Click on the session title to view the abstract, learner outcomes and level of learning.

8:00 am - 9:00 am

9:15 am - 10:45 am

Session 11
Middle and High School Speech Pathologists Round Table Discussion: Efficacy of Present System of Service Delivery, Brenda Scott, MA
Session 12
Post-Extubation Dysphagia: Considerations for Implementation of a Nursing Dysphagia Screen, Stefanie Moynahan, MS
Session 13
Medicare in Audiology and Speech-Language Pathology, Including Bundled Payments, Mark Kander, MA, ASHA
(This session is a repeat of the 6:45 pm session from Wednesday)

9:15 am - 12:30 pm

Session 14
Helping Adolescents: Processing Information - Not Just Reading: Understanding - Not Just Memorizing, Sandra Tattershall, PhD, CCC-SLP
Session 15
Pediatric Feeding and Swallowing: Treating the Child and Supporting the Family, Erin Redle, PhD, CCC-SLP
Session 16
Practical Counseling Strategies for Speech-Language Pathologists - Part 1, Scott Yaruss, PhD, CCC-SLP, BRS-FD, ASHA Fellow
Session 17
Teaching Functional Communication to Young Children With Autism or Other Language and Learning Challenge - Part 1, Carol Afflerbaugh, MA, CCC-SLP
Session 18
Visual Processing Dominates Learning: The Importance of Sensory Integration, Leslie Peters, BA

Session 19
Understanding, Evaluating and Managing Tinnitus, Brooke Freeman Dinsmore, AuD

Session 20
Career Networking - Resume Writing and Interviewing Skills, Alan Smith, PhD, MS, CCC-SLP; Rebecca Clark, MEd
Session 21
Strategic Interventions for Auditory Memory Training, Rynette Kjesbo, MS

Session 22
Career Networking - Resume Writing and Interviewing Skils, Alan Smith, PhD, MS, CCC-SLP; Rebecca Clark, MEd
Session 23
Dual Sensory Impairment in Older Adults, Katharine Fitzharris, AuD, CCC-A, FAAA
Session 24
Navigating Professional Associations and Regulatory Boards: The Basics of Licensure, Certification and Membership, Kellie Ellis,  MA, CCC-SLP; Anne  Olsen, PhD, CCC-AuD; Linda Gregory, MA, CCC-SLP

Session 25
Giggle, Wiggle, Clap and Learn - Move Your Body and Your Brain, Jane Kitson, BS
Session 26
Intervention for Childhood Apraxia of Speech, Erin Redle, PhD, CCC-SLP
Session 27
Sensory Integration Techniques for Adult Literacy, Leslie Peters, BA
Session 28
Practical Counseling Strategies for Speech-Language Pathologists - Part 2, Scott Yaruss, PhD, CCC-SLP, BRS-FD, ASHA Fellow
Session 29
Teaching Functional Communication to Young Children With Autism or Other Language and Learning Challenges - Part 2, Carol Afflerbaugh, MA, CCC-SLP
Session 30
Voice Therapy Made Easy!, Nandhu Radhakrishnan, PhD, CCC-SLP

Session 31
Dual Sensory Impairment in Special Populations, Katharine Fitzharris, AuD, CCC-A, FAAA
Session 32
The Road to Growing a Clinician: A Literary Connection, Pearl A. Payne, PhD

SESSION DETAIL

Thursday, February 16

8:00 am - 9:00 am
Session 10
Lessons From the Appalachian Trail
Jeffrey Alt, MS, CCC-SLP
Level of Instruction: Beginner

Jeffrey Alt takes you on his highly acclaimed and entertaining adventure along the 2,160-mile Appalachian Trail. Alt shares ‘edge of your seat’ tales, involving bears, bugs, blisters, skunk bedmates and hilarious food cravings, intertwined with profound, unique and powerful "life lessons," that he transfers to the real world. Alt lived in the woods for 147 days, dedicating his journey to his disabled brother, Aaron. Alt inspired an annual walk which has raised more than $250,000 for the disabled. Alt will share how setting big goals will enable you to “Hit a Home Run for Communication Disorders.” SLPs and Audiologists will gain insight into ways of achieving their own goals and dreams, while working in the clinical, educational or research setting.

At the end of the session, participants will have insight to keep the ‘big picture’ in focus as they navigate their work environment and have insight on how important it is to set big goals and go after them.

