2012 SCSHA Convention
February 16-18
Kingston Plantation
Myrtle Beach, South Carolina

2012 Convention Program and Schedule

Changes to the program

Session 37, Stop the Screaming! Therapy Ideas for Toddlers & Preschoolers With Autism, has been withdrawn.

Program Detail

Thursday, February 16

8:00 am - 9:30 am
Session 1
Making the Leap into Private Practice, Denise Dougherty, MA, CCC-SLP, MFT, American Academy of Private Practice in Speech Pathology and Audiology
(Instructional Level- Intermediate)
Making the transition to private practice can be a stressful one. The key to the process is planning.  This session will discuss how to lay the foundation for a successful practice, what needs to be considered and what consultations can be key to a successful business
Learner Outcomes: At the conclusion of this session, participants will be able to identify resources that will assist in preparing a business plan, explain differences in business structures, be able to identify potential referral sources.
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8:00 am - 9:30 am
Session 2
Babies and Autism: Update for 2011, Sally Asquith, MS, CCC-SLP, Carolina Speech & Language Center, Inc.
(Instructional Level- Intermediate)
This session will provide an update to the information provided at the 2010 SCSHA Convention. We will review the current diagnostic criteria for autism spectrum disorders, and compare typical infant/toddler development with that of ASD infants/toddlers. In addition, we will review highlights and 'gems' from the International Meeting for Autism Research (IMFAR), a venue for the latest information regarding autism. There continues to be burgeoning interest in recognizing, understanding, and managing the signs/symptoms of autism at very early stages (ie, prenatally). Research institutes track high-risk (HR = siblings of children already diagnosed with ASD) babies carefully, extending to toddlers and preschoolers. This information helps guide us as clinicians, with insights as to the underlying neurobiology, neuroanatomy, genetics of ASD so that we are as effective as possible in the home, clinic, daycare, and preschool.
Learner Outcomes: At the conclusion of this session, participants will be able to explain the diagnostic critera for ASD, distinguish neuro-typical vs ASD-typical early communication styles, identify research highlights from IMFAR regarding infants and toddlers.
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8:00 am - 9:30 am
Session 3
The 3 R’s of Ethical Decision-Making:  Recognizing, Reporting, and Resolving, Theresa H. Rodgers, MA, EdSP, L-SLP, CCC-SLP, Ascension Parish School System
(Instructional Level- Intermediate)
The advent of expanded scopes of practice in audiology and speech-language pathology has brought more visibility and autonomy to the professions, but it has also created an environment in which more complex, challenging decision-making is required of professionals.  As a result, there is a need for practitioners to obtain practical experience in recognizing, reporting and resolving ethical dilemmas from both a professional and a regulatory board perspective.  Featuring excerpts from hit songs, ethical situations/scenarios are analyzed by the audience to recognize potential violations and develop methodologies for resolution.
Learner Outcomes: At the conclusion of this session, participants will be able to, analyze situations that constitute potential ethical violations as they relate to professional associations and state licensing regulations, delineate the key elements for resolution of ethical dilemmas and reporting of ethical violations.
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8:00 am - 9:30 am
Session 4
Conducting Educationally Relevant Evaluations and Writing Educationally Relevant IEPs, Perry Flynn, MEd, CCC-SLP, NC Department of Public Instruction
(Instructional Level- Beginner)
This session will support school based SLPs in becoming “assessment investigators” leaving the “testing technician” model behind in order to conduct educationally relevant assessments. It will then help clinicians tie the information gained from educationally relevant assessments to functional IEPs that focus on South Carolina Educational Standards.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify educationally relevant, standard and non-standard assessment tools, identify speech language objectives found in the South Carolina Educational Standards, write educationally relevant present levels of academic achievement and functional performance, functional and educationally relevant goals and benchmarks tied to academic standards.
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8:30 am - 9:30 am
Session 5
Multi-State Telepractice--What's the Catch?, Janice A. Brannon, MA, ASHA
(Instructional Level-Beginner)
This session will focus on the policy aspects of performing telehealth with regard to licensure, regulations and reimbursement.  We will look at current models for interstate licensure portability, model regulations and a brief review of reimbursement.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify four licensure portability models, explain three barriers to telepractice, recognize reimbursement resources.
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10:00 am - 11:30 am
Session 6
Simultaneously Improve Speech Intelligibility and Establish Literacy Skills With Orthographic Instruction! - Part 1, Keli Richmond, MS, CCC-SLP, Literacy Speaks! / Northern Speech Services
(Instructional Level- Beginner)
