Thursday Schedule
8:00-9:00
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Michelle L. W. Dawson, MS CCC-SLP, CLC, BCS-S
Track: Pediatrics
Instructional Level: Intermediate
Abstract:
We are officially two years into the ICD-10 Code for “Pediatric Feeding Disorder”. With the addition of the new diagnosis, colleagues across the country have had to work diligently to educate allied health and medical practitioners regarding the four domains of the code, (feeding skill, nutrition, medical, and psychosocial), and when it is appropriate to diagnose (Goday, et al). We have also had to educate ourselves regarding the scope of practice of a speech-language pathologist in completing clinical swallow evaluations for the new code. Why the concern? Two of the four domains embedded within the code also fall under the scope of practice of the licensed registered dietitian and occupational therapist… as such it should be, as we are all part of the interprofessional practice team (IPP team) for the pediatric patients we serve. However, how do we ethically proceed to complete a comprehensive clinical swallow evaluation to obtain a pediatric feeding disorder diagnosis, that also respects our colleagues scope of practice? How do we then take the information obtained and make the necessary referrals to grow the IPP team? How do we write intervention goals based upon the results of the dynamic clinical swallow evaluation that are neurodiversity affirming and child-led? How do we write goals for patients in early intervention that are based in caregiver coaching? Or better yet, how do we write goals for school-aged students with a pediatric feeding disorder, that also align with the IEP? Join Michelle Dawson, MS CCC-SLP, CLC, BCS-S host of “First Bite: A Speech Therapy Podcast” and author of the international bestseller “Chasing the Swallow: Truth, Science, and Hope for Pediatric Feeding and Swallowing Disorders” for a two-hour course that will answer all these questions… and more!
Learning Objectives:
Attendees will be able to describe two strategies to document the need for interprofessional practice referrals within their clinical swallow evaluation reports.
Attendees will describe two caregiver coaching goals for treatment of pediatric feeding disorders within the framework of early intervention.
Attendees will describe two IEP goals 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 also receiving monetary compensation from SHAV due to being an invited speaker.
Nonfinancial— No relevant nonfinancial relationship exists.
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Britt Mowfy, M.S.Ed., CCC-SLP, LSVT
Track: SLP-Adult
Instructional Level: Introductory
Abstract:
Take a dive into how to provide comprehensive, patient-centered care to individuals with Parkinson's Disease from early stages through end stage. Discuss clinical interventions, caregiver supports, community resources and referral patterns, and how to be an educated supporter and healthcare advocate for your patients with Parkinson's Disease by utilizing a person-centered care model.
Learning Objectives:
Articulate to patients and families the core of what Parkinson's Disease is, how it is treated, and what interventions are available under speech therapy services
Demonstrate knowledge of resources, supports, and interventions available to the Parkinson’s Disease population in order maintain a "whole person" care model
Outline, define, and then utilize the patient-centered approach to care in order to improve patient outcomes and maximize quality of life
Disclosures: Mowfy
Britt Mowfy is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.
DEI
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Ronda Walker, Ph.D., CCC-SLP
Sarah Tanner-Anderson, Ed.D.
Track: Professional
Instructional Level: Introductory
Abstract:
This session will discuss how a positive relationship between school-based speech-language pathologists (SLPs) and school administrators can alleviate SLP burnout. Despite years of research and discussions, low retention of SLPs continues to be a growing problem across the nation (Marante, Hall-Mills, & Farquharson, 2023). This session will highlight factors that contribute to burnout among school SLPs as well as emphasize the importance of collaboration between school principals and SLPs.
Learning Objectives:
Identify the factors that contribute to school based SLP burnout
Describe the different responsibilities between SLPs and school administrators
Explain how SLPs can foster a congenial relationship with school administrators with a mutual understanding of workload responsibilities
Disclosures: Walker
Financial: Salaried employee of Longwood University. Walker is receiving a free conference registration from SHAV.
Nonfinancial — Board of directors: Speech-Language Hearing Association of Virginia.
Disclosures: Tanner-Anderson
Financial: Salaried employee of Longwood University. Tanner-Anderson is also receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
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Laura Stevenson, MS, CCC-SLP
Track: SLP-Pediatrics
Instructional Level: Introductory
Abstract:
Reading is a critical life skill that impacts learning, as well as communication and other aspects of development. Practitioners and educators are instrumental in identifying language and literacy struggles, while also providing early intervention to support acquisition of skills. This session will introduce participants to the Tests of Dyslexia (TOD™), which is the first comprehensive assessment of dyslexia allowing for assessment of dyslexia in ages 5-89. Session participants will be provided with an overview of the TOD and learn how it can be instrumental in debunking dyslexia so they can adequately assess for and support language and literacy development.
Learning Objectives:
Identify characteristics of dyslexia and its impact on learning, language, and development
Describe constructs to comprehensively assess dyslexia across the lifespan
Identify approaches to provide focused intervention for dyslexia in pediatric populations
Disclosures: Stevenson
Financial Disclosures: Stevenson is a salaried assessment consultant with WPS.
Nonfinancial— No relevant nonfinancial relationship exists.
