Pre-Recorded Sessions

Pre-Recorded Sessions

All pre-recorded sessions will be available for on-demand viewing June 7-21, 2021.

Session R1 (ETHICS) - Ethics Clarifying Thorny Issues: Medical Code Status and When the Person Has Aphasia (1 Hour)

Paula Leslie, PhD, FRCSLT, CCC-SLP, Independent Scholar
Jolene Lawton, CScD, CCC-SLP, Purdue University Fort Wayne
Roberta Gillespie, Independent Scholar

This presentation will discuss the ethics of decision making and complex situations speech-language pathologists (SLPs) concerns regarding medical code status influencing recommendations, and assessing capacity when a person has aphasia. We will review the medical, ethical and legal implications from an interprofessional perspective leading to the evolution of better clinical decision making and patient care

Instructional Level: Intermediate Adult SLP

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

  • Discuss the requirements for informed consent/refusal in health care.
  • Identify whose role it is to determine code status.
  • Define the SLP’s role in the care team when determining decision-making capacity in people with aphasia.

Time-Ordered Agenda

  • 5 mins – Introduction and disclosures
  • 15 mins – Informed consent/refusal in healthcare 
  • 20 mins – The clinical/ethical/legal implications of code status 
  • 20 mins –  The SLPs role in the care team when determining decision-making capacity in people with aphasia

Session R2 - Fostering Clinical and Academic Faculty Collaborations to Improve Graduate Education (30 Minutes Technical Session)

Nicole Etter, PhD, CCC-SLP, Penn State University
Elise Lindquist, MS, CCC-SLP, Penn State University
Anne Marie Kubat, MS, CCC-SLP, Penn State University
Amanda Byrd, MS, CCC-SLP, Penn State University
Aarthi Madhavan, PhD, CCC-SLP, Penn State University

Excellent graduate education for future clinicians requires students to develop the ability to integrate academic knowledge with clinical skills and experiences. In order to build collaborations between clinical learning and evidence-based practice in graduate clinicians, clinical and academic faculty must work together. In recent years, the Penn State Communication Sciences and Disorders CSD Department has experienced a growth in new clinical and academic hires. The influx of new faculty has provided the perfect opportunity to strengthen existing and develop new clinical-academic collaborations. The purpose of this presentation is highlight multiple examples of how academic and clinical faculty have worked together to adjust courses and clinical experiences to improve overall graduate education. During the presentation, we will offer general frameworks as well as specific examples of ways to incorporate clinical activities into graduate course work. For example, multiple academic courses provide students with projects and case studies designed using clinic protocols and offering students the opportunity to earn clinical clock hours. We will also provide options for measuring the success of these clinical-academic collaborations, including diversity of clinical clock hours and student experiences. Finally, with all new endeavors and creative collaborations, there is the potential for possible conflict. We will discuss ways to troubleshoot potential pitfalls such as avoiding territorial claims among faculty (i.e., “stepping on toes”) and navigating differences in opinions regarding prioritizing clinic or academic work.

Instructional Level: Intermediate Multi-Interest

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

  • Identify opportunities for graduate clinical and academic faculty to collaborate to enhance clinical learning.
  • Establish processes for measuring clinical-academic collaborative success.
  • Develop possible solutions to common creative collaboration pitfalls.

Session R3 - Interprofessional Education and Practice Internationally and During COVID-19 (1 Hour)

Patricia Swasey Washington, PhD, West Chester University
Elizabeth Grillo, PhD, West Chester University
Patricia Davidson, PhD, West Chester University

This presentation will focus on the design and implementation of an interprofessional education (IPE) and interprofessional practice (IPP) clinic elective utilizing two different formats-international and an adaptation due to COVID-19. The international format involved faculty and students from nutrition, speech-language pathology (SLP), occupational therapy (OT) and physical therapy (PT) from one United States university (West Chester University of Pennsylvania), one Costa Rican university (Universidad Santa Paula) and West Chester area community partners in December 2019. The COVID-19 adaptation involved SLP and nutrition students and faculty at West Chester University in May 2020. We will discuss the pedagogical and curricular innovations that align education and practice in clinical settings, while engaging a culturally and linguistically diverse community. We will also discuss modifications to the IPP/IPE clinical elective to provide students with simulated community experiences. Students examine the knowledge, skills and attitudes needed to establish effective teamwork across health care disciplines, involving patients from culturally and linguistically diverse backgrounds, while exploring the roles/ responsibilities of other professions, strategies that enhance collaboration, communication and team building, using the four core competencies of the Interprofessional Education Collaborative (IPEC). In summary, this presentation will discuss how the elective brought together best practices for creating IPE courses and IPP programs and engagement with patients from diverse cultural and linguistic backgrounds, involving several disciplines, focusing on communication and team building skills for client-centered priorities and preferences, in addition to essential modifications to the course that preserved relevant pedagogical and curricular components.

