Saturday Sessions

Saturday, June 5 – Live Convention Sessions

All sessions will be available LIVE on June 5 at the time noted.
 
 
All sessions will be recorded and available for on-demand viewing June 7-21, 2021.

8:00 am - 9:00 amSession 1 - The Times They are A-Changin’: Clinical Supervision in a Teletherapy Environment (SUPERVISION)

Nancy Carlino, MA, CCC-SLP, California University of PA
Leah Berry, MS, CCC-SLP, Intermediate Unit 1
Erin Clark, MS, CCC-SLP, Indiana University of PA
Sheri Lake, EdD, CCC-SLP, BCBA, California University of PA
Caterina Staltari, MA, CCC-SLP, Duquesne University
Amber Villella, MA, CCC-SLP, NW Enterprises, Inc.
April Wright, MS, CCC-SLP, California University of PA

This interactive presentation will address a variety of topics related to the challenges clinical educators are facing related to the sudden and unexpected advent of teletherapy. A panel of clinical educators from university and clinical settings will address a variety of topics including the history of teletherapy and the evidence-based support of its use, legalities related to teletherapy, barriers to accessibility, challenges of supervision using teletherapy, CFCC guidelines for teletherapy supervision, reimbursement for services and assessment and treatment guidelines. It will also address the flipped role that many clinical educators are facing when supervising graduate students and will provide useful resources that are available to clinical educators and tips for developing proficiency in the use of technology.

Instructional Level: Intermediate Multi-Interest

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

  • Cite the CFCC guidelines for teletherapy supervision.
  • Describe useful teletherapy resources and trainings.
  • Identify the challenges of supervision via teletherapy and identify possible solutions.
  • Troubleshoot technological difficulties encountered during teletherapy.

Time Ordered Agenda

  • 5 minutes – Introductions and Disclosures
  • 15 minutes – Challenges and Opportunities from COVID-19
  • 25 minutes – Telesupervision post-pandemic
  • 10 minutes – Advocacy
  • 5 minutes – Questions

9:15 am - 10:15 amSession 2 - Functional Approaches for Treating Spoken Language Deficits in Aphasia

Ryan Husak, PhD, La Salle University

Individuals with aphasia exhibit a variety of language impairments. For many of these individuals, difficulties with expressing their ideas in conversational interactions is the most frustrating problem associated with aphasia. When this problem is not adequately addressed, individuals affected by aphasia are at risk for social isolation, loneliness and reduced participation in desired activities. There is an overwhelming body of treatment research in the literature that describes evidence-based interventions for enhancing spoken language and communication skills in people with aphasia. However, many clinicians face barriers in accessing this information because of the costs of journal articles or a lack of time due to a busy workday.This presentation is designed to introduce a variety of evidence-based treatments that aim to improve communication by people with aphasia both directly by improving spoken language abilities and indirectly by incorporating compensatory strategies and communication partner training. Information related to the research evidence supporting the treatments described in the presentation will be provided. Additionally, the presenter will discuss ways of modifying the treatments so they can be applied in a variety of clinical settings. Finally, the presenter will provide information on low- and no-cost assessment measures that can be used to monitor and report progress in therapy.

Instructional Level: Intermediate Adult SLP

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

  • Apply evidenced-based treatment procedures to improve communication in people with aphasia.
  • Describe the research evidence behind selected evidence-based aphasia treatments.
  • Identify appropriate outcome measures for evaluating progress in therapy in response to aphasia treatment.
  • Individually tailor interventions so treatment activities are personally meaningful and relevant.

9:15 am - 10:15 amSession 3 - The Overlap Between Speech Sound Disorders and Word Reading

Kelly Farquharson, PhD, Florida State University

This session will review new research on the overlap between speech sound production skills and word reading ability. Specifically, we will discuss several theoretical frameworks, such as the phonological processing theory of reading and the double deficit hypothesis. We will discuss phonological processing skills, as they relate to both speech production and word reading. This will include an overview and brainstorming session on speech-language pathologists’ role in assessing these skills. General assessment and treatment implications will be highlighted and discussed. Participants are also encouraged to be prepared to brainstorm ideas for advocating for system-wide change in their current eligibility processes for children with speech sound disorders.