DEI
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Katrina E. Miller, Ed.D., CCC-SLP
Track: Professional
Instructional Level: Intermediate
Abstract:
Many allied health professionals including speech-language pathologists find themselves utilizing counseling skills with their patients, with little to no formal training. It is very important to treat the whole person, including their emotional and mental health. Although the area of counseling is recognized under the scope of practice, many SLPs do not feel adequately equipped to serve their clients in this capacity. Understanding counseling models and qualities of an effective counselor can assist practitioners to have more effective therapy sessions.
Learning Objectives:
Define counseling as it relates to service delivery in the allied health field
Identify qualities of an effective counselor
List at least 3 counseling skills/techniques
Disclosures: Miller
Financial Disclosures: Miller is a salaried employee of Shenandoah University and receives consulting fee, intellectual property rights, speaking fee, royalty, honoraria, Gifts from K.E. Miller Enterprises, LLC . Miller is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
DEI
9:15-10:15
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Michelle L. W. Dawson, MS CCC-SLP, CLC, BCS-S
Track: Pediatrics
Instructional Level: Intermediate
Abstract:
We are officially two years into the ICD-10 Code for “Pediatric Feeding Disorder”. With the addition of the new diagnosis, colleagues across the country have had to work diligently to educate allied health and medical practitioners regarding the four domains of the code, (feeding skill, nutrition, medical, and psychosocial), and when it is appropriate to diagnose (Goday, et al). We have also had to educate ourselves regarding the scope of practice of a speech-language pathologist in completing clinical swallow evaluations for the new code. Why the concern? Two of the four domains embedded within the code also fall under the scope of practice of the licensed registered dietitian and occupational therapist… as such it should be, as we are all part of the interprofessional practice team (IPP team) for the pediatric patients we serve. However, how do we ethically proceed to complete a comprehensive clinical swallow evaluation to obtain a pediatric feeding disorder diagnosis, that also respects our colleagues scope of practice? How do we then take the information obtained and make the necessary referrals to grow the IPP team? How do we write intervention goals based upon the results of the dynamic clinical swallow evaluation that are neurodiversity affirming and child-led? How do we write goals for patients in early intervention that are based in caregiver coaching? Or better yet, how do we write goals for school-aged students with a pediatric feeding disorder, that also align with the IEP? Join Michelle Dawson, MS CCC-SLP, CLC, BCS-S host of “First Bite: A Speech Therapy Podcast” and author of the international bestseller “Chasing the Swallow: Truth, Science, and Hope for Pediatric Feeding and Swallowing Disorders” for a two-hour course that will answer all these questions… and more!
Learning Objectives:
Attendees will be able to describe two strategies to document the need for interprofessional practice referrals within their clinical swallow evaluation reports
Attendees will describe two caregiver coaching goals for treatment of pediatric feeding disorders within the framework of early intervention
Attendees will describe two IEP goals 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 also receiving monetary compensation from SHAV due to being an invited speaker.
Nonfinancial— No relevant nonfinancial relationship exists.
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Jo Taylor, MS Ed., CCC-SLP
Alex Kurth, OT, ATP
Whitney Katzenberger, M.Ed., CCC-SLP
Kira Williams, OTD,OTR/L
Track: SLP-Adult
Instructional Level: Introductory
Abstract:
This course explains the importance of access for Augmentative and Alternative Communication (AAC) users, introduces the types of access methods, describes how each type addresses AAC users’ needs, and explores the high-tech solutions Tobii-Dynavox provides.
Learning Objectives:
Define access methods for augmentative and alternative communication (AAC) users
Describe two access methods and their options for different user conditions
Explain two benefits of each access method
Disclosures: Taylor
Financial Disclosures: Taylor is a salaried employee of Tobii-Dynavox. Taylor is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
Disclosures: Kurth
Financial Disclosures: Kurth is a salaried employee of Tobii-Dynavox. Kurth is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
Disclosures: Katzenberger
Financial Disclosures: Katzenberger is a salaried employee of Tobii-Dynavox. Katzenberger is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
Disclosures: Williams
Financial Disclosures: Williams is a salaried employee of Tobii-Dynavox. Williams is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
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Marie Ireland, M.Ed, CCC-SLP BCS-CL
Catherine Thompson, M.Ed, CCC-SLP
Handout- Updated on 03-21-2024
Track: SLP-Pediatrics
Instructional Level: Intermediate
Abstract:
Although the Individualized Education Program (IEP) has been used to document procedural compliance with IDEA for individual students, IEPs also provide extensive data that can and should be used by SLP to collectively improve programs, processes, and especially caseloads! We will describe potential uses of IEP data for individual SLPs, schools, and LEAs. We will provide examples of ways to secure and analyze IEP data through the lens of evaluation and decision making, treatment, and professional learning. A discussion of strategies for caseload management, ways to increase the usability of IEP data, and program improvement will be provided.
Learning Objectives:
Identify data sources from IEPs for possible analysis
Describe data analysis techniques to inform caseload management and eligibility decision-making
Summarize ways to use IEP data to improve therapy and guide professional development planning
Disclosures: Thompson
Financial Disclosures: Thompson is a salaried employee of Arlington County Schools. Thompson is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
Disclosures: Ireland
Financial—Marie is receiving a discounted conference registration from SHAV.
Nonfinancial: Ireland is a member of SHAV Conference Committee and SHAV Schools Group.
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Jessica McFadden, M.A., CCC-SLP, ATP
Alyssa Berger, M.S., CCC-SLP
Handout
Track: SLP-Adult
Instructional Level: Introductory
Abstract:
This one-hour session will focus on augmentative and alternative communication (AAC) solutions for adults who have an acquired injury or illness that has impaired their ability to use verbal speech to communicate effectively and efficiently. This session will look at the system features, vocabulary options, and access methods available from PRC-Saltillo for this patient population. Specifically, this course will highlight Essence, WordPower, and Unity language systems, as well as Look and NuPoint cursor control technology. Practical examples and materials will be used throughout the session. This session is intended for SLPs who are screening, supporting, and evaluating individuals with AAC needs.
Learning Objectives:
four features of Essence and WordPower
Name the four general access methods available for individuals who need AAC
Match system features to a treatment population during the evaluation process
Disclosures: McFadden
Financial Disclosures: McFadden is a salaried employee of PRC-Saltillo. McFadden is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
Disclosures: Berger
Financial Disclosures: Berger is a salaried employee of PRC-Saltillo. Berger is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
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Valerie James Abbott Parent-Advocate, Certified EICM (Early Intervention Case Manager)
Robin Bliven M.Ed TODHH
Track: SLP-Pediatrics
Instructional Level: Introductory
Abstract:
A short time ago, single-sided deafness (unilateral hearing loss) was not a major concern of professionals, educators, and parents. Traditional thinking, and old theories, led us to believe that sufficient speech and language development could be achieved with one typical-hearing ear. Today’s research tells us otherwise, but adjusting the mindset and improving identification rates of children with unilateral hearing loss and convincing families, educators, and various professionals to acknowledge our new understanding and to consider the benefits of amplification, visual language options, and other support services has been a slow-moving dial. In this presentation, Robin Bliven (Director of Outreach Services for the Virginia School for the Deaf and Blind) and Valerie James Abbott (parent-advocate and past-chair of the Virginia EHDI Advisory Committee) will describe how today’s research contradicts our prior understanding of how unilateral hearing loss can impact speech, language acquisition, and general childhood development. Additionally, they will share how unilateral hearing loss can change neurological pathways within the brain, the long-lasting impact those changes can have on a child’s development, and how to discuss these facts and impacts with family members, educators, and professionals.
Learning Objectives:
Recite how today’s research contradicts our prior understanding of how unilateral hearing loss impacts language acquisition and general childhood development
Explain how unilateral hearing loss can change neurological pathways within the brain
Provide examples of how to discuss the facts and impacts of unilateral hearing loss with families
Disclosures: Abbott
Financial Disclosures: Abbot recieves a royalty from Valerie - Padapillo PBLLC and author of children's book Padapillo. Abbott is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
Disclosures: Bilven
Bilven is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.
DEI
10:30-11:30
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Selina Oliver, NCSP, MA, CAS
Track: SLP-Pediatrics
Instructional Level: Introductory
Abstract:
The importance of basic concept assessment as powerful correlates with comprehensive tests of intelligence, cognition, language, achievement, and school readiness will be revealed via a case study approach.
Learning Objectives:
Explain how the comprehension of basic concepts is related to children's understanding of daily classroom conversations, teacher directions, and school curricula
Explain how concept development is a powerful predictor of overall language development, cognitive functioning, and school readiness
Explain how testing concept attainment can be an integrated part of your assessment battery
Disclosures: Oliver
Financial Disclosures: Oliver is a salaried employee of Pearson Clinical Assessments. Oliver is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
DEI
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Anastasia Raymer, Ph.D. CCC-SLP
Track: SLP-Adult
Instructional Level: Intermediate
Abstract:
Dozens of systematic reviews (SRs) have summarized research studies examining the effects of transcranial direct current stimulation (tDCS) as an adjuvant treatment to speech-language therapy (SLT) for aphasia following stroke. The question is whether the reviews are adequately conducted and whether the effects of tDCS treatment surpass effects of SLT alone. We identified 16 SRs of tDCS studies of post-stroke aphasia, nine that included meta-analysis (MA) to quantify results. We extracted findings and rated SR quality using AMSTAR2 (Shea et al., 2017). AMSTAR2 scores indicated that nine of the reviews, all MAs, were conducted with rigor. Improvements following tDCS intervention were reported for general aphasia abilities and measures of repetition and speech fluency. Five MAs reported significant effects of tDCS for naming recovery. Conclusions varied across SRs depending on which original studies were included and how results of left and right anodal and cathodal stimulation were combined. With refinement of the technique, recent summaries have shown positive effects of tDCS for some language measures, particularly naming outcomes, beyond behavioral treatment alone. Questions remain, however, before the technique can be confidently recommended for clinical practice. In group discussion, we will consider the feasibility of tDCS for clinical practice.
