Friday Schedule

8:00-9:00

  • Seijra Toogood CCC SLPD

    Handout

    Track: SLP-Pediatrics

    Instructional Level: Intermediate

    Abstract:

    "This presentation will review results of a dissertation study which included school based SLPs in Virginia. The study examined the challenges that school-based SLPs encountered when evaluating students who are bilingual and/or ELLs, seeking to contribute to the ongoing body of knowledge related to school-based SLPs assessment practices. This study focused on how SLPs identify and determine typical language development and language impairment in bilingual and/or ELL students, specifically assessing language acquisition, proficiency, and concerns regarding assessment in the school age population. Furthermore, the study focused on cultural competency, investigating SLPs’ processes when identifying second language acquisition or disorder as well as determining assessment and/or intervention recommendations for students in Virginia public school settings.

    Determining the difference between typical second language acquisition and developmental language disorder continues to be an area for expanded research. The school age population is susceptible to over identification of developmental language disorders. Standardized assessments in languages other than English have focused on articulation and speech sound disorders with limited research in for language assessments of bilingual and ELL students. Incorporating a child's native or home language, using interpreters consistently, and selecting exams that are normed for multilingual pupils have all been issues in the United States and other nations across the world. There is a need for continuing education procedures in the assessment of typical language development and language impairment in bilinguals and/or ELLs. Additionally, there is a need for continuing education regarding assessment of typical language development and language impairment in bilinguals and/or ELLs.

    The participants in this descriptive comparative case study were obtained through purposeful sampling of 61 school based SLPs in Virginia with seven SLPs participating in semi-structured interviews. Speech-Language Pathologists answered questions related to bilingual assessment practices and procedures with elementary school students. Questions addressed specific assessment areas to elicit information regarding the administration of assessments to bilingual students on caseload, specifically formal and informal assessment procedures and practices conducted in the child’s home language and English.

    Results of the study revealed concerns with assessment of bilingual students, lack of developmental norms and standardized assessment tools in languages other than English, and lack of availability of bilingual speech-language pathologists who speak the individuals’ language. Additional concerns included difficulty in distinguish a language difference from a language disorder when using interpreters in assessments and concerns with competency using interpreters when assessing an individual’s language development in a language they do not speak."

    Learning Objectives:

    1. Describe the most common assessment concerns which impact school based SLPs

    2. Identify one cultural competence strength and weakness which may be impact their interactions with families of other cultures

    3. Identify their process when working with interpreters, bilingual parent liaisons, and/or bilingual SLPs

    Disclosures: Toogood

    Toogood is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

  • Mary Lee Casper MA, CCC-SLP, ASHA Fellow, FNAP

    Handout

    Track: SLP-Adult

    Instructional Level: Intermediate

    Abstract:

    This session will challenge participants to fully engage the patient and decision makers in the process of informed consent around diet consistency modification. The results of instrumental assessment of swallowing should be related to the structure and function of the swallowing mechanism, allowing for critical thinking about all the possible diet consistencies as only one component of the overall plan of treatment for dysphagia. Practices such as diet waivers and recommendations for the “safest” diet will be debunked. Participants will be invited to contribute to a dialog about informed consent as part of a clinical case study. Ethical, evidence-based, and practical approaches to discussing and assuring comprehension of choices while avoiding coercion will be presented.

    Learning Objectives:

    1. Describe the components of informed consent in dysphagia management involving diet consistency modification

    2. Explain ethical best practices for dysphagia management involving diet consistency modification

    3. Discover the regulations in a healthcare environment that support engagement of the patient in the decision-making process

    Disclosures: Casper

    Financial Disclosures: Casper is a salaried employee of ASHA. Casper is receiving monetary compensation from SHAV due to being an invited speaker.

    Nonfinancial— No relevant nonfinancial relationship exists.

    Ethics

  • Lissa Power-deFur Ph.D., CCC-SLP, BCS-CL, ASHA-F

    Handout

    Track: SLP-Pediatrics

    Instructional Level: Intermediate

    Abstract:

    Speech-language pathologists (SLPs) serving students with pediatric feeding disorders often face challenges when attempting to serve the children through the school system. The federal special education statute and regulations – that districts rely upon for implementing special education programs, are silent on dysphagia and pediatric feeding disorders (PFD). Consequently, many districts do not find children with dysphagia eligible for services. This presentation provides an overview of federal special education, disability, and school nutrition statutes and regulations, as well as various court cases and administrative policies, to provide a road map for speech-language pathologists (SLPs) to navigate the eligibility process.

    Learning Objectives:

    1. Explain how a child with PFD may become eligible for special education or 504 services

    2. Identify provisions in federal school nutrition requirements that support services for children with PFD

    3. Develop a plan for initiating or improving services for children with PFD within the district

    Disclosures: Power-deFur

    Financial Disclosures: Power-deFur has received honorarium for presenting on this topic in the past. Power-deFur is receiving a discounted conference registration from SHAV.

    Nonfinancial— No relevant nonfinancial relationship exists.

    Ethics

  • Angie Neal M.S., CCC-SLP

    Handout

    Track: SLP-Pediatrics

    Instructional Level: Introductory

    Abstract:

    There are two key prongs to the determination of eligibility of Autism; one of them is persistent deficits in social communication and social interaction across multiple contexts. However, how well versed are all team members in knowing what those terms mean, what related terms mean, how to effectively assess these areas, what IDEA requires (and doesn’t require) in terms of assessment, and how to determine educational impact? This session will provide clarity on all of those topics so that SLPs can immediately share this information with IEP team members, a consistent language can be utilized, and accurate classifications can be determined.

    Learning Objectives:

    1. Explain the difference between terminology frequently associated with pragmatics

    2. Discuss key regulations of the Individuals with Disabilities Education Act relative to assessment of students suspected of Autism

    3. Describe critical data to be gathered relative to assessment and determining educational and functional impact of pragmatic language difficulties

    4. List ten key factors for IEP teams to consider in order to make an accurate classification of Autism

    Disclosures: Neal

    Financial Disclosures: Neal is receiving monetary compensation from SHAV due to being an invited speaker.

    Non-Financial Disclosures: No, I do not have non-financial relationships relevant to the content of the session.

  • Madison L. Brumbaugh MS, CCC-SLP

    Track: Professional

    Instructional Level: Introductory

    Abstract:

    This session seeks to reframe our clinical practice with the purpose of moving research, particularly AAC research, more quickly from "bench to bedside" or from inception to application. Participants will learn about translational research and consider how the translational research framework can be applied to speech-language pathology. Highlighted research studies will focus on AAC, and discussions will feature barriers to researching AAC interventions as well as barriers to applying AAC interventions themselves.

