedagogical roles and expectations; how the hierarchy of language development parallels Bloom’s taxonomy; making the switch from setting language goals to developing student learning outcomes; clinical collaboration with other providers and how to create classroom collaboration among students; patient- and family-centered care to student-centered learning; challenges in the first year of teaching and clinical supervision.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Multi-Interest
Nina Benway, PhD, CCC-SLP, University of Maryland – College Park; Jonathan Preston, PhD, CCC-SLP, Syracuse University
Join us for an overview of artificial intelligence speech therapy tools. We will provide a framework for how clinicians can think critically around the validity, reliability and ethical use of clinical artificial intelligence tools as evidence-based practice across the profession, followed by a focus on the evidence base for artificial intelligence tools for speech sound disorders. The session will culminate with a demonstration of the clinical artificial intelligence tools that are currently under development at the Syracuse University Speech Production Lab, meant to provide learners with home practice with Speech Motor Chaining between their sessions with a clinician. This presentation will mention ChainingAI and Say Bananas.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Multi-Interest
Rebecca Jones, PhD, CCC-SLP, Widener University; Rory DePaolis, PhD, James Madison University
Purpose: This research aimed to investigate the development of counseling self-efficacy (CSE) among speech-language pathology (SLP) graduate students. Counseling skills are integral to comprehensive service provision for SLP clients. Communication Sciences and Disorders (CSD) graduate programs are tasked with teaching these skills effectively. Little is known about what perceived sources of change SLP graduate students experience that may be most influential in developing their CSE. Methods: This study explored the barriers, facilitators and missed opportunities reported by SLP graduate students as facilitators or hindering factors to developing confident counseling provision. Data collection involved CSE survey interviews guided by the critical incident technique. Additional artifacts enriched the data, such as background questionnaires and supplementary interview questions. Framework analysis served as the primary method for data analysis, facilitating the synthesis of quantitative and qualitative findings into a finalized thematic framework. Results: Multiple sources of CSE were identified in participant narratives. The connections between internal processes and external supports were apparent within the data. Cognitive appraisal of various sources of CSE and supervisory support were identified as particularly influential to the development of perceived CSE. Conclusion: The findings suggest that integrating counseling preparation into existing SLP coursework can enhance relational competence, as many programs lack space for a dedicated counseling course. Educators should support students through guided reflection, debriefing and modeling specific counseling behaviors. Further research is needed to identify effective methods for incorporating counseling skills into SLP practice through training interventions, mentorship and clinical supervision changes.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Multi-Interest
Matthew Ford, MS, CCC-SLP; Shelley Myers, MA, FAAA; Lindsay Schuster, DMD, MS; David Kornmehl, DMD, from UPMC Children’s Hospital of Pittsburgh
Cleft lip and/or palate is the most common craniofacial birth anomaly affecting approximately 1 in every 600 – 700 births. Cleft type and severity vary greatly which impacts the timing of and types of interventions required for management. Cleft is also associated with well over 400 know genetic conditions which further complicates management. Multidisciplinary management is necessary to promote optimal outcomes with feeding, growth, hearing, speech, dental occlusion, facial appearance and general development. Intact multidisciplinary teams are required to reach the best outcomes for these individuals. The session will illustrate and emphasize multidisciplinary interventions from diagnosis until adulthood with emphasis on the complex interactions of an intact Cleft team to achieve the best possible patient outcomes and patient satisfaction. An additional focus with describe the team and community-based provider’s engagement with the treatment team.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Multi-Interest
Dana Bitetti, PhD, CCC-SLP; Janelle Tillman, from La Salle University