Learning Objectives:
Summarize methdologic quality and findings of 16 systematic reviews of tDCS for aphasia
Identify methdologic variations that influenced conclusions across studies
Describe results of tDCS for language outcomes reported in meta-analyses
Disclosures: Raymer
Financial Disclosures: Raymer is a salaried employee of Old Dominion University. Raymer is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
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Shiree Harbick, Ph.D. CCC-SLP
Brody Harbick
Kristin Wenger M.S. CCC-SLP
Briana Priester, MT-BC
Track: SLP-Pediatrics
Instructional Level: Intermediate
Abstract:
Catatonia is a condition that occurs in 10% of autistic children and adolescents and is marked by significant decreases in motoric and language functions (Ridgeway et al., 2021; Vaquerizo-Serrano, 2021). Frequently a chronic condition, untreated catatonia can be life-threatening and early intervention is a critical component of positive prognoses (Cornic et al., 2009). This presentation describes the acute onset of catatonia in a 19 year old with a genetic syndrome associated with autism (Dup15Q), with an focus on impact for communication and emotional regulation. Details about speech, AAC, and music therapy intervention approaches are shared in addition to successful medication management with Lorazepam. This case study provides clinical practitioners with information designed to increase awareness of catatonia in autism. Early intervention is necessary to improve outcomes for impacted individuals and communication professionals may be among the first to recognize the signs and symptoms of this condition. SLPs and other therapeutic providers can also play a crucial role in therapeutic interventions and compensatory strategies for improvement of communication function for autistic patients with catatonia.
Learning Objectives:
Identify signs and symptoms of catatonia in autistic children and adolescents
Describe the individual roles of medical team members in the management of catatonia in autism
List at least three communication treatment goals appropriate for catatonia in autism
Disclosures: S. Harbick
Harbick has no relevant financial or nonfinancial relationships to disclose.
Disclosures: B. Harbick
Harbick is receiving a discounted conference registration from SHAV. Harbick has no relevant financial or nonfinancial relationships to disclose.
Disclosures: Wenger
Wenger is receiving a discounted conference registration from SHAV. Wenger has no relevant financial or nonfinancial relationships to disclose.
Disclosures: Priester
Priester is receiving a discounted conference registration from SHAV. Preister has no relevant financial or nonfinancial relationships to disclose.
DEI
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Shari Robertson, Ph.D., CCC-SLP, BCS-CL, ASHA Fellow
Track: SLP-Pediatrics
Instructional Level: Intermediate
Abstract:
This session will explore how the core deficits of autism spectrum disorder (ASD) impact 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 autistic children (pre-K through high school) who learn to read spontaneously and early (hyperlexia) with applications for all readers.
Learning Objectives:
Discuss the impact of the core characteristics of ASD on reading comprehension
Conduct appropriate assessment strategies to unmask potential reading comprehension deficit of autistic readers with hyperlexia
Implement evidence-supported intervention strategies to facilitate improved reading comprehension for autistic readers - and all readers.
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.
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Sec. John Littel
Track: Professional
Instructional Level: Introductory
Abstract:
Meet Virginia's Secretary of Health and Human Services, John Littel, and learn about the 2024 General Assembly session, including key healthcare legislation from the perspective of Sec. Littel. During this advocacy-centered session, participants will have an opportunity to learn about Sec. Littel's own advocacy experiences and the value of professional advocacy. Additionally, participants will have the opportunity to ask Sec. Littel questions at the end of the presentation.
Learning Objectives:
Describe the impact of professional advocacy on state-level public policy
Demonstrate an understanding of SHAV and ASHA professional issues through conversations with Sec. John Little, Virginia's Secretary of Health and Human Services
Summarize outcomes from the 2024 General Assembly session
Disclosures: Littel
Littel is Virginia’s Secretary of Health and Human Services. Littel has no relevant financial or nonfinancial relationships to disclose.
11:30-1:00pm
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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
Jaime Van Echo, MS, CCC-SLP
Susan Adams, Esq., CAE
Track: Professional
Instructional Level: Introductory
Abstract:
ASHA staff present information about the Audiology and Speech-Language Pathology Interstate Compact (ASLP-IC), signed into Virginia law in spring 2023. Jaime Van Echo, Associate Director Clinical Issues in Speech-Language Pathology will share her personal and professional advocacy story and tips for continued advocacy for legislation that impact the professional practice of CSD professionals in Virginia. Susan Adams, Director, State Legislative & Regulatory Affairs at ASHA will share the importance of advocacy and how to be an advocate. She will inform Virginia SLPs and Audiologists of updated information about the ASLP-IC including information on the operationalization of the compact. Additionally, SLPs and audiologists will review ASHA resources available to certified members to support personal and professional legislative goals.
Learning Objectives:
List three state advocacy opportunities that align with their personal and professional goals to explore for future collaboration and support
Determine which connection and community resources can support their legislative priorities
Integrate ASHA resources in personal and professional legislative advocacy efforts across the state of Virginia or at the federal level
Disclosures: Van Echo
Financial Disclosures: Van Echo is a salaried employee of ASHA. Van Echo is receiving a discounted conference registration from SHAV
Nonfinancial— No relevant nonfinancial relationship exists.
Disclosures: Adams
Financial Disclosures: Adams is a salaried employee of ASHA. Adams is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
12:30-1:00pm
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Not for CEU Credit
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Not for CEU Credit
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Not for CEU Credit
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Not for CEU Credit
Description: Chat with the Virginia university representatives about supervision needs and expectations and their programs.
