Thursday Sessions

8:00 am - 9:00 am |Session 3 | Fostering Communicative Competence in a Young Child Who Uses AAC

Beth Davidoff, PhD, CCC-SLP; Kaitlin Taylor, BS, from Salus University

 

Young children with complex communication needs (CCN) who are nonspeaking require augmentative and alternative communication (AAC), and they need to learn to become competent communicators over time. This case study presents the 18-month journey of a young child with a rare genetic disorder who uses AAC. This child is learning to communicate interactively with clinicians, teachers, family members and peers. This seminar will be presented by the supervising clinical educator and student clinicians from a university speech and language clinic who have worked with him and his family during this timeframe. Using evidence-based practices that involve focusing on his interests, following his lead, incorporating schematic pages in his AAC system and personalizing vocabulary, intervention has helped this child learn to produce single- and multi-symbol utterances. In the process, he is learning to increase communicative competence across linguistic, social, operational and strategic domains (Light, 1989; Light & McNaughton, 2014). Challenges and future directions of intervention will be discussed.

 

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

  • Define communicative competence.
  • Choose developmentally appropriate vocabulary for children with complex communication needs who require AAC.
  • Explain how to organize AAC vocabulary schematically.
  • Discuss ways of promoting turn-taking during shared storybook reading and play.

 

Instructional Level: Intermediate | Pediatric SLP

8:00 am - 9:00 am |Session 4 | Integrated Implicit-Explicit Voice Therapy Approach Applied to Voice Therapy Cases |

Integrated Implicit-Explicit Voice Therapy Approach Applied to Voice Therapy Cases

Cari Tellis, PhD, CCC-SLP; Tia Spagnuolo, MS, CCC-SLP; Erin Roberts, MS, CCC-SLP; Megan Florio; Molly Clemson; Jacob Thomas; Stephanie Maines, from Misericordia University

 

Traditional theories in motor learning propose that conscious awareness over volitional movements negatively affect an individual’s performance. Current motor learning theory, however, suggests that conscious attention to motor movements can improve execution and overall performance. An integrated implicit-explicit approach to voice therapy applies principles from current motor learning literature to accommodate multiple learning modalities and improve acquisition, execution and generalization of the new motor skill. A retrospective analysis was conducted on five patients, ages 20-77, with moderate-severe voice disorders, including lesions, paralysis and tremor, who received voice therapy utilizing individualized integrated implicit-explicit approach. Pre-post acoustic, aerodynamic, auditory-perceptual, videostroboscopic and quality of life data indicated overall improvement in all five cases. Improvement was specifically noted in perturbation measures, mean peak air pressure, mean airflow during voicing, as well as patients’ perception of vocal quality. Pre-post videostroboscopy revealed increased vocal fold closure and mucosal wave, decreased edema and irritation and decreased maladaptive compensatory behaviors. Patients’ self-reports indicated that, following voice therapy, they were able to successfully use their voices in a healthy way across contexts in their daily lives.

Vocal rehabilitation with a focus not only on lesion reduction, vocal fold healing and overall function, but also on training and learning, is effective in the treatment of traditionally difficult-to-treat voice disorders. The purpose of this presentation is to detail an objective-driven, integrated implicit-explicit approach to voice therapy based on current motor learning theory. Details about these cases, specifics about treatment techniques, progression of therapy and therapy outcomes will be specified and discussed.

 

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

  • Explain voice therapy training procedures that are based on new concepts related to motor learning.
  • Demonstrate the effectiveness of an integrated implicit-explicit approach to voice therapy by focusing on different case studies.
  • Discuss the primary objectives in effective motor learning applied to voice therapy.

 

Instructional Level: Intermediate | Adult SLP

8:00 am - 9:00 am |Session 5 | The Professional Identity of Speech-Language Pathologists in the Schools - Dissertation Research - CANCELLED

Patricia Lawton, PhD, Penn State Harrisburg and Central Susquehanna Intermediate Unit

8:00 am - 9:30 am |Session 6 | Fetal Alcohol Spectrum Disorders (FASD): Professional Practices and Personal Insights |

Elizabeth Kriston, MS, CCC-SLP, self-employed; Shari Robertson, PhD, CCC-SLP, BRS-CL, Dynamic Resources

 

Fetal alcohol spectrum disorder (FASD) significantly affects an individual’s development, learning, behavior, communication, family and quality of life. Despite a prevalence rate that is estimated to be as much as four times that of autism spectrum disorder (ASD), little substantive information has been systematically disseminated regarding appropriate diagnosis and intervention for those with FASD, leaving caregivers and clinicians to essentially fend for themselves. This seminar will explore the role of the speech-language pathologist and other related professionals, from both a professional perspective and as a parent of a child with FASD, in the prevention and provision of effective supports for those with this life-long disability.