    Learning Objectives:

    1. Discuss barriers to implementing AAC interventions

    2. Critically examine AAC research in relation to the translational continuum

    3. Identify gaps in AAC research and ways practitioners can spark change

    Disclosures: Brumbaugh

    Financial: Brumbaugh is receiving free conference registration from SHAV.

    Non-financial: Brumbaugh is serving on SHAV’s Board of Director.

9:15-10:15

  • Michelle L. W. Dawson, MS CCC-SLP, CLC, BCS-S

    Handout

    Track: Pediatrics

    Instructional Level: Intermediate

    Abstract:

    Fed is fed is fed is fed! Whether that be working with a little one who is 100% orally fed, eating some by mouth, but supplemented via nasogastric tube (NG tube), or working with a little one who is completely gastrostomy tube (G tube) dependent. As clinicians who evaluate and treat pediatric feeding disorders, we need to embrace the lifesaving roles that these tubes offer. Tubes can be our patient's friends, not foes. This course is designed to educate clinicians new to the world of pediatric feeding and swallowing disorders on the types of tubes available, what conditions/etiologies would indicate the need for alternate means of nourishment, and how to effectively use them in treatment.

    Learning Objectives:

    1. Describe the location and types of different enteral versus parenteral feeding tubes

    2. Explain common medical conditions that would indicate the need for alternate forms of nourishment

    3. Describe the role of enteral and/or parenteral feeding tubes for treatment of pediatric feeding disorder

    Disclosures: Dawson

    Financial: Michelle Dawson, MS CCC-SLP, CLC, authored, "Chasing the Swallow: Truth, Science, and Hope for Pediatric Feeding and Swallowing Disorders" from which she receives royalties from the sale of it. She is the host of "First Bite: A Speech Therapy Podcast" for which she receives compensation from SpeechTherapyPD.com. She also receives compensation for numerous presentations from SpeechTherapyPD.com. She receives an annual salary from James Madison University. Dawson is receiving monetary compensation from SHAV due to being an invited speaker.

    Nonfinancial— No relevant nonfinancial relationship exists.

  • Mary Lee Casper MA, CCC-SLP, ASHA Fellow, FNAP

    Handout

    Track: SLP-Adult

    Instructional Level: Intermediate

    Abstract:

    This session will challenge participants to fully engage the patient and decision makers in the process of informed consent around diet consistency modification. The results of instrumental assessment of swallowing should be related to the structure and function of the swallowing mechanism, allowing for critical thinking about all the possible diet consistencies as only one component of the overall plan of treatment for dysphagia. Practices such as diet waivers and recommendations for the “safest” diet will be debunked. Participants will be invited to contribute to a dialog about informed consent as part of a clinical case study. Ethical, evidence-based, and practical approaches to discussing and assuring comprehension of choices while avoiding coercion will be presented.

    Learning Objectives:

    1. Describe the components of informed consent in dysphagia management involving diet consistency modification

    2. Explain ethical best practices for dysphagia management involving diet consistency modification

    3. Discover the regulations in a healthcare environment that support engagement of the patient in the decision-making process

    Disclosures: Casper

    Financial Disclosures: Casper is a salaried employee of ASHA. Casper is receiving monetary compensation from SHAV due to being an invited speaker.

    Nonfinancial— No relevant nonfinancial relationship exists.

    Ethics

  • L. Renee Garrett MSEd, CCC-SLP, CBIS

    Handout

    Track: SLP-Adult

    Instructional Level: Intermediate

    Abstract:

    “Long” covid is classified by many names including “long haul covid”, “prolonged covid illness” and “post-acute sequelae of covid-19”. No matter the label, the symptoms patients experience have lasting impacts on their quality of life, return to work and fatigue response. In addition, caregivers of patients experiencing prolonged symptoms are experiencing mental health disorders, physical and somatic symptoms. What disorders might SLPs see in their practices and what treatment implications might occur? How can we provide safe and effective therapy, education and care for both the patient and their caregivers?

    Learning Objectives:

    1. Identify symptoms of patients experiencing “long” Covid syndrome

    2. Describe somatic symptoms caregivers may experience as a result of long-term caregiving

    3. Discuss treatment approaches and caregiver supports you can use immediately in your practice

    Disclosures: Garrett

    Financial Disclosures: Garrett is a salaried employee of Sentara Healthcare, Old Dominion University, James Madison University, SpeechTherapyPD.com. She is receiving monetary compensation from SHAV due to being a SHAV Invited Speaker.

    Nonfinancial— No relevant nonfinancial relationship exists.

  • Shari Robertson Ph.D. CCC-SLP, BCS-CL, ASHA Fellow, Professor Emeria

    Handout

    Track: Professional

    Instructional Level: Intermediate

    Abstract:

    Supervising is a rewarding undertaking, but it brings with it some challenges and stressors. When areas of concern arise, it is tempting to put off having a difficult conversation with a student clinician, intern, or supervisee in the hopes that the problem will go away. Unfortunately, when we avoid hard conversations, problems become bigger, tempers become hotter, and we lose the opportunity to model professional behaviors that contribute to more psychologically safe workplaces. This seminar will provide participants with a solution-oriented, step-by-step approach to starting and managing difficult conversations. Imagine less stress, more trust, and better outcomes for both you and your supervisees. You've got this!

    Learning Objectives:

    1. Identify the desired outcome of a difficult conversation with supervisees

    2. Discuss the steps for initiating and managing difficult conversations

    3. Develop an action plan to apply strategies to difficult conversations in your professional setting

    Disclosures: Robertson

    Financial Disclosures: Robertson receives Royalty, Ownership interest (e.g. stock, stock options or other ownership interest, excluding diversified mutual funds) from Dynamic Resources, LLC. Robertson is receiving a discounted conference registration from SHAV.

    Nonfinancial— No relevant nonfinancial relationship exists.

    Supervision

  • **This is a ticketed event. **

    Lauren Whitlock M.S. CCC-SLP

    Meghan Hyatt M.Ed.,

    Sharon Jones M.Ed.,

    Jackie Neidle MS, NBCT

    Track: Professional

    Instructional Level: Intermediate

    Abstract:

    "Imagine being on a field trip or community outing and seeing the most amazing sights! You see a striking peacock at the zoo, an ancient piece of artwork in the museum, or the most fragrant donut you’ve ever had the good fortune to smell at the local bakery. You turn to tell the person next to you and realize, your communication system is gone! You’ve lost your voice, your excitement, and your freedom all at once!