1:00-2:00pm
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This session has been withdrawn.
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L. Renee Garrett MSEd, CCC-SLP, CBIS
Track: SLP-Adult
Instructional Level: Intermediate
Abstract:
Trauma informed care consists of a multi-layered process in which clinicians build relationships with their clients/patients. This is an area for growth for many practitioners, no matter what setting or population you work with. How many times have you witnessed a physician or other practitioner come into a patient’s room or treatment space and not introduce themselves? Have you ever seen a colleague come in and touch a patient without establishing rapport and boundaries? Universal precautions, the triad of consent and simple ways we make our patients feel safe while respecting their boundaries provides the spark we need as clinicians to learn more. Learn how past and present trauma impacts our patients, their families, friends and loved ones and how that translates into our treatment spaces.
Learning Objectives:
Identify the triad of consent for adult settings
Integrate 3 resources for universal precautions for trauma informed care into your practice
Define trauma and stress as it relates to pre-existing conditions
Disclosures: Garrett
Financial Disclosures: Garrett is 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.
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Session Withdrawn.
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Marie Ireland M.ED. CCC-SLP BCS-CL
Track: SLP-Pediatrics
Instructional Level: Intermediate
Abstract:
SLPs in schools face many challenges in the school setting. Learn about the 9 major tensions facing school SLPs and how to address them. Tools for analysis and identification at the individual, school, and LEA level will be shared. Discussion of strategies and resources will provide examples for easy implementation. A focus on building advocacy skills, understanding conflict, development of automaticity, awareness of students’ civil rights will equip SLPs and school leaders with information to reduce obstacles and serve as catalysts for change.
Learning Objectives:
Discuss the nine major tensions regarding eligibility decision making in the school setting
Consider the usefulness of Cultural Historical Activity Theory (CHAT) for understanding SLP challenges in schools
Identify how SLPs and school leaders may address concerns to reduce obstacles and as a catalyst for change
Disclosures: Ireland
Ireland is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.
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Erin Wind M.S, M.M., CF-SLP
Track: SLP-Adult
Instructional Level: Introductory
Abstract:
Gender-affirming voice services (GAVS) are often desired by and considered beneficial to transgender and nonbinary individuals. Despite a need for GAVS, there is little research on whether the gender-expansive (GE) community can access desired services. Emerging adulthood, occurring between the ages of 18 to 25, is the age group with the highest prevalence of individuals who are transgender or nonbinary; however, there is minimal current research on access to gender-affirming voice services among this demographic. Existing literature suggests that difficulty finding information and a lack of knowledge pertaining to GAVS within the GE community creates a barrier to access to these services. The purpose of this study was to understand the desire for and access to GAVS among emerging adults in the GE community. The researchers collected data from 104 participants with an electronic survey. Survey data showed that 64% of participants were aware of and desire gender-affirming voice services. Of the participants who indicated desire for gender-affirming voice services, 93% reported that they never received services from a voice professional. Affordability, approachability, and acceptability were the most significant organizational barriers to access.
Learning Objectives:
Contrast the percentage of people who desire services versus the percentage of people who receive services
Identify barriers to access to gender-affirming voice services among the gender-expansive community
Describe ways the entire speech pathology community, including those who do not specialize in voice, can support access to these services
Disclosures: Wind
Wind is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.
DEI
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Dorothy Gaspard-St.Cyr, M.Ed CCC-SLP
Tiffany Gurley Nettles, CCC-SLP, PHD
Track: SLP-Adult
Instructional Level: Introductory
Abstract:
According to the ASHA ((2021)) member profile, approximately 8% of members identify as bilingual service providers, yet, the U.S Census Bureau reports that 21% of the population speak more than one language at home, with the numbers increasing. The rise in multilingual families means a potential increase of culturally and linguistically diverse clients needing our services.The Covid-19 pandemic, highlight disparities in healthcare and service delivery methods in the U.S. To meet the need for diversity in our service delivery, graduate programs must increase enrollment of CLD students. As a result, we will need culturally responsive teaching and supervision to ensure equity for our bilingual/bicultural students. This presentation explores best practices of supervision for culturally diverse students.
Learning Objectives:
Identify the role of the supervisor/supervisee relationship
Define cultural humility, and culturally competency
Identify student learning styles and areas for culturally responsive teaching and supervision
Disclosures: Gaspard-St.Cyr
Financial: Gaspard-St.Cyr is receiving a free conference registration from SHAV.
Nonfinancial: Gaspard-St.Cyr is serving as SHAV’s VP of Continuing Education. No other relevant financial or nonfinancial relationships to disclose.
Disclosures: Nettles
Nettles is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.