 

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

  • Discuss the characteristics, scope and misconceptions of FASD.
  • Compare and contrast the characteristics, diagnosis, prevalence and etiology of FASD with ASD, attention deficit disorder (ADD)/attention deficit hyperactive deficit (ADHD), obsessive-compulsive disorder (OCD) and other spectrum disorders.
  • Describe the impact of FASD on speech-language learning, family dynamics, life-long learning, vocational and social pursuits.
  • Implement strategies to mitigate the effects of FASD in primary, secondar and tertiary intervention contexts.

 

Instructional Level: Introductory | Multi-Interest

8:00 am - 9:30 amSession 7 | Interprofessional Practice in Educational Settings Between Speech-Language Pathology and Physical Education

Amy Shannonhouse, PhD; MaryPat McCarthy, PhD, CCC-SLP, from Clarion University; Elizabeth Shannonhouse, MS, CCC-SLP, Carlsbad Municipal School District, New Mexico

 

This session will introduce speech-language pathologists to a creative and collaborative way of integrating gross motor skills, vocabulary development and literacy instruction. Most American children do not meet the daily-required structured and unstructured amounts of physical activity, despite the research that shows a strong correlation between physical activity and brain development. (Milne, Cacciotti, Davies, Orr, et al. (2018), (Trudeau & Shephard, 2010). Other benefits of physical activity are attention and focus, self-regulation and better behaviors and overall mental and physical health benefits. Participants will actively learn and practice teaching cues of fundamental motor skills while engaging in reading children’s books. Techniques can be adapted for infants to primary age children. Vocabulary development regarding verb acquisition will be discussed for virtual and in-person instruction. Additionally, research provides evidence that when children carry out action rather than only observing, they more easily acquire verb meanings. ( Wakefield, Hall, James, & Goldin-Meadow, 2017 cited in M. LaMendole & J. Scott (Eds.). Suggested activities and books from Book in Motion by Julie Dietzel-Glair and books chosen by the presenters will be shared. This session provides the opportunity for active participation and creative development of fundamental motor skills that align with quality children’s literature. Participants will be provided a handout with teaching cues for fundamental motor skills and explanation of the developmental continuum.

 

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

  • Identify strategies for integrating reading and movement and fundamental motor skills.
  • Discuss and demonstrate how to enhance their virtual or in-person speech-language therapy as related to vocabulary development and reading skills, by building on the kinesthetic intelligence of young learners, and to differentiate instruction by implementing the Books in Motion strategies.
  • Discuss and demonstrate teaching cues for fundamental motor skill movements utilizing the fundamental motor skill stages of the developmental continuum.

 

Instructional Level: Intermediate | Pediatric SLP

9:15 am - 10:15 am |Session 8 | An Exploration of Lingual Cancer: One SLP’s Personal Experience

Kenneth Staub, MS, CCC-SLP, Clarion University

 

In 2011, the presenter was diagnosed with squamous cell carcinoma on the blade of his tongue, necessitating the need for a partial glossectomy. Being a speech-language pathologist (SLP) and university professor, he took a keen personal and professional interest in exploring the real-time process of impairment, rehabilitation and residual deficit. Per this, he uses the context of his first-hand experience to review the literature associated with oral cancer, including epidemiology, etiology and treatment (with emphasis on lingual cancer and glossectomy); examine the speech-language pathologist’s role in managing communication (speech, voice, pragmatics) and swallowing concerns secondary to partial glossectomy; consideration of potential residual communication and dysphagia, particularly as relevant to quality of life; and a discussion of advocacy germane to post-operative care and survivorship.

 

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

  • Identify and describe potential primary and secondary communication (articulation, voice, pragmatic), swallowing and psychosocial difficulties and consequences an individual might experience as the result of lingual cancer and glossectomy.
  • Describe and discuss the SLP’s role in managing communication and swallowing concerns arising from lingual cancer and glossectomy.
  • Identify and describe residual, post-therapy communication and swallowing difficulties which might be experienced at the result of lingual cancer, as well as the potential impact these difficulties might have on quality of life.

 

Instructional Level: Introductory | Multi-Interest

9:15 am - 10:15 am |Session 9 | Develop and Expand Your Clinical Supervision Toolkit | SUPERVISION COURSE

Elise Lindquist, MS, CCC-SLP, The Pennsylvania State University
Anne Marie Kubat, MS, CCC-SLP, The Pennsylvania State University

Speech-language pathologist (SLPs) currently ranks number eight on the US News and World Report list of 100 Best Occupations and has been ranked high on that list for a number of years. With the aging US population and projected health care needs, shortages in qualified SLPs have fueled an increase in the number of master’s programs nationwide. In Pennsylvania, the number of programs has grown to 18, with additional programs in the early planning/proposal stages. This increase in number of SLP master’s programs results in a greater need for externship site placements and community based SLPs to partner with university training programs to supervise speech language pathology graduate clinicians while completing externship placements. Both experienced SLPs and SLPs new to the field may not have received any training in supervision, and may not feel equipped to balance providing quality clinical services to clients with meeting the needs of a student clinician. In addition, they may not feel they have the time to work the tasks of supervision into an already hectic work schedule in educational, healthcare, or private practice settings. There has been recent momentum in recognizing the need for supervision training to develop quality clinical learning experiences and to continue to advance the discipline. This presentation will provide guidance for entry level supervisors, but will also affirm the established supervisor.