Instructional Level: Intermediate Multi-Interest

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

  • Describe the international IPE/IPP model used in the elective clinic course at WCU.
  • Discuss how the four core competencies of IPEC are applied in the elective clinic course at WCU.
  • Demonstrate the curricular innovations used in the elective course to move from IPE to IPP in clinics with community partners.
  • Identify the adaptations made to the elective due to the COVID-19 pandemic and the curricular innovations that facilitated practice for engaging with clients from culturally and linguistically diverse backgrounds.

 

Session R4 - TIME and Opportunity to Advance Practice (1 Hour)

Joanne Wisely, MA, CCC-SLP, Consultant

Participants are offered insight and guidance to assure compliance to the many regulatory and payment criteria within current practices. Strategies to facilitate interprofessional collaboration are discussed and the essential need to meet regulatory compliance is explained. Once the foundational expectations of current clinical care are clarified, payment systems and new information technology requirements are discussed. Participants will acquire greater insight and personal confidence to advance their practices.

Instructional Level: Intermediate Multi-Interest

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

  • Integrate the importance of Treatment, Interprofessional Collaboration, Mindfulness and Evidence into clinical practice, regulatory compliance and payment expectations.
  • Utilize mindfulness and evidence in development of professional practices to assure compliance and payment.
  • Determine communication and collaboration strategies to support and advance practice patterns.
  • Identify opportunities for interprofessional collaboration and advances for the professions devoted to communication disorders.

Session R5 - Let’s Start Changing Attitudes Toward Excessive Noise Exposure! (1 Hour)

Susan Dillmuth-Miller, AuD, East Stroudsburg University
Mary K. Bulger, BS, East Stroudsburg University

Loud sound, in the form of entertainment (concerts, sporting events, mp3 use) is pervasive and is associated with permanent, sensorineural hearing loss. To explore attitudes in college students toward use of ear protection when in excessive noise, the researcher distributed approximately 1,000 surveys at two universities, located each in the Northeast and Southeast US. Students in the CSD major were compared to non-majors. Were their attitudes significantly different? The results prompted a second study exploring attitudes of excessive noise exposure in middle school students pre and post exposure to an educational program on hearing loss prevention. Results of both studies will be discussed and components of the hearing loss prevention program will be shared. How can we as professionals start changing the attitudes toward ear protection?

Instructional Level: Introductory Multi-Interest

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

  • Discuss prevalence of noise induced hearing loss in youth
  • Describe attitudes toward hearing loss in college students, particularly students in the CSD major.
  • Describe attitudes toward hearing loss in middle school students after an educational program
  • Describe key aspects of a NIHL conservation program with ideas to implement for younger students.

Session R6 - Modified Barium Swallow Studies: Unmasking Interdisciplinary Practice Preferences (1 Hour)

Lauren Hermann, MS, CCC-SLP, Ideal Speech Solutions
Maggie Donaker, MS, CCC-SLP, Transcend Speech and Swallowing Solutions

The purpose of this session is to improve awareness of standardized protocols used for modified barium swallow studies (MBSS), related interdisciplinary knowledge, and challenges speech-language pathologists (SLPs) and radiologists face interprofessionally. This session will increase the participant’s knowledge of SLP contributions to radiological research and the collaboration needed for optimizing instrumental swallowing assessments. Recent survey results surrounding MBS practice preferences and opinions between SLPs and radiologists will be discussed. Given the lack of research on interprofessional collaboration between SLPs and radiologists, this information will highlight current trends and beliefs between the two professions and instruct learners on how to best advocate for the implementation of existing MBS protocols.

Instructional Level: Introductory Adult SLP

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

  • List three standardized protocols for the modified barium swallow study
  • Identify five barriers between speech-language pathologists and radiologists
  • Discuss ways to improve interprofessional collaboration between speech-language pathologists and radioloigsts.
  • Discuss recent survey results between radiologists and speech-language pathologists surrounding modified barium swallow study practice preferences and opinions.

Session R7 - Dysphagia Assessment and ASD (1 Hour)

Colleen Lyons, MS, CCC-SLP, UPMC Children’s Hospital of Pittsburgh

This presentation will review pediatric feeding and swallowing development and common deviations observed with autism spectrum disorder. An evaluation format will be established with adaptations for differing service environments, autism levels, and medical comorbidities. Case study application will help attendees determine where to start, when to refer, and where to refer.