2:15-3:15pm
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Alison King, PhD/, CCC-SLP, LSLS Cert. AVT
Valerie James Abbott Parent-Advocate, Certified EICM (Early Intervention Case Manager)
Track: Pediatrics
Instructional Level: Intermediate
Abstract:
Over the last 30+ years, Universal Newborn Hearing Screening has dramatically reduced the average age when children with congenital hearing loss are identified and has improved their access to language and literacy. But the truth is that incidence of permanent hearing loss doubles between birth and school age, and in the U.S., hearing is usually not appropriately screened during this timeframe. Too often, children who acquire hearing loss after the newborn period are not identified, or correctly diagnosed, until years after onset when the prime time for language acquisition has passed and developmental milestones are missed. In this presentation, parent-advocate Valerie James Abbott and auditory-verbal therapist Dr. Alison King will dive deep into the Abbott family's true story, discuss current facts and known impacts of pediatric late-onset hearing loss on language acquisition, and unveil strategies that SLPs, AuDs, and other professionals in the field can leverage to establish long-lasting relationships and successful outcomes for children affected by late onset hearing loss and their families.
Learning Objectives:
Summarize reasons why family members might overlook risk factors and common signs of unidentified hearing loss in infants and young children.
Connect key facts about early childhood hearing loss to their own practice
Examine best practices aimed at cultivating strong, long-term partnerships with families of children who are deaf and/or hard of hearing
Disclosures: Abbott
Financial Disclosures: Abbot recieves a royalty from Valerie - Padapillo PBLLC and author of children's book Padapillo. Abbott is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
Disclosures: King
Financial: King is receiving a free conference registration from SHAV.
Nonfinancial: King is serving on the SHAV Board of Directors.
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L. Renee Garrett MSEd, CCC-SLP, CBIS
Track: SLP-Adult
Instructional Level: Intermediate
Abstract:
Speech Language Pathologists work in a variety of medical settings. Whether you cover the NICU, pediatric outpatient, adult or geriatric hospitals or inpatient rehab, SLPs need to identify strategies for error prevention. Health literacy, safety culture and overuse of medical language will be included in this discussion. Learn how to use simple tools for root cause analysis and how identifying the “root” can foster better patient outcomes. Case studies and examples are included.
Learning Objectives:
Define two concrete solutions to improve safety culture
Describe root cause analysis and how to utilize it for error prevention
Identify two strategies to prevent adverse patient outcomes
Disclosures: Garrett
Financial Disclosures: Garrett is 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.
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Nathaniel B. Ellis M.S., CCC-SLP
Track: SLP-Pediatric
Instructional Level: Intermediate
Abstract:
Mainstream approaches to the evaluation, diagnosis, and treatment of developmental speech-sound disorders often draw a sharp line between the domains of articulation and phonology. However, since the turn of the 21st century, research has accumulated that calls this dichotomy into question. For example, results from electropalatographic and ultrasound studies have raised questions about the validity of phonological interpretations of disordered speech. In this presentation, 2 models to approaching developmental speech-sound disorders will be highlighted that aim to integrate the areas of articulation and phonology by using models that are more phonetically grounded and speech-motor focused: an emergentist model of phonology and an Articulatory Phonology based model. A background and history will be reviewed while throughout, linking theory to clinical application will be emphasized using hypothetical and real-world examples. Join the discussion if you are looking for innovative and thought-provoking ways to enhance your thinking around the evaluation and treatment of developmental speech-sound disorders.
Learning Objectives:
Describe two phonetically grounded models of developmental speech-sound disorders which attempt to reconcile the domains of articulation and phonology
Interpret common phonological process errors in children through the framework of these models
Integrate theory and clinical practice through the examination of real-world examples from disordered speech
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.
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Jaime Lawson M.S., CCC-SLP
Melonie Melton M.S., CCC-SLP
Heather Patton M.S., CCC-SLP
Melissa Clark M.S., CCC-SLP
Track: SLP-Pediatrics
Instructional Level: Intermediate
Abstract:
This session will provide information about facilitating self-determination and self-advocacy in AAC users. Discussion will include psychosocial competence and social-emotional development interventions that were utilized within a regional program for school aged students. Activities and intervention tools will be reviewed, including family/caregiver training, choices/opinions, and communication partner training.
Learning Objectives:
Define “psychosocial competence,” its role in self-determination and self-advocacy, along with impactful activities
Discuss at least three strategies that can be put into place across the span of a school age population to promote self-determination and self-advocacy in AAC users
Describe the role of social-emotional development in promoting adequate self-determination and self-advocacy skills in AAC users
Disclosures: Lawson
Financial Disclosures: Lawson is employed by NHREC Center for Autism and Newport Academy.
Nonfinancial— No relevant nonfinancial relationship exists.
Disclosures: Melton
Financial Disclosures: Melton is employed by NHREC Center for Autism and Newport Academy. Melton is receiving a discounted conference registration from SHAV.
Nonfinancial— Melton is a member of ASHA and the S.I.G. 12, AAC.