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

  • Recognize the updated ASHA 2020 supervision requirements.
  • Summarize the required skills and experiences needed to supervise.
  • Identify at least two supervision resources available through internet-based websites and/or articles/books.

Time-Ordered Agenda:

  • 5 Minutes: Introduction to Supervision/ASHA Supervisory Requirements (Training, experience, etc.)
  • 10 Minutes: Supervisor Preparation
  • 15 Minutes: Advanced Supervision Skills
  • 15 Minutes: Challenging Conversations within the Supervisory Relationship
  • 5 Minutes: Supervisory Resources
  • 10 Minutes: Q&A, Problem Solving

Instructional Level: Intermediate | Multi-Interest

9:15 am - 10:15 am |Session 10 | Practical Therapy Strategies for Positive Outcomes With Toddlers and Preschoolers

Gretchen Myers, MS, CCC-SLP, Center4 Speech

This session will talk about practical strategies to achieve positive outcomes in the preschool-toddler age group.  The presenter will introduce strategies that can be implemented while keeping speech and language goals in mind. The learner will feel better prepared to provide high-quality, child-led therapy while making progress toward goals.

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

  • Apply practical strategies to support positive behavior in individual therapy sessions.
  • Identify what Positive Behavior Support means and why it is important.
  • Become more confident providing quality therapy for children with challenging behaviors.

 

Instructional Level: Intermediate | Pediatric SLP

9:30 am - 11:00 am |Session 11 | From Student to Professional: Roundtable Workshop (NO ASHA CEUs will be available for this session.)

10:00 am - 11:30 am |Session 12 | Hiding in Plain Sight: Reading Comprehension, Hyperlexia and ASD

Shari Robertson, PhD, CCC-SLP, BRS-CL, Dynamic Resources

 

This session will explore how the core deficits of individuals with autism spectrum disorders (ASD) impacts on the development of reading comprehension, a critical skill for success in academic, social and vocational settings. The session will include discussion, demonstration and hands-on application of assessment techniques and evidence-supported intervention strategies to facilitate reading comprehension for readers with ASD – and all readers.

 

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

  • Compare and contrast the development of reading for individuals who are typically developing and those with ASD in order to identify students on your caseload who may be at risk for reading comprehension deficits.
  • Conduct appropriate assessment strategies to facilitate reading comprehension for readers with ASD.
  • Implement evidence-supported intervention strategies for facilitating comprehension for readers with ASD – and all readers.
  • Create a personal action plan to implement the information and strategies in your professional setting.

 

Instructional Level: Intermediate | Pediatric SLP

10:00 am - 11:30 am |Session 13 |Pediatric Feeding Disorders in Educational Settings: Ethical and Practical Considerations

Kristen West, MA, CCC-SLP, Edinboro University of Pennsylvania

 

This presentation will discuss legal, ethical and practical considerations regarding pediatric feeding disorders (PFDs) in school based settings. Consideration not only for legal requirements, but ethical considerations will be explored. Additionally practical information regarding the development of infrastructure to support children with pediatric feeding disorders in educational settings and the role of the speech-language pathologist will be discussed.

 

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

  • Identify three legal considerations for school based management of PFDs.
  • Discuss three ways that PFDs may have educational impact.
  • Discuss potential solutions to barriers to addressing PFDs in educational settings.

 

Instructional Level: Introductory | Pediatric SLP

10:30 am - 11:30 am |Session 14 |Culturally and Linguistically Diverse IPE/IPP: International, Virtual and Hybrid

Patricia Swasey Washington, PhD, CCC-SLP; Elizabeth Grillo, PhD, CCC-SLP; Patricia Davidson, PhD, from West Chester University

 

This presentation will focus on the design and implementation of a culturally and linguistically diverse interprofessional education and practice elective that was first implemented in person, involving international and US students, and later adapted into a virtual format with US- based students, due to the COVID-19 pandemic. A hybrid format involving both in-person and virtual experiences is planned for summer 2022. The in-person international interprofessional format involved nutrition, occupational therapy, physical therapy and speech-language pathology (SLP) students and faculty from West Chester University (WCU) of Pennsylvania and Universidad Santa Paula, Costa Rica, in collaboration with West Chester area community partners in December 2019. The virtual adaptation involved WCU SLP and nutrition students and faculty engaging in asynchronous and synchronous distance learning opportunities in summer 2020 and 2021. For summer 2022, we will facilitate a hybrid model that involves synchronous and asynchronous virtual learning opportunities and two in-person clinical experiences with community partners. Presenters will discuss the model, curricular innovations, considerations for engaging a culturally and linguistically diverse community, the international and distance learning formats and modifications made across the different iterations of the course to improve students’ learning experiences and outcomes.