Instructional Level: Intermediate Pediatric SLP

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

  • Explain the phonological processing theory of reading.
  • List three phonological processing skills.
  • Review ways to assess phonological processing abilities in children.
  • Create a list of ways to advocate for children with speech sound disorders.

10:30 am - 11:30 amSession 4 - Essential Ingredients to a Sustainable Interprofessional Cognitive Care Model

Erin Knoepfel, MS, CCC-SLP, Mansbach Health Tools
Felicia Chew, MS, OTR/L, FAOTA, Genesis Healthcare

Clinical programs are a constant presence in rehabilitation services from acute care throughout the post-acute care settings. The utilization of evidence-based clinical programs ensures sustainability and standardization of the services provided. Programs can be based on medical conditions, such as stroke, head injury, respiratory issues and traumatic injuries, or on clinical areas, such as dysphagia management, auditory rehabilitation and cognitive-communication management. Most employers/organizations work to implement interprofessional clinical programs or care models, but most are not sustainable. Sustainability of any clinical program, in rehabilitation services, is dependent on multiple, simultaneously occurring factors: scope of the program specific to the practice setting, organizational infrastructure with clinical, operational and technological support to the staff and education/training to the clinical teams working with the clients. This session will provide the participants with actionable tools to start and ensure sustainability of an interprofessional cognitive care delivery model.

Instructional Level: Intermediate Adult SLP

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

  • Describe the key components needed for a sustainable interprofessional rehabilitation clinical program.
  • Explain the roles and responsibilities of individuals at each level of support in the pre-implementation and implementation phases of program development.
  • Discuss the detailed steps in the establishment and sustainability of an interprofessional cognitive clinical care model for a nation-wide company.
  • Identify metrics used to determine success of interprofessional program.

10:30 am - 11:30 amSession 5 - Virtual Group Interaction in Teens With Autism: Progress Through Engagement

Kathleen Scaler Scott, PhD, CCC-SLP, Monmouth University
Lee Anthony, Misericordia University
Emily Magrini, Misericordia University
Kearston Healey, CCC-SLP, Misericordia University
Lori Cimino, MS, CCC-SLP, Misericordia University
Adina Rosenthal, MS, CCC-SLP, Misericordia University

It is well established that individuals with autism level one have difficulty with social communication. This panel discussion will share the experience of social communication development in a group of four teens (ages 15 to 17) with autism level one. The weekly virtual group was run by one to two graduate student clinicians under the supervision of licensed speech-language pathologists in a university clinic setting. The principles of engagement through a Floortime approach (Greenspan & Weider, 2007) was used. The majority of skills were built through engaging students in the game UNO!™. Significant progress in interaction between group members was noted over a nine-month period. This workshop will present listeners with the background on the groups’ development, the structure of the group format, an outline of each participant’s goals and progress, and challenges and benefits of the virtual social interaction. Development of measurable goals for student clinician learning based upon the SCERTS model (Prizant, Wetherby, Rubin, & Laurent, 2003) will also be discussed. Implications for future use of the virtual format and the Floortime approach with autism will be presented. Student and supervisor perspectives of the experience will also be shared.

Instructional Level: Intermediate

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

  • State one principle of the Floortime approach to intervention.
  • State one goal for each group member.
  • State one benefit of use of a Floortime approach with teens with autism.
  • State one clinical implication for future work on social communication in teens with autism.

11:45 am - 12:45 pmSession 6 - Laryngeal Imaging Using Videoendoscopy: Functional Assessment of Voice Production

Maryam Naghibolhosseini, PhD, Michigan State University

Laryngeal imaging is a powerful tool to visualize the laryngeal structure and vocal function during voice assessment. The most frequently used method for laryngeal imaging is videoendoscopy with videostroboscopy. Videostroboscopy can be used to assess the vibratory behavior of the vocal folds during sustained vowel production or to observe gross laryngeal movements in running speech. High-speed videoendoscopy is another laryngeal imaging technique that can provide detailed information about the vocal fold vibrations and laryngeal maneuvers. This technique is mainly used in research and has been demonstrated as a powerful tool to study vocal function. Recent advancement of coupling flexible fiberoptic endoscopes with high-speed videoendoscopy systems has provided a unique possibility to record vocal folds vibration during connected speech. This session explains the above laryngeal imaging methods and how they can benefit us in assessment of voice disorders. The recent research findings on using high-speed videoendoscopy to study voice production will be discussed. Moreover, it will be explained how using high-speed videoendoscopy can overcome some of the limitations of videostroboscopy and revolutionize clinical voice practice.