9:15 am - 10:45 am
Session 11
Middle and High School Speech Pathologists Round Table Discussion: Efficacy of Present System of Service Delivery
Brenda Scott, MA, Jefferson County Public Schools, Private Practice
Level of Instruction: Intermediate

We will discuss efficacy of the present role of speech pathologists with middle and high school students. This roundtable discussion will bring in any research or information regarding other states handling of this population, including collaboration models, entry and dismissal from formal therapy, as well as truly measuring outcomes. Another area would be the role of teacher and assistants in self-contained classrooms, particularly those having students with ACC, in relation to the speech pathologist role.

At the end of the session, participants will have an understanding of research-based information regarding models for service delivery, have realistic outcomes for speech therapy for middle and high school students and be able to answer, “Does the data support the present delivery model?”

9:15 am - 10:45 am
Session 12
Post-Extubation Dysphagia: Considerations for Implementation of a Nursing Dysphagia Screen
Stefanie Moynahan, MS, Central Baptist Hospital
Level of Instruction: Intermediate

Following prolonged endotracheal intubation, patients are often at increased risk for dysphagia.  Speech-language pathologists working in the hospital commonly assess swallowing following extubation.  However, implementation of post-extubation protocol is not typically encountered.  This session will discuss the association between dysphagia and intubation, characteristics associated with prolonged intubation, and criteria utilized in the development of a post-extubation dysphagia nursing screen, including a dysphagia screen being developed at one hospital.  Case studies will also be included.

At the end of the session, participants will be able to describe anatomical and physiological changes associated with prolonged intubation, be able to describe the risk factors for dysphagia with patients following extubation and identify criteria utilized in the development of a post-extubation dysphagia nursing screen.

9:15 am - 10:45 am
Session 13
Medicare in Audiology and Speech-Language Pathology, Including Bundled Payments
(This session will be a repeat of the 6:45PM session from Wednesday)
Mark Kander, MA, ASHA
Level of Instruction: Intermediate

Attendees will learn the basics necessary for serving Medicare patients: institutional payment methodologies; enrollment as a private practitioner; Advantage plans (Medicare HMOs); claims preparation; special coding rules; Medicare fee schedule; national and local coverage rules; annual therapy cap; supervision of instrumental assessments; documentation rules; working as an employee or contractor of a physician practice; and bundled payment models (future).

At the end of the session, participants will be able to complete the documents needed to enroll as a Medicare provider, be able to properly complete a Medicare claim form and will be able to access the Medicare rules for documentation of evaluation and treatment sessions.

9:15 am - 12:30 pm
Session 14
Helping Adolescents: Processing Information - Not Just Reading: Understanding - Not Just Memorizing
Sandra Tattershall, PhD, CCC-SLP, Language & Learning Center
Level of Instruction: Intermediate

Working with adolescents teaches us that they need to be taught how to "do" academic language.  Many have no idea how to actively process the language of school, so they simply stare at the notes they copy and/or read them over many times.  They have had so much remediation at the sound/letter level, often, that they see reading as producing words.  This session will stress specific active processing strategies, appropriate to fourth grade through college, in different forms. Suggestions will be made for working directly with individuals alone or in classrooms and/or with teachers. Participants will be prepared to help students with a variety of "warm up" strategies for facilitating comprehension in listening and reading.

At the end of this session, participants will apply strategies for directing students from sentence-level to paragraph-level processing, will have workable strategies for helping students in various stages of writing: Finding and narrowing topics, getting started, making topic and comment clear, etc. and will have the opportunity to contribute to a list of diagnostic questions for adolescent learning issues.

9:15 am - 12:30 pm
Session 15
Pediatric Feeding and Swallowing: Treating the Child and Supporting the Family
Erin Redle, PhD, CCC-SLP, Cincinnati Children's Hospital Medical Center
Level of Instruction: Beginner

This session focuses on treating the behavioral and physiological aspects of feeding and swallowing disorders. Intervention for the behaviors observed with feeding, texture selectivity, oral-motor delays and improving safety during swallowing, will be discussed. Additionally, the impact of feeding disorders on families will be discussed and strategies to support the caregiver and the family through this process will be highlighted.  Case studies will be used to integrate this information.