 

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

  • Describe three main components of the international IPE/IPP model used in the elective clinic course at WCU.
  • Identify the four IPEC core competencies essential for an elective clinical course.
  • Describe two curricular innovations that can be used to move from IPE to IPP by partnering with the community in a clinical setting.
  • Explain pedagogical adaptations due to the COVID-19 pandemic and curricular innovations for engaging clients from culturally and linguistically diverse backgrounds.

 

Instructional Level: Intermediate | Multi-Interest

10:30 am - 11:30 am |Session 15 | Licensure Update 2022

Amy Goldman, MS, CCC-SLP, State Board of Examiners in Speech-Language Pathology and Audiology; Sarah Delano, MEd, Children’s Hospital of Pittsburgh; Nicole Van Order, JD, PA Department of State

 

Members of the Board of Examiners in Speech-Language Pathology and Audiology will describe the vision and purposes of the licensure board. Updates on recent legislation facilitating the process of obtaining Pennsylvania licensure for out-of-state licensees will be provided. In addition, the panel will review continuing education options and characteristics of quality applications.

 

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

  • List the purposes and limitation of the Board of Examiners in Speech-Language and Audiology.
  • Describe the provisions in a recent law facilitating Pennsylvania licensure for those from other states with equivalent requirements.
  • List examples of continuing education activities for which approval may be applied.

 

Instructional Level: Introductory | Multi-Interest

10:30 am - 11:30 am |Session 16 | Using Journal Clubs to Facilitate Students' Extracurricular Learning and Research

Melissa Brydon, PhD, CCC-SLP; Kenneth Staub, MS, CCC-SLP; Amanda Funari, MS, CCC-SLP; Lindsey Johnson, MS, CCC-SLP, from Clarion University of Pennsylvania

 

Journal clubs have been utilized in the medical profession for over a century as a means of ensuring that students stay abreast of the current literature while simultaneously improving their ability to evaluate research and hone critical thinking skills. Despite a clear place in the medical field, which, like ours, shares the same standards for evidenced-based practice, information regarding the utilization of journal clubs in communication sciences and disorders’ (CSD) curriculum is lacking. Given their long history of success in medicine, faculty at Clarion University developed and implemented a journal club three years ago to facilitate extracurricular learning and an interest in research; collecting data during each year of its existence so as to make modifications aimed at improving the student experience with each subsequent iteration. This session will report upon findings from a mixed methods study that investigated the perception of upper-level students (juniors, seniors, graduate students) regarding the journal club experience, with emphasis on objectively evaluating the program and whether its intended goals were achieved. Though student perception of the journal club experience has been overwhelmingly positive each year, students have also indicated the need for modifications to enhance the active learning environment. Implementation of these modifications and their effect on maximizing the intended outcomes and increasing student satisfaction is also explored. During this session, the presenters will share the evolution of the journal club’s implementation, the students’ quantitative perception of the experience and specific modification made to improve the club.

 

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

  • Describe the benefits of using journal clubs as an extracurricular means of supplementing the “standard” CSD curriculum to promote learning, research, and critical thinking outside of the classroom.
  • Generalize the presented methodology, integrating and modifying the discussed principles and practices as needed into the development of a journal club within their own academic or clinical work setting.
  • Analyze the methodology of the presented journal club experience to identify strengths and ways to improve areas that might be considered “weaknesses” for the overall improvement of such a learning experience.

 

Instructional Level: Introductory | Multi-Interest

11:30 am – 1:30 pm |POSTER SESSIONS

12:30 pm - 1:30 pm |Session 17 | Ethical Considerations in Dysphagia Documentation: Putting Our Patients First | ETHICS COURSE

This seminar is sponsored by the Northeastern Speech-Language-Hearing Association of Pennsylvania (NESHAP).

Yvette McCoy, MS, CCC-SLP, BCS-S, Moravian University

Patient-centered care encourages patients in a health care setting to be actively involved in their care, while the physical environment promotes patient comfort and staff who are dedicated to meeting the physical, emotional and spiritual needs of patients. Attributes of a patient-centered care model could include, culture that encourages staff to be sensitive to patient needs, emphasis on patient and family education, recognition that nutrition, feeding and swallowing is an integral part of health as well as a source of pleasure, comfort and familiarity as well as support of the involvement of family members/ caregivers in the care process. Research indicates that one percent of hospital patients nationwide are harmed in some way, but only three percent of those who are harmed file a lawsuit. Those who do seek litigation do so because of one of four types of communication problems: Deserting the patient, devaluing patient views, delivering information poorly, and failing to understand the patient’s perspective (Kavalier, et al., 2003). Communication issues are a common root cause of adverse events in patient care. Communicating the goals of treatment, improving patient education concerning their condition and allowing for patient involvement is imperative. Improving this emphasis on communication, and a focus on the patient perspective has the potential to reduce adverse events, malpractice claims and associated operating cost increases. A patient and family-centered approach to the management of swallowing disorders is highly collaborative (Jackson et al., 2018). A team approach may lead to improved outcomes when all team members have an individual responsibility for knowing relevant research and demonstrating clinical competence at the top of their scope of practice (Hofmann, Bolton, & Ferry, 2008; Speed & Harding, 2013). How can clinicians be certain that they are putting their patient’s first? A working knowledge of ethical medical principles of autonomy, beneficence, non-maleficence and justice. Autonomy simply means accepting a person’s right to make their own choices. Beneficence constitutes taking action to do good and to prevent or remove harm. Avoiding causing any harm is the brief definition of non-maleficence. Finally, justice involves providing what is needed for patients in a fair and equitable manner (Leslie & Crawford, 2017).

 

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

  • Identify regulations related to a patient’s rights in decision making.
  • List methods to engage patients in the therapy process to gain informed consent.
  • Apply strategies of patient advocacy.

Time-Ordered Agenda:

10 Minutes: Patient Rights: Legal and ethical
15 Minutes: Informed consent: What is it? How is it achieved?
15 Minutes: Patient Advocacy
20 Minutes: Case discussion

Instructional Level: Intermediate | Adult SLP

12:30 pm - 2:00 pm |Session 18 | Evaluating the Evidence in Pediatric Feeding Disorders Interventions

Kristen West, MA, CCC-SLP, Edinboro University of Pennsylvania; Raquel Garcia, SLPD, CCC-SLP, Nova Southeastern University

 

This presentation will explore the evidence behind widely used interventions for infants and children with pediatric feeding disorders (PFD). As a growing area of practice in speech language pathology, many professionals struggle with fully understanding and applying the principles of evidence-based practice (EBP) when selecting treatment of pediatric feeding disorders. A review of the new PFD diagnostic criteria will be provided. The principles of EBP will be defined and discussed. A review of the available external evidence for commonly used therapy interventions will be explored. Approaches will be delineated based on the level of external evidence currently available to support its usage.

 

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

  • Define pediatric feeding disorders.
  • Identify the three pillars of EBP as they apply to the management of PFDs.
  • Understand commonly used therapy interventions and the external evidence to support them.

 

Instructional Level: Intermediate | Pediatric SLP

 

12:30 pm - 2:00 pm |Session 19 | PSHA SLP Schools Represent: Findings From a 2021 Survey

Caterina Staltari, MA, CCC-SLP, Duquesne University; Eileen Cirelli, MS, CCC/L-SLP,  Allegheny Intermediate Unit 3; Caron Anthony-Higley, PhD, MEd, CCC-SLP, Intermediate Unit 5

 

According to the American Speech-Language-Hearing Association (ASHA), the Commonwealth of Pennsylvania licenses more than 8,300 speech-language pathologists (SLPs) with 52 percent working in educational facilities. Reportedly, eight percent of those licensees subscribe to professional membership with the Pennsylvania Speech-Language-Hearing Association (PSHA). A few years ago, PSHA began receiving reports from school-based SLP’s regarding an increase in professional challenges occurring within the school-based setting. The messages were received through a variety of avenues including PSHA Conventions, town hall meetings, emails and other direct communications. In response, PSHA established an ad-hoc committee to create and disseminate a needs assessment survey on the working conditions and certification needs of its constituents. The survey was subsequently distributed to Pennsylvania school-based SLPs in the spring of 2021, using ASHA’s membership information. Because the data collected was extensive, PSHA decided to initiate an official SLP’s Schools Committee to dissect the survey responses. This presentation will present the findings from the survey and engage the audience in possible solutions to the challenges identified in PK-12 educational environments across the state of Pennsylvania.

 

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

  • Describe the needs of the school-based SLP given information from the 2021 School-Based SLP Survey.
  • Develop an understanding of programmatic concerns for SLP student preparation based on the 2021 School-Based SLP Survey results.
  • Describe possible solutions for school-based SLP challenges and share feedback regarding the survey results.

 

Instructional Level: Introductory | Multi-Interest

12:30 pm - 4:00 pm (Half hour break included) |Session 20 | The SLP's Guide to Assessing and Treating Selective Mutism

Emily Doll, MA, MS, CCC-SLP, Colonial IU 20

 

Selective mutism (SM) is an anxiety disorder in which children are able to communicate appropriately in at least one context, but struggle in other settings or with other communication partners, often to the point of completely freezing or shutting down. Although SM is an anxiety disorder and does require treatment from a multidisciplinary team of professionals, speech-language pathologists (SLPs) play a vital role in the identification, assessment and treatment of children with SM and can bring significant knowledge to the table. SM profoundly affects social/pragmatic language skills, as well as academic and social-emotional skills. Furthermore, 35-75 percent of children with SM have additional comorbid speech or language disorders. SLPs may often encounter children with SM and be faced with the quandary of assessing a child who is unable to respond in the test environment, therefore making it difficult to ascertain if they have SM versus other disorders, and if additional speech and language deficits are present. The assessment and treatment of SM falls under the SLP’s scope of practice, according to the American Speech-Language-Hearing Association (ASHA). The current presentation will discuss characteristics of SM, review the role of the SLP in working with students with SM, provide assessment strategies, discuss specific assessments that can be used with students with SM, review evidence-based treatment approaches and techniques, provide guidance regarding how to progress through therapy for children with varying severity levels of SM, discuss specific activities that can be utilized in therapy and provide attendees with the opportunity to practice new skills and techniques.

 

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

  • Describe characteristics of SM and the SLP’s role in treating SM.
  • Demonstrate evidence-based treatment techniques.
  • Create and implement an intentional and evidence-based treatment program tailored to the student’s individual needs.

 

Instructional Level: Introductory | Pediatric SLP

12:30 pm - 4:00 pm (Half hour break included) |Session 21 | Very Vivid Vocabulary: Unleash the Power of Words!

Shari Robertson, PhD, CCC-SLP, BRS-CL, Dynamic Resources

 

A robust vocabulary is a critical key to success in both the oral and written language domains. To be effective communicators, children must construct a robust personal lexicon as a foundation for strong listening, speaking, reading and writing skills. This seminar will provide participants with multiple, evidence-supported strategies to build oral and written vocabulary for students/clients from preschool through adolescents. Booklists, live demonstrations, hands-on practice and lesson suggestions will help you unleash the superpower of words.

 

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

  • Discuss the role of vocabulary to the development or oral and written language.
  • Select children’s literature to support vocabulary development across a variety of ages.
  • Implement evidence-supported strategies to facilitate vocabulary development across a variety of service delivery models.

 

Instructional Level: Intermediate | Pediatric SLP

2:00 pm - 5:15 pm (15 minute break included) |Session 22 | HELP … Stop the Spoon Attack! The Impact of Social Interaction and Non-Verbal Communication on Safe and Effective Eating

Kelly Brazzo, MS, CCC-SLP; Linda Douglas Cunningham, MS, OTR/L; Kristine Van Tassel, MA, CCC-SLP, from Lancaster-Lebanon Intermediate Unit 13

 

The feeding experience is multi-faceted and complex. It does not just include getting food into the mouth and swallowing it, especially with non-verbal communicators. Besides the nutritional component, mealtime presents many opportunities rich with social interaction and communication skills. It is important to understand non-verbal cues that are used to communicate the unique needs of the individual. Examples include the ability to communicate taste, texture and temperature preferences, hunger or satiation, fatigue levels and furthermore the ability to communicate readiness or willingness to eat in a safe and effective manner. In addition, consideration of cues expressed by non-verbal individuals can impact successful, positive and safe eating. These considerations include environmental factors such as, but not limited to, noise level and visual stimuli, changes in eating routines, presence or absence of pain or illness and unexpected behaviors. Observation of these non-verbal cues and behaviors is an essential component of the feeding assessment process. Impaired oral motor and swallowing skills not only compromise safety and nutrition but also can lead to fear, negative behaviors and resistance to eating. It is also important to understand the difference between true anatomical and physiological oral motor impairment versus behaviorally induced oral motor abilities. The introduction of healthier food choices in the non-verbal individual can present challenges as well as opportunities to assess and monitor cues and eating behaviors. Consideration of food preparation, consistency presentation, creating an optimal environment, oral motor status, swallowing ability, physical seating, overall physical ability, medication factors, negative behaviors and extraneous home and classroom factors may contribute to a positive, safe and successful eating experience. Techniques and strategies to identify and implement during mealtime that maximize the child’s ability to express wants and needs will be outlined and practiced. Hands-on and interactive opportunities for augmentative communication options will be explored and provided with the attendees. Opportunities for assessment and identification of non-verbal cues and body language will also be provided.

 

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

  • Describe the communicative attempts in the non-verbal feeder with dysphagia.
  • Learn to apply strategies to manage sensory and physical feeding difficulties.
  • Utilize techniques for improving communication skills during the eating process (such as, but not limited to, facial expressions, gestures, vocalizations, low-tech and high-tech devices, etc.).
  • Describe the nutritional impact of sensory processing and the eating process.

 

Instructional Level: Intermediate | Pediatric SLP

 

2:15 pm - 3:15 pm |Session 23 | Teletherapy: Quality and Quantity Ratings for Goal Oriented Outcomes

Sharon Chute, MA, CCC-SLP; Anastasia Gahr, MS, CCC-SLP, from the Allegheny Intermediate Unit

 

Findings that led to answers in the investigation of quality over quantity for goal-oriented outcomes are the basis for this research. The goals focused on three communication domains: articulation, language and fluency in children whose speech-language therapy services are provided via teletherapy. A questionnaire of 16 questions was developed for 48 Allegheny Intermediate Unit speech-language pathologists who serve school aged students. The Likert Scale was used (1 to 5) — 1. Strongly Disagree, 2. Disagree, 3. Neutral, 4. Agree, and 5. Strongly Agree. Responses gathered varied according to topic. (Articulation = 29; Language = 31; Fluency = 26). Percentages were calculated on number of responses gathered. When comparing quality over quantity for goal-oriented outcomes specifically related to articulation, language and fluency, the results were significant depending on which goal was being implemented.

 

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

  • Identify three challenges of teletherapy versus in-person therapy.
  • Use the Likert Scale as a research tool.
  • Develop goals appropriate to technological skills needed for student participation.
  • Describe the difference between quantitative and qualitative outcomes.

 

Instructional Level: Intermediate | Pediatric SLP

2:30 pm - 3:30 pm |Session 24 | Teaming Across Health Professions to Embrace OTC Hearing Aids

Elaine Mormer, PhD, CCC-A, University of Pittsburgh

 

With the passage of new over-the-counter (OTC) hearing aid legislation, persons with hearing loss will have a wider array of pathways to hearing help. Speech-language pathologists, audiologists and other health providers will all be positioned to guide patients toward appropriate options. This session will highlight specifics of the proposed OTC hearing aid regulations and public comments in response to the proposal. Additionally, interprofessional outreach efforts to support hearing help will be described.

 

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

  • Explain eligibility criteria for OTC hearing aid purchases.
  • Outline proposed FDA regulations for OTC hearing aids.
  • Advise patients and other health professionals on pathways to hearing aid adoption and use.

 

Instructional Level: Introductory | Multi-Interest

3:30 pm - 4:30 pm |Session 25 | Addressing Syntax in Children Who Are Second Language Learners

Jill Brady, PhD, CCC-SLP, Indiana University of Pennsylvania

 

Children with language impairment frequently experience delays or differences in their acquisition of syntactic structures. This difficulty can be compounded in the case of children with language impairment who are also learners of English as a second language. In typically developing children who are English language learners, there are unique challenges involved in the acquisition of English syntax. Syntax across word languages varies greatly, and differences in syntax between an individual’s first and second languages can serve as a source of negative transference (interference). Interference occurs when prior knowledge of one language inhibits or interferes with the acquisition of a form or structure in another language (Brice & Brice, 2009). As children, they are, in addition, attempting to acquire second language syntactic structures before having mastered the syntax of their first language. Children with language impairment face the additional challenge of learning a second language’s syntax while their first language skills are not at a level typical for their chronological age. In addition, they are doing so in the context of a language learning system that is impaired in this regard. It is clear that steps should be taken to facilitate the acquisition of English syntax in these clients. The proposed seminar will describe the issues that are unique to this population. In addition, methods for making the syntactic structures more salient and learnable for English Language Learners (ELLs) who also have language impairment will be discussed.

 

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

  • Describe how second language acquisition of syntax is different than first language acquisition.
  • Describe unique challenges experienced by ELLs who have language impairment.
  • Describe methods for addressing syntax in ELLs who have language impairment.

 

Instructional Level: Intermediate | Pediatric SLP

4:00 pm – 6:00 pm |POSTER SESSIONS

4:15 pm - 5:15 pm |Session 26 | Literacy, Language, Relational Health and NAS

Jennifer Ferry, EdD; Laura Richardson, PhD, CCC-SLP; Allison Parrish, from Lebanon Valley College

 

In the past 20 years, the number of infants born with neonatal abstinence syndrome (NAS) has drastically increased in not only the state of Pennsylvania, but the entire US due to increased opioid use. A child born with NAS is more likely to develop developmental delays including those within the scope of a speech-language pathologist. Children born with NAS warrant our community’s attention to flourish developmentally. Research has indicated that shared book reading with children has a positive impact on the development of language and literacy skills. To investigate the effects of shared book reading between a parent and child with NAS, a parent coaching program was implemented with the parent-child dyads and evaluated based on developmental improvements. The focus of the 12-week program was to identify and measure the effects of shared book reading on the language acquisition, literacy skills and relational health of children with NAS based on pre-and post-assessments. A mixed-method collective case study was completed to determine each dyad’s pre-program and post-program data. Data were collected through completion of observation checklists and video journal entries, documenting home practice during a parent coaching program implemented by graduate student clinicians. The program research findings and impacts on participants will be shared and discussed.

 

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

  • Explain the incidence and prevalence of NAS in Pennsylvania and the potential impact on language, literacy and relational health as a rationale for the study.
  • Identify implementation of strategies during case study videos.
  • List three outcomes of the parent coaching program that focused on language, literacy and relational health during shared book routines.
  • Explain future research directions and clinical implications.

 

Instructional Level: Intermediate | Pediatric SLP

4:15 pm - 5:15 pm |Session 27 | Vocal Effort: A Tool to Measure Progress in Voice Therapy

Cari Tellis, PhD, CCC-SLP; Tia Spagnuolo, MS, CCC-SLP; Erin Roberts, MS, CCC-SLP; Megan Florio; Molly Clemson; Jacob Thomas; Stephanie Maines, from Misericordia University

 

Effort can be defined as the mental or physical exertion that individuals experience when completing volitional tasks. When applied to voice production, the concept of effort has a negative connotation and is often used interchangeably with strain. Individuals with voice disorders tend to rate vocal effort higher than healthy voice users and negatively associate effortful voice production with strain. As a result, clinicians create goals in therapy to reduce vocal effort. Exercise science literature, however, indicates that strain and effort are not synonymous terms. Research supports that individuals are able to distinguish perceived effort from sensations like discomfort, pain and force. A retrospective analysis of patients’ perceptions of mental and physical effort was conducted to identify changes in patients’ perceptions of effort throughout a course of voice therapy. Although there is no standard method to differentiate strain from physical work, Likert-type scales were used to quantitatively track changes in a patients’ perceived mental and physical effort in relation to their vocal quality. A trend analysis of the data revealed three patterns of changes in effort throughout therapy, specifically, increased effort followed by a decrease, decreased effort followed by an increase and decreased effort followed by a subsequent decrease. These preliminary results suggest that patients’ perception of effort is associated with their preferred learning style, as well as the type of training they received and if they completed therapy. A full correlational analysis of the data is being completed and results will be presented at the Convention.

 

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

  • Explain the difference between mental effort, physical effort and strain.
  • Identify the benefits of teaching clients about the difference between mental effort and physical effort.
  • Identify the benefits of tracking changes in mental effort and physical effort throughout a course of voice therapy/training.

 

Instructional Level: Introductory | Adult SLP

4:15 pm - 5:45 pm |Session 28 | The University Forum

Robert Serianni, MS, CCC-SLP, Salus University

 

The Pennsylvania Speech-Language-Hearing Association’s (PSHA) University Forum invites members of undergraduate and graduate programs – department chairs, program and clinical directors, faculty and clinical supervisors – to share their collective knowledge and skills in a guided discussion, to enhance the didactic and clinical education of all students in programs of communication sciences and disorders throughout the Commonwealth of Pennsylvania. Topics to be addressed include licensure and certification, interprofessional education, clinical supervision, telepractice, issues of diversity, equity and inclusion (DEI) and accreditation and administrative challenges and successes, especially as they apply to the pandemic. Moderated by members of PSHA’s Executive Board, aims of this session are to spark conversations and foster collaborations across higher education.

 

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

  • Identify strategies for infusing didactic and clinical education best practices in communication sciences and disorders (CSD) programs.
  • Develop approaches to address change in higher education that impact CSD programs.
  • Illustrate how CSD programs offer creative and sustaining ways to address needs of competency assessments, IPE/IPP and DEI.

 

Instructional Level: Intermediate | Multi-Interest

4:45 pm - 5:45 pm |Session 29 | Strengthen Executive Functions With Internal Language

Michael McLeod, MA, CCC-SLP, GrowNOW Therapy Services, LLC

 

Did you know that there is a connection between language skills and attention deficit hyperactivity deficit (ADHD)? Please join us for a training with speech-language pathologist, Michael McLeod, who will be sharing evidence-based language practices for fostering executive function skills and resilience in children and adolescents with ADHD. Michael will be introducing the innovative concept of “internal language” – its connection to ADHD and executive function and how it can be strengthened to build independence and productivity. He will discuss strategies and techniques that parents can use to enhance their children’s growth and development with a focus on interpersonal relationships and meaningful experiences.

 

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

  • Identify the skills of internal langauge.
  • Identify four core skills of executive functioning.
  • Explain the connection between executive functions and language.

 

Instructional Level: Intermediate | Pediatric SLP