Instructional Level: Intermediate Pediatric SLP

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

  • List three feeding and swallowing concerns associated with ASD.
  • Determine feeding and swallowing prognosis in the setting of medical comorbidities.
  • List five disciplines for referral or collaboration when evalauting and treating dysaphagia in ASD.
  • List three ways to prepare clients and families for medical assessments.

 

Session R8 -The Language and ADHD Connection - Building Executive Functions and Resiliency (1 Hour)

Michael McLeod, MA, CCC-SLP, Owner

Attention deficit hyperactivity disorder (ADHD) remains among the most diagnosed learning disabilities in American youth, and a significant link between ADHD and executive functioning (EF) skills has been convincingly demonstrated. This study introduced the GrowNOW Model as a novel one-on-one therapeutic intervention, conducted by a speech-language pathologist (SLP) to improve EF skills in adolescents with ADHD and assessed the feasibility of a larger trial based on demonstrated efficacy of the intervention in a pilot population. The GrowNOW Model focuses on the unique area of Internal language to improve EF skills. This model is based off the principles of many pioneers within the field of EF, including Dr. Russell Barkley, Sarah Ward (a fellow SLP) and the amazing research done by the Harvard Center of the Developing Child. SLPs are known for the work with expressive language, receptive-language, social-pragmatic language and reading/written language. This study focuses on the specific area of internal language and how it relates to executive functions and ADHD. Strengthening both non-verbal working memory (and the visual imagery system) as well as verbal working memory (self-directed talk) has helped students improve executive functions and achieve independence.

Instructional Level: Intermediate Multi-Interest

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

  • Describe the connection between ADHD/executive functions and language.
  • Identify five separate executive function skills
  • Identify three different strategies to use with students with ADHD/EF deficits
  • Improve parent coaching strategies for students with ADHD/EF deficits

Session R9 - Young Children With Autism: What to Teach (1 Hour)

Barbara Weber, MS, CCC-SLP, BCBA, private practice
Merle J. Crawford, OTR/L, BCBA, private practice

Primary care providers are now routinely screening children for autism at 18 and 24 months of age and identifying children who need further evaluation. In some instances, the professionals working with these young children may not have had education and/or experience working with toddlers. According to a paper published in pediatrics in 2015 by a workgroup of well-respected. researchers, “Intervention approaches for children aged less than two to three years need to be developmentally appropriate. We cannot assume that findings from treatment research involving older children with autism spectrum disorder (ASD) will generalize to infants and toddlers, who differ with respect to the nature of their social relationships as well as their cognitive and communicative processes. Infants depend on experiential learning within their natural environments and on interactions rooted in social play that occur within the context of everyday caregiving activities” (Zwaigenbaum et al., 2015, p. S-61). This presentation will give an overview of important early milestones in all developmental domains (gross motor, fine motor, expressive language, cognitive/receptive language and social/behavior regulation (Crawford and Weber, 2014) that lay the foundation for later-developing skills. The presentation will also include a discussion of the presenters’ model of the core deficits of autism (Crawford and Weber, 2016) and the inter-relationships among regulation; making sense of self, others and the environment; social communication and flexibility. Video examples will be used throughout the presentation.

Instructional Level: Introductory Pediatric SLP

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

  • Identify key early milestones in development.
  • Identify principles of learning and teaching strategies for very young children with ASD.
  • Identify resources for working with very young children with ASD including the Early Start Denver Model.
  • Describe the authors’ model of the core deficits of autism.

Session R10 - Very Young Children With Autism: How to Teach (1 Hour)

Barbara Weber, MS, CCC-SLP, BCBA, private practice
Merle J. Crawford, OTR/L, BCBA, private practice

Because some children with autism are being diagnosed at a very young age there is a need for professionals to broaden their knowledge base about this age group as they wonder how to teach these very young learners and how to work with parents, childcare providers and teachers. Interventions in homes have the ability to increase learning opportunities and generalization as well as to improve parents’ feelings of competence (Debodinance, Jalihaars, Noens, & Van den Noortgate, 2017). In typical language acquisition, children learn from interactions with communication partners. When the natural reinforcement contingencies embedded in such interactions fail to support language acquisition, supplementation and amplification should occur throughout the day as well. Language intervention programs need to be designed and overseen by professionals who, regardless of their professional credentials, possess expertise in identifying appropriate individual treatment goals and designing reinforcement-based procedures appropriate to these goals. However, service delivery needs to emphasize the training of those who interact with a child on a regular basis (e.g., parents, teachers, behavior technicians) to implement these interventions during the course of daily routine” (p. 29).This presentation will focus on how to teach skills and embed practice within daily routines, how to coach parents and other caregivers, and how to plan for generalization. Topics discussed will include motivation, functional communication skills (use of gestures, sounds and words), joint attention skills (eye contact and gaze shifting), imitation and direction following (compliance and receptive language). Video examples will be used throughout the presentation.