At the end of the session, participants will be able to identify two interventions to address texture selectivity in children with feeding and swallowing disorders, identify two interventions to address oral-motor delays in children with feeding and swallowing disorders and identify three areas of impact, feeding and swallowing disorders have on families.

9:15 am - 12:30 pm
Session 16
Practical Counseling Strategies for Speech-Language Pathologists - Part 1
Scott Yaruss, PhD, CCC-SLP, BRS-FD, ASHA Fellow, University of Pittsburgh
Level of Instruction: Intermediate

Speech-language pathologists (SLPs) are trained to help people with speech or language disorders learn to improve their communication abilities and increase their ability to function in their daily lives. Many times, people with communication disorders also experience negative reactions to their speaking difficulties. These reactions not only have a significant impact on a speaker’s emotional well-being; they can also impede progress in therapy. If SLPs wish to help their clients achieve their greatest possible success, they may need to address these negative reactions. Unfortunately, many SLPs do not feel adequately prepared to address these aspects of communication disorders, even though this is within the SLPs scope of practice. This session will provide basic information about counseling people of all ages with communication disorders – and their families. The session will include a discussion of what counseling is and how counseling is related to the overall process of therapy. The session will be based on a standard model of counseling that is designed to help clients: understand their current situation, identify possible options for the successful outcome of treatment, evaluate various strategies for achieving treatment goals and execute an action plan for achieving goals in treatment and in life in general. Participants will learn several counseling strategies that can help them understand the client’s (or family  member’s) point of view and convey their understanding of the client’s perspective, provide helpful responses to clients’ statements of emotion, and support clients in taking responsibility for change in treatment.

At the end of this session, participants will be able to discuss the importance of developing counseling strategies for helping people with communication disorders, describe the process of coping, that many people with communication disorders may go through as they learn to live with their speaking difficulties, apply a model of the counseling process focused on helping clients identify their current situation, evaluate their preferred situation, select appropriate options for change, and develop an action plan to help their achieve their goals in therapy, utilize three key counseling strategies designed to help people with communication disorders come to terms with their speaking difficulties and improve the outcome of treatment.

9:15 am - 12:30 pm
Session 17
Teaching Functional Communication to Young Children With Autism or Other Language and
Learning Challenge - Part 1
Carol Afflerbaugh, MA, CCC-SLP, Kaufman Children's Center
Level of Instruction: Intermediate

Teaching functional communication to young children with an Autism Spectrum Disorder or other language and learning differences, can challenge teachers and therapists, because many of these learners demonstrate behaviors which complicate and even restrict the acquisition of language.  Teaching children that have already acquired some spoken words, as well as those children that have not acquired spoken words, to request their most highly preferred items/actions/activities first, assists these children in becoming cooperative and willing learners.  For children that have not acquired spoken words, the acquisition of sign language may act as a bridge to their first words for requesting preferences and then expand to include other linguistic functions.  Using a word shaping procedure or successive approximations for whole words can assist these children in acquiring functional language that is intelligible.

At the end of this session, participants will be able to state how to create willing and cooperative learners for children that have autism or other language and learning challenges, be able to list three benefits for teaching children with autism or other language and learning challenges to request their preferences as a first step in acquiring functional communication, describe how sign language can be a bridge to spoken communication for children who have not acquired spoken words and define a successive approximation approach, which may be implemented to assist children in acquiring intelligible first words.

9:15 am - 12:30 pm
Session 18
Visual Processing Dominates Learning: The Importance of Sensory Integration
Leslie Peters, BA, Envision Education; SensoryProcessingCourses.com
Level of Instruction: Beginner

What do your clients physiologically experience during near-point work? Today’s learners face the most “processing” stress ever, increasingly reading text, back-lit by a pulsating light source while multi-tasking. The bulk of information we process enters the brain through the visual pathway. This is not related to 20/20 eyesight, but rather to the way we bring information into the brain and then what we do with that information - how we think. Visual processing takes up more of the cerebral cortex than every other sense combined. Foundational skills, from visual processing to the critical auditory-visual connection are developed through three-dimensional movement and bi-hemispheric integration. But over the last thirty years, the way we play, work and move has utterly changed. In this highly interactive session, participants will experience how vision overrides their auditory sense, and associate common behaviors and compensation tactics with a potential problem. We will discuss how auditory-visual integration impacts literacy, language, and the speed of learning. For clients who already face auditory and language impairment, screening for visual processing ability becomes even more important. After reviewing the complex ocular-motor movements that are required for reading, participants will pair off to assess each other for a few key skills, and engage in auditory-visual integration activities.

At the end of this session, participants will be able to identify how 13 vision, auditory and vestibular skills impact learning and behavior, be able to describe how auditory-visual integration impacts literacy, language, and the speed of learning and be able to recognize deficits based on observation and use of an educational assessment for two commonly hidden processing deficits and employ several auditory-visual integration techniques.

9:30 am - 11:45 am
Session 19
Understanding, Evaluating and Managing Tinnitus
Brooke Freeman Dinsmore, AuD, Audiology Associates

11:00 am - 12:30 pm
Session 20
Career Networking - Resume Writing and Interviewing Skills, Part 1
Alan Smith, PhD, MS, CCC-SLP; Rebecca Clark, MEd, University of Louisville

The job market is tough!   Ace the job search by learning how to network effectively.  Your career opportunities will increase by being better prepared than your competition.  This session focuses on career networking – the #1 job search skill.   Presenters will provide best-practice techniques on using social media for the career search as well as other types of networking.   Learn the right and wrong ways to network.     Participants will be coached on how to present their “elevator pitch” and will practice these skills during the session.  This workshop is for students who are nearing graduation, new professionals, and seasoned professionals who are   may be seeking a new career opportunity.  

11:00 am - 12:30 pm
Session 21
Strategic Interventions for Auditory Memory Training
Rynette Kjesbo, MS, Super Duper® Publications
Level of Instruction: Intermediate

Memory impacts a person’s ability to perform almost any function. This session reviews current memory models, the development of auditory memory, and the relationship between working memory and learning. The speaker reviews several learning strategies for successful memory training. A direct, systematic software program for auditory memory training is demonstrated.  This session includes a description of educational software for memory training. Direct sale will not occur in conjunction with the session.

At the end of this session, participants will be able to discuss current memory models, the development of auditory memory, and the relationship between working memory and learning, be able to identify learning strategies that ensure successful memory training and be able to explain a direct, systematic approach using software for auditory memory training.

1:30 pm - 3:00 pm
Session 22
Career Networking - Resume Writing and Interviewing Skils
Alan Smith, PhD, MS, CCC-SLP; Rebecca Clark, MEd, University of Louisville

This session focuses on the job search process.   Without an effective resume that communicates your skills and strengths and a winning cover letter, you do not have the tools necessary for a professional job search.    Learn how to prepare the best resume and cover letter in order to get the interview.   Your resume documents your work experience and history as well as your education.   Presenters will provide techniques for writing an effective resume and advice on when to use a particular type of resume.     The cover letter "sells" your experience, history and education to a potential employer.   Learn how to write a professional cover letter.   Get the interview!  The final step is the interview itself.    Presenters will help you take the stress out of the interview by providing easy techniques and tips to impress the employer!  Be ahead of your competition by attending this informative presentation.   This workshop is for students who are nearing graduation, new professionals, and seasoned professionals who may be seeking a new career opportunity.  

1:30 pm - 3:00 pm
Session 23
Dual Sensory Impairment in Older Adults
Katharine Fitzharris, AuD, CCC-A, FAAA
Level of Instruction: Beginner

In the aging population, it is not uncommon to encounter individuals experiencing declines in either their visual or auditory functioning. Less common, though still prevalent, are the individuals with both vision and hearing loss, referred to as dual sensory impairment (DSI). These individuals pose unique challenges to practitioners, especially since it is traditional to seek to augment one impaired sensory system with another sensory system (e.g., using visual cues to supplement information lost due to hearing impairment or vice-versa). However, with education, audiogists can increase their confidence in serving this population.

At the end of this session, participants will be able to describe the sources of dual sensory impairment in older adults; the impact DSI has on their lives, and rehabilitation and management techniques useful in the care of individuals with DSI.

1:30 pm - 3:00 pm
Session 24
Navigating Professional Associations and Regulatory Boards:  The Basics of Licensure, Certification and Membership
Kellie Ellis,  MA, CCC-SLP , Kentucky Speech-Language-Hearing Association; Anne  Olsen, PhD, CCC-AuD , Kentucky Board of Speech Language Pathology and Audiology; Linda Gregory, MA, CCC-SLP, American Speech-Language-Hearing-Association
Level of Instruction: Beginner

Navigating professional organizations and regulatory boards can be an overwhelming task for new professionals and students.  Confusion often results when new professionals are attempting to determine which entity to go to for answers regarding licensure, certification and membership.  The purpose of this session is to examine the role of ASHA, KSHA, and the Kentucky Board of Speech Language Pathology and Audiology.  The functions of ASHA, KSHA, and the Licensure Board, as well as similarities and differences among these entities, will be presented. Attendees will gain insight regarding how to become involved and seek leadership opportunities with KSHA, ASHA and the Licensure Board.  Commonly asked questions from new professionals will be addressed, including, but not limited to, questions regarding interim licensure, certification, continuing education and clinical fellowship year.

At the end of this session, participants will be able to identify similarities and differences among ASHA, KSHA and the Kentucky Board of Speech Language Pathology and Audiology, understand how to seek involvement and leadership opportunities within KSHA, ASHA, and the Kentucky Board of Speech Language Pathology and Audiology, and demonstrate an understanding of the function of KSHA, ASHA, and the Kentucky Board of Speech Language Pathology and Audiology.

1:30 pm - 5:00 pm
Session 25
Giggle, Wiggle, Clap and Learn - Move Your Body and Your Brain
Jane Kitson, BS, Pocket Productions
Level of Instruction: Beginner

Children are natural wigglers and this energy can be used as a learning experience!  This enthusiastic session includes dozens of easy to replicate activities that foster language development coupled with kinesthetic learning. Participants will be doing activities that they can immediately use in their work with young children, fostering important skills such as rhythm, repetition and rhyme.  Of course, there will be lots of clapping and laughing too!  Perfect for those who are looking for new ways to enhance the language to literacy connection in children ages two through seven!!! Activities that are age appropriate for stimulating auditory awareness, listening skills, language use and oral motor skills, will be presented in this lively fast paced session that is hands-on, user friendly and FUN.  Participants will be actively involved in dozens of new activities that include props, costumes, puppets and visuals, designed to enhance oral language skills in young children. 

At the end of this session, participants will recognize the value of a multiple intelligences learning style in young children, will describe the importance of rhythm, rhyme and repetition in language development, will select and implement new activities for auditory awareness, listening skills, language use and oromotor skills that will be introduced as finger plays, songs and transitional techniques.

1:30 pm - 5:00 pm
Session 26
Intervention for Childhood Apraxia of Speech
Erin Redle, PhD, CCC-SLP, Cincinnati Children's Hospital Medical Center
Level of Instruction: Intermediate

This session presents a framework for applying motor learning theories of skill development and skill transfer for children with Childhood Apraxia of Speech (CAS).  Practical strategies for incorporating these theories into daily treatment are included throughout the course. Using group activities and case-based learning, participants will identify treatment goals and develop intervention plans for children with CAS, as well as the therapy activities associated with the goals and intervention strategies.

At the end of the session, the participant will be able to identify four best-practice principles for skill transfer in CAS, be able to identify four strategies for increasing the number of productions during speech intervention and will be able to identify four treatment goals and four strategies for intervention to address these goals.

1:30 pm - 5:00 pm
Session 27
Sensory Integration Techniques for Adult Literacy
Leslie Peters, BA, Envision Education; SensoryProcessingCourses.com
Level of Instruction: Beginner

Brain development is enhanced during three-dimensional movement, particularly when it is designed within a spatial structure that employs both gravity and sequential processing tasks. In this hands-on session, participants will use a therapy tool to learn through immediate implementation of sensory integration and bi-hemispheric brain principles, incorporating speech and language “brain loads” with other senses. Having reviewed brain plasticity research, participants will apply sensory integration techniques and assist in developing ever increasing sensory "loads." They will first evaluate their own sensory processing performance as increasing sensory loads are added. Next, they will assess how a partner responds to the addition of motor, vestibular or visual loads to a speech or language activity and interpret its value for their own therapy techniques. Finally, they will discuss and practice special techniques for sensory integration, related to speech-language therapy, and specifically to the special needs of adult populations, and those with strokes, accidents or memory degradation associated with aging.

Participant will be able to describe the importance of three-dimensional movement for brain development. Participant will be able to differentiate between spatial awareness, pattern recognition, and working memory. Participant will be able to apply a wide variety of sensory integration techniques for visual, speech, language, and cognitive development.

1:30 pm - 5:00 pm
Session 28
Practical Counseling Strategies for Speech-Language Pathologists - Part 2
Scott Yaruss, PhD, CCC-SLP, BRS-FD, ASHA Fellow
Level of Instruction: Intermediate

Speech-language pathologists (SLPs) are trained to help people with speech or language disorders learn to improve their communication abilities and increase their ability to function in their daily lives. Many times, people with communication disorders also experience negative reactions to their speaking difficulties. These reactions not only have a significant impact on a speaker’s emotional well-being; they can also impede progress in therapy. If SLPs wish to help their clients achieve their greatest possible success, they may need to address these negative reactions. Unfortunately, many SLPs do not feel adequately prepared to address these aspects of communication disorders, even though this is within the SLPs scope of practice. This session will provide basic information about counseling people of all ages with communication disorders – and their families. The session will include a discussion of what counseling is and how counseling is related to the overall process of therapy. The session will be based on a standard model of counseling that is designed to help clients: understand their current situation, identify possible options for the successful outcome of treatment, evaluate various strategies for achieving treatment goals and execute an action plan for achieving goals in treatment and in life in general. Participants will learn several counseling strategies that can help them understand the client’s (or family  member’s) point of view and convey their understanding of the client’s perspective, provide helpful responses to clients’ statements of emotion, and support clients in taking responsibility for change in treatment.

At the end of this session, participants will be able to discuss the importance of developing counseling strategies for helping people with communication disorders, describe the process of coping, that many people with communication disorders may go through as they learn to live with their speaking difficulties, apply a model of the counseling process focused on helping clients identify their current situation, evaluate their preferred situation, select appropriate options for change, and develop an action plan to help their achieve their goals in therapy, utilize three key counseling strategies designed to help people with communication disorders come to terms with their speaking difficulties and improve the outcome of treatment.

1:30 pm - 5:00 pm
Session 29
Teaching Functional Communication to Young Children With Autism or Other Language and
Learning Challenges - P art 2
Carol Afflerbaugh, MA, CCC-SLP
Level of Instruction: Intermediate

Teaching functional communication to young children with an Autism Spectrum Disorder or other language and learning differences, can challenge teachers and therapists, because many of these learners demonstrate behaviors which complicate and even restrict the acquisition of language.  Teaching children that have already acquired some spoken words, as well as those children that have not acquired spoken words, to request their most highly preferred items/actions/activities first, assists these children in becoming cooperative and willing learners.  For children that have not acquired spoken words, the acquisition of sign language may act as a bridge to their first words for requesting preferences and then expand to include other linguistic functions.  Using a word shaping procedure or successive approximations for whole words can assist these children in acquiring functional language that is intelligible.

At the end of this session, participants will be able to state how to create willing and cooperative learners for children that have autism or other language and learning challenges, be able to list three benefits for teaching children with autism or other language and learning challenges to request their preferences as a first step in acquiring functional communication, describe how sign language can be a bridge to spoken communication for children who have not acquired spoken words and define a successive approximation approach, which may be implemented to assist children in acquiring intelligible first words.

1:30 pm - 5:00 pm
Session 30
Voice Therapy Made Easy!
Nandhu Radhakrishnan, PhD, CCC-SLP, University of Missouri
Level of Instruction: Intermediate

From a patient’s perspective, learning a technique can be difficult if the verbal/written instructions are not demonstrated. According to Bandura, observational learning can be enhanced when verbal instructions are effectively demonstrated. Modifying clinical sessions based on the following four factors of observational learning can improve prognosis: Attention, Retention, Reproduction and Motivation. This session will help you to understand the physiological approach towards voice therapy. Participants will be trained to demonstrate various therapy techniques and this will require active participation from the attendees. The rationale behind each approach will be explained to encourage creative ways of practicing it.

At the end of this session, participants will be able to, list different principles of voice therapy, identify voice therapy approaches that are relevant to specific client group, explain the rationale behind vocal intervention techniques.