Disclosures: Patton
Financial Disclosures: Patton is employed by NHREC Center for Autism and Newport Academy. Patton is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
Disclosures: Clark
Financial Disclosures: Clark is employed by NHREC Center for Autism and Newport Academy. Clark is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
DEI
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Michelle Lenhart, Ph.D., CCC-SLP
Uma Chaudhary MS CCC-SLP
Michelle Dawson MS, CCC-SLP, CLC, BCS-S
Track: SLP-Pediatrics
Instructional Level: Intermediate
Abstract:
Are you a speech-language pathologist or audiologist practicing in the world of early intervention, or working with individuals from 3-21 within the school-based setting, or do you teach undergraduate or graduate courses in communication sciences and disorders/audiology? Have you never heard of “implementation science”, or are only vaguely familiar with the term? ANDDDD do you become frustrated with how to effectively embed the most current evidence-based practice interventions into your sessions? If you said yes to any of the above, then this is the course for you! Join, your fellow Virginia colleagues, Michelle Lenhart, Ph.D., CCC-SLP, Uma Chaudhary, MS CCC-SLP, and Michelle Dawson, MS CCC-SLP, CLC, as they embark on an hour long adventure to share their combined passions and knowledge on all things “Implementation Science”. They will share how implementation science was developed to assist practitioners with more effectively embedding current research findings of evidence-based practices into their daily routines, to increase the effectiveness of their treatment sessions (Douglas, et al 2019; Dogulas, et al 2022). Specific examples will be provided for utilization within the framework of early intervention, school-based, as well as how to embed it into academic and clinical settings at the college/university level. By the end of this session, attendees will be equipped and excited to do their part to expedite the seventeen year research-to-practice pipeline (Alonzo, et al, 2022)!
Learning Objectives:
Describe what implementation science is and its relationship to evidence-based practices
List three potential benefits of utilizing an implementation science framework in a variety of clinical settings
List two potential ways that they can participate in the implementation science pipeline
Disclosures: Lenhart
Financial: Michelle Lenhart, Ph.D., CCC-SLP, receives a salary from Radford University. Lenhart is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
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.
Disclosures: Chaudary
Financial: Uma Chaudary, MS CCC-SLP, Fairfax County Public Schools, does not provide any reimbursement for my presentation or attendance at this conference. Chaudary is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
3:30-4:30pm
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Taryn Traylor PhD, BCBA, LBA
Melanie Derry MS, CCC-SLP
Track: SLP-Pediatrics
Instructional Level: Introductory
Abstract:
Are your students receiving behavioral services or supports? Are you experiencing professional tension with your student’s BCBA? With over 26,000 students in Virginia schools who have the educational diagnosis of Autism Spectrum Disorder (VDOE’s 2022 Fall Membership Report), SLPs and BCBAs find themselves sitting across from one another at an IEP meeting and sharing broad communication and language goals, but that’s often where the collaboration ends. Join us as we share practical ways to promote authentic partnership, discuss the Model for Interdisciplinary Collaboration, and develop action steps for improving collaborative practices in our current workplace.
Learning Objectives:
Identify actionable activities that reflect successful interdisciplinary collaboration
Describe the components of the ongoing process-oriented approach to interdisciplinary collaboration
List facilitators for interdisciplinary collaboration between SLPs and BCBAs in one’s current work scope through reflection and action planning
Disclosures: Traylor
Traylor is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.
Disclosures: Derry
Derry is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.
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Treasyri Williams Wood SLPD, CCC-SLP/L
Track: SLP-Adult
Instructional Level: Intermediate
Abstract:
Neurogenic communication disorders, such as aphasia, dementia and dysarthria, result from nervous system damage, profoundly affecting effective communication. Beyond their direct effects, individuals with these disorders grapple with social determinants of health (SDOH), intensifying the impact on their overall well-being.
This presentation delves into the profound influence of SDOH on those with neurogenic communication disorders, encompassing factors like healthcare access, economic instability, discrimination, stigma, and environmental elements. Through research studies, case studies, and personal narratives, we investigate how SDOH can shape diagnosis, treatment, and health outcomes in these individuals.
Healthcare access proves pivotal in disease prevention and promotion of well-being, particularly for those with neurogenic communication disorders. Many face hurdles, like insufficient insurance coverage and healthcare infrastructure, leading to delayed diagnosis, limited treatment access, and suboptimal care, detrimentally affecting their health.
Economic instability is another potent force affecting health outcomes. Impaired employability and workplace discrimination cause financial instability, hampering access to essential resources, including healthy sustenance, secure housing, and healthcare, culminating in heightened chronic disease risks.
Discrimination and stigma significantly impact the mental health of these individuals. Aphasia and Dementia can engender isolation and discrimination, amplifying emotional distress. Likewise, dysarthria can limit education and job prospects, deepening socioeconomic disparities.
To tackle these challenges, we explore potential solutions, encompassing healthcare access improvement, economic security enhancement, and environmental regulation. Expanding insurance, boosting healthcare infrastructure, and affordable housing and food programs are vital policies for bolstering the health outcomes of these individuals.
In summary, SDOH significantly affect the health of those with neurogenic communication disorders, necessitating policies and interventions to counter these challenges. Augmented healthcare access, economic security, discrimination mitigation, and environmental regulation are prospective solutions fostering improved health outcomes in this vulnerable population.