Orthographic instruction (printed cues) simultaneously develops a strong literacy foundation while improving speech intelligibility, expanding language skills and enhancing phonological awareness!  Traditional techniques do not effectively activate the orthographic processor.  Orthographic instruction activates the orthographic processor and synchronizes the four processors in the brain with printed cues.  An active orthographic processor and the synchronization of the four processors in the brain are crucial for successful speech and literacy skills. Orthographic instruction applications are versatile.  The applications are practical in therapy sessions, classrooms and natural environments.  The applications encompass “single” letter-to-sound correlations, digraphs, diphthongs, trigraphs, vowels and language goals.  The applications are used as Response to Intervention (RTI) strategies.  The natural progression of “letters-to-literacy” learning steps advances speech and literacy skills quickly, enables carry-over of target sound and literacy skills into natural surroundings and promotes a fun and functional environment!  The “letters-to-literacy” steps are: Recognition of alphabetic letter; Correlation of alphabetic letter to target sound; Incorporation of target sound into words; Exposure to sight words; Combination of target words and sight words to create phrases and sentences; Incorporation of sight words and target words into books; and Carry-over of target sound and literacy skills into natural environments. Orthographic instruction (printed cues) is a highly effective technique!  With early intervention and implementation of orthographic instruction, children’s speech and literacy skills advance quickly!  And, workloads of clinicians and educators are lightened!
Learner Outcomes: At the conclusion of this session, participants will be able to, identify literacy skills such as phonological awareness, print awareness, phoneme isolation, phoneme identity, phoneme categorization, phoneme segmentation, phoneme blending, decoding, encoding and silent letters, describe the roles of the four reading/writing processors within the brain, outline the suggested “letters-to-literacy” natural step progression, explain the rationale for introducing orthographic instruction (printed cues) into therapy and classroom activities.
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10:00 am - 11:30 am
Session 7
ACTING OUT – Developing Social Competence Through Drama, William Moylan, MS, CCC-SLP, Carolina Speech and Language Center
(Instructional Level- Intermediate)
Many of our children, especially those on the autism spectrum, have significant difficulties with social competence.  These deficits range from difficulties in processing incoming verbal and nonverbal cues, integrating these social aspects, and in efficiently and effectively participating in many social exchanges.  Research has demonstrated that integrating drama into our therapy plans is highly beneficial because it is highly experiential, provides learning in context and emphasizes the importance of observing the natural give-and-take of social interaction.  In addition, drama provides the opportunity to develop imagination, encourage independent thinking and cooperation, build social awareness, take others’ perspectives, promote emotional comprehension and improve habits of speech.  One program that is highly beneficial in developing social competence in our children is the Social Competence Intervention Program (SCIP) ( Guli, Wilkinson, & Semrud-Clikeman, 2008).  SCIP is a highly structured 16 week program that focuses on developing proficiency in the child’s ability to focus attention, develop emotional knowledge, comprehend the many nonverbal cues inherent to social communication, understand social interactions, appreciate others’ perspectives, become fluent in conversations and deal with teasing.  The participant will not only learn the research underpinnings of drama in developing social competence, but will also be provided with practical ideas and activities that can significantly improve children’s social competence.  Participants will also view videos that demonstrate the effectiveness of the SCIP activities.
Learner Outcomes: At the conclusion of this session, participants will be able to, explain the research basis of including drama in social language therapy, understand the components of social language and their interdependence for communicative competence, explain interventions and activities to develop effective social interactions with peers and adults in a variety of social contexts.
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10:30 am - 12:00 pm
Session 8
Clinical Education: Changing Supervisory Roles, Sue Hale, MS, CCC-SLP, Vanderbilt University
(Instructional Level- Intermediate)
Effective supervision is dependent on the acquisition of knowledge and skills for clinical education. This session will address supervision theory and the changing roles of supervisors in the current service-delivery environment. Participants will learn how to develop a plan for supervision as well as to improve skills in observation and analysis of student behaviors.  Desirable supervisory qualifications, ethical considerations, and student skill development will be discussed. Participants will be given examples of supervisory challenges and will interact to identify solutions.
Learner Outcomes: At the conclusion of this session, participants will be able to, apply supervision theory to create personal models for clinical education, identify work-place challenges to effective supervision and develop strategies to overcome, apply knowledge in self-generated supervisory scenarios.
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10:30 am - 12:00 pm
Session 9
Post Acute Care Essentials - The "Updated 411", Amber Heape, MCD, CCC-SLP, United Rehab; Jane Colmorgan, MA, CCC-SLP, United Rehab
(Instructional Level- Beginner)
Were you unable to attend last year's session?  Do you need updated therapy ideas?  Are you wondering how the October 2011 changes have affected the way therapy is done in post-acute care?  Are you interested in this setting, but don't know where to start?  If you answered yes to any of these questions, this is the session for you! This session will provide “an updated 411” of working with patients in a post-acute care or long-term care setting.  Basic models of care and documentation in compliance with Medicare guidelines will be addressed.  Functional goal-writing strategies will be utilized with participation from attendees.  Real-life therapy activities will be presented to implement immediately with clients.
Learner Outcomes: At the conclusion of this session, participants will be able to, list coding and documentation requirements in the post acute setting, identify appropriate goals for the Post Acute patient, utilizing PLOF and discharge planning knowledge, describe treatment strategies appropriate for the Post Acute patient. Identify service module changes in accordance with October 1, 2011 CMS guidelines.
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10:30 am - 12:00 pm
Session 10
Evidence-Based Practice Grand Rounds, SCSHA Research Committee
(Instructional Level- Beginner)
We have all heard about the importance of evidenced-based practice, but few of us have the time to sit down and think about how we have integrated evidence into our individual practices. We have asked SCSHA members to take a second to think about how they have used evidence in their practice. We have invited those who have integrated evidence into practice, to share their experience as part of the SCSHA 2012 Evidence-Based Practice (EBP) Grand Rounds hosted by the Research Committee. The Research Committee will provide an overview of EBP, followed by presentations from practicing clinicians who will share how they have used evidence in their practice including: how they found the evidence, how they integrated the evidence into this practice and how evidence made a difference in their practice. We will allow time for an interactive discussion on the benefits from and difficulties with integrating evidence into daily clinical practice.
Learner Outcomes: At the conclusion of this session, participants will be able to, list the seven steps of evidence-based practice, explain two ways that practicing clinicians have used evidence-based practice in their work.
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1:30 pm - 3:00 pm
Session 11
Readability of Aphasia Materials for Clients and Their Families, Regina Lemmon, PhD, CCC-SLP, South Carolina State University; Jasmine A. Smith, BS, South Carolina State University
(Instructional Level- Beginner)
This student session examines educational materials produced for distribution to the general public and clients and their families with aphasia. Materials and brochures developed by the American Speech-Language-Hearing Association and National Aphasia Association were analyzed for readability. The SMOG Grading Formula, a simple, fast procedure for predicting grade-level difficulty of written material, and the Flesch Reading Ease, were used to analyze the two publications. Reading levels were computed, and results showed the material to be at 12th grade readability level.  These results suggest a need for revision of current materials to a lower reading level in order to be inclusive of individuals with varying English language proficiency and educational levels.
Learner Outcomes: At the conclusion of this session, participants will be able to, explain and assess the relationship between health literacy and readability levels. Identify the various formulas available to analyze readability levels for printed materials, describe methods to improve readability of printed materials published for mass distribution, state three benefits of improving readability levels of printed documents such as those distributed to clients and their families with related speech language or hearing impairments.
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1:30 pm- 3:00 pm
Session 12
Simultaneously Improve Speech Intelligibility and Establish Literacy Skills With Orthographic Instruction! - Part 2, Keli Richmond, MS, CCC-SLP, Literacy Speaks! / Northern Speech Services
Orthographic instruction (printed cues) simultaneously develops a strong literacy foundation while improving speech intelligibility, expanding language skills and enhancing phonological awareness!  Traditional techniques do not effectively activate the orthographic processor.  Orthographic instruction activates the orthographic processor and synchronizes the four processors in the brain with printed cues.  An active orthographic processor and the synchronization of the four processors in the brain are crucial for successful speech and literacy skills. Orthographic instruction applications are versatile.  The applications are practical in therapy sessions, classrooms and natural environments.  The applications encompass “single” letter-to-sound correlations, digraphs, diphthongs, trigraphs, vowels and language goals.  The applications are used as Response to Intervention (RTI) strategies.  The natural progression of “letters-to-literacy” learning steps advances speech and literacy skills quickly, enables carry-over of target sound and literacy skills into natural surroundings and promotes a fun and functional environment!  The “letters-to-literacy” steps are: Recognition of alphabetic letter; Correlation of alphabetic letter to target sound; Incorporation of target sound into words; Exposure to sight words; Combination of target words and sight words to create phrases and sentences; Incorporation of sight words and target words into books; and Carry-over of target sound and literacy skills into natural environments. Orthographic instruction (printed cues) is a highly effective technique!  With early intervention and implementation of orthographic instruction, children’s speech and literacy skills advance quickly!  And, workloads of clinicians and educators are lