SCSHA 2021 SCHEDULE

*Schedule subject to change*

Click Here for Financial and Non-Financial Disclosures

 

Wednesday - 2/10/21             

4:00 p.m. - 5:00 p.m.   Executive Board Meeting       

5:30 p.m. - 6:15 p.m.   Annual Business Meeting

Thursday - 2/11/21     

9:00 a.m. - 10:30 a.m.

Session 1 - SCHOOLS - "The State of The State Department of Education in SLP"
Angie Neal, M.S. CCC-SLP

Angie Neal is the SLP Contact for the South Carolina State Department of Education and an adjunct instructor for the University of South Carolina graduate program in Communication Disorders. She is also a frequent presenter on the topic of language and literacy, pragmatics and /r/ across the US and via online professional development.

The “State of the State Department of Education in SLP” will be an opportunity for participants to hear from and ask questions of the State SLP Contact.

Learning Objectives:
Outcome 1:Summarize pre-referral procedures
Outcome 2:Distinguish between the multiple types of data required for eligibility determination in SLI
Outcome 3:Reference additional information and recommendations for school-based procedures

 

Session 2 - HEALTH CARE - FEATURED SPEAKER -  "Swallowing Psychology Masterclass"
Ianessa Humbert, Ph.D.

Ianessa Humbert, Ph.D. is an accomplished scientist, professor, and Co-Founder of the Swallowing Training and Education Portal (STEP). With over 100 speaking invitations around the world, the most common feedback continues to be “This is the first time a course has really forced me to think about what I’m doing." https://www.ianessahumbert.com/ianessa-humbert/

An important part of evidence-based practice is clinical expertise. Yet, many clinicians do not have the tools to gather, interpret, and apply their clinical data to understand trends in patient outcomes and justify clinical decisions. The Swallow Physiology introduces clinicians to clinical data collection, focusing on data that can be derived from clinical swallow evaluations and modified barium swallow studies.

Learning Objectives
Outcome 1: Identify cognitive biases that derail clinical practices from being supported by evidence versus myths and/or unsupported or assumed idea.
Outcome 2:Differentiate evidence-based practice from theory-based practice
Outcome 3:Differentiate quantitative versus qualitative data

Session 3 - PRIVATE PRACTICE -  - "Deep Cover: Exploring Covert Stuttering" 
Charley Adams, PhD, CCC-SLP and Pamela Mertz

Charley Adams is a clinical assistant professor at the UofSC, where he teaches graduate coursework on stuttering, and supervises stuttering therapy. Charley serves on the Board of directors of the National Stuttering Association, and has presented on stuttering and cluttering at the state, national and international levels.

Pamela Mertz stutters and is active in the global stuttering community. She has held leadership positions with the ISA, NSA and 50 Million Voices. She led the NSA’s “We Stutter @ Work” initiative. She blogs at Make Room For The Stuttering and hosts the only podcast exclusively for women who stutter.

Growing up stuttering makes you a prime target for bullying. Being bullied for stuttering leads to shame, and shame leads to hiding. Some learn to hide so well that others don’t know that they stutter. Early on, this feels like success. Over time, however, keeping the secret becomes the most important goal, on which all decisions are based. Covert stuttering is a venus flytrap that invites you in, then tightens its grip. There is a way out…

Learning Objectives:
Outcome 1:Discuss the allure of covert stuttering
Outcome 2: List advantages of coming out of the covert closet
Outcome 3: Describe the process of coming out of the covert closet

 

11:00 a.m. - 12:30 p.m.

Session 4 - SCHOOLS - FEATURED SPEAKER  "Speech Sound Disorder (SSD) Teletherapy in the Time of COVID"
Amy Graham, MA, CCC-SLP

Amy Graham is an SLP and owner of Graham Speech Therapy. She specializes in speech sound disorders and is the creator of numerous SSD specific assessment/therapy products. She loves supporting and equipping SLPs to help them provide evidence-based treatment by posting frequent therapy videos and practical therapy tips on social media. https://www.grahamspeechtherapy.com/about.html

There are particular challenges SLPs now face as more of us are required to switch to telepractice, such as technological obstacles and hindrances when implementing particular SSD therapy approaches. This presentation will focus on what current research tells us about EBP and how those principles may be implemented virtually, including 1) choosing and implementing appropriate intervention approaches based on differential SSD diagnosis, 2) strategies for increasing production of trials during therapy and encouraging home practice, and 3) specific online resources that can support SSD therapy. Videos of actual therapy sessions will be presented to show examples of each of these objectives in virtual speech therapy situations.

Learning Objectives:
Outcome 1: Discuss how each evidence based approach discussed may be used over teletherapy
Outcome 2: Describe at least two strategies to improve accurate productions during teletherapy
Outcome 3: Identify 3 online resources for SSD therapy via teletherapy


Session 5 - HEALTH CARE -  "I Don’t Have COVID, I Have a Cough!"
Kelly Caldwell, MA, MS, CCC-SLP

Kelly Caldwell is an SLP at an ENT practice in Anderson, SC. She earned her Master of Arts in Teaching- Music Education from UNC Chapel Hill and Master of Science in Communication Sciences and Disorders degree from East Carolina University. Special interests are functional dysphagia, functional dysphonia, professional voice, tracheostomy, FEES, and videostroboscopy.

A patient who has been dealing with a chronic cough has often been through multiple providers by the time they come to an SLP. These patients may be struggling with functional upper airway disorders affecting voice and/or swallowing that are triggered by an underlying cause. This presentation will provide evidence and resources to put together an upper airway disorders evaluation and treatment plan so that patients will be empowered to take the next step in reducing or eliminating their chronic cough.

Learning Objectives:
Outcome 1: Describe patient-centered communicative techniques that will enable the patient to have a comprehensive evaluation for chronic cough.
Outcome 2: Demonstrate behavioral cough suppression techniques and reasons for their use.
Outcome 3: Explain reasons for referral recommendations within a multidisciplinary team.

