2022 Annual Convention Sessions



2/17/2022 8:00 am - 9:30 am

Session 1: Aspiration in Pediatrics: What is an SLP to do? Handout

Presenter(s): Brianna Miluk, MS, CCC-SLP , CLC

If you work with pediatric feeding disorders, you are sure to encounter a child with pharyngeal dysphagia. This course helps you identify signs and symptoms of aspiration in pediatrics, as well as the prevalence of silent aspiration. Motor learning principles and experience-dependent neuroplasticity are defined to support treatment philosophies. The course further discusses interventions, including, but not limited to, thickeners, positioning, systematic weaning, and neuromuscular electrical stimulation, and presents the research to support evidence-based decision making. The presentation concludes with case studies to support understanding of how to implement strategies with your own caseloads.

Learning Outcomes

1. Define motor learning theory.

2. Describe pros and cons of three types of thickeners.

3. Explain the systematic weaning protocol to decrease thickener for a child with pharyngeal dysphagia.



2/17/2022 8:00 am - 9:30 am

Session 2: Facilitating Difficult Conversations with Patients & Families

Presenter(s): Jamy Claire Archer, M.S., CCC-SLP, LSLS Cert. AVT; H. Nicole Herrod-Burrows, AuD., CCC-A

Speech, language and hearing difficulties impact families in various and, often, stressful ways. It’s imperative that we, as providers, are supportive and compassionate. Often, members of a care team practice in different facilities, yet all need to support the family to success. Inclusion of the family in this communication is crucial to successful outcomes. These conversations can be hard reflecting the difficulties of each situation; however, the target must always remain the same: optimal comprehensive care driven by patient/family choices. This presentation will discuss benefits and challenges of interdisciplinary communication as well as it’s impact on the families we serve.

Learning Outcomes

After completing this class, learners will:

1. Identify challenges of family and interdisciplinary communications.

2. Facilitate family-centered treatment conversations.

3. Individualize communications to families on current caseloads.



2/17/2022 8:00 am - 9:30 am

Session 3: Maximizing Delivery of Evidence-Based Early Intervention Services through Routines-Based Intervention

Presenter(s): Frances Burns, Ph.D., CCC-SLP; Afua Agyapong, Ph.D.; Michele L. Norman, Ph.D., CCC-SLP, ASHA Fellow; Michelle Dawson, MS, CCC-SLP, CLC

Part C of IDEA mandates that services be provided in natural environments. Best practice for service delivery in natural environments includes a family-centered approach to embedding intervention strategies into the child and family’s daily routines. Although routines-based intervention is not a new approach, many beginning graduate students in speech-language pathology have not observed routines-based intervention and are most familiar with the traditional deficit-based service delivery model. This session is used to demonstrate how students are trained to use self-assessment to provide family guided routines-based intervention. Strategies for implementing family guided routines-based intervention with the adult population will also be discussed.

Learning Outcomes

1. Participants will identify ways to use self-assessment to implement family guided routines-based intervention.

2. Participants will identify ways to shift from provider interactions with the child to the triadic method for building caregiver capacity through the provider supporting parent and child interactions.

3. Participants will identify ways to embed evidence-based intervention strategies into the child and family daily routines.



2/17/2022 8:00 am - 9:30 am

Session 4: Why Is /R/ So Hard (and How To Make It Easy) Handout

Presenter(s): Angie Neal, M.S. CCC-SLP

Therapy for /R/ can be one of the most difficult and challenging for SLPs. This presentation will provide SLPs with a solid understanding of why /r/ is such a complex phoneme and how to achieve success. This presentation does not focus on the use of any specific tools or programs, but is presented by someone wildly enthusiastic about teaching /r/!

Learning Outcomes

1. Discuss updated developmental norms for acquisition of /r/

2. List the five articulatory elements for /r/ production

3. Prepare effective therapy activities that promote generalization of /r/



2/17/2022 10:00 am - 11:30 am

Session 5: Relationship Building for Effective Supervision  Handout

Presenter(s): Mary Davis, PhD, CCC-SLP; Savannah Sloniger

The supervisory relationship may be compared to a semester-long blind date: as exciting as it is nerve-racking. ASHA cites multiple models and methods for individuals to apply to the supervisory relationship. This presentation explores the perspectives of both the supervisor and the student through several of these best-practice actions and affirms the importance of building relationship based on effective communication throughout the clinical experience.

Learning Outcomes

1. Explain how effective communication impacts the supervisory relationship.

2. Name a minimum of three factors that influence the effectiveness of feedback.

3. Describe a minimum of two research-based teaching models in clinical education.



2/17/2022 10:00 am - 11:30 am

Session 6: Connecting Through play in Language and Feeding Therapy

Presenter(s): Erin Forward, MSP, CCC-SLP, CLC

This course will dive into the importance of play and following a child's lead and interest to build connection. This course will explore principles of the DIR Floortime evidence-based model, as well as other research regarding child led, developmental strategies to incorporate into language and feeding therapy. Specifically you will learn about the importance relationship plays in the prerequisite skills needed for symbolic language. In regards to feeding this course will address benefits of incorporating play into feeding sessions to build trust and interest as well as address feeding skills.