3:30 pm - 5:00 pm
Session 31
Dual Sensory Impairment in Special Populations
Katharine Fitzharris, AuD, CCC-A, FAAA
Level of Instruction: Beginner

This session will address the features of DSI in pediatric population as well as in Operation Enduring Freedom/ Operation Iraqi Freedom (OEF/OIF) Veterans. Early intervention is vital when treating children with DSI, particularly when education is concerned. Information regarding educational resources and features of DSI in children will be presented. The OEF/OIF Veteran population is distinct from others in that the sensory impairments are typically traumatically-induced in combat situations. Data will be presented with regards to prevalence of self-reported auditory, visual, and dual sensory impairment as well as the association of self-reported impairment with professional audiometric and visual assessment.

At the end of this session, participants will be able to describe causes of DSI in children, rehabilitation resources for children with DSI, and DSI findings in OEF/OIF Veterans.

3:30 pm - 5:00 pm
Session 32
The Road to Growing a Clinician:  A Literary Connection
Pearl A. Payne, PhD, Murray State University
Level of Instruction: Beginner

One of the many challenges of academic programs in communication disorders is the responsibility of clinical education. How do we teach someone to become an effective clinician? How do we prepare students for the various personal and family dynamics that they will encounter with the humanity of their clients? Other than the perfunctory pseudostuttering assignment that many programs require, how do we prepare students who have the prerequisite sensibilities to understand the negative impact that a communication disorder may inflict on the social, emotional and on the personal lives of an individual and his family. In this session a ‘literary connection’ will be presented and discussed as it is used in undergraduate and graduate courses at Murray State University. Fiction and non-fiction readings are used to bridge the gap between the scientific and art of communication disorders.  Various pedagogical strategies and assignments for introductory, fluency, and CDI counseling courses will be used as the framework for discussion.   Much like ‘the freshman reading experience’ the literary connection is designed to help students think, talk and learn across and beyond the boundaries of the theory and science of communication disorders.  Students’ reflections and learning outcomes will be shared with the audience.  Additionally, reading lists will be shared with the participants for their own instruction and reading pleasure.

At the end of this session, participants will be able to, identify three communication disorders that often modify the typical family social structure,  identify two ways that a communication disorder might impact the life of a person with a CD and his/her parent, spouse, sibling, teacher, friend or significant other in his/her life, list three popular pieces of literature (e.g. books) that portrays the life and issues of a person(s) of with a communication disorder.

Poster Sessions
5:15 pm - 6:15 pm

      
A Tea Party: For the Picky Eater
Leisa Hutchison, MS, Western Kentucky University; Caroline Hudson, MS, Western Kentucky University; Mary Lloyd Moore, MS, Western Kentucky University
Level of Instruction: Beginner

The Communication Disorders Clinic at Western Kentucky University, hosted tea parties this summer for the Feeding Group. The Feeding Group provided clients with a safe, fun, and friendly place to interact with peers and explore a wide variety of foods. Each client was assigned a graduate clinician to observe the clients, implement individualized feeding strategies and facilitate themed activities. A pretend restaurant, named by the clients, was created.  A table was set, lighting adjusted and a scented candle lit. Each client took turns playing the various roles of waiter, chef, and dietician.  The focus was not on amount eaten but the willingness to try new foods and the health benefits of a well balanced diet.  A food diary was created and individualized feeding intervention plans were developed to reflect strategies that proved successful during the group sessions. Parent education was key in helping each family recognize that small steps can lead to big changes.  Positive measurable gains were reported by each family who participated.

At the end of this session, participants will be able to, explain strategies that can be implemented in an attempt to decrease behavior challenges and stress levels associated with meals, explain why parent education is critical in making small changes that can lead to positive feeding changes, explain how to work with other professionals to create a feeding group atmosphere.

Association Between Objectively-Measured Physical Activity and Tinnitus, NHANES 2003-2004
Paul Loprinzi, PhD, Bellarmine University; Ben Gilham, AuD, Hearing, Speech and Deafness Center; Bradley Cardinal,    PhD, Oregon State University
Level of Instruction: Intermediate