 

Session 6 - PRIVATE PRACTICE - FEATURED SPEAKERS - "Why Didn’t I Think of That!? Creative AAC Tips and Tricks"
Jeanna Antrim, M.S., CCC-SLP and Maggie Judson, M.S., CCC-SLP, ATP

Jeanna Antrim, M.S., CCC-SLP, has nine years of experience working as a school based speech-language pathologist serving students with complex communication and language needs. She works as an AAC facilitator for the Belleville Area Special Services Cooperative in southern Illinois. In this role, Jeanna provides consultations, evaluations, and direct therapy for students with complex communication needs, as well as implements professional development activities around the topics of AAC and literacy. Jeanna earned her bachelor’s and master’s degree in speech-language pathology from Eastern Illinois University, where she performed research in AAC and autism at the undergraduate and graduate levels. She has presented on AAC topics at the regional, state, and national level and has contributed to various AAC blogs. Jeanna can be reached at [email protected] as well as on Instagram @basscAAC or @speechwithoutlimits.

Maggie Judson, M.S., CCC-SLP, ATP received her Master of Science degree in speech-language pathology from Southern Illinois University Edwardsville, where she gained hands-on experience with augmentative and alternative communication during an AAC practicum. This experience shaped her desire to work with children with complex communication needs, and as a clinician has practiced in school-based settings and a private practice. Currently, Maggie works as the AAC Specialist for a special education cooperative, providing AAC consultations, evaluations, and direct therapy, as well as developing and implementing professional development activities on the topics of communication and literacy. Maggie has presented at state and national conferences and has contributed to AAC publications and blogs. You can reach her at [email protected] and on Instagram @basscAAC + @the.bookish.slp

Have you hit a wall in coming up with creative AAC support and implementation ideas? Is Pinterest letting you down? Can you not spend one more dollar at Teachers Pay Teachers? If you answered yes to any of these questions, then you need a session where you get an AAC idea a minute! We’ll share quick and simple ideas around the areas of aided language input and AAC implementation. We’ll cover a variety of simple, practical AAC ideas that will have you saying, “Well, that’s a fun idea! Why didn’t I think of that!?”

Learning Objectives:
Outcome 1:Discuss three ways to increase use of aided language input in your classroom/therapy sessions
Outcome 2:Identify three ways to incorporate the use of manual communication boards across environments
Outcome 3:Describe three implementation ideas to increase communication opportunities across environments

1:00 p.m. - 2:00 p.m.

Awards Ceremony and President’s Address  

1:00 p.m.  - 2:30 p.m.

Session 7 - HEALTH CARE - FEATURED SPEAKER - "Emerging Infections –Separating Fact from Fiction -What do we know about the newest one to plague the Human Race?"

Michael Schmidt, B.S., M.A., Ph.D., FAAM, FACD (hon)

Michael G. Schmidt earned his Ph.D. from Indiana University, Bloomington and rose through the ranks of MUSC where he is presently professor of microbiology and immunology. He was elected to fellowship in the American Academy of Microbiology and the American College of Dentists. In 2017 he was selected as the South Carolina Governor’s Awardee for Excellence in Science and Scientific Awareness and in 2019 he was elected as Chair of the Council for Microbial Sciences.

The microbial world is continuously adapting to the ever-changing conditions on our planet. Occasionally the détente that exists between the human race and microbes is disrupted. In today’s talk this consequence, a global pandemic, resulting from the emergence of a microbe never before seen by our race will be explored. Fact will be separated from fiction such that the attendee will appreciate how they might be able to help themselves and their communities recover.

Learning Objectives:
Outcome 1:Explain the risks associated with emerging pathogens to the overall health of their community
Outcome 2:Explain to colleagues, staff and patients the value proposition that routine vaccination affords to them individually, and to facilitating protection from pathogens in their communities
Outcome 3:Actively contribute to the formulation of plans for his/her community that may serve to mitigate the effects of these new pathogens

 

Session 8 - PRIVATE PRACTICE - FEATURED SPEAKER - "Treatment of Childhood Apraxia of Speech in Young Children"

Jennie  Bjorem, M.A., CCC-SLP

Jennie received her bachelor’s degree in Communication Sciences and Disorders from Saint Louis University and graduated from Truman State University with her master’s degree in Communication Sciences and Disorders in May 1999. She has a great understanding from a parent perspective as she has a child with special needs. She is the owner of Children’s Therapy Services in Overland Park, Kansas. Jennie’s area of expertise is in early intervention birth through 5, parent education and childhood apraxia of speech. Jennie is recognized for her advanced training and expertise in Childhood Apraxia of Speech by Apraxia Kids. She presented at the Apraxia Kids national conference, had over 125 hours of CAS training in between 2018-2020. Jennie travels the country speaking on the topic of CAS in her spare time. Jennie is the creator of the Bjorem Speech Sound Cues for acquisition of speech and literacy. https://www.bjoremspeech.com/

A recent survey collected by Bjorem Speech indicated that over 40% of SLP's consider themselves novice/still learning in the area of CAS. During this course we learn about the different treatment approaches available for CAS and review the Principles of Motor Learning. Multi-sensory cueing strategies will be discussed as well as how to incorporate cueing into therapy. Ideas for functional play-based instruction using a motor planning based approach will be provided giving therapists immediate take aways.

Learning Objectives:
Outcome 1: Participants will become familiar with the different treatment approaches available for CAS.
Outcome 2: Participants will understand cueing strategies to support a motor planning approach to therapy.
Outcome 3: Participants will be able to describe how therapy for a child with CAS looks different than traditional sound based therapy.

3:00 p.m. - 4:30 p.m.

Session 9 - SCHOOLS -  "How to Survive a Title I School: Your First Year"
Wyndi Capeci, M.S., CCC-SLP / Marcheé Perry / Jayla Davis

Wyndi L. Capeci, M.S., CCC-SLP is a clinical assistant professor at Jacksonsville University. She also consults for EBS Healthcare and has a strong interest in working with individuals from urban backgrounds, children in care and diverse backgrounds. Wyndi has more than 20 years experience in the field of communication disorders.

Marcheé Perry is a graduate clinician in the Speech-Language Pathology program at Jacksonville University (JU). She is currently the treasurer of JU’s National Society of Speech Language & Hearing Association (NSSLHA). She graduated from the University of Central Florida with her B.S. in Communication Sciences and Disorders.

Jayla Davis is a first-year graduate student at Jacksonville University. She earned her Bachelor of Science in Education in speech-language pathology from the University of West Georgia. She serves as the 2020-2021 Florida student state officer for National NSSLHA. Jayla is currently the 2020-2021 President of Jacksonville University’s NSSLHA chapter.

Most of us have a career road map in our heads. Even veteran speech-language pathologists can be surprised by the challenges and frustrations when transitioning into a Title 1 school. These speed bumps and detours will be matched with resources and solution suggestions that will create a positive journey and outcome for both you and your students. The U.S. Department of Education reported a shortage of teachers and speech-language pathologists (SLPs) in rural and urban schools, where many Title 1 schools exist. When examining urban school statistics, initial staffing of speech-language pathologists is not as large of an issue as retaining staff in the “higher” need schools. These schools are often marked as Title 1, indicating several factors that indicate that the student population is in need of additional supports due to socio-economic challenges.

Learning Objectives:
Outcome 1: Learners will be able to summarize the attributes of a Title 1 school
Outcome 2: Learners will be able to predict no less than 3 possible challenges that staff at a Title 1 school face
Outcome 3: Learners will be able to identify no less than 4 support resources for staff in a Title 1 school

 

Session 10 - HEALTH CARE -  "Pediatric Feeding and Swallowing:  It’s NOT Behavioral"
Brianna Miluk, M.S., CCC-SLP, CLC

Bri serves as the Clinical Supervisor of Feeding at a nonprofit pediatric outpatient clinic and is a certified lactation counselor. She graduated from Marshall University with her master’s degree in Communication Sciences and Disorders. She received the ACE in 2020 and is the Director/Founder of the Miluk Forward Foundation.

Pediatric feeding and swallowing disorders (PFDs) encompass coordination of multiple factors, including medical, nutritional, skills, and psychosocial. If any one area is impacted, a pediatric feeding and/or swallowing disorder may result (Goday et al., 2019). As a speech-language pathologist, we are often the first to consider the multi-faceted development, assessment, and treatment for children with PFDs. This course will focus on completing a comprehensive assessment, including what questions to ask and red flags for referral, how to contact professionals in other disciplines, and first steps for providing treatment, including readiness and immediate take-aways to start implementing with your patients. This course also includes updated research to promote evidence-based practice.

Learning Objectives:
Outcome 1: Describe the four main areas of a pediatric feeding disorder.
Outcome 2: Identify signs/symptoms that prioritize referrals to specific disciplines (e.g. ENT, GI).
Outcome 3: Apply feeding and swallowing strategies for treatment to current caseload.

Session 11 - PRIVATE PRACTICE - FEATURED SPEAKER - "(Y)Our Role in Addressing Racial Disparities"
Vicki Deal-Williams, MA, CCC-SLP, FASAE, CAE

Vicki R. Deal-Williams is the Chief Staff Officer for Multicultural Affairs for the American Speech-Language-Hearing Association (ASHA). She is an ASHA-certified speech-language pathologist, as well as a Certified Association Executive who has worked extensively in the area of diversity and inclusion, association leadership, and strategic planning for over 35 years.

Audiologists and speech-language pathologists, like so many other professionals, are having to re-assess their responsibility for making long-term change in routine practices and approaches when working with individuals across racial boundaries. This challenge is significant for professions that in the past, have been reluctant to even have a conversation that included or addressed race directly. The necessity of putting that responsibility into purposeful, sustainable action will be spelled out, along with strategies, tools, and resources for moving forward to address and increase racial equity.

Learning Objectives:
Outcome 1:Describe the role and responsibility of Audiologists and SLPs in addressing racial equity
Outcome 2:Identify strategies for addressing racial disparities applicable to professional roles in CSD
Outcome 3:Identify tools and resources for effectively addressing race in CSD

 

4:30 p.m. - 5:00 p.m. - Poster Session

Poster Session A: Is 60 the new 30? SLPs’ Knowledge Of Aging 
Lauren Lopez, BA; Colleen Gordon, BA; Jillisa Harmon, BA; Amber Heape, ClinScD, CCC-SLP, CDP

 

5:00 p.m. - 6:30 p.m.

Session 12 - SCHOOLS - "Not Just For Neo, Now You Can Use the Matrix to Teach Language Skills Faster"
Rebekah Lee, M.S.P., CCC/SLP, M.Ed., BCBA

Rebekah N. Lee, M.S.P., CCC/SLP, M.Ed., BCBA, is in her 20th year as a speech-language pathologist in public schools. She is currently a doctoral student in applied behavior analysis focusing on verbal behavior for concept acquisition, multidisciplinary collaboration skills, and dissemination of both sciences.

Matrix-training is a little-known procedure used for decades by speech language pathologists and behavior analysts to teach skills such as action + object utterances in receptive and expressive language modalities, color + shape identification, oral sentence structure, productive sign modifications, Matrix-training consists of arranging skill targets across a minimum of two axes and is a framework for promoting the emergence of untaught skills. It’s use can result in an increased rate of acquisition of new targets (vocabulary, signs used, sentences generated etc.) and an increase in the number acquired without direct teaching (recombinative generalization). It is both effective and efficient.

Learning Objectives:
Outcome 1: Participants will learn how a matrix training procedure can be used to address multiple linguistic targets with learners of varying skill levels.
Outcome 2: Participants will learn what a matrix-training procedure is and how to create one.
Outcome 3: Participants will be guided in creating a matrix-training framework using personalized targets

 

Session 13 - HEALTH CARE - FEATURED SPEAKER - "Treating Aphasia Step-by-Step"
Megan Sutton, MS, CCC-SLP

Megan Sutton is a speech-language pathologist & international speaker who specializes in aphasia and technology. She designs apps for adult speech therapy through her company Tactus Therapy in Vancouver, Canada. Megan has worked in most medical clinical settings and is co-author of the stroke recovery book Healing the Broken Brain. https://tactustherapy.com/about/

For clinicians new to treating aphasia or those who need to update their knowledge, this talk will take you through the basics of setting goals, performing assessments, delivering treatments, and selecting home programs for people with aphasia from acute rehab through to the community. Learn the latest information and current best practices in aphasia rehabilitation to help you feel more confident in helping people with aphasia and their families in this practical course.

Learning Objectives:
Outcome 1: Identify 5 evidence-based treatments to improve verbal expression in aphasia.
Outcome 2: Describe what person-centered goal setting involves.
Outcome 3: Describe the role of the SLP in each stage of the stroke recovery pathway.


Session 14 - PRIVATE PRACTICE -  FEATURED SPEAKER - "Food School: Feeding Therapies for Children 6 Months and Up"
Katherine Sanchez, B.A., BSpPath(Hons), PhD, CPSP

Dr. Katherine Sanchez is an Australian SLP whose clinical and research experience has focused on feeding and communication in children from 0-6 years of age. She has multiple peer-reviewed publications in pediatric and SLP journals, and has been an invited speaker nationally and internationally on topics related to preterm birth, and pediatric feeding. She co-owns Protea Therapy, edits and writes for the Informed SLP, and is a postdoctoral researcher, and regular guest academic. https://www.proteatherapy.com.au/about

Many SLPs are uncomfortable in the world of pediatric feeding; but up to 90% of children with neurodevelopmental disorders may have significant feeding problems—not to mention children with complex medical histories. The world of pediatric feeding is full of acronyms, philosophies, approaches, and tips, many of them contradictory. In this presentation, we will review the definition and bases of pediatric feeding disorders, and discuss popular therapeutic approaches. We will address how clinicians can select therapy tools that are consistent with scientific evidence and likely to be effective for their clients.

Learning Objectives:
Outcome 1:Use accurate terminology to describe feeding issues in children
Outcome 2:Understand the main philosophies underpinning approaches to feeding therapy
Outcome 3:Name at least three therapeutic strategies that may be used in feeding therapy

 

7:00 p.m. - 8:00 p.m.  G.E.M. Workout Class - Jackie Jones Brown, Ed.D., CCC-SLP/Chris Smith -  "March Aerobics"            

Friday - 2/12/21                     

8:00 a.m. - 8:45 a.m.  Student Breakfast       

9:00 a.m. - 10:30 p.m. 

Session 15 - SCHOOLS - FEATURED SPEAKER - "Motivating & Engaging Therapy for Students with Complex Communication Needs"
Maria Kotsonis, M.A., CCC-SLP PC

Maria Kotsonis received her Bachelor’s and Master’s degree from Saint John’s University. Maria has been a speech-language pathologist for 8 years. She has worked with children in schools, private practice and early intervention settings. She has worked with adults in the hospital setting, private practice and at home. Maria is PROMPT certified. Maria uses a holistic and multi-sensory approach to diagnose, assess and treat her patients. Maria specializes in apraxia, AAC, pragmatics and receptive/expressive language. During her free time Maria enjoys recording her podcast "SLPs Wine and Cheese". Maria's goal for the podcast is to share evidenced based research in a light hearted and entertaining manner.

This course will provide new and seasoned clinicians with evidenced based treatment techniques and activities for elementary school aged children diagnosed with severe communication deficits to use for face-to face therapy as well as on the teletherapy platform. Clinicians will view demonstrations of evidence based speech therapy utilizing simple, effective and motivating activities targeting all speech and language domains.

Learning Objectives:
Outcome 1: Clinicians will be conduct in person and teletherapy sessions with a child-centered mindset
Outcome 2: Organize and structure therapy sessions to maximize session times and student's spontaneous communication
Outcome 3: Conduct evidenced based speech therapy techniques utilizing age-appropriate and motivating activities

 

Session 16 - HEALTH CARE - FEATURED SPEAKER - "Don't Just Sit There, Do Something! Using Participation-Focused Interventions for Adult Neurogenic Disorders"
Sarah Baar, MA, CCC-SLP

Sarah Baar is a speech-language pathologist in Grand Rapids, MI. She’s worked across the continuum of care for adult neurogenic disorders, and started the Honeycomb Speech Therapy website as a way to promote person-centered, meaningful therapy approaches for adult rehab. She enjoys speaking with other SLPs to share practical tips for implementing a functional therapy approach.

Impacting clients’ life participation is an ideal for speech therapy, especially with the growing emphasis on person-centered care in healthcare. However, using participation as an intervention is starkly different from the traditional medical model used in many settings. It can be unclear how to transparently address participation in therapy. This course reviews the important evidence-based reasons for why we should include participation as an intervention, and walks through several case examples to demonstrate how to use participation in speech therapy with the adult neurological population.

Learning Objectives:
Outcome 1:Describe 3 patient populations/diagnoses that include participation-focused therapy as a best practice
Outcome 2:List 4 factors described by evidence that can be improved by targeting participation as an intervention in the neurological disorders population.
Outcome 3:Formulate 3 examples of participation from your own caseload, using the tips provided.

Session 17 - PRIVATE PRACTICE - Legislative Update: The Southern Group
Wanda Crotwell, Partner, The Southern Group

Wanda Crotwell is a partner with The Southern Group in Columbia, SC. She is a veteran lobbyist in the state of South Carolina, currently in her 25th year, and is the registered lobbyist for SCSHA. Prior to joining The Southern Group, she was an associate at Mike Daniel & Associates Government Affairs, and prior to that worked for 18 years at the SC Department of Health and Environmental Control, where she provide legislative liaison services for the agency under four different commissioners.

The presentation will focus on the outlook for the new legislative session in light of the unprecedented global pandemic that has gripped the country for almost a year. How has the crises impacted legislative agendas, what is the outlook for legislation in the new session, and what opportunities in crises have presented themselves for consideration. How do we then take those opportunities to develop and engage in a successful advocacy strategy?

Learning Objectives:

Outcome 1:Understand the South Carolina legislative process
Outcome 2:Understand the unique challenges that face us as a result of the pandemic
Outcome 3:Understand the importance of and engage in successful grassroots advocacy efforts

11:00 a.m. - 12:30 p.m.

Session 18 - SCHOOLS - FEATURED SPEAKER - "Turn Down for What! Awe-Inspiring Strategies for Leveling Up Motivation in Students of ALL Ages"
Chris Wenger, CCC-SLP 

Chris Wenger is an enthusiastic school-based SLP and nationally-acclaimed presenter who loves to share practical ways to boost motivation into the school setting for students of all ages. Chris’s experience in using confidence building strategies in his own speech therapy sessions has provided him a depth of knowledge for making effective connections between self-confidence and education. Chris is the author of Speech Language Technologists: What’s New in Technology to Save Time and Accelerate Therapy Outcomes, an extensive resource handbook and has been a presenter for the widely popular SLP Summit. Chris is widely known on social media as "Speech Dude." A prominent thought leader in the field of education, Chris motivates and entertains fellow educators and clinicians through his humorous and inspiring posts and videos. You will walk away from Chris’s lively webinar with new ideas that will help foster student engagement and motivation from a variety of innovative therapy activities. Instagram - @speechdude

In this presentation, high school speech-language pathologist, Chris Wenger, better known on social media as “Speech Dude”, will share his unique ways to motivate and engage older students of all abilities. You will walk away inspired, with a ton of new ideas that will grab your students’ attention and make them eager to learn. Finding and preparing for fun activities doesn’t have to be so hard. If you feel like you’re spending more time prepping for sessions than providing therapy, then wait to see what Speech Dude has in store for you!