Learning Outcomes

1. Be able to describe three benefits of play in learning and development

2. Be able to describe 3 play strategies to build connection and relationship in language sessions and the benefits

3. Be able to describe 3 play strategies to build connection and relationship in feeding sessions and the benefits



2/17/2022 10:00 am - 11:30 am

Session 7: Tracheostomies: Pressure Regulation and the Impacts on Development, Voicing, and Swallowing

Presenter(s): Kristin A. King, PhD, CCC-SLP

Varying degrees of pressure play a role during development, voicing, and swallowing. From impacts on trunk support and postural control to intra-oral, pharyngeal, esophageal, and sub-glottic pressures, a tracheostomy negatively affects pressure. The changes in pressure gradients that occur may impact fine and gross motor skills, including changes in development, voice, and swallowing function. To address restoration of pressures, which may mobility, voicing, bolus transit, pharyngeal activity, upper esophageal opening, and airway protection, a closed system is needed. Occluding the tracheostomy tube with a no-leak swallowing and speaking Valve may improve pressures and have an overall impact on improving patient function and quality of life. This course will review types of pressures and their potential effects when a tracheostomy occurs for both pediatric and adult populations.

Learning Outcomes

(1) Describe the different types of pressure and their impact on function; (2) Explain how a tracheostomy impacts pressure; (3) List both how to restore pressure and the benefits this brings to the patient



2/17/2022 10:00 am - 11:30 am

Session 8: Here's How To Do Therapy: Core Skills for Improving Therapeutic Effectiveness  Handout

Presenter(s): Debra M. Dwight, Ed.D., C.C.C.- SLP

This presentation highlights 28 selected skills that support increased effectiveness within therapy sessions - from early intervention to geriatric practices. Several skills are single topics; however, most are discussed as a group for ease of participant interactions. These within-the-session therapy management skills are designed to improve effectiveness for both individual and group sessions. Participants will be offered opportunities to practice various skills for ease of generalization to daily practice. From client motivation to corrective feedback, shaping, proximity, wait-time, alerting stimuli, and pacing, there is something for everyone to benefit from within this session.

Learning Outcomes

As a result of this course, participants will be able to:

1. Define various therapeutic-specific skills related to therapy intervention.

2. Discuss concepts of general awareness and comfort for fine-tuning various skills.

3. Determine ways in which various skills may be generalized to everyday therapy




2/17/2022 11:45 a.m. - 12:45 p.m.

Session 9: What you Need to Know About the ASLP-IC

Presenter(s): Dan Logsdon

Examine the role of interstate licensure compacts in today’s society. Learn about the similarities and differences of the Audiology & Speech-Language Pathology Interstate Compact. Participants will be able to identify advocacy resources to assist with the support of the ASLP-IC. Leave feeling more prepared in regards to understanding the process for accessing and advocating for the ASLP-IC.

Learning Outcomes

Demonstrate understanding of the ASLP-IC compact privilege.

 Identify 2 benefits of ASLP-IC.

Identify 2 impacts of the ASLP-IC.


2/17/2022 1:00 p.m. - 2:30 p.m.

Session 10: Poverty and Brain Development: Implications for Clinical Practice

Presenter(s): Elise Davis-McFarland, PhD

Research indicates that brain development in children living in poverty differs from children in more affluent families. Brain scans reveal that poverty is responsible for compromised development of brain volume and cortical thickness in children from impoverished homes. Cognitive neuroscientists who use neuroimaging studies to explore the effects of socioeconomic status (SES) on cognitive and language development often use standardized test results to explain the effects of brain anatomy on language development. This session will explore the existing knowledge of language and literacy development in children of poverty, and the speech-language pathologist's opportunities to support children in circumventing the brain anatomy-language deficit conundrum.

Learning Outcomes

As a result of this session attendees will:

1) be able to list the areas of brain development that may be affected by poverty;

2) be able to describe the aspects of language and literacy that may be affected by poverty;

3) be able to develop effective strategies to prevent compromised language development for children living in poverty; and,

4) be ale to develop effective strategies to support literacy development for children living in poverty.



2/17/2022 1:00 p.m. - 2:30 p.m.

Session 11: Hearing Screenings & Simulations: A New Way to Learn

Presenter(s): Dakota Sharp, Au.D., CCC-A

Speech-Language Pathologists are responsible for a wide variety of screening procedures, including hearing screenings. While many residential Master’s programs have opportunities for hands-on practice in hearing screening, students in distance programs do not always have access to these tools for practice. In simulated clinical environments, students can develop technical skills and practice clinical-based decision making in a low-risk environment. A simulated screening audiometer program was invented to allow students to experience self-paced training with context-sensitive feedback, before experiencing in-person practice. The efficacy of this program, using real student data, and goals for the future are explored in this presentation.

Learning Outcomes

1. Summarize current trends in simulations in clinical education

2. Connect simulated hearing screening clinical skills with hands-on hearing screening clinical skills

3. Describe student attitudes toward clinical simulation as a learning tool when practicing hearing screenings.



2/17/2022 1:00 p.m. - 2:30 p.m.

Session 12: I Used to Have a Handle on Life, But it Broke: Surviving and Thriving in an Uncertain World  Handout

Presenter(s): Shari Robertson, Ph.D., CCC-SLP, BCS-CL

Feeling stressed out? You’re not alone! 2020 brought rapid change, fear, uncertainty, isolation, and divisiveness - increasing personal and professional stress levels that may already be high due to job-related expectations and productivity demands. But, no need to despair! Laugh while you learn proven stress-busting strategies to help you survive and thrive in an uncertain world.

Learning Outcomes

• Get a handle on life by setting personal and professional goals

• Neutralize the stress-inducing behavior of difficult people in your environment

• Actively manage thinking and behavior to reduce personal and professional stress



2/17/2022 1:00 p.m. - 2:30 p.m.

Session 13: Cultivating Jedi Demeanor: Strengths Based Approaches for Autistic Youth  Handout

Presenter(s): Lindee Morgan, PhD, CCC-SLP

There is an emerging shift in the social-cultural landscape of healthcare practices where providers are being challenged to consider neurodiversity, cultural diversity, equity, and inclusion in their research and practice. Within this context, this presentation will consider implications for addressing social and emotional competence and fostering self-empowerment and inclusion in autistic youth. Principles of strengths-based practice will be presented within a framework for considering the priority needs of those with autism from adolescence through early adulthood. Appreciative inquiry will be described as a specific intervention approach for supporting social and emotional competence in autistic youth.

Learning Outcomes

• Summarize basic principles of strengths-based practice

• Apply a strengths-based framework for assessing and supporting social competence in autistic youth

• Describe the steps of appreciative inquiry as an intervention approach for youth with autism.



2/17/2022 3:00 p.m. - 4: 30 p.m.

Session 14: A Qualitative Study on Voice Change in Transgender Individuals

Presenter(s): Afua Agyapong, PhD; Jacqueline Jones-Brown, EdD., CCC-SLP; Elijah Nicholas

The present study is a qualitative study aimed at understanding the voice change process in transgender individuals, including the strategies that these individuals employed in the process as well as any side effects that they experience. Seven transgender individuals were interviewed on their perception of their voice and how they have embarked on their voice change journey. The interviews revealed that some of the voice change strategies employed by participants included phonotraumatic behaviors such as smoking and screaming to attain a lower-pitch. Other participants self-trained using pitch analysis software applications and self-help videos on social media. We discuss the clinical implications of these findings.

Learning Outcomes

1. list three strategies transgender individual employ to change their voice

2. discuss the role that speech-language pathologists play in helping transgender individuals to employ healthy voice change strategies.

3. discuss outreach and educational opportunities to share with transgender individuals regarding the role of the speech-language pathologist in the voice change process.



2/17/2022 3:00 p.m. - 4: 30 p.m.

Session 15: Getting to the Biggest Bang  Handout

Presenter(s): Rebecca McKenzie-Appling, MS-CCC/SLP; EdD Education

Historically, ASHA has advocated for inclusive practices. Since 2001 ASHA has held a firm position that SLPs play a role and have a responsibility with respect to reading and writing in the school setting. These instructional responsibilities include both children and adolescents. IDEA also requires that children with disabilities have an individual education plan that helps them progress in the general education classroom. Therefore, SLPs are instrumental in supporting each of their student’s educational progress. That progress can be facilitated and enhanced through inclusive practices in the classroom setting. Join in the conversation as high yield instructional strategies are discussed; reflect on classroom structures that support inclusion. Most importantly celebrate the collaborative efforts of the SLP and other instructional staff who create a WIN-WIN learning environment for all students.

Learning Outcomes

1. Participants will be able to differentiate various strategies to engage students in meaningful therapeutic activities within classroom-based service delivery models.

2. Participants will be able to discuss methods for collaborating with staff for maintaining therapeutic boundaries when providing classroom-based service delivery.

3. Participants will be able to leave the session with a minimum of 5 strategies that could be implemented in the classroom setting.



2/17/2022 3:00 p.m. - 4: 30 p.m.

Session 16: "Using Visual Cues to Enhance Auditory Language Processing with Preschoolers"

Presenter(s): Paula Miller-Laaser, MS.CCC-SLP; Rae Schaper, M.Ed.

Repetition combined with literature stimulates language development and cognitive learning for preschool children who have language disorders. Participants will learn to use literature combined with student IEP goals to incorporate the growth of language within these domains commonly used in the preschool classroom- language, cognitive, motor, adaptive, and socialization.

Many children, especially those with autism, also have a mix of sensory issues that contribute to language delays and the inability to process language which often results in behavior problems. We will discuss the senses of auditory, visual, taste, touch, smell and motion as they relate to interfering with a child’s ability to successfully navigate throughout his/her day in the classroom. In the course of our discussion, therapists will be invited to share other techniques and intervention strategies they have found to be successful.

Learning Outcomes

At the end of this session, participants will be able to:

1. Use popular children’s literature as a common focus to help blend educational concepts between therapies and domains.

2. use visual cues to enhance music, rhymes and literature when working with young children.

3. list at least eight areas where visual cues will add organization and structure for children to decrease behavior issues in the classroom.




2/17/2022 3:00 p.m. - 4: 30 p.m.

Session 17: The State of the State Department of Education in SLP  Handout

Presenter(s): Angie Neal, M.S. CCC-SLP

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. Topics that will be addressed in this session will include eligibility criteria for Speech-Language Impairment and other highlights of the SLP Companion Guide.


Learning Outcomes

• Summarize key points of IDEA in relationship to determining eligibility

• List data that can be used to determine educational impact and the need for specialized instruction

• Reference information that can assist with evidence-based evaluations



2/18/2022 8:00 am - 9:30 am

Session 18: Cranial Nerve and Musculature Review for Clinical Speech and Swallow Evaluations

Presenter(s): Theresa Hopkins-Rossabi, PhD, CCC-SLP, BCS-S

Professional clinical education to review basic knowledge and skills for the evaluation and treatment of speech and swallowing provides an opportunity for SLPs to re-focus on specific clinical skills needed for their ever-changing patient population. This proposed presentation will provide the audience with a review of musculature and innervation of the primary muscles, structures, and related nerves that support speech and swallowing. The audience will be challenged to critically analyze how changes in muscular, structural or innervation would create deficits that should be addressed to improve skills and quality of life

Learning Outcomes

1. The audience will be able to identify muscles, and structures critical to speech and swallowing.

2. The audience will be able to identify innervation critical to speech and swallowing.

3. The audience will be able to state the possible impact muscular weakness, or incoordination could have on speech and swallowing



2/18/2022 8:00 am - 9:30 am

Session 19: Fundamentals of Writing Assessment in Elementary School Children  Handout

Presenter(s): Cynthia Puranik 

This session provides information on the fundamentals of conducting a writing assessment in elementary school children including identifying strengths and weakness. The speaker will highlight how to apply a language-levels framework for analyzing writing at the word, sentence, and discourse level. The speaker will also discuss how to use assessment information to plan and formulate language goals.

Learning Outcomes

• Conduct a written language sample analysis by applying a language-levels framework (word, sentence, and discourse processes) to analyze a students’ writing sample

• Describe three different ways to obtain a written language sample from children

• Create a plan to address written language goals for elementary school children.



2/18/2022 8:00 am - 9:30 am

Session 20: The Dynamic Duo: Phonological Awareness and Orthography  Handout

Presenter(s): Rebecca McKenzie-Appling, MS-CCC/SLP; EdD Education

Literacy is an achievement that rests primarily on language processing at all levels. As speech-language pathologists we have knowledge in the area of phonology and we recognize its significance in the development of the speech sound system, including the rules and patterns by which phonemes are combined into words and phrases. Although ASHA has held a firm position since 2001 that SLPs play a role and a responsibility with respect to reading and writing in the school setting, SLPs have typically not developed as an extensive knowledge base in the area of orthography- the written language system. SLPs recognize the role of phonological and phoneme awareness as a building block to reading. But, they do not typically pair the development of orthographic knowledge with phonological and phonemic awareness activities. Participate in the discussion to learn more about orthographic mapping and its role in developing robust mental images for words that support reading and writing. Consider orthographic systems of instruction and how they may be layered into therapeutic intervention alongside phonological and phonemic awareness. They are a dynamic duo!

Learning Outcomes

1. Participants will be able to discuss the language constructs which support reading and writing- particularly the role of phonology and orthography.

2. Participants will be able to identify a systematic process for orthographic instruction based on typical grade level expectations. Variables that exist in the English language will be highlighted.

3. Participants will be able to construct lessons that layer phonological awareness activities alongside phonics (orthography) instruction.



2/18/2022 8:00 am - 9:30 am

Session 21: SC Government in a Time of Transition  Handout

Presenter(s): Wanda Crotwell

This presentation will focus on the nuts and bolts of the South Carolina legislative process and the issues of importance for the 2022 session. The presentation will center on the ways in which this session will differ from other sessions as the ever-changing priorities of state government adjust to a time of transition. Special attention will be given to redistricting, ARPA funding and priorities, the state budget in a post-covid economy, changes in legislative leadership positions and the pending 2022 elections. The session will also focus on SCSHA legislative initiatives of the 2022 session, including the passage of the ASLP Interstate Licensure Compact. The presentation will also include guidance on how to conduct a successful grassroots campaign and how each SCSHA member can be a part of that effort.

Learning Outcomes

Understand the SC legislative process

Understand the importance of and how to successfully engage in grassroots advocacy

Understand the main priorities of the 2022 legislative session



2/18/2022 8:00 am - 9:30 am

Session 22: Meet Me Where I Am: Ramps to Cognitive & Physical Access of High-Tech AAC  Handout

Presenter(s): Lane Rials, MS CCC SLP and Regional Consultant for Control Bionics

In this session we will discuss current advancements and best practices for the provision of Augmentative and Alternative Communication (AAC) services to adolescents and adults with acquired brain injuries. Next, we will address common cognitive and physical access limitations in acquired brain injury populations. Finally, we will demonstrate options (aka “ramps”) for overcoming these challenges and promoting effective high-tech AAC use. Information and strategies may also apply to individuals with developmental causes of brain injury as well.

Learning Outcomes

As a result of attending this session, participants will:

• List 3 innovative strategies for improving motivation for social AAC use in acquired brain injury.

• Identify 3 innovative physical access options for individuals with acquired brain injury.

• Describe considerations for AAC language display design specific to the acquired brain injury population.



2/18/2022 10:00 am - 11:30 am

Session 23: Interpretation of Pediatric Instrumental Assessments

Presenter(s): Heather McGhee, MS, CCC-SLP; Keeley Nichols

Using instrumental assessment for the evaluation of swallowing function provides more objective information about the oropharyngeal mechanism and can be helpful in guiding treatment recommendations. This presentation will review two of the more commonly used assessments, the modified barium swallow study (MBSS) and fiberoptic endoscopic evaluation of swallowing (FEES). This is a pediatric focused, introductory level presentation for the new clinician or practicing clinician that is new to the evaluation and treatment of children with feeding/swallowing disorders. Anatomy/physiology, clinical indications, and interpretation will be reviewed.

Learning Outcomes

1. Participants will be able to identify at least three clinical indications for a modified barium swallow study (MBSS) and fiberoptic endoscopic evaluation of swallowing (FEES), as well as at risk populations.

2. Participants will be able to identify oropharyngeal anatomy on videofluoroscopy and FEES.

3. Participants will be able to identify physiologic domains assessed during the MBSS and FEES.

4. Participants will be able to describe the difference between laryngeal penetration and tracheal aspiration and discuss the significance of each.

5. Participants will be able to interpret MBSS and FEES reports and recommendations.



2/18/2022 10:00 am - 11:30 am

Session 24: Making the Most of Your SSD Approach: Intro to the Multiple Oppositions Approach  Handout

Presenter(s): Dr. Christine Lewis, CCC-SLP; Dr. Shaverra Jones, CCC-SLP

Speech sound disorders (SSD) are a common problem in school-aged children, especially preschool-aged children (Williams, 2003). With the many treatment approaches available, deciding which treatment approach is most appropriate may be difficult and will require awareness of the treatment options and the ability to determine which options best serves that client’s severity of the phonological disorder. The multiple oppositions approach is a contrastive approach that simultaneously contrasts several targets sounds to a comparison sound (Williams 1992, 2000a, 2000b). This session will also discuss how target selections impact treatment progress and how to implement the multiple oppositions approach. The session will discuss how to provide the analysis you need to make the greatest impact on students with moderate to severe SSD.

Learning Outcomes

-The participant will be able to identify which treatment approach is most appropriate for children with moderate to severe phonological disorder

-The participant will be able to identify how to conduct an in-depth analysis of a child’s speech with moderate to severe phonological disorders

-The participant will be able to identify the phases of the multiple oppositions approach



2/18/2022 10:00 am - 11:30 am

Session 25: Hey, MA! Let’s Play with Words!  Handout

Presenter(s): Rebecca McKenzie-Appling, MS-CCC/SLP; EdD Education

The inclusion of phonological awareness as part of literacy instruction has been a topic of focus in recent years. The inclusion of morphological awareness (MA) as part of instruction is now gaining attention as a valuable part of literacy instruction as well. The intent of this session will be a focus on why MA is a valuable tool in creating proficient readers and writers. We’ll discuss the continuum of morphological development and how this mirrors the acquisition of phonological/phonemic awareness skills. An intervention approach will be highlighted to include an introduction to a variety of strategies and activities which incorporate an emphasis on morphological awareness. So join in as we play with words!

Learning Outcomes

1.Participants will be able to discuss the continuum of morphological development and the use of a teaching strategy that moves from sound to meaning and alternative spellings based on meaning and/or reason.

2. Participants will be able to express at least two reasons for including explicit instruction of morphological awareness as part of the therapeutic process.

3. Participants will be provided a minimum of 5 activities that can be successfully utilized to incorporate morphological awareness in therapeutic instruction.



2/18/2022 10:00 am - 11:30 am

Session 26: EI, ASD, and More: Verbalizations for Nonverbal Clients Across the Lifespan  Handout

Presenter(s): Debra M. Dwight, Ed.D., C.C.C.-SLP

This presentation focuses on both external and internal evidence related to supporting and guiding a client’s expressive development from non-verbal/low verbal to significant verbal productions. Children diagnosed with non-specific early intervention needs resulting in non-verbal functioning, as well as non-verbal children diagnosed with Autism Spectrum Disorder will be highlighted. Additionally, adult stroke patients with long-term histories of non-verbal functioning, who progressed to verbalizations, will be discussed. Participants will be given examples of fundamental intervention techniques to add to existing protocols to further support objectives of verbalization for clients across the lifespan. Participant interaction will be encouraged throughout the session.

Learning Outcomes

As a result of this course, participants will be able to:

1. Identify internal versus external evidence for clients who present as nonverbal or low

verbal and discuss values of each type of evidence in the therapy setting.

2. Discuss various concepts from verbal development literature that support nonverbal/low

verbal clients’ movements toward expanded verbalizations.

3. Identify at least one concept from verbal development literature that might be infused

into existing protocols for treatments of clients who present as nonverbal or low verbal.



2/18/2022 10:00 am - 11:30 am

Session 27: Improving Hearing Access: Evidence-based practices for cochlear implant referrals

Presenter(s): Teddy McRackan, MD and Kara Leyzac, Au.D., Ph.D., CCC-A

Despite FDA approval over 40 years ago, the number of patients undergoing evaluations for cochlear implants (CIs) remains low. Current estimates suggest that between 6 to 10% of patients who are likely to be CI candidates ever undergo a clinical evaluation. While there are many reasons for such a gap in CI utilization, lack of clinician understanding of CI candidacy and the likely benefits from implantation are two of the most commonly cited causes. This talk will address both using best available evidence.

Learning Outcomes

-Define current cochlear implant candidacy criteria -Describe barriers for patients to receive a cochlear implant -Describe the role of the clinician in the referral and candidacy process



2/18/2022 11:45 a.m. -1:45 p.m.

Session 28: Rise and Shine: Imaginologists Imagine More

Presenter(s): Shari Robertson, Ph.D., CCC-SLP, ASHA Fellow

The extraordinary plexus of events and circumstances manifested in 2020 severely disrupted most aspects of our personal and professional lives. While traumatizing to our collective psyche, we have a unique opportunity to innovate our way to a new and improved “normal” by imagining more and imagining better for our patients, clients, and students. This session will explore ways to engage and empower your Inner Imaginologist re-ignite your passion, stimulate your creativity, and drive our professions forward to rise and shine in a post-pandemic world.

Learning Outcomes

1) Discuss the role of imagination in professional innovation and personal well-being.

2) Identify personal strengths, skills, and resources that support creative problem solving.

3) Develop a personal action plan to engage and innovate within your professional setting.



2/18/2022 2:00 p.m. - 3:30 p.m.

Session 29: Use of Measurements in the Clinical Swallow Evaluation  Handout

Presenter(s): Kelly A. Caldwell, MA, MS, CCC-SLP

When an adult patient experiences dysphagia and seeks out the help of an SLP, they may be expecting to receive some treatment at the initial visit. We must carefully balance the evidence that a comprehensive assessment includes instrumental assessments, and that we cannot treat pharyngeal dysphagia without imaging. So, what’s an SLP going to do that is useful and informative during the clinical swallow evaluation? This presentation will focus on equipping you with tools that can be utilized during the CSE as well as consider implications for a patient-centered treatment plan.

Learning Outcomes

1. List and describe measures that can be utilized during a clinical swallow evaluation.

2. Formulate a clinical swallow evaluation process for functional dysphagia, head and neck cancer related dysphagia, and neurogenic dysphagia.

3. Integrate clinical swallow evaluation data into creating a patient-centered treatment plan.



2/18/2022 2:00 p.m. - 3:30 p.m.

Session 30: Velopharyngeal Insufficiency and Cleft Palate- Diagnosis and Treatment  Handout

Presenter(s): Melissa Montiel, MS, CCC-SLP; Stephanie Schank, MSP, CCC-SLP; ;

Cleft palate and velopharyngeal insufficiency (VPI) is a specialized population that requires targeted diagnosis and treatment. In this lecture, you will learn how VPI is diagnosed, the components of evaluation and how to treat associated speech deficits. Additionally, this lecture will aim to help the community clinician to identify "red flags" for VPI vs behavioral speech deficits that mimic VPI.

Learning Outcomes

1. Discuss the difference between hypernasality and hyponasality

2. Name 2 cleft related speech disorders

3. Differentiate between anatomical and behavior speech variants



2/18/2022 2:00 p.m. - 3:30 p.m.

Session 31: The Intersection of Autism Spectrum Disorder and Racial Biases

Presenter(s): Rylee Klocow, B.S.; Deja Linen, B.A.; Tinaya McRae, B.S.; Hannah Pells, B.S.; Rachel Rhame; Molly Scott; Frances Burns

Black children are less likely than White children to be evaluated for autism spectrum disorder by the age of three (Hall, 2017). African American children are three times more likely than White children to receive another diagnosis prior to receiving a diagnosis of autism (Mandell, 2006). Giving early childcare providers training about early signs of autism could possibly ameliorate the disparities in rates of evaluation and diagnosis. This study examines the knowledge early childcare workers have about autism and how that knowledge may influence decisions regarding referral for an autism evaluation when a child is Black/African-American.

Learning Outcomes

1. Participants will be able to discuss the role of early childcare workers in identifying autism spectrum disorder.

2. Participants will be able to identify information early childcare workers have about autism spectrum disorder.

3. Participants will be able to identify potential biases related to referring Black/African American children for evaluation when autism spectrum disorder is suspected.



2/18/2022 2:00 p.m. - 3:30 p.m.

Session 32: Part 1: Staying on the Path of Integrity: Strategies for Ethical Decision Making in Professional Practice (1 hour ethics)

Part 2: Updates from the Council for Academic Accreditation and the Council for Clinical Certification in Speech-Language Pathology (1/2 hour supervision)

Presenter(s): Crystal A. Murphree-Holden, MA, CCC-SLP; Joanna Scoggins, M.Ed, CCC-SLP; Danielle Varnedoe, MA, CCC-SLP

Part 1: Good ethical decision-making skills is both necessary and required in professional practice. The American Speech-Language-Hearing Association has addressed the need for training in ethics by providing numerous resources on their website as well as mandating one hour of ethics training as a requirement for certification/re-certification of speech-language pathologists and audiologists. This presentation will discuss: 1) the principles of ethical practice; 2) strategies to guide professionals to in ethical decision-making and 3) apply these strategies to case studies that may occur in the workplace.

Part 2: This part of the presentation will provide updates announced by the Council for Academic Accreditation for training programs and the Council for Clinical Certification in Speech-Language Pathology for both training programs and certified speech-language pathologists.

Learning Outcomes

Upon completion of this presentation, the learner will be able to:

1. Identify strategies used in the ethical decision-making process.

2. Apply ethical decision-making strategies to case studies.

3. State upcoming changes to both accreditation and certification standards.



2/18/2022 2:00 p.m. - 3:30 p.m.

Session 33: Understanding Psychiatric Diagnoses  Handout

Presenter(s): Timothy P Kowalski, M.A.,CCC-SLP, ASDCS

With psychiatric issues impacting 25% of the population the question is not “Will I…” but “When will I treat someone with a psychiatric diagnosis?” Early signs of mental illness often go unnoticed and those who would most benefit from treatment do not receive it. In 2016, suicide was the second leading cause of death for people ages 10 to 34. Will you be able to recognize signs and symptoms associated with a mental health issue? This presentation will discuss common comorbid psychiatric diagnoses SLPs may be presented with in their professional careers and offer appropriate client management.