Instructional Level: Intermediate Multi-Interest

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

  • Describe the videostroboscopy method and its limitations in voice assessment.
  • Describe the high-speed videoendoscopy technique during sustained vowels and connected speech.
  • Describe how measures of voice function can be developed from high-speed videoendoscopy.
  • Identify how an anomaly in the function of the vocal folds can result in voice disorders.

11:45 am - 12:45 pmSession 7 - I'm an SLP! How Do I Treat Auditory Processing Disorders?

LuAnn Batson-Magnuson, PhD, CCC-SLP, East Stroudsburg University
Emily Doll, MA, MS, CCC-SLP, Colonial IU 20

In the United States, approximately five percent of school-age children, or 2.5 million students, are diagnosed with auditory processing disorders (APD). APD can cause significant impairments in speech, language, academic, social and emotional skills and functioning. Long-term follow-up studies with adults who were diagnosed with APD as children found that the adults reported that APD negatively impacted their functioning in the areas of learning, speaking, comprehension, attention and memory, as well as in social and work environments. The American Speech-Language-Hearing Association is clear in its expectations that speech-language pathologists (SLPs) play an active role in the screening and identification of children who are at risk for APD, assessing cognitive-communicative and language skills that may contribute to or be compromised as a result of APD, as well as in providing the bottom-up and top-down treatment for children who present with APD. Often, however, SLPs feel overwhelmed and underprepared to design and implement treatment targeting auditory processing skills. This presentation will discuss what is – and isn’t – APD, the specifics of the SLP’s scope of practice regarding APD, what occurs in an APD assessment, how to interpret and understand audiological APD reports and evidence-based treatment techniques. Goal writing and specific therapy activity ideas to build auditory processing skills will be provided. Time will be allotted for questions and answers with attendees.

Instructional Level: Introductory Pediatric SLP

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

  • Define and describe what constitutes APD.
  • Describe terms used in an APD report.
  • Describe evidence-based treatment techniques.
  • Describe specific therapy activities that can be used with students with APD.

1:15 pm - 2:15 pmSession 8 - What is Childhood Aphasia? Exploring Pediatric CVA and Aphasia

Courtney Segool, Geneva College
Susan Layton, MS, CCC-SLP, Geneva College

Acquired childhood aphasia (ACA) is a pediatric language disorder that is scarce in current and timely research. In fact, most research on this topic is very outdated and articles utilizing ACA terminology seem to have stopped around 2005 (Paquier & Dongen, 1998; Hellal & Lorch, 2004; Lees, 2005; Cohen et al., 1976). Though some recent studies exist, they appear to be linked to institutions outside of the United States (Nikkhah, 2018; de Montferrand et al., 2019; Peterson et al., 2019). Perhaps this indicates that ACA is beginning to be perceived as a non-necessary research topic. However, though research has diminished, children are continuing to experience ACA secondary to cerebral vascular accident (CVA). Childhood stroke affects two to 13 children per every 100, 000 children (Yvon et al., 2018). Therefore, though pediatric CVA and ACA may be rare, it is important for the speech-language pathologist (SLP) to understand that this disorder can happen and how to respond were ACA on their caseload. This presentation will aim to bring light to the topic of ACA by explaining ACA secondary to childhood CVA, contrasting ACA with aphasia in adult populations, investigating the history and controversy surrounding ACA, providing a summary of existing resources and producing research implications and recommendations. The goal of this paper is to bring exposure to the topic of ACA as opposed to solving controversy surrounding the disorder.

Instructional Level: Introductory Pediatric SLP

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

  • Identify key issues and considerations for childhood stroke.
  • Identify differences between ACA and adult aphasia.
  • Describe research trends on ACA.