Language sample analysis is an essential part of our assessments; however, limited resources, time, training and expertise are often cited as barriers to its use. Therefore, this presentation was designed to provide clinicians with more information about current research in language sample analysis and provide information about tools to aid the process of analyzing language samples. First current research regarding best practice in language sample analysis and effective measures will be reviewed. After a brief literature review, the presenter will provide more information about language sampling software. Then free to low-cost tools will be demonstrated and participants will have the opportunity to discuss their accuracy in comparison to software packages. A variety of language samples across ages will be used. Advantages and limitations to various tools will be discussed including cautions and considerations when using AI models. Participants will be provided with links to all resources. This presentation will focus on a variety of tools that can be used to analyze language samples. The presenter has no financial ties to any products nor will she endorse any one tool
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Pediatric SLP
Emily Laracy, MA, MS, CCC-SLP, Colonial IU 20
As speech-language pathologists, we often have several ideas about what skills we need to teach our students, but translating these complex skills into clear, specific and succinct goals can be difficult. However, since IEP goals drive data collection and instruction in therapy sessions, it is essential that goals are measurable for clinicians and meaningful to students. Utilizing the SMART goals framework ensures that the data being collected are consistent across sessions and that progress is reported with accuracy and fidelity. Clearly written goals also make it easier for SLPs who are receiving transfer students to understand what exactly is being taught, how and how to assess it, so that instruction can continue seamlessly and data can be compared to baselines appropriately. This session will review the tenets of writing SMART goals with examples and tips for all areas of speech and language, including “trickier” areas such as pragmatic language, following directions and functional communication. We will discuss how to adjust and progress through goals from year to year in a logical and systematic way, as well as how to handle situations where students aren’t meeting annual goals – without simply repeating the goal again for another year. Participants will have the opportunity to workshop goals for case studies as well as share examples from their own caseloads, and will leave with lots of practical advice and examples that they can implement immediately in writing and refining their own students’ goals. This session is appropriate for students and early career professionals.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Pediatric SLP
Cari Tellis, PhD, CCC-SLP, Misericordia University; Orlando R Barone; Stephanie Maines, BS, NSSLHA Member; Alexandra Long, NSSLHA Member
Multiple studies have shown that counseling improves treatement outcomes in speech-language pathology (SLP), including fluency, aphasia and gender-affirming voice care (Adler, 2017; Altholz & Golensky, 2004; Simmons-Mackie & Damico, 2011). Counseling helps clients and caregivers process emotions and empowers clients to self-advocate (ASHA, n.d). Understanding client motivation is a key aspect, which involves purpose, ownership and growth (Barone & Tellis, 2018). Deci and Ryan’s self-determination theory (2015) outlines three basic needs for motivation: competence, autonomy and relatedness. While relatedness could align with purpose, the theory does not directly address this component (Deci & Ryan, 2015). Internal Family Systems (IFS), an evidence-based therapy, views individuals as having multiple internal parts (Schwartz, 2021). Some parts become exiled due to shame or undesirability. IFS helps individuals listen to, speak with, and balance these parts through compassionate communication. Carl Rogers’s self-concept theory, involving self-esteem, ideal self and self-image, aligns with the IFS model, which focuses on the 8 Cs (e.g. ,calm, connected, creative.). Understanding how to apply learning theories like motivation in counseling within SLP is crucial, as it illuminates the fundamental needs of purpose, competence, autonomy and relatedness necessary for maintaining motivation. Incorporating concepts from IFS therapy, particularly the 8 Cs model, provides SLPs with invaluable strategies to guide assessment and treatment, fostering a holistic approach that empowers clients to connect with their goals, achieve self-advocacy and ultimately, lead themselves toward therapeutic success.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Adult SLP
Karen Nix, PhD, CCC-SLP, Widener University; Alan Kamhi, PhD, University of North Carolina at Greensboro