Learning Outcomes

List common psychiatric issues SLPs may encounter during their professional career

Describe symptoms requiring referrals for appropriate management

Describe how SLPs can provide a positive impact on the mental health



2/18/2022 4:00 p.m. - 5:30 p.m.

Session 34: It takes a team: The role of team care with cleft lip and palate  Handout 1  Handout 2  Handout 3

Presenter(s): Melissa Montiel, MS,CCC-SLP; Stephanie Schank, MSP, CCC-SLP

Cleft lip and palate is a specialized population that requires treatment from multiple disciplines. In this lecture, you will learn the importance of team care and the role the SLP plays in that care. Early feeding will be discussed, in addition to case studies. There will be a Q&A to follow, so bring your tough cases to discuss.

Learning Outcomes

1. Name three different providers on the cleft team

2. Discuss the components of prenatal counseling

3. Understand the components of early feeding modifications



2/18/2022 4:00 p.m. - 5:30 p.m.

Session 35: The Culturally Responsive Supervisor: Innovative Strategies for Supervision of Minority Emerging Professional

Presenter(s): Jessica R. Berry, Ph.D., CCC-SLP; Jacqueline Jones-Brown, EdD., CCC-SLP; Shirlain J. Darby, MA, CCC-SLP; Felicia Lawrence, MA, CCC-SLP

Approximately 8.5% of members & affiliates identify as racial minorities. Moreover, only 4% identify as Black, while 3% and 1% identify as Asian and Multiracial respectively (ASHA, 2020). For this reason, it is imperative that supervisors demonstrate cultural sensitivity and responsiveness to the cultural and linguistic differences that exist among minority professionals (Subramanaian, 2020). ASHA’s recent change in the supervision qualifications which allows certified SLPs to supervise earlier in their career, potentially creates limited opportunity for training on minority supervision. As a Historically Black College/University (HBCU) with a 98% rate of minority student clinicians, we have identified a gap in the supervision strategies used by clinical educators to support minority learners. Therefore, this session will provide practical strategies for long-time supervisors and new supervisors who are tasked with training minority clinicians (Hopf et al., 2021).

Learning Outcomes

Learning Objectives:

1. Participants will describe the three pillars of culturally responsive supervision

2. Participants will list the unique needs of minority clinical fellows and students during supervision.

3. Participants will describe strategies to improve their supervision techniques.



2/18/2022 4:00 p.m. - 5:30 p.m.

Session 36: Hiding in Plain Sight: Reading Comprehension, Hyperlexia, and ASD  Handout

Presenter(s): Shari Robertson, Ph.D. CCC-SLP, BCS-CL

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

Learning Outcomes

1) Compare and contrast the development of reading for individuals who are typically developing and those with ASD in order to identify students on your caseload who may be at risk for reading comprehension deficits.

2) Conduct appropriate assessment strategies to facilitate reading comprehension for readers with ASD.

3) Implement evidence-supported intervention strategies for facilitating comprehension for readers with ASD - and all readers.



2/18/2022 4:00 p.m. - 5:30 p.m.

Session 37: Utilization of Dysphagia Diets in the Pee Dee Region of South Carolina

Presenter(s): Donnisha Prince, BS; Katelyn Tallon, BA; Katherine Covington, BS; Le’Daisha Graham, BA, Allison Windham, BA; Ian Stocum, BA; Michele L. Norman, PhD, CCC-SLP, ASHA Fellow;

Diet modifications are a form of treatment for dysphagia. The National Dysphagia Diet (NDD) was created as a standardized treatment for individuals with dysphagia and used for years by speech-language pathologists. However, there is a need for its terminology to be standardized for global use. The International Dysphagia Diet Standardization Initiative (IDDSI) was created for that purpose. Although facilities are being encouraged to make the switch from the NDD to the IDDSI many facilities have not. The current research is seeking to determine the dietary systems used in long term care facilities in the Pee Dee Region of South Carolina.

Learning Outcomes

1. Attendees will learn at least two differences between the National Dysphagia Diet and International Dysphagia Diet Standardisation Initiative.

2. Attendees will gain two purposes for the development of the International Dysphagia Diet Standardisation Initiative.

3. Attendees will learn which dietary systems are being utilized most in the state funded long term care facilities of the Pee Dee Region of South Carolina.



2/19/2022 8:00 am - 9:30 am

Session 38: Understanding, Recognizing and Treating Comorbid Anxiety in ASD  Handout

Presenter(s): Timothy P. Kowalski, M.A.,CCC-SLP, ASDCS

This presentation will focus on comorbidity and identifying the symptoms of anxiety. Treatment options designed to address these concerns will be presented. A failure to consider anxiety in treatment often leads one to presume the client has achieved success, only to see a consistent failure to use the very same skills in functional settings outside the clinical arena.