    Augmentative and Alternative Communication (AAC) is vital to the lives of all those who use it, though many communication partners don’t feel comfortable implementing it across all settings, especially in the community! According to survey results conducted by Assistiveware in 2015, families reported that 72% of adults and 65% of children use their AAC in the community (Niemeijer). What can we do to improve these numbers and make our communities more accessible and inclusive?

    Join this session to identify your role as a communication partner within the community and gain hands-on experience creating communication supports and practicing aided language input to increase your comfort level when communicating with AAC users.

    Learning Objectives:

    1. Identify their role as a communication partner within their community

    2. Apply the principles of Aided Language Input

    3. Create at least 1 portable communication tool to support AAC users in community settings

    Disclosures: Whitlock

    Whitlock is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

    Disclosures: Hyatt

    Hyatt is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

    Disclosures: Jones

    Jones is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

    Disclosures: Niedle

    Niedle is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

10:30-11:30

  • Brenda Seal Ph.D., CCC-SLP, SHAV-Fellow, ASHA-Fellow

    Handout

    Track: SLP-Pediatrics

    Instructional Level: Introductory

    Abstract:

    Multiple efforts to improve educational outcomes of children who are deaf and hard-of-hearing (D/HH) have resulted in typical or “near-normal” spoken language trajectories and grade-level school performance for many, but not all, children with significant hearing loss. Those who rely on American Sign Language to communicate and access their early intervention (EI) and school program offerings should also demonstrate developmentally “normal” sign language trajectories. The purpose of this seminar is to address ASL milestones, what is and what is not known, in assessing communication needs of young children and adolescents who use sign language.

    Learning Objectives:

    1. Explain diversity in children and families who are DHH, including home languages outside of English and ASL

    2. Cite at least three Issues surrounding early intervention (EI) and assessing language acquisition for those who use sign language

    3. Identify parallel developmental milestones for consonant and ASL signs and access resources for assessing ASL milestones

    Disclosures: Seal

    Financial Disclosures: Seal receives Consulting fee from Virginia's Department of Education, Consultant to Virginia's Supplemental Early Language and Literacy Resources for DHH Children Project. Seal is receiving a discounted conference registration from SHAV.

    Nonfinancial— No relevant nonfinancial relationship exists.

    DEI

  • Mary Lee Casper MA, CCC-SLP, ASHA Fellow, FNAP

    Handout

    Track: SLP-Adult

    Instructional Level: Intermediate

    Abstract:

    This session will challenge participants to fully engage the patient and decision makers in the process of informed consent around diet consistency modification. The results of instrumental assessment of swallowing should be related to the structure and function of the swallowing mechanism, allowing for critical thinking about all the possible diet consistencies as only one component of the overall plan of treatment for dysphagia. Practices such as diet waivers and recommendations for the “safest” diet will be debunked. Participants will be invited to contribute to a dialog about informed consent as part of a clinical case study. Ethical, evidence-based, and practical approaches to discussing and assuring comprehension of choices while avoiding coercion will be presented.

    Learning Objectives:

    1. Describe the components of informed consent in dysphagia management involving diet consistency modification

    2. Explain ethical best practices for dysphagia management involving diet consistency modification

    3. Discover the regulations in a healthcare environment that support engagement of the patient in the decision-making process

    Disclosures: Casper

    Financial Disclosures: Casper is a salaried employee of ASHA. Casper is receiving monetary compensation from SHAV due to being an invited speaker.

    Nonfinancial— No relevant nonfinancial relationship exists.

  • Leslie Knachel

    Track: Professional

    Instructional Level: Introductory

    Abstract:

    Updates from the Board of Audiology and Speech-Language Pathology will be provided including changes to the laws and regulations, revisions and additions to guidance documents, and an opportunity for the audience to ask questions.

    Learning Objectives:

    1. Identify areas on the Board's website

    2. Describe recent updates to laws and regulations

    3. Explain updates to guidance documents

    Disclosures: Knachel

    Knachel is employed by the Board of Audiology and Speech-Language Pathology. Knachel no relevant financial or nonfinancial relationships to disclose.

    No CEU credit available for this course. PDH is available.

  • Speakers:
    Alison Barclift MSEd, CCC-SLP Ashley Wirth MS, OTR/L

    Track: SLP Pediatrics

    Instructional Level: Introductory

    Abstract:

    The actions of our autistic patients and students are often deemed “behavior;” labeled as non-compliant, non-functional, or even deviant or strange. Our clients’ actions are none of those things, but they ARE trying to tell us something! As SLPs, it is critical we learn to interpret “behavior” and provide communicative and regulatory supports to our clients. This session will focus on neurodiversity affirming, actionable strategies for communication and regulation. The content will include new vocabulary to describe neurodiversity and characteristics of autism. Additionally, this session will provide participants with practical strategies for increasing communication and maintaining regulation with the autistic population to increase the effectiveness and quality of your therapy sessions.

    Learning Objectives:

    1. Utilize new terminology related to autism and neurodiversity to describe the characteristics and support needs of an autistic client

    2. Identify neurodiversity-affirming intervention strategies to increase communication

    3. Identify neurodiversity-affirming intervention strategies to maintain or increase regulation

    Disclosures: Barclift

    Financial Disclosures: Barclift is a salary employee of Sentara Health and Old Dominion University. Barclift is receiving a discounted conference registration from SHAV.

    Nonfinancial— No relevant nonfinancial relationship exists.

    Disclosures: Wirth

    Financial: Wirth has no relevant financial relationship exists. Wirth is receiving a discounted conference registration from SHAV.

    Nonfinancial- Wirth is a volunteer with Families of Autistic Children in Tidewater.

  • **This is a ticketed event. **

    Lauren Whitlock M.S. CCC-SLP

    Meghan Hyatt M.Ed.,

    Sharon Jones M.Ed.,

    Jackie Neidle MS, NBCT

    Track: Professional

    Instructional Level: Intermediate

    Abstract:

    "Imagine being on a field trip or community outing and seeing the most amazing sights! You see a striking peacock at the zoo, an ancient piece of artwork in the museum, or the most fragrant donut you’ve ever had the good fortune to smell at the local bakery. You turn to tell the person next to you and realize, your communication system is gone! You’ve lost your voice, your excitement, and your freedom all at once!

    Augmentative and Alternative Communication (AAC) is vital to the lives of all those who use it, though many communication partners don’t feel comfortable implementing it across all settings, especially in the community! According to survey results conducted by Assistiveware in 2015, families reported that 72% of adults and 65% of children use their AAC in the community (Niemeijer). What can we do to improve these numbers and make our communities more accessible and inclusive?

    Join this session to identify your role as a communication partner within the community and gain hands-on experience creating communication supports and practicing aided language input to increase your comfort level when communicating with AAC users.