A child’s personal narrative is a window into cognitive and linguistic development including linguistic complexity but also expressions of temporal and causal relationships (Bliss & McCabe, 2012; Reese et al., 2011; Westby, 1984; Westby & Culatta, 2016). One specialized form of child narrative arises when parents are discussing shared memories with their children. Reminiscing studies examine adult conversation style when caregivers and children recount shared memories together, such as family trips or unique experiences. Longitudinally, children of highly elaborative (HE) mothers use more autobiographical details and more propositions in their personal narratives and conversations with their caregivers than children of less elaborative (LE) mothers (Fivush et al., 2006; Reese et al., 1993). This presentation discusses the results of a study comparing the reminiscing conversations of highly and less elaborative mothers and their Kindergarten-aged children. Results indicated the HE mother and child dyads use more complex narrative elements and structures than LE dyads. Notably, children in HE dyads engaged in narrative construction and conversational interactions that stretched developmental expectations.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Pediatric SLP
Jenny Havlovick, PhD, CCC-SLP, Marywood University
Reviews of evidence have shown that elementary school students show enhanced speech, language and/or literacy outcomes when speech-language pathologists and classroom teachers collaborate in planning and delivery of services. However, such collaboration is uncommon. In this session, the results of a qualitative study will be presented. School-based speech-language pathologists and elementary classroom teachers were interviewed regarding collaboration, specific scenarios of collaboration and preferred collaborative models. The interview results along with clinical and research implications will be discussed.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Pediatric SLP
Alaina Gotwalt, MS, CCC-SLP, CBIS, Licensed SPEAKOUT! Provider, Fox Rehabilitation
With approximately one million Americans currently living with Parkinson’s disease, the need for effective speech-language pathology intervention is only growing. This statistic is anticipated to increase significantly in the next five years as the baby boomer population continues to age. Many types of evidence-based SLP interventions have been developed over the years, with the main programs being: Lee Silverman Voice Treatment (LSVT Loud) and SpeakOut! Therapy created by the Parkinson’s Voice Project. Research suggests that maintaining a functional approach to Parkinson’s interventions can result in better and safer outcomes for individuals living with this disease. SLPs have a unique role in identifying specific functional needs of a patient with Parkinson’s. This session aims to identify and define specific evaluation and treatment interventions using current evidence-based approaches for patients with Parkinson’s disease. We will identify how to address functional deficits with a whole-person, person-centered approach to Parkinson’s disease treatment. Case studies will be presented to address unique approaches to interventions for patients with different types of Parkinson’s disease, as well as discussion on the efficacy of various treatment approaches. Introduction and discussion will also be provided on Parkinson’s plus disorders, defining characteristics and how to address these rare conditions with speech therapy interventions. The session will also list resources and evidence-based references for participants to review and consider.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Adult SLP
Robert Bies, MS, CCC-SLP; Michael Robb, PhD, from Penn State University
Purpose: Nearly all adults who stutter (AWS) experience anticipation of stuttering. The Premonitory Awareness in Stuttering Scale (PAiS) is an existing measure validated in German and Turkish that assesses the degree of stuttering anticipation. The present study aimed to validate the PAiS in English with a large sample of AWS. The relationships between stuttering anticipation and both age and stuttering severity were also investigated. Method: A group of 78 AWS completed an online English translation of the 12-item PAiS and provided self-ratings of stuttering severity. A total of 49 participants returned for a retest approximately two weeks after their respective initial test dates. A range of psychometric analyses were conducted to assess scale reliability and validity. Results: The internal consistency and test-retest reliability of the scale were strong. Item-specific analyses revealed relative weaknesses among four items. Exploratory analyses identified a positive association between self-rating of stuttering severity and PAiS scores, as well as a decline in PAiS scores among participants aged 55 years and older. Conclusions: The English version of the PAiS was found to be psychometrically robust, particularly when reduced to an eight-item scale. The revised PAiS (PAiS-R) is a reliable and valid tool for assessing anticipation of stuttering among English-speaking AWS. In clinical practice, the PAiS-R can be used to target changes to anticipation in clients with a range of goals. Secondary findings support a direct relationship between anticipation and stuttering severity, as well as a decrease in anticipation in mature adulthood.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Adult SLP