Learning Objectives:
Outcome 1:Participants will be able to identify 3 strategies that can be used to motivate their students.
Outcome 2:Participants will be able to explain the steps to maintain student motivation when engagement levels have dropped.
Outcome 3:

Participants will be able to describe new ideas to increase engagement for older students.

Session 19 - HEALTH CARE -  - "Voice Disorders Pedagogy: Getting Graduate Students and Practicing Clinicians Interested in Working with Individuals with Voice Disorders"

Afua Agyapong, PhD

Afua Agyapong is an assistant professor at Francis Marion University. She holds an MS and a Ph.D. in Communication Sciences and Disorders from the University of North Dakota. She teaches and conducts research on voice disorders. Her current research is aimed at exploring vocal health problems in transgender people.

Anecdotal reports show that most clinicians are uncomfortable treating voice disorders. The basis of this problem is unclear. One possible explanation for this is that coursework completed on the subject in graduate school inadequately prepares clinicians. It may also be that the problem lies with the mode of presentation rather than adequacy of the information. This presentation is aimed at offering teaching faculty strategies for making voice disorders attractive to students while debunking any negative beliefs clinicians may have about treating voice disorders. Continuing education resources are also highlighted.

Learning Objectives:
Outcome 1: Identify three factors that discourage student and practicing clinicians from enthusiastically treating voice disorders
Outcome 2. Describe the basics of management and treatment of voice disorders
Outcome 3 Describe three effective voice disorders teaching strategies

 

Session 20 - PRIVATE PRACTICE - FEATURED SPEAKER  - "The Ultimate Crash Course on Stuttering Assessment and Treatment"
Stephen Groner, MS, CCC-SLP

Stephen Groner, MS, CCC-SLP is an SLP and PWS who learned to speak more fluently and happily thanks to speech therapy as a teenager. He created “Fluency School: The Ultimate How to Treat Stuttering Package” to help SLPs treat stuttering like a pro and owns a private practice in Lancaster, PA focused entirely on fluency.

It isn’t breaking news that many speech-language pathologists don’t feel comfortable with treating stuttering. Brisk, Healey, and Husk (1997) found over 40% don’t feel confident in their ability to treat stuttering. Since new incidence and prevalence rates from the 21st century assert that up to 8% of children may stutter at some point in their development (up from the oft-cited 5% figure from older studies), speech-language pathologists’ comfort and confidence in treating stuttering is paramount to give those children their best ability to speak as fluently, easily, and happily as they can (Yairi & Ambrose, 2013). To give speech-language pathologists more of this essential comfort and confidence, this presentation will provide a high-value crash course in assessing and treating stuttering. https://slpstephen.com/

Learning Outcomes:
Outcome 1:Define the “Four F’s” of stuttering assessment and how to evaluate them
Outcome 2:Demonstrate 20 stuttering treatment techniques.
Outcome 3:Define 10+ practical counseling activities.
 

1:00 p.m. - 2:00 p.m.    Past Presidents Council Meeting         

1:00 p.m. - 2:30 p.m. 

Session 21 - HEALTH CARE - FEATURED SPEAKER - "Interacting with Your Environment: Features of Empower on the Accent"

Katie B. Lee, MS, CCC-SLP, CBIS

Katie has been practicing speech language pathology for over 12 years. She is currently an AAC consultant for Assistive Technology Works and is the regional consultant for PRC-Saltillo speech generating devices. Katie provides trainings, consults, and product demonstrations to individuals across North and South Carolina.

Attendees will gain a better understanding of the new, environmental control features of the Empower operating software on the Accent speech generating devices. Participants will learn how to navigate the internet, customize internal computer settings, as well as explore and understand the recently added IR functions to control a user’s television and other devices within the home. Participants will have an opportunity to ask questions, as well as better understand PRC-Saltillo’s new trial program.

Learning Objectives:

Outcome 1:Demonstrate how to connect an Accent device with a television and other smart home technology
Outcome 2:Demonstrate how to customize internet settings on an Accent device
Outcome 3:Understand and utilize PRC-Saltillo's online trial application

Session 22 - PRIVATE PRACTICE -  FEATURED SPEAKER - "Engaging Telepractice Tools & Ideas for Augmentative and Alternative (AAC) Communicators"
Rachel Madel, M.A.,CCC-SLP

Rachel Madel M.A.CCC-SLP is a speech-language pathologist who owns a private practice in Los Angeles, California that specializes in the assessment and treatment of individuals using augmentative and alternative communication (AAC) to help children with autism. She graduated with honors from Temple University with a bachelor’s degree in journalism and a master’s degree in speech, language and hearing. She is currently a member of the American Speech-­Language-­Hearing Association (ASHA) as well as ASHA Special Interest Group 12. She co-hosts a weekly podcast called “Talking with Tech” that helps guide parents and professionals through the assessment and implementation of AAC. On her website www.rachelmadel.com she provides educational resources, therapy materials, and training videos to help support clinicians and parents working with children who have complex communication needs.

This course will teach participants how to successfully plan and execute engaging virtual sessions with children who have complex communication needs and utilize Augmentative Alternative Communication (AAC). Various service delivery models and strategies will be discussed to teach attendees how to train and coach a child’s communication partners. Participants will leave the session with numerous therapy ideas, apps and websites that can be used to facilitate communication during virtual learning.

Learning Objectives:
Outcome 1: Participants will list at least 3 tools that can be used to plan, design and automate engaging virtual sessions with AAC communicators.
Outcome 2: Participants will identify 4 different service delivery models that can be utilized when working with AAC communicators and communication partners.