Learning Outcomes

List symptoms of anxiety

List examples on how anxiety can impact language performance

List evidence based treatment options when anxiety is present



2/19/2022 8:00 am - 9:30 am

Session 39: Title: Do They Know?: Advocacy, Education, and Training for Caregivers and Teachers for Speech, Language, and Literacy  Handouts

Presenter(s): Dr. Christine Lewis, CCC-SLP; Dr. Regina Jackson, CCC-SLP

This presentation provides information on the successful development of workshops for parents and teachers in the area of speech and language. The presentation focuses on the importance of teacher training to help aid in making appropriate referrals and successful carryover of skills in the classroom setting. The presentation will also include information on the importance of training parents on the relationship between speech and language development and literacy. There was also information to demystify the IEP process for parents/teachers whose students received services to support their development and academic progress. A pre- and post-test were used to assess the participants’ learning, and the ways they would use the information that was presented. This presentation is designed to help other speech-language pathologists gain tools to implement teacher/caregiver training in their clinical practice.

*****The session will be conducted by members of the SCSHA Leadership Development Program****

Learning Outcomes

1) Describe the information to consider in developing a successful parent and teacher workshop

2) List elements to include when designing a participant learning assessment and survey

3) Describe the need for education on speech and language development to promote parental and teacher involvement



2/19/2022 9:30 a.m. - 11:00 a.m.

Session 42: Ten Things You Need To Do To Pass Praxis

Presenter(s): Michele L Norman, PhD, CCC-SLP, ASHA Fellow

Passing the standardized examination for speech-language pathology is required for candidacy for the American Speech-Language-Hearing Association certificate of clinical competence. Despite academic and clinical preparation some find it difficult to pass the examination on the first attempt. Likewise, persons who have a lapse in certification renewal and are required to take the examination find it difficult to prepare themselves effectively. The purpose of this presentation is to provide useful information to assist in strategic preparation and enhance test taking skills.

Learning Outcomes

1. Attendees will be able to identify 3 content areas on the examination.

2. Attendees will be able to recognize 5 study tips to prepare for the examination.

3. Attendees will be able to use 5 testing strategies during the examination.



2/19/2022 8:00 am - 11:30 am

Session 40 & 43: SHORT COURSE: A Crash Course in Respiratory Muscle Training  Handouts

Presenter(s): Brooke Richardson, MS, CCC-SLP

A Crash Course in Respiratory Muscle Training (RMT) provides a sweeping overview of the knowledge necessary for understanding the evidence behind RMT, and its applications across the continuum of healthcare. Learners will learn about evidence surrounding RMT, applications for inspiratory and expiratory muscle training, and device selection.

Learning Outcomes

1) Describe how the principles of strength training apply to RMT

2) Summarize the evidence surrounding RMT for improving cough and swallowing

3) Explain the difference between two types of therapy devices



2/19/2022 8:00 am - 11:30 am

Session 41 & 44: SHORT COURSE: Pediatric Feeding Disorder for the School Based SLP

Presenter(s): Michelle Lynn Wood Dawson

In October 2021 the official ICD-10 Codes for Pediatric Feeding Disorder Acute and Chronic went live, thanks to the tireless volunteer work by Feeding Matters, LLC. These codes, R63.31 and R63.32, formally recognize a disorder that impacts every snack and meal that 1 in 37 children under the age of five struggle with on a daily basis.*1 Pediatric Feeding Disorder, (PFD), defined as impaired oral intake that is not age-appropriate and is associated with medical, nutritional, feeding skill, and/or psychosocial dysfunction, is not confined to the four walls of a home…but travels with the child to every environment that a snack or meal happens in…including their LEA.*2 Historically, dysphagia was not addressed within the LEA, much less the new diagnosis of PFD. However, thanks to the education and advocacy from greats in the field, such as Emily Homer, MA CCC-SLP, ASHA Fellow, and Kristen West, MA CCC-SLP, we have the foundation and case studies based on nationwide legal cases to appropriately and safely meet the needs of students with these diagnoses within the school setting. So, where does that leave the SLP working in an elementary school carrying a caseload of 65 students? Hopefully, they are sitting in this SCSHA 2022 Short Course for functional PFD advice delivered with a side of laughter! If you are in need of knowing what free and evidenced-based tools to embrace for screening and how to conduct a clinical swallow evaluation, then join Michelle Dawson, MS CCC-SLP, CLC, as she shares her favorites. Are you unsure of what interprofessional practice partner to collaborate with for the student, or that you could make referrals to a specialist as the school-based SLP, then let Michelle share her go-to IPP partners with simple how-to-reach-them tips! And best yet, if you are unsure of what strategies to implement during snack and mealtime to keep these students safe and progress their diets too, well she has you covered! Be sure to bring some gloves, your favorite snack, a drink, and a smile with you for three hours of #nerdyslp joy!

*1. Kovacic K, Rein L, Kommareddy S, Szabo A Bhagavatula P, Goday PS. Pediatric feeding disorders: A nationwide prevalence study. J Peds. DOI: https://doi.org/10.1016/j.jpeds.2020.07.047

*2. Goday PS, Huh SY, Silverman A, Lukens CT, Dodrill P, Cohen SS, Delaney AL, Feuling MB, Noel RJ, Gisel E, Kenzer A, Kessler DB, de Camargo OK, Browne J, Phalen JA. Pediatric feeding disorder: consensus definition and conceptual framework. JPGN 2019;68(1):124-129.


Learning Outcomes

1. Attendees will be able to identify and describe where to find an evidenced-based screening tool and an evidenced-based clinical swallow evaluation tool.

2. Attendees will be able to identify and describe three interprofessional practice partners and their roles in the care and management of a child with a pediatric feeding disorder.

3. Attendees will be able to identify and describe three functional strategies to implement within the LEA for improved pediatric feeding outcomes.