Kimberly Eichhorn, MS, CCC-SLP; Christine Matthews; Ronda Winans-Mitrik, MA, CCC-SLP, from VA Pittsburgh Healthcare System
Clinical management of patients with tracheostomy can be challenging even for seasoned clinicians. The Veteran’s Health Administration (VHA) and the Employee Education System (EES) sponsored a series of regional conferences in 2014 based on VHA Speech Pathologists’ expressed need for additional training in the areas of tracheostomy and ventilator management. Following a series of regional conferences, a group of VHA Speech Pathologists convened to develop a set of tracheostomy Clinical Practice Recommendations (CPR) that specifically addressed variations in practice from site to site and across levels of care to bridge the research and clinical practice gap in managing this complex population. This document was disseminated to the field in 2016. Over the past year, a workgroup comprised of eight VHA speech-language pathologists with clinical expertise in the management of persons with tracheostomy reconvened to update the recommendations based on a second review of the literature and their clinical knowledge and expertise to ensure the highest quality recommendations are available to guide VHA clinical practice. This technical session will present VHA’s updated SLP clinical practice recommendations for patients with tracheostomy.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Adult SLP
Darlette Navrotski, MA, CCC-SLP; Debbie Witkowski, MA, CCC-SLP, from PRC-Saltillo
“My student is functioning at a low cognitive level, so I don’t think high tech is an appropriate option for him.” How often have you heard this statement, or even had the same thought yourself? In reality, non-speaking students who’ve been identified as having low cognition still need access to a robust language system in order for language to develop. The goals of this seminar are to help the participant reconsider any bias they may have regarding using high technology with this population; to help the participant understand how a robust AAC language system can be used appropriately with students with low cognition; to explore appropriate communication and language goals for students with lower cognition who use AAC; and to provide justification for using high technology to parents, administrators, funding sources and others.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Pediatric SLP
Craig Coleman, MA, CCC-SLP, BCS-CL, PennWest University
This session will focus on the importance of stuttering treatment for children. Focus will be on comprehensive treatment approaches that allow for diversity of speech characteristics while supporting the child in the affective and cognitive components of stuttering. Focus will also be placed on helping participants learn about strategies that target overall communication and reduce avoidance behaviors. An overview of appropriate treatment goals will be discussed through a case study model. Discussion will focus on measuring goals and identifying appropriate discharge criteria and progress monitoring in all areas of stuttering.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Pediatric SLP
Kristen West, EdD, CCC-SLP, Pennsylvania Western University
This presentation reviews best practices for treating Pediatric Feeding Disorder (PFD) and dysphagia and provides guidance regarding the current levels of evidence available evidence to support various interventions for toddlers and children. Key concepts such as experience-dependent neuroplasticity and theory-driven practice are explored, emphasizing the need for more research. Practical strategies to enhance evidence-based practices are outlined. Ultimately, the presentation aims to equip attendees with the knowledge to identify and implement effective interventions that support children’s participation in mealtimes and promote development of feeding and swallowing skills.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Pediatric SLP
William Evans, PhD, CCC-SLP, University of Pittsburgh; Eric Meyer, PhD, University of Pittsburgh; Alyssa Kelly, MA, CCC-SLP, University of Pittsburgh; Elizabeth Skidmore, PhD, University of Pittsburgh; Rebecca Hunting Pompon, PhD, University of Delaware; Catherine Osterritter, MA, CCC-SLP, University of Pittsburgh; Rebecca Flowers, MA, CCC-SLP, University of Pittsburgh