Outcome 3: Participants will demonstrate understanding of various technology-specific strategies that can be employed during virtual learning to enhance communication opportunities for students.

3:00 p.m. - 4:30 p.m. 

Session 23 - SCHOOLS - FEATURED SPEAKER  - "Fun, Easy, and Effective Elementary School-Aged Speech and Language Activities"

Deborah Brooks, M.A., CCC-SLP, TSSLD

From podcasting, to teaching college courses, to creating her own educational materials, there isn’t a stone in world of Speech Pathology that Deborah Brooks has left unturned. She provides speech therapy to individuals of all ages and levels of need throughout NYC. Deborah is the author and illustrator of the speech therapy coloring book series, Color in Speech. She earned her B.A. in Communication Sciences and Disorders in 2010 and M.A. in Speech Language Pathology in 2012, both from St. John’s University in Queens. Six years later, Deborah returned to St. John's as an adjunct professor. Additionally, she works at a special needs elementary school in Brooklyn and supervises clinical fellows pursuing licensure in the field of Speech Language Pathology. Deborah is also apart of the team at Downtown Kids Therapy Group in TriBeCa, NY. When she's not doing therapy, Deborah and cohost Maria Kotsonis have a weekly Speech Therapy podcast on iTunes and Spotify called SLPs Wine and Cheese. If you’d like to see Deborah’s sessions in action, she posts daily videos to her Instagram account @deborahbrooksslp. Deborah is passionate about all things SPEECH and she’s thrilled to present at SCSHA 2021.

This course will provide new and seasoned clinicians with evidenced based treatment techniques and activities for elementary school aged children to use for face-to face therapy as well as on the teletherapy platform. Clinicians will view video demonstrations of evidence based speech therapy utilizing simple, effective and motivating activities targeting all speech and language domains.

Learning Objectives:
Outcome 1: Enter therapy sessions with a open and productive mindset
Outcome 2: Structure therapy sessions to increase productivity and efficiency
Outcome 3: Conduct evidenced based speech therapy utilizing simple and motivating activities
 

Session 24 - HEALTH CARE  -  "Interdisciplinary Collaboration Within a Neonatal Intensive Care Unit (ICU) and Post NICU Settings"
Erin Forward, MSP, CCC-SLP, CLC

Erin is an SLP at AID-L, a non-profit outpatient clinic, and specializes in treating feeding and AAC in medically complex patients. Erin has also worked in early intervention and NICU settings. She is the co-host of First Bite podcast.

Most pediatric feeding therapists have experience with NICU grads immediately post discharge or further down the road. Many of these patients have significant past medical history which places them in the care of other physicians and specialties. When those specialties work together in collaboration both in the NICU and post, a well rounded plan of care can develop; however, that collaboration sometimes involves communication breakdowns and opportunities to rebuild. This course will explore specific case studies in the NICU and post NICU and how interdisciplinary care facilitated patient care and outcomes. It will also include examples of roadblocks in teamwork and opportunities for improvement.

Learning Objectives:
Outcome 1:Identify 3 common etiologies in a NICU setting
Outcome 2:Describe 3 common members of the interdisciplinary team in the NICU and post NICU
Outcome 3:Describe 3 strategies for facilitating improved communication within an interdisciplinary team

 

Session 25 - PRIVATE PRACTICE - Carrie Hinnant, M.A., CCC-SLP, CAS - "Collaboration of Care Between ABA & SLPs:  Let’s Make It Work!"

Carrie J. Hinnant, M.A., CCC-SLP, CAS, is a Speech-Language Pathologist, Certified Autism Specialist, an ASHA ACE recipient, and a pediatric feeding and swallowing therapist in the greater Charlotte area. Carrie is the owner and Executive Director of a thriving, multi-state, interdisciplinary private practice: Carolina Therapeutics, PLLC.

Collaboration of care? Needed. Complex client? Definitely. Multidisciplinary teamwork in place? Not really. Why!? We all work to support our clients and their families in the best way possible through evidence-based, ethical treatment, and we all know the benefits of collaborative care. Yet, the cooperative foundation just isn’t there. As providers who address a variety of complex needs, the need for collaborative care is a must. However, that is easier said than done. This presentation outlines challenges, perspectives, and potential solutions for those interested in providing effective interdisciplinary service delivery to clients receiving multiple therapeutic services.

Learning Objectives:
Outcome 1: Participants will demonstrate understanding of key ABA definitions and the corresponding terminology commonly used in speech therapy services.
Outcome 2: Participants will demonstrate understanding of evidence-based behavioral modification techniques commonly used within speech therapy services.
Outcome 3: Participants will demonstrate understanding of communication strategies used to improve interdisciplinary collaboration to facilitate improves patient outcomes.

5:00 p.m. - 6:30 p.m. 

Session 26 - SCHOOLS - "Depression and High Functioning Autism/Asperger Syndrome: The Role of the SLP"
Timothy P. "Tim" Kowalski, M.A.,CCC-SLP

Timothy P. Kowalski, specializes in social-pragmatic communication deficits and authored eight books on the subject. He is President Elect for FLASHA and holds FLASHA’s “2010 Clinician of the Year Award” and was nominated for the 2011 ASHA Louis M. di Carlo Award for Recent Clinical Achievement.

Psychiatric comorbidity is a common feature in individuals diagnosed with High Functioning Autism/Asperger Syndrome (hfASD/AS). In fact children with hfASD/AS have significantly higher depressive symptom scores than the general population by 10 years of age and the reality is that the “higher functioning” you are, the greater the risk of comorbid depression. This presentation will discuss theories of why this is common, diagnostic difficulties, predictive features, common characteristics, medication, and therapeutic management. As SLPs we do not treat depression but we often treat individuals who exhibit depression. Knowing the signs and what to do is vital.

Learning Objectives:
Outcome 1: List predictive features of depression in hfASD/AS
Outcome 2: Describe the characteristics of depression in hfASD/AS
Outcome 3: List therapeutic management for comorbid depression

Session 27 - HEALTH CARE - FEATURED SPEAKER - "Head and Neck Cancer Swallowing Evaluation and Treatment: Evidence Base, Novel Approaches, Creativity and Watchful Evolution"

Brian Kanapkey, MA, CCC-SLP

Brian Kanapkey has been a speech pathologist within UNC Hospitals ENT Clinic for 23 years. Previously worked in varied setting including schools, home health, acute, private practice clinic and forensics. Developed trismus therapy tool for clinical and home use. Co-developed the Inhealth Dual Valve. Married with two daughters senior and college freshman.