Recent evidence indicates that cardiorespiratory fitness, a by-product of regular engagement in physical activity (PA), is associated with hearing sensitivity and therefore may help preserve hearing function.  To increase our knowledge base of the potential protective effect of PA on hearing function, the purpose of this study was to investigate the association between objectively-measured PA and self-reported tinnitus (ringing, roaring or buzzing in the ears) using a nationally representative sample of U.S. adults.  Data was obtained from the 2003-2004 National Health and Nutrition Examination Survey on 2,287 participants, ranging in age between 20 and 85 years old. Objectively-measured PA was measured using an ActiGraph 7164 accelerometer and participants were asked questions on tinnitus symptoms and severity during an interview.  For the entire sample (20-85 yrs), participants who self-reported having tinnitus (18.3 min/day [15.5-21.2]) spent significantly less time engaging in moderate-to-vigorous physical activity (MVPA) than those not reporting having tinnitus (21.7 min/day [19.9-23.6]) (p = 0.01).  Additionally, among the entire sample, participants were more likely to have fewer episodes of tinnitus, if they met current PA recommendations (p < 0.05).  In a multivariate logistic regression analysis adjusting for age, gender, race-ethnicity, smoking and marital status, those who met PA guidelines were 17% more likely to not have tinnitus, compared to those not meeting guidelines, however this association was not statistically significant (p > 0.05).  Although not conclusive, these findings show some evidence that PA may be associated with tinnitus.  Future research in this understudied and important area is urgently needed.

At the end of this session, participants will be able to, identify the link between physical activity and having tinnitus, identify the potential protective effect of physical activity on reducing episodes of tinnitus among those already experiencing tinnitus, identify the potential biological mechanisms through which physical activity may have a positive influence on tinnitus.

Health Literacy: A Call to Action
Lauren Bland, PhD, Western Kentucky University
Level of Instruction: Beginner

Health literacy is defined in Healthy People 2010 as follows: The degree to which individuals have the capacity to obtain, process and understand basic health, information and services needed to make appropriate health decisions.  This can include many aspects of health from understanding instructions on a prescription bottle, to understanding written instructions on caring for a sick child, to understanding how to follow a special diet.  When a person is unable to read, that person is unable to manage his or her health care.  When a person is unable to manage his or her own health, there is the potential for a health crisis. ASHA suggests that its members should view the prevention of communication disorders as an important part of their professional responsibilities.  A person who is unable to access written information, whether it is electronic or paper based, may be at an increased risk for developing a disorder or being unable to effectively manage an existing disorder.  The purpose of this poster is two-fold.  First, is simply to share a review of the literature as it relates to communication disorders and health literacy. Second, is to educate speech-language pathologists and audiologists about this issue and how the profession can play a role.  Those roles include advocating on behalf of clients who are unable to do so, modifying written information so that it is accessible to clients, and educating other professionals about the signs displayed by someone not fully comprehending health care instructions.

At the end of this session, participants will be able to, identify pertinent literature in health literacy and communication disorders, describe strategies to support clients who present with low literacy skills, describe health literacy issues and importance to other professionals.

Perceived Confidence and Knowledge of Autism: A Comparison of Paraprofessionals to Parents of Children With Autism
Laura Baker, BS, Eastern Kentucky University; Charlotte Hubbard, PhD, Eastern Kentucky University; Sue  Mahanna-Boden, PhD, Eastern Kentucky University
Level of Instruction: Intermediate

Kentucky special education paraprofessionals providing instruction to children with autism were compared to parents of children with autism, concerning their knowledge of autism spectrum disorders.  In addition, the paraprofessionals replied to questions about their perceived confidence in serving children with autism.  The perceived confidence that parents had in the paraprofessionals serving their children was also surveyed.  Results from the survey will be discussed, including areas of concern for both parents and paraprofessionals.  Suggestions for addressing the areas of concern will be presented.

At the end of this session, participants will be able to, explain how parents and paraprofessionals differ in their knowledge of autism, describe the paraprofessionals’ confidence in providing services to children with autism, describe parents’ confidence in the paraprofessionals’ instruction to their child with autism.

Using Imagery to Improve Reading, Writing and Oral Expression
Donna Shirley, MS, Oldham County Schools
Level of Instruction: Beginner

Many students have difficulty with reading and writing because they don’t create visual images in their minds.  They are not aware they should be visualizing and often need explicit instruction to learn mental imaging skills. After receiving training in visualization, a group of middle school student significantly improved their comprehension, writing and oral presentation.  This poster presents their work, before and after the training, along with strategies and materials that helped them improve their visualization skills. 

At the end of this session, participants will be able to, identify reasons for students' difficulty or lack of visualization skills, list the benefits of visualization training, identify strategies useful for teaching visualization skills.