Stroke Survivors with Aphasia (SSwA) experience profound and lasting negative effects on health-related quality of life (Lee et al., 2015), and are at increased risk for depression compared to stroke survivors without aphasia (Baker et al., 2018). However, speech-language pathologists report feeling unprepared to address counseling needs (Sekhon et al., 2019), and mental health professionals report feeling unprepared to work with SSwA (Morrow-Odom & Barnes, 2019). Given the relationship between impairment and person-level factors in aphasia recovery (Kagan et al., 2008), new integrated treatments are required to address the combined communication and mental health needs of SSwA, which would support evidence-based practice and future inter-professional training. This Phase I clinical trial developed a novel integrated intervention “ACT for Aphasia”, which combines individualized communication strategy training with Acceptance and Commitment Therapy (ACT). Acceptance and Commitment Therapy (ACT) is a behavioral intervention designed to improve psychological flexibility, allowing people to action consistently with their values, even in the presence of persistent emotional distress, which we hypothesized would increase social participation and willingness for SSwA to use communication strategies in challenging day-to-day contexts. We used a successive cohort design with aphasia community engagement to create and iteratively modify a treatment manual and piloted it on 19 SSwA across two treatment cohorts. Overall, ACT for Aphasia showed good acceptability, feasibility and promising preliminary outcomes, significantly improving psychological flexibility and stroke and aphasia-related quality of life and significantly reducing psychological distress. Development processes, pilot findings and next steps will be discussed.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Intermediate | Track: Adult SLP
Akila Rajappa, PhD, CCC-SLP, BCS-S, East Stroudsburg University of Pennsylvania; Staci Sorrell, MA, CCC-SLP, Jefferson Health Torresdale Trauma Center; Panayiota Senekkis-Florent, PhD, CCC-SLP, BCS-S, Duquesne University, PA
Dysphagia care presents a complex clinical challenge across various patient populations, including pediatrics, adults and geriatrics. The International Classification of Functioning, Disability and Health (ICF) provides a comprehensive framework for assessing and treating dysphagia by integrating physiological, personal and environmental factors that influence swallowing function. This session explores the role of the ICF in guiding assessment, treatment planning and outcome measurement in clinical dysphagia management. Through case studies with data-driven outcomes, the application of ICF models across age groups will be demonstrated, alongside key considerations related to culture, diversity and ethics. Emphasizing a holistic, patient-centered approach, discussions will highlight the benefits and future directions of using the ICF framework to improve best practices in clinical care, education and research. By fostering interdisciplinary collaboration, this seminar aims to advance the integration of ICF principles in dysphagia care, ultimately enhancing patient outcomes.
Learner Outcomes: At the end of this presentation, participants will be able to:
Time-Ordered Agenda:
5 minutes: Introductions and Disclosures
5 minutes: Overview of ICF and Dysphagia
30 minutes: Case Study Presentations
10 minutes: Panel Discussion
10 minutes: Audience Engagement and Q&A
Instructional Level: Intermediate | Track: Multi-Interest
Kacey Cowburn, SLPD, CCC-SLP, Indiana University of Pennsylvania; Kristian Taylor-Porter, MA, Penn State University
Storytelling is necessary for children to create and share their own experiences. For some children, this may be crucial for their survival and healing. Nationally, 1 out of 10 children will experience sexual abuse before the age of 18 (Townsend & Rheingold, 2013). This form of maltreatment rarely has witnesses or leaves injury. The forensic interview of a child alleging sexual abuse is a cornerstone of an investigation, as the child’s recorded statement informs the proceeding investigative and intervention activities. The child’s ability to provide a detailed narrative sequencing of the events from their experience can lead to the discovery of corroborative evidence, which can hold the perpetrator accountable and inform the level of service and intervention for the child. Children with language impairment often struggle with narrative-based language (Boudreau & Chapman, 2000; Fey et al., 2004; Scott & Windsor, 2000). For these children, narrative intervention is essential for improving their ability to create personal stories (Spencer & Slocum, 2010). Narrative intervention improves narrative production by explicitly teaching narrative language skills through structured storytelling tasks (Spencer & Peterson, 2020). Consistent and repeated practice is essential for children to internalize narrative structures and become proficient in generating their own stories (LaFrance & Tarbox, 2020). This presentation will discuss the challenges faced by forensic interviewers of alleged child abuse victims. It will also explore the research supporting the efficacy of narrative language intervention and discuss practical, evidence-based strategies for implementing narrative-based interventions to improve narrative abilities, including personal story generation.
Learner Outcomes: At the end of this presentation, participants will be able to:
Instructional Level: Introductory | Track: Pediatric SLP