    Learning Objectives:

    1. Identify their role as a communication partner within their community.

    2. Apply the principles of Aided Language Input.

    3. Create at least 1 portable communication tool to support AAC users in community settings.

    Disclosures: Whitlock

    Whitlock is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

    Disclosures: Hyatt

    Hyatt is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

    Disclosures: Jones

    Jonesis receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

    Disclosures: Niedle

    Niedle is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

11:30-1:00pm

  • **This is a ticketed lunch event. During the presentation you will be provided with lunch. **

    Lunch pick up from 11:30-12pm

    Presentation from 12-1pm

    Angie Neal, M.S., CCC-SLP

    Handout

    Track: SLP-Pediatrics

    Instructional Level: Introductory

    Abstract:

    Are you experiencing an increase in referrals, seeing significant changes in children in their development and behavior, aware of the significant increase in Autism across the United States? Do you have a suspicion that screen time and/or the pandemic may be a contributing factor, but want to learn why and what to do? This fascinating and timely session, The Impact of COVID and Screen Time on Development, will explain these impacts with current research and provide you with a way that it can be easily explained to teachers, parents, pediatricians, and other professionals. This session will also leave you with tips, recommendations, and strategies to be implemented by all key players to support positive outcomes.

    Learning Objectives:

    1. Participants will be able to state the current recommendations by the American Academy of Pediatrics for screen use in children ages birth through six years and above

    2. Participants will be able to list key areas of development that are negatively impacted by excessive screen use and the pandemic

    3. Participants will be able to describe strategies that help improve the negative consequences of excessive screen time and language poor environments

    Disclosures: Neal

    Financial Disclosures: Neal is receiving monetary compensation from SHAV due to being an invited speaker.

    Non-Financial Disclosures: No, I do not have non-financial relationships relevant to the content of the session.

12:30-1:00pm

  • Not for CEU Credit

  • Not for CEU Credit

    Drop by to learn about the 2024-2025 SHAV Groups! Spin the prize wheel and test your luck!

  • Not for CEU Credit

    Presented by Melanie-Joy Dorn, MA CCC-SLP, RYT 200

    Vocal Yoga Instructor, Heather Lyle Vocal Yoga Method

    Continue your day with no expectations, no judgement and no competition. In this vinyasa flow class you will be encouraged to move your body in harmony with your breath. Whether you have never tried yoga or are experienced, let's join together in practice. Modifications will be offered so that everyone can participate. Bring your own mat, a limited number will be available to borrow.

1:00-2:00pm

  • Alison R. King Ph.D, CCC-SLP, LSLS Cert. AVT

    Andrew Wojcik Ph.D.

    Track: SLP-Pediatrics

    Instructional Level: Intermediate

    Abstract:

    The general education classroom is filled with academic vocabulary, and individuals with developmental disabilities benefit from explicit vocabulary instruction (Browder et al., 2008; Marzano, 2020; Smith et al., 2013). Picture-based alternative and augmentative communication (AAC) can encourage academic skills development (Ahlgrim-Dehzel et al., 2016; Boruta & Bidstrup, 2012; Geist & Erickson, 2021; Yorke et al., 2018). However, the corpus of picture vocabulary used in AAC devices is limited and requires educators to customize each device so that the individual can communicate effectively (Geist & Erickson, 2021). When students require extensive modifications and support in academic environments, they are, unfortunately, more likely to be segregated (Agran et al., 2020; Kleinert, 2020).

    Potentially, AAC device use could be more effectively implemented if the academic vocabulary available on the software aligned with the vocabulary used in the general education classroom. In this study, we compared the corpus of picture vocabulary from two commercially available and commonly used publishers. Specifically, we compared the availability of Marzano’s (2020) core academic vocabulary to the symbols found in Boardmaker®7.0 and SymbolStix Prime™.

    Results showed 90% alignment with kindergarten vocabulary decreasing in all subjects beginning in grade 2. We noted that vocabulary alignment was most significant in the mathematics and science classes, with approximately 60 to 70% of the words available by grade 5. We also noted that the availability of vocabulary decreased to less than 50% by grade 5 for both English Language Arts and Social Science."

    Potentially, AAC device use could be more effectively implemented if the academic vocabulary available on the software aligned with the vocabulary used in the general education classroom. In this study, we compared the corpus of picture vocabulary from two commercially available and commonly used publishers. Specifically, we compared the availability of Marzano’s (2020) core academic vocabulary to the symbols found in Boardmaker®7.0 and SymbolStix Prime™.

    Results showed 90% alignment with kindergarten vocabulary decreasing in all subjects beginning in grade 2. We noted that vocabulary alignment was most significant in the mathematics and science classes, with approximately 60 to 70% of the words available by grade 5. We also noted that the availability of vocabulary decreased to less than 50% by grade 5 for both English Language Arts and Social Science."

    Learning Objectives:

    1. Summarize the research data behind vocabulary availability through commercially produced software

    2. Determine the implications of current availability of vocabulary commonly available on AAC devices to current practice in working with children who use AAC

    3. Develop a plan for supporting teachers in the creation of general education activities to increase access to academic vocabulary

    Disclosures: King

    Financial: King is reiceveing free conference registration from SHAV.

    Nonfinancial: King is serving on SHAV’s board of directors.

    Disclosures: Wojcik

    Wojcik is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

    DEI

  • Jennifer Miller M.Ed., CCC-SLP, BC-ANCDS

    Carla Louie MA, CCC-SLP

    Miles Sisson M.Ed., CCC-SLP

    Handout

    Track: SLP-Adult

    Instructional Level: Intermediate

    Abstract:

    In most speech-language pathology (SLP) graduate programs, swallowing education is limited to a single course, and many SLPs, depending on their clinical placements, receive their degree without completing any training in modified barium swallow (MBS) studies. Further, setting-specific factors may hinder a clinician’s ability to engage in dysphagia training opportunities as early professionals, including their workflow, organizational policies and procedures, and availability of resources, including time allocation, staffing, and highly competent mentors. This lack of high-quality training in dysphagia management has had negative consequences on the field’s ability to consistently demonstrate knowledge and implement evidence-based care in swallowing rehabilitation. There is an opportunity to support clinical development and calibration to a high skill level through formal training, especially as standards and best practices evolve over time. It is generally accepted that supervised practical experience is necessary to establish MBS competency. However, without a formal structure for providing supervision, a path to monitor and evaluate skill development, and organizational support, implementing high-quality, consistent MBS training can prove challenging. This presentation will describe the development and implementation of a standardized MBS training program at a 114-bed inpatient rehabilitation hospital, including the program structure, competency rating tool, and how it can be adapted to match individual trainee needs, along with identifying determinants to implementation and strategies to meet specific organizational needs. Finally, the presenters will engage audience members in an interactive opportunity to exchange knowledge, discuss their lived barriers and facilitators to establishing competency, and share training practices within their own facilities.