1:15 pm - 2:15 pmSession 9 - AAC and Family Involvement: A Recipe for Success for Beginning Communicators

Kelsey Mandak, PhD, CCC-SLP, Carlow University

The use of augmentative and alternative communication (AAC) is a critical tool to support the language and communication development of children with complex communication needs. The presence of AAC, however, is not enough. Family involvement and the establishment of a successful collaborative relationship with families is key to AAC success. This session will discuss evidence-based AAC design principles and strategies to support the language and communication development of beginning communicators, as well as strategies to successfully include families during AAC services. Specifically, the session will review evidence-based AAC design principles and present techniques to optimize the design of AAC systems in-practice with beginning communicators, outline evidence-based intervention strategies for implementing AAC with beginning communicators, review family-focused AAC research and discuss strategies for successfully including families during AAC services and building empowering partnerships with families of children who use AAC.

Instructional Level: Introductory Pediatric SLP

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

  • Identify evidence-based AAC design principles.
  • Describe strategies to effectively implement AAC systems with beginning communicators.
  • Describe strategies to successfully include families during AAC interventions.
  • Discuss the importance of empowering families of children who use AAC.

2:30 pm - 3:30 pmSession 10 - Integrating Measures of Respiratory and Cough Function Into Dysphagia Management

Cara Donohue, PhD, CCC-SLP, University of Pittsburgh
James L. Coyle, PhD, CCC-SLP, University of Pittsburgh

Respiration, cough and swallowing are highly inter-related functions due to the shared anatomy and physiology of the aerodigestive tract, shared neural substrates and the necessity of coordinating these seemingly simple and yet highly complex behaviors. For example, healthy adults demonstrate a period of swallow apnea (respiratory pause) and tend to swallow during mid-low lung volume. The most common respiratory-swallow patterns in healthy adults include exhale-swallow-exhale and inhale-swallow-exhale. However, patients with underlying respiratory and/or neurological diseases frequently have co-occurring impairments in cough (dystussia) and in swallowing (dysphagia). These impairments can include respiratory-swallow discoordination that can lead to an increased risk of aspiration.Medical speech-language pathologists must incorporate their knowledge of respiratory and swallowing neurophysiology to understand the underlying neuropathophysiology of diseases to provide assessment and treatment based on the mechanisms of action of these diseases. This knowledge base combined with simple, quantitative measurements of respiratory and cough function will allow clinicians to provide more holistic evidence-based care to patients with co-occurring dysphagia and dystussia. Emerging research evidence has illuminated potentially useful assessment (e.g., voluntary and reflexive cough, respiratory rate, respiratory-swallow patterns) and treatment (e.g., expiratory muscle strength training, inspiratory muscle strength training, respiratory swallow coordination training, voluntary cough upregulation) techniques that integrate respiratory, cough and swallow function. This session will provide an overview of respiratory, cough and swallow function in healthy adults, changes in respiratory, cough and swallow function that may occur due to common underlying respiratory and neurological diseases, and current assessment and treatment techniques for managing dystussia and dysphagia.

Instructional Level: Intermediate Adult SLP

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

  • Describe the relationship between respiratory, cough and swallow function in healthy adults.
  • Describe changes in respiratory, cough and swallow function that occur due to underlying respiratory and neurological diseases.
  • List evidence-based methods of assessing and treating respiratory and cough function for management of patients with dysphagia.

2:30 pm - 3:30 pmSession 11 - Stuttering Therapy for 2021: Teletherapy, TikTok And More

Katie Gore, MA, CCC-SLP, Speech IRL

This session explores practical, relevant approaches to stuttering therapy in 2021. Participants will review classic and up-to-the-minute clinical approaches to stuttering therapy, the “what.” This will be paired with activities and narratives that are relevant in post-COVID-19 world, the “how” of stuttering therapy. Intersectional and social aspects of the stuttering experience will be emphasized.

Instructional Level: Intermediate Multi-Interest

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

  • Identify three ways in which stuttering relates to larger social narratives about diversity and equity.
  • Identify pros, cons and rationale for at least two classic and two modern stuttering therapy approaches.
  • Generate two novel therapy activities given a conceptual framework about stuttering.
  • Compare and contrast stuttering therapy provided virtually versus in-person.