Learning Objectives:
Identify and describe the various social determinants of health that can impact individuals with neurogenic communication disorders, including factors such as access to healthcare, economic insecurity, discrimination and stigma, and environmental factors
Analyze the impact of social determinants of health on the diagnosis, treatment, and overall health outcomes of individuals with neurogenic communication disorders, including factors such as delayed diagnosis, limited access to treatment, and reduced quality of care
Develop and propose evidence-based strategies and policies to address the social determinants of health that can impact individuals with neurogenic communication disorders, including policies that improve access to healthcare, address economic insecurity, and promote environmental regulations
Disclosures: Williams-Wood
Williams-Wood is employed by ASHA. Williams-Wood has no relevant financial or nonfinancial relationships to disclose.
DEI
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Sarah Teter M.S., CCC-SLP
Erin Clinard Ph.D., CCC-SLP, CHSE
Track: Professional
Instructional Level: Intermediate
Abstract:
Though data collection can seem like a straightforward practice of plus, minus, and percentages, the seasoned clinician understands it to be more complicated and nuanced. If data is the foundation of clinical decision-making, how do we ensure it is appropriate, accurate, and efficient? Beyond that, how do we teach this critical skill to our students? This session will cover strategic and effective data collection methods and how to instruct and ensure students build understanding and competence of this foundational clinical skill. Strategies for SLPs supervising graduate students in externships will be discussed.
Learning Objectives:
Define data types, methodologies, and instruct students in applying them to a variety of clinical situations
Teach supervisees to demonstrate meaningful clinical change through aligning measurable behavioral objectives and data analysis
Guide students/supervisees in effective integration of quantitative and qualitative data to inform clinical decision making
Disclosures: Teter
Teter is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.
Disclosures: Clinard
Clinard is receiving a discounted conference registration from SHAV. No other relevant financial or nonfinancial relationships to disclose.
Supervision
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Shari Robertson, Ph.D., CCC-SLP, Professor Emeria, BCS-CL; ASHA Fellow
Track: Professional
Instructional Level: Intermediate
Abstract:
The biography of virtually every successful person throughout history mentions the positive impact of a mentor – from Socrates (Plato) to Oprah Winfrey (Maya Angelou) to Harry Potter (Professor Dumbledore). Typically defined as one-to-one sharing of knowledge, skills, and experience to help another develop and grow, mentoring relationships are not constrained by age, seniority, power status, topic, or time. However, the common denominator is the innumerable and invaluable benefits that a strong mentoring relationship provides for the mentee, the mentor, and our professions. This seminar will explore the ingredients of an effective mentoring relationship with emphasis on the magic secret sauce that enhances both personal and professional success. Checklists, worksheets, and case studies will be included in this rapidly-paced, energizing workshop for mentors and mentees at any stage of their career.
Learning Objectives:
Identify the ingredients of a successful mentoring relationship
Discuss the benefits of mentoring for mentors, mentees, and the profession
Apply mentoring skills to increase success potential for both mentors and mentees
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 monetary compensation from SHAV due to being an invited speaker.
Nonfinancial— No relevant nonfinancial relationship exists.
Supervision
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Sarah Kuhr, M.S. CCC-SLP
Melissa Jakubowitz, M.A. CCC-SLP
Track: Professional
Instructional Level: Introductory
Abstract:
In this course, therapists will review the steps to contract directly with a school district when providing services virtually. Information will be shared on setting yourself up for success and security before getting started in telepractice (e.g. ways therapists can protect themselves legally). Therapists will be guided on how to network and initiate contact with school districts in order to get a contract (e.g. phone calls, language for negotiating, etc.). Ways to maintain consistent communication with the district will be shared in order to be a reliable service provider when working remotely.
Learning Objectives:
1.List three strategies to set up for success as an independent contractor
2. Identify the process for establishing a virtual contact with a school district
3.Describe three strategies for maintaining communication with the district and families virtually
Disclosures: Kuhr
Financial: Kuhr’s expenses to attend the conference are being paid by her employer, eLiveNow. Kuhr is receiving a discounted conference registration from SHAV.
Nonfinancial— No relevant nonfinancial relationship exists.
Disclosures: Jakubowitz
Financial : Jakubowitz is the CEO and Founder of eLiveNow, a telepractice company. Jakubowitz is receiving a discounted conference registration from SHAV.
Non-financial: Melissa is a member of SIG 18 and a former coordinator of the SIG .
4:45-5:45
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Treasyri Williams Wood SLPD, CCC-SLP/L
Track: Professional
Instructional Level: Introductory
Abstract:
This keynote address will outline and will discuss strategies for successful advocacy, opportunities to lead, and ways to get involved. Issues described in ASHA’s 2024 Public Policy Agenda (PPA) will be highlighted as well as strategies for how speech-language pathologists and audiologists can harness their leadership potential to promote advocacy efforts to ensure favorable outcomes for members and consumers in their state
Learning Objectives:
Identify one priority in each of the five objective areas of Health Care Issues, Schools Issues, Professional Practice and Workforce, Client/Patient/Student Issues, and Diversity, Equity, and Inclusion Issues in the Public Policy Agenda
Identify three leadership skills members who volunteer for ASHA’s Committees, Boards and Councils develop
Describe at least three traits common to great leaders
Disclosures: Williams-Wood
Williams-Wood is employed by ASHA. Williams-Wood has no relevant financial or nonfinancial relationships to disclose.
DEI
Click here to download the presentation materials
5:45pm (Immediately following the Keynote Address)
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