    Learning Objectives:

    1. Identify rationale and benefits to establishing a standardized MBS training and competency program

    2. Describe a structure for standardizing MBS competency development, while tailoring training to meet individual needs

    3. State strategies for measuring MBS-related skill development and identifying clinician readiness for independence

    Disclosures: Miller

    Financial Disclosures: Miller receives a salary from Sheltering Arms Institute. Miller is receiving a discounted conference registration from SHAV.

    Nonfinancial— No relevant nonfinancial relationship exists.

    Disclosures: Louie

    Louie is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

    Disclosures: Sisson

    Sisson is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

  • Madison Brumbaugh MS, CCC-SLP

    Track: Professional

    Instructional Level: Introductory

    Abstract:

    Learn about SHAV's lobbying efforts during the 2024 General Assembly session, including SHAV's Advocacy Day turnout, bills passed and rejected, and follow-up activities planned by SHAV to ensure future success during the 2025 legislative session. During the Hot Topics session, ideas for more comprehensive and inclusive advocacy efforts are always welcome. The session will also end with an advocacy-related activity for members to complete.

    Learning Objectives:

    1. Identify examples of public policy initiatives led or supported by SHAV

    2. Describe advocacy actions that they may be able to implement

    3. Apply advocacy knowledge by connecting with their state legislators

    Disclosures: Brumbaugh

    Financial: Brumbaugh is receiving free conference registration from SHAV.

    Nonfinancial: Brumbaugh is serving on SHAV’s Board of Directors.

  • Angie Neal

    Handout

    Track: SLP-Pediatrics

    Instructional Level: Introductory

    Abstract:

    School-based SLPs face significant difficulty when attempting to apply an antiquated system for staffing and scheduling based on caseload numbers onto the modern field of SLP which has evolved to include working with students who have complex medical and behavioral needs, providing preventative support to students identified as “at-risk”, addressing educational equity for students from culturally and linguistically diverse backgrounds, supporting school-wide reading outcomes, and adhering to changing legal mandates. This session will provide an in-depth look at assessment, eligibility, and ongoing eligibility based on the requirements of the Individuals with Disabilities Education Act (IDEA) in order to support SLPs working at the top of their license and supporting services that meet the federal requirements, in the least restrictive environment, providing specially designed instruction that requires the unique expertise of the SLP in order to help students access the general education curriculum in order to meet educational standards.

    Learning Objectives:

    1. State the key factors that contribute to high caseloads

    2. Discuss the specific requirements of IDEA with respect to assessment and eligibility

    3. Explain ongoing eligibility requirements and how to discuss this as part of every IEP meeting

    Disclosures: Neal

    Financial Disclosures: Neal is receiving monetary compensation from SHAV due to being an invited speaker.

    Non-Financial Disclosures: No, I do not have non-financial relationships relevant to the content of the session.

  • Britt Mowfy M.S.Ed., CCC-SLP, LSVT

    Handout

    Track: SLP-Adult

    Instructional Level: Introductory

    Abstract:

    Do you work in the skilled nursing setting? Do you often wonder how to increase recognition of speech services and how you can gain a more meaningful seat at the table for impacting resident care as a Speech Language Pathologist? Join us for a deep dive into the SNF setting and how to drive outcomes and solidify your role in the facility. Together we will identify the nuances of Medicare Part A reimbursement in the skilled nursing setting, how it impacts speech therapy services, and what you can do to champion speech services under Medicare Part A payer sources. Session will also explore the role of the SLP in the long term care setting, how to advocate for resources within your facility using "facility talk" and how you can positively impact overall quality measures for residents.

    Learning Objectives:

    1. Identify the structure of Medicare Part A reimbursement in the skilled nursing setting as it pertains to speech language pathology services

    2. Define and defend the role of the SLP in the long term care setting, to include identifying resources within the setting and defending the necessity of evidenced based interventions required for patient care

    3. Illustrate the relationship between speech services and overall patient outcomes in the skilled nursing/long term care setting

    Disclosures: Mowfy

    Mowfy is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

    DEI

2:15-3:15pm

  • Danika Pfeiffer PhD, CCC-SLP

    Kim Murphy PhD, CCC-SLP

    Track: SLP-Pediatrics

    Instructional Level: Introductory

    Abstract:

    Speech-language pathologists (SLPs) play a critical role in supporting the development of young children’s early language and literacy skills. The purpose of this 1-hour presentation is to provide SLPs with several strategies for facilitating preschoolers’ emergent literacy skills during collaborative shared book reading. We will discuss how SLPs can partner with classroom teachers to support children’s emergent literacy skills using both indirect and direct service delivery models. For each service delivery model, we will share several strategies SLPs can use to support children’s alphabet knowledge, phonological awareness, and vocabulary skills. We will provide examples using diverse children’s books throughout the presentation, demonstrating ways to embed the discussed evidence-based practices into SLPs’ own therapy sessions.

    Learning Objectives:

    1. Explain the role of emergent literacy skills in children’s spoken and written language development

    2. Describe why and how SLPs can collaborate with teachers to facilitate preschoolers’ emergent literacy skills

    3. Discuss ways to target emergent literacy skills during shared book reading using books with diverse characters and topics

    Disclosures: Pfeiffer

    Financial Disclosures: Pfeiffer is a salaried employee of Old Dominion University. Danika is receiving a discounted conference registration from SHAV.

    Nonfinancial— Danika is a member of CAPCSD's Interprofessional Education/Interprofessional Practice Committee.

    Disclosures: Murphy

    Financial: Murphy salaried employee of Old Dominion University. Murphy is receiving a discounted conference registration from SHAV.

    Nonfinancial: Kim is a SHAV volunteer, serving on the conference committee and the School-Based SLPs Group.