Instructional Level: Introductory Pediatric SLP

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

  • Identify key foundation skills and strategies to teach very young children with ASD.
  • Identify strategies to collaborate with and coach families, childcare providers, and teachers.
  • Identify ways to embed treatment strategies into daily routines in natural environments.
  • Describe teaching principles for very young children with autism.

Session R11 - SLP and BCBA Collaboration With AAC (1 Hour)- WITHDRAWN

Barbara Weber, MS, CCC-SLP, BCBA, private practice

Session R12 - Unmasking Childhood Apraxia of Speech: Uncovering the Tools to Help Children Find Their Voice (1 Hour)

Patricia Mayro, MA, CCC-SLP, Salus University

Childhood apraxia of speech (CAS) is a recognized clinical entity, yet few validated tests or measures exist to aid speech-language pathologists (SLPs) in determining this diagnosis. In addition, the evidence base for CAS treatment is growing, but limited. The goal of this presentation is to assist speech-language pathologists in using effective clinical decision-making in order to diagnose and treat CAS, by reviewing the evidence base and providing easy-to-use and readily available resources.

Instructional Level: Intermediate Pediatric SLP

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

  • Define childhood apraxia of speech (CAS).
  • Describe differential diagnostic criteria for CAS.
  • Identify three motor speech assessment tools.
  • Identify three treatment methods for CAS.

Session R13 - How Grammatical Choices are Evaluated in Individuals With Non-Fluent Aphasia (30 Minute Technical Session)

Julia Sule, BS
Louise Keegan, PhD, CCC-SLP, BC-ANCDS

This systematic review examines the process of evaluation of grammar in individuals with non-fluent aphasia. The literature was reviewed and gaps in the literature were identified in terms of the assessment of syntax. Implications for clinical practice and assessment of syntax will be discussed.

Instructional Level: Intermediate Adult SLP

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

  • Describe how syntax is assessed in individuals with non-fluent aphasia.
  • Compare the standardized assessments that are currently used in evaluations based on literature recommendations.
  • Identify the implications of various evaluation tools on treatment for syntax.
  • Identify the differences between formal and informal assessments for individuals with non-fluent aphasia.

Session R14 - Behavior Management Considerations in Acquired Brain Injury (ABI) Population (1 Hour)

Allison Frederick, MS, CCC-SLP, CBIST, ARC Seminars

This introductory level course will identify the common behavioral disturbances present in adults with acquired brain injury, and will summarize strategies to assist with behavior management and planning.

Instructional Level: Introductory Adult SLP

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

  • Define the two types of acquired brain injury, and be able to list types of each.
  • Define and summarize informal and formal assessment tools utilized to identify behaviors in this population.
  • Discuss the need for behavior planning and management strategies in the clinical setting in order to maximize functional patient outcomes.

Session R15 - Links to Communication and Learning: Delivering Family-Centered Early Intervention via Telepractice for Children With Hearing Loss (90 minutes)

K. Todd Houston, PhD, CCC-SLP, LSLS Cert. AVT, University of Akron

Today, an array of distance technology is available to assist early interventionists, educators, speech-language pathologists and audiologists to provide family-centered early intervention and to enhance communication development and learning in young children with hearing loss. Professionals are utilizing technology to enhance service delivery via models of telepractice. Two models of telepractice will be presented, one from the DePaul School for Hearing & Speech and another from the Telepractice and eLearning Lab at the University of Akron. This presentation will discuss innovative uses of distance technology to enhance parent engagement, increase child attention, improved learning and communication outcomes.

Instructional Level: Intermediate Pediatric SLP

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

  • Identify current distance technology that is impacting early intervention and learning of children with hearing loss.
  • Discuss the role of parent coaching in telepractice.
  • Define the use of telepractice as a service delivery model for children with hearing loss and their families.
  • Provide examples of various virtual therapeutic scenarios.

 

Session R16 - Memory, Sensory and Play: Feeding Interventions That Enhance Interactions With Food (1 Hour) - WITHDRAWN

Cindy Herdé, MA, CCC-SLP, Talk Eat Play, PLLC