The seminar will concentrate on head and neck cancer swallowing evaluation and treatment in the context of philosophy, risk/benefit, QOL, and SES. Evaluation within the framework of large and small resections with emphasis on anatomical variances adding clues to decision-making process and physiological inferences. Additional decision-making around risks of continuing p.o. with consideration of traditional and novel clinically-based approaches including clinic treatment and home programming. Radiation therapy long and short term effects on swallowing. How much can we really do? Case studies.

Learning Objectives:
Outcome 1: Apply anatomical sites and variances to expected evaluation and treatment outcome
Outcome 2: Apply novel and traditional treatment approaches to clinical and objecitve evaluation results
Outcome 3: Learn treatments that are non-traditional andintuitive for head and neck cancer cases with application for success and QOL.

Session 28 - PRIVATE PRACTICE -  FEATURED SPEAKER - "Telepractice Using Family Coaching"
Lauren Tandy, M.S., CCC-SLP

In March 2020, Lauren started what is now a 23,000-strong Facebook group called Early Intervention Telepractice to help early intervention clinicians transition to virtual services due to COVID-19. She has been in private practice since 2016 providing a hybrid of in-person and virtual services to birth through school-aged individuals. She specializes in family coaching via telepractice, early intervention, dysphagia, and oral myofunctional intervention. Lauren provides support to clinicians providing telepractice while utilizing family coaching. https://www.tandytherapy.com/about

This presentation addresses how clinicians new to telepractice may use family coaching as an evidence-based tool to provide early intervention services. Lauren will compare various early intervention models and how they are used in our current intervention environment. Many clinicians providing virtual services find therapy difficult to complete using their in-home therapy models. Lauren introduces family coaching via telepractice as a simple, effective, and sometimes more effective and efficient way to provide early intervention services to our clients. This presentation looks at the past, present, and future of early intervention delivery models.

Learning Objectives:
Outcome 1: Identify the basic elements of family coaching.
Outcome 2: Discuss the differences in therapy styles presented.
Outcome 3: List therapy tools needed to provide family coaching via telepractice.

 

7:00 p.m. - 8:00 p.m. FEATURED EVENT - "Wine and Cheese SLPs"  Deborah Brooks, M.A., CCC-SLP, TSSLD and Maria Kotsonis, M.A., CCC-SLP PC - Live Podcast - Facebook @slpswineandcheese

8:00 p.m. - 9:00 p.m. FEATURED SPEAKER - "DJ Speech Dude" - Chris Wenger, CCC-SLP - DJ
Instagram - @speechdude
                       

Saturday - 2/13/21                  

9:00 a.m. - 10:30 p.m.

Session 29 - SCHOOLS - "65 students + 256 goals = 1 Stressed Out Speech Language Pathologist"
Lisa Kathman, M.S. CCC-SLP and Sarah Bevier, M.S. CCC-SLP

Lisa Kathman has been an SLP for over 20 years. Her entire career has focused on pediatrics, and she served as the lead SLP in the largest school district in Arizona for 6 years. Lisa has a passion for solving issues in the school setting.  She is the co-creator of the innovative web app, SLP Toolkit, which launched in January 2016, as well as brIQht ideas, an ASHA-approved CEU provider that has hosted courses and conferences since 2019 (including SLP Summit and SLP Telecon).

Sarah Bevier has worked in the field of speech-language pathology for over 15 years. She is a proud Sun Devil, receiving her undergraduate and graduate degrees from Arizona State University. Sarah has a passion for solving issues in the school setting.  She is the co-creator of the innovative web app, SLP Toolkit, which launched in January 2016, as well as brIQht ideas, an ASHA-approved CEU provider that has hosted courses and conferences since 2019 (including SLP Summit and SLP Telecon).

As a school-based speech language pathologist, you don’t have the luxury of selecting a niche caseload and focusing on just one disability area. School SLPs across the nation often face caseloads of 65+ students and may work with preschool through 12th grade and a wide range of communication needs. This course will focus on how to plan therapy for a diverse caseload, write effective and individualized treatment plans, as well as organize their data and progress monitoring using technology.

Learning Objectives:

Outcome 1: Describe how to assess a student for an annual IEP in order to write a truly individualized treatment plan.
Outcome 2: Create a lesson plan for a group of students who have different IEP goals.
Outcome 3: Name at least one digital tool to organize the data and paperwork required to manage a large school-based caseload

 

Session 30 - HEALTH CARE  - "Long-Term Effects of COVID-19: What the SLP Can Do!"
Amber Heape, CScD, CCC-SLP, FNAP, CDP, CMDCP

Dr. Amber Heape is a full-time clinical educator for Pruitthealth Therapy Services. She holds a Doctor of Clinical Science degree in Speech-Language Pathology and a post-doctoral certificate in healthcare education. Amber’s professional volunteerism experience includes multiple roles in SCSHA and ASHA. She has participated on advisory or faculty senate boards for three universities and has received multiple professional awards for her volunteerism efforts. Amber is a graduate of the ASHA Leadership Development Program and is the current State Advocate for Medicare Policy (StAMP) for South Carolina. Amber is a Certified Dementia Practitioner and Certified Montessori Dementia Care Professional, applying her passion for serving patients with dementia and their families.

The COVID-19 pandemic has presented a new set of challenges and opportunities for the practicing SLP. Effects of ventilator dependence and high-flow oxygen therapy, as well as the effects of social distancing and isolation have begun to take a toll on patients in acute and residential settings. This has created an opportunity for SLPs to help mitigate the long-term effects from COVID-19. This course will review the potential areas of evaluation and treatment, as well as evidence-based treatment strategies for each area.

Learning Objectives:
Outcome 1: Appraise the effects of the COVID-19 virus and social isolation on adults, especially those at high risk.
Outcome 2: Analyze the effects of COVID-19 on respiration, speech intelligibility, voice, dysphagia, language, and cognitive-communication skills.

Outcome 3: Evaluate potential treatment options that may be provided by SLPs in post-acute and residential care facilities for patients post-COVID.

Session 31 - SCHOOLS - FEATURED SPEAKER - "Practical Strategies for Assessing & Treating Children with Cleft Lip and Palate"
Dr. Kazlin Mason, PhD, CCC-SLP

Dr. Mason is an Assistant Professor and Director of the Imaging & Communication Outcomes Lab at the University of Virginia. Her area of research focuses on the anatomical foundations for successful surgical and speech outcomes in children with cleft and craniofacial conditions. https://curry.virginia.edu/kazlin-mason

This 90-minute seminar is a practical, hands-on instructional course designed for clinicians, educators, and/or supervisors of clinicians in training. This course will highlight the speech pathologist's role in identifying and managing disorders of nasal resonance and associated articulation deficits. Causes of these disorders will be demonstrated. Identification of specific resonance and articulation disorders will be highlighted with clinical examples. The author will present a variety of cases with cleft and non-cleft causes of VPD, with differing speech profiles, and different frameworks for diagnosis and treatment decision making. During the course, the audience will learn how to complete an oral exam and quick screening for velopharyngeal competence. Participants will also learn which instrumentation is relevant to identify velopharyngeal disorders and dysfunction. Evidence-based therapy strategies will be demonstrated.

Learning Objectives:
Outcome 1: The participant will identify specific resonance and articulation disorders associated with velopharyngeal dysfunction.
Outcome 2: The participant will be able to conduct a clinical screening of velopharyngeal function and identify normal and abnormal velopharyngeal structure and function on oral exam.
Outcome 3: The participant will understand evidence-based therapies for treating velopharyngeal dysfunction and associated articulation disorders.

11:00 a.m. - 12:30 p.m.  

Session 32 - SCHOOLS - FEATURED SPEAKER  - "Balancing Life and Work: Strategies for School Based SLPs"
Marie Catherine Ireland

Marie Ireland works for the Virginia Department of Education providing professional development on child language, evidence-based practice, dynamic assessment and the impact of socio-economic, cultural and linguistic differences. She is a board certified specialist in child language and language disorders and served as ASHA's Vice President for SLP Practice (2018-2020).

Balancing life and work in the public schools can be challenging even for the most experienced professionals. Join in an exploration of strategies and approaches to maintain balance while working as a school based SLP. Review research and techniques to help you thrive including self care, cultivating balance and resiliency, and establishing priorities and accountability for yourself, your school team, and the students you serve.

Learning Outcomes:
Outcome 1:Identify strategies for self care
Outcome 2:Select areas of need for establishing balance
Outcome 3:Identify priorities for work and advocacy

 

Session 33 - HEALTH CARE  - "Post-Neo-natal Intensive Care Unit Through EI Feeding & Swallowing: What you Need to Know"
Carrie Hinnant, M.A., CCC-SLP, CASHailey Frits, M.S., CCC-SLP/Paige Southwick, M.S., CCC-SLP

Carrie J. Hinnant, M.A., CCC-SLP, CAS, is a Speech-Language Pathologist, Certified Autism Specialist, an ASHA ACE recipient, and she is currently working towards becoming a Board Certified Behavior Analyst. Carrie is the owner and Executive Director of a thriving, multi-state, interdisciplinary private practice: Carolina Therapeutics, PLLC.

Speech-Language Pathologist with Carolina Therapeutics, PLLC. Hailey received her Bachelor's degree in Communication Disorders and Master's degree in Speech-Language Pathology from Western Kentucky University. Hailey has obtained her CCC from the American Speech and Hearing Association and is licensed in North and South Carolina.

Paige Southwick, M.S., CCC-SLP is a Speech- Language Pathologist with Carolina Therapeutics, PLLC, in their Greenville, NC location. She received her Master’s degree from East Carolina University. She practices as a feeding therapist working with pediatric patients in homes and a clinical setting.

When families leave the NICU with their little bundle of joy, what happens next? Many families feel overwhelmed now that they are fully responsible for feeding care caring for their little ones. Often these children have experienced all types of tubes, monitors, and life-saving procedures. Nursing, monitoring visits, collaborative care, and protective isolation may also be necessary once these babies are home. This course will cover how SLPs can support families and babies with feeding and swallowing difficulties following a discharge from the NICU through 3 years of age through early intervention services.

Learning Objectives:
Outcome 1:Participants will demonstrate understanding of typical feeding and swallowing development.
Outcome 2:Participants will demonstrate understanding of pre-requisite skills necessary for transitioning/progressing across the food continuum and various presentations of foods and liquids as part of a developmental sequence.
Outcome 3:Participants will demonstrate understanding of various practices and therapeutic intervention strategies used within early intervention populations to support safe and effective nutrition and hydration for oral intake.

 

Session 34 - PRIVATE PRACTICE  - "Variety is the Spice of Life:  Using the Breadth of Your License in Multiple Settings"

Bethany Walker, M.S. CCC-SLP / Wyndi Capeci, M.S. CCC-SLP, M.S. Special Educator

Bethany Walker has been working as a Speech Language Pathologist for nearly 15 years and enjoys working in a variety of settings. Bethany currently works in acute care, school-based and early intervention settings. She has additional experience in outpatient clinics and inpatient rehabilitation. Bethany is a Bilingual Service Provider who speaks Spanish.

Wyndi L. Capeci, M.S. CCC-SLP is a Clinical Assistant Professor at Jacksonville University in the Communication Sciences and Disorders department. She has a passion for service learning and clinical supervision. She has worked in school-based settings, early intervention, private practice and medical settings. Also a special education teacher, Wyndi is working on her doctorate in Counseling and Traumatology.

This presentation explores how professionals can utilize the breadth of their skill set to help avoid burnt out and work satisfaction. Current trends in speech language pathology reveal increase sense of burnout and job neutrality or dissatisfaction (ASHA, 2016). As speech-language pathologists, we are fortunate to have a career that includes a wide range of occupational settings. This session is intended to empower SLPs to operate at not only the top and breadth of their license. Discussion will encourage confidence to work in multiple settings and explore how changing focus to incorporate new settings can effectively help to avoid burnout and increase income.

Learning Objectives:
Outcome 1: Identify current skills that translate to other therapy settings.
Outcome 2: Discuss at least two barriers that can be overcome to change therapy setting.
Outcome 3: Discuss at least two areas of skills and support to increase confidence in working in a different setting.

12:30 p.m. ADJOURNMENT