  • Laura Purcell Verdun, M.A., CCC/SLP

    Jessica R. Sullivan, Ph.D., CCC/A

    Handout

    Track: Professional

    Instructional Level: Intermediate

    Abstract:

    Beyond your day job, there is value in building out your career and serving others. The pathway to volunteer leadership is available to you. But what would this look like and how would you make it happen? The professions of Audiology and Speech-Language Pathology are ever changing and require the identification and cultivation of future leaders. As early and mid-career professionals, consider how a leadership path would impact your career, through promoting engagement in the professions, enhancing professional growth, developing and communicating perspectives, facilitating positive change, and serving as an ambassador for the professions. Leadership takes many forms. There are numerous opportunities available to develop the skills to contribute and lead, from micro-volunteering all the way through ASHA committee and board appointments. Jessica, an Audiologist and Department Chairperson, Hampton University Communicative Sciences & Disorders; and Laura, an SLP and Owner, Voicetrainer, LLC, have a combined 45+ years of practice and experience in leadership capacities across varied professional employment environments, and local, state and national organizations. During this 1-hour session developed for graduate students, early-career and mid-level professionals, guidance and resources will be provided on developing as a leader and designing your pathway. Training opportunities, leadership assessment tools, targeted skills including self-branding and leadership ready communication, and mentoring programs will be included. Though it takes time and dedication, we encourage you to take the initiative to innovate your leadership pathway and leadership portfolio. Use this session as your next step to becoming a volunteer leader.

    Learning Objectives:

    1. Describe volunteer leadership pathway opportunities (e.g., professional work setting, local, state, national) to gain volunteer leadership experience

    2. Develop your self brand

    3. Identify the next step(s) in your leadership pathway

    Disclosures: Verdun

    Financial Disclosures: Verdun is receiving monetary compensation from SHAV due to being an invited speaker.

    Nonfinancial— No relevant nonfinancial relationship exists.

    Disclosures: Sullivan

    Sullivan is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

  • Amber Handon MEd, CCC-SLP

    Claire Barbao MA, CCC-SLP

    Handout

    Track: SLP-Adult

    Instructional Level: Introductory

    Abstract:

    Local Virginia chapters of the National Stuttering Association are excited to share with you about stuttering from the perspective of people who stutter. A panel of people who stutter will discuss how stuttering impacts their daily life and what they have found most helpful in their journey with stuttering. In addition to their personal experiences, current evidence based practices for evaluation and treatment will be discussed.

    Learning Objectives:

    1. Describe the importance of creating meaningful and functional goals in stuttering therapy

    2. Identify 5 possible negative effects of stuttering upon a child or adult

    3. Identify at least 3 strategies/supports to reduce specific “negative effects of stuttering”

    Disclosures: Barboa

    Financial Disclosures: Barboa is a salaried employee of University of Virginia and Claire Barbao- Kindley Speech LLC. Barboa is receiving a discounted conference registration from SHAV.

    Non-Financial Disclosures: Barboa is a member and Co-leaders of the central VA chapter of National Stuttering Association (NSA)

    Disclosures: Handon

    Financial Disclosures: Handon is a salaried employee of Charlottesville City Schools . Handon is receiving a discounted conference registration from SHAV.

    Non-financial Disclosures: Handon is a member and Co-leaders of the central VA chapter of National Stuttering Association (NSA)

  • Angie Neal M.S., CCC-SLP

    Handout

    Track: SLP-Pediatrics

    Instructional Level: Introductory

    Abstract:

    Vocabulary is listed as on of the five essential components of comprehensive literacy instruction by Every Student Succeeds Act (ESSA) and is also part of the exclusionary criteria for determining the presence of a disability under the Individuals with Disabilities Education Act (IDEA), yet easy is it to determine whether or not a student has been provided evidence-based, systematic, and explicit instruction in vocabulary? This primary purpose of this session is to support collaboration between the SLP and educators in the instruction of vocabulary with some unique insights to pass along through professional development with school faculty, as part of everyday interactions, and/or the development of Individualized Education Programs (IEPs).

    Learning Objectives:

    1. Explain the overlaps of vocabulary, morphology, phonology, and syntax and the impacts on reading comprehension

    2. List 3-5 effective instructional strategies for vocabulary instruction

    3. Describe how many words to teach and how to select words for instruction

    Disclosures: Neal

    Financial Disclosures: Neal is receiving monetary compensation due to being a SHAV invited speaker.

    Non-Financial Disclosures: No, I do not have non-financial relationships relevant to the content of the session.

  • Paula C Kubovchik MS, CCC-SLP, MSEd

    Jamie Varana MS, CCC-SLP

    Whitley Collier M.S., CCC-SLP, ACAS

    Track: Professional

    Instructional Level: Introductory

    Abstract:

    Speech-language pathologists treat a wide range of communication differences and disorders across the lifespan, and it is our duty to provide a means of communication for our clients. Although many of our overall caseloads include clients that are speaking, there is a need for alternative and/or augmentative forms of communication for both our speaking and non-speaking clients. This is true in habilitative care as well as rehabilitative, and when it comes to our autistic clients it is critical we make this paradigm shift. This session will focus on empowering SLPs with the knowledge and competencies they already possess, to utilize the resources readily available to them, and to presume competence for AAC in all potential users.

    Learning Objectives:

    1. Identify clients on their caseload who would benefit from access to AAC

    2. State the steps involved in assessment for AAC

    3. Understand the concept of presuming competence for both speakers and non-speakers

    Disclosures: Kubovchik

    Financial Disclosures: Kubovchik is a salaried employee of Sentara Healthcare. Kubovchik is receiving a discounted conference registration from SHAV.

    Nonfinancial— No relevant nonfinancial relationship exists.

    Disclosures: Varana

    Financial Disclosures: Varana is a salaried employee of Sentara Healthcare Varana is receiving a discounted conference registration from SHAV.

    Nonfinancial— No relevant nonfinancial relationship exists.

    Disclosures: Collier

    Financial Disclosures: Collier is a salaried employee of Sentara Healthcare. Collier is receiving a discounted conference registration from SHAV.

    Nonfinancial— No relevant nonfinancial relationship exists.

    DEI

3:30-4:30pm

  • Donna Bryant MS, CCC-SLP

    Catherine Thompson M. EDU, CCC-SLP

    Handout

    Track: SLP-Pediatrics

    Instructional Level: Intermediate

    Abstract:

    In recent years there have been shifts in SLP practice. Some shifts revolve around changes in service provision related to telepractice. Other shifts involve changes in service providers such as the introduction of certified assistants to the field. Changes in the landscape of communication needs of preschool populations may also be necessitating some changes in practice. The combined impact of these shifts may be leading to feelings of uncertainty for practitioners working to manage the changes for themselves and their clients. This session will explore not only the shifts but also information and strategies which may facilitate positive outcomes.

    Learning Objectives:

    1. identify three recent shifts in SLP practice

    2. Describe three factors influencing these shifts

    3. Describe three strategies to manage the impact of these shifts on SLP practice to create positive outcomes for clients

    Disclosures: Bryant

    Financial Disclosures: Bryant receives a salary from Spotsylvania County Schools where employed full-time as Related Service Coordinator. Bryant is receiving free conference registration from SHAV.

    Nonfinancial— Bryant is serving on SHAV’s Board of Directors.

    Disclosures: Thompson

    Financial Disclosures Thompson is employed by Arlington Public Schools as the Lead Speech-Language Pathologist and Student Support Coordinator. Thompson is receiving a discounted conference registration from SHAV.

    Nonfinancial— No relevant nonfinancial relationship exists.

  • Laura Purcell Verdun M.A., CCC/SLP

    Handout

    Track: SLP-Adult

    Instructional level: Intermediate

    Abstract:

    Exposure to and training in the management of voice disorders is known to be limited, lending to the certified SLP’s hesitancy to welcome the opportunity to manage them on their caseload. How do you proceed once a potential voice issue is identified? A step-by-step guide will be introduced on how to innovate your approach to voice disorders.

    This intermediate 2-hour invited session is relevant for clinicians in medical and school-based settings. The pathway forward includes enhancing your competence for this population presenting with the most commonly encountered voice disorders, as well as collaborating with community resources. The voice evaluation as a means to plan for voice therapy will be discussed, including stimulability testing. Your listening and observation skills are one of the most important tools for voice therapy success. How will you put these to use? Vocal physiology will be emphasized throughout with an eye towards decision making and prioritizing vocal rehabilitation techniques. Therapy planning and the components of voice therapy will be addressed. Promoting participation and follow-through will be highlighted as there are documented challenges to attendance and adherence. The session will be interactive including introduction of, and practice with, physiologic based voice therapy techniques. This will be pulled together for you to consider what to do different tomorrow. By innovating your approach, you can effectively improve outcomes for voice disorders.

    Learning Objectives:

    1. Define physiologic considerations for vocal rehabilitation

    2. Identify community resources to support your efforts with managing voice disorders

    3. Describe your pathway to managing voice disorders in your employment setting

    Disclosures: Verdun

    Financial Disclosures: Verdun is receiving monetary compensation from SHAV due to being a SHAV Invited speaker. She also is the owner of Voicetrainer, LLC.

    Nonfinancial— No relevant nonfinancial relationship exists.

  • Anne Martin MS, CCC-SLP

    Track: Professional

    Instructional Level: Intermediate

    Abstract:

    Clinical supervision in speech language pathology is an essential component in the education of graduate students completing their graduate program and in the continued professional growth of speech language pathologists. The purpose of this presentation is to provide an overview of the art of clinical supervision in speech language pathology, and to discuss the impact of clinical supervision within a medical setting primarily. This presentation will also discuss the importance of ethical, legal, and cultural implications of clinical supervision of graduate students within a medical setting. There will also be an overview of positives as well as some difficulties of providing supervision to a graduate student within a medical setting. Suggestions for how to maximize the experience of a graduate speech pathology student intern will be provided.

    Learning Objectives:

    1. Explain the role of a clinical educator relative to taking on a speech language pathology graduate student extern

    2. Identify the positives as well as some of the difficulties when taking a speech pathology graduate extern

    3. List suggestions provided to maximize the experience of working with a speech language pathology graduate extern in a medical setting

    Disclosures: Martin

    Financial- Martin is receiving a discounted conference registration from SHAV.

    Nonfinancial- Martin is a clinical supervisor at James Madison University.

  • Nathaniel B. Ellis M.S., CCC-SLP

    Track: SLP-Pediatrics

    Instructional Level: Intermediate

    Abstract:

    For speech-language pathologists who treat children with developmental speech-sound disorders, there are a number of child-intrinsic factors to consider when selecting the most appropriate targets for treatment. Being able to systematically select and/or prioritize efficacious targets is therefore a crucial step in the planning phase of treatment. However, the process with which we select our targets is not always explicit. This presentation will review best practices in the selection of speech-sound targets with information coming primarily from an article by DeVeney, Cabbage, and Mourey (2020) titled “Target Selection Considerations for Speech Sound Disorder Intervention in Schools” from Perspectives of the ASHA Special Interest Groups. Though it has “schools” in its title, the information is in no way restricted to just that setting and can be applied by any clinician working with children. While there are a number of varying factors that will be considered, this presentation will allot slightly more time to the basic principles of the complexity approach. To help link theory to clinical practice, 2 example cases will be reviewed.

    Learning Objectives:

    1. Describe why selecting effective targets is a crucial step in the treatment of developmental speech-sound disorders

    2. Compare various child-intrinsic factors that affect the selection of treatment targets

    3. Apply these factors to selecting treatment targets in 2 example cases

    Disclosures: Ellis

    Financial

    Ellis is receiving a discounted conference registration from SHAV.

    Non-Financial

    Ellis is a member of the SHAV Conference Committee, SHAV CE Administration Team, and currently coordinates the Forming SHAV Group “Speech-Sound Disorders & Phonetics.” Any real-word examples are taken from his current and former caseload in Staunton City Schools and parental consent was obtained to use them for teaching and training purposes.

  • Hannah Davis, CCC-SLP

    Judy Kaseloo, CCC-SLP

    Handout

    Track: SLP-Pediatrics

    Instructional Level: Introductory

    Abstract:

    This session will provide an overview of two free assessment resources: the School aged and Pre-School Language Assessment Measures (Pre-SLAM) materials. The use of these dynamic assessment tools as part of a comprehensive assessment will decrease bias and strengthen decision-making for eligibility in schools. SLAM guidelines for analysis and dynamic assessment procedures will be reviewed.

    Learning Objectives:

    1. Describe various levels of SLAM cards and their intended use

    2. Complete guidelines for analysis to assess narrative skills

    3. Apply these evaluation procedures in accordance with the ASHA Code of Ethics

    Disclosures: Davis

    Davis is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

    Disclosures: Kaseloo

    Kaseloo is receiving a discounted conference registration from SHAV. She is an employee of the Colonial Heights Public schools and receive a salary for my services. No other relevant financial or nonfinancial relationships to disclose.

  • More Information coming. Check back soon!

4:45-5:45

  • Jaime Lawson M.S.,CCC-SLP

    Handout

    Track: SLP-Pediatrics

    Instructional Level: Intermediate

    Abstract:

    This course will provide an in-depth discussion of mentorship to build speech-language pathologists’ competence and capacity for AAC service delivery. Best practices for mentorship, including collaboration, goal generation, and feedback, will be reviewed. This will be paired with the presenters’ own success as mentor and mentee. Education will be provided for the implementation of mentorship in participants’ practice settings.

    Learning Objectives:

    1. Identify two opportunity barriers to AAC service delivery reported by speech-language pathologists

    2. Describe at least three components to successful mentorship relationships

    3. Describe at least three strategies to implement AAC mentorship in the clinical setting

    Disclosures: Lawson

    Lawson is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

  • Laura Purcell Verdun M.A., CCC/SLP

    Handout

    Track: SLP-Adult

    Instructional Level: Intermediate

    Abstract:

    Exposure to and training in the management of voice disorders is known to be limited, lending to the certified SLP’s hesitancy to welcome the opportunity to manage them on their caseload. How do you proceed once a potential voice issue is identified? A step-by-step guide will be introduced on how to innovate your approach to voice disorders.

    This intermediate 2-hour invited session is relevant for clinicians in medical and school-based settings. The pathway forward includes enhancing your competence for this population presenting with the most commonly encountered voice disorders, as well as collaborating with community resources. The voice evaluation as a means to plan for voice therapy will be discussed, including stimulability testing. Your listening and observation skills are one of the most important tools for voice therapy success. How will you put these to use? Vocal physiology will be emphasized throughout with an eye towards decision making and prioritizing vocal rehabilitation techniques. Therapy planning and the components of voice therapy will be addressed. Promoting participation and follow-through will be highlighted as there are documented challenges to attendance and adherence. The session will be interactive including introduction of, and practice with, physiologic based voice therapy techniques. This will be pulled together for you to consider what to do different tomorrow. By innovating your approach, you can effectively improve outcomes for voice disorders.

    Learning Objectives:

    1. Define some physiologic considerations for vocal rehabilitation

    2. Identify community resources to support your efforts with managing voice disorders

    3. Describe your pathway to managing voice disorders in your employment setting

    Disclosures: Verdun

    Financial Disclosures: Verdun is receiving monetary compensation from SHAV due to being a SHAV Invited speaker. She also is the owner of Voicetrainer, LLC.

    Nonfinancial— No relevant nonfinancial relationship exists.

  • Tamara Freeman-Nichols PhD, CCC-SLP SHAV Fellow

    Kimberly A. Walker AuD, CCC-A

    Dorian Lee-Wilkerson PhD, CCC-SLP ASHA Fellow

    Track: Professional

    Instructional Level: Intermediate

    Abstract:

    Clinical training programs in CSD continue to create innovative ways to excite and immerse students in the clinical process. Inter-professional education and practice promises to broaden the clinical training experiences CSD students receive while enhancing the efficacy of the clinical intervention provided to the clients we serve.

    According to ASHA, inter-professional practice (IPP) is a framework that makes collaboration more successful. IPP team members use an intentional approach to collaboration, learning about the different professions on the team, learning from the different professions on the team, and learning with different professions on the team. Members on IPP teams consider the perspectives of different professions when collaborating to provide effective holistic care for patients, clients, students and their families. IPP teams may function for a few months, a year or over several years. Team membership may change as needs change.

    In this session, we will highlight examples of how IPP has enhanced clinical service delivery in PreK-12 and IHEs settings. We will describe ways to use IPP/IPE to expose undergraduates to the broad range of skills used by CSD professionals. We will discuss using inter-professional practice to add to the breadth of clinical training CSD students receive in their undergraduate and graduate programs. We will also describe ways to use inter-professional practice and education to engage graduate students to assist in their development and practice of inclusive approaches, culturally responsive practice, ethical and professional behaviors, along with critical thinking and problem-solving; skills that are essential for successful inter-professional practice (Williams, 2021).

    Learning Objectives:

    1. Describe practices to implement inter-professional education and practice across the curriculum

    2. Identify opportunities for clinical externships based in inter-professional practice

    3. Identify resources that support inter-professional practice and education

    Disclosures: Freeman-Nichols

    Freeman-Nichols is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

    Disclosures: Walker

    Walker is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

    Disclosures: Lee-Wilkerson

    Lee-Wilkerson is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

    DEI

  • Amber Handon MEd CCC-SLP

    Kenzie VanDerwerker MS CCC-SLP

    Handout

    Track: Professional

    Instructional Level: Introductory

    Abstract:

    Whether you are new to the professions of audiology and speech and language pathology or a 30-year veteran, we invite you to get involved and pursue your professional goals! This session will guide you through the steps of identifying your professional goals, creating an action plan, and implementing the strategies and tools so that you can achieve your goals. This session aims to support professionals as you continue your journey, with the goal of leaving your imprint in the world of audiology and speech and language pathology.

    Learning Objectives:

    1. Identify one to two goals to support one’s professional growth

    2. Identify at least two ways that individuals can get involved at each level (local, state, national) to support their professional goals

    3. Create an action plan to achieve one’s own professional goals by utilizing strategies/tools discussed in this session

    Disclosures: Handon

    Handon is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.

    Disclosures: VanDerwerker

    Financial: VanDerwerker is a salaried employee of Children’s Hospital of the King’s Daughters. VanDerwerker is receiving free registration from SHAV.

    Nonfinancial: Currently serving as the VP for SLP for SHAV.

  • Jacquelyn L. Ragland MS, CCC-SLP

    Elizabeth Hasseltine M.Ed., CCC-SLP

    Handout

    Track: Professional

    Instructional Level: Introductory

    Abstract:

    "Every individual must be given the opportunity to unearth his/her highest potential" (Akita). The mentor / mentee relationship is one that is multidimensional. Mentor/mentee relationships are crucial for clinical and personal growth at all the various stages of an individual's career. Mentors guide, support and challenge their mentees with learning all of the job related tasks. Mentees identify their goals and develop actionable plans to reach their goals, all while also serving as a resource to their mentor. Mentors and mentees must be honest with each other throughout the process. This honesty will be the driver of the highest level of success, enjoyment, and continued partnership. The presenters established their relationship as a mentor/mentee pair. Participants will learn from the presenter’s honesty-driven mentor/mentee experiences, will delve into the various components of mentorship using national resources, and will analyze audience provided scenarios related to various mentorship experiences.

    Learning Objectives:

    1. Define and discuss the primary roles of a mentor; while considering a mindset that is open to risk taking and willing to “go the extra mile”

    2. Identify and summarize the responsibilities of a mentee; while considering a mindset of increased vulnerability and honesty

    3. Describe professional collaborative experiences and evaluate willingness to challenge yourself in your next mentor role

    Disclosures: Ragland

    Financial Disclosures: Ragland is receiving a discounted conference registration from SHAV.

    Non-Financial Disclosures: Ragland is a current volunteer on the SHAV conference committee and has previously held SHAV Executive Board positions.

    Disclosures: Hasseltine

    Financial Disclosures: Hasseltine is receiving a discounted conference registration from SHAV.

    Non-Financial Disclosures: Hasseltine is a current volunteer on the SHAV conference committee and has previously held SHAV Executive Board positions.

    Supervision

  • More information coming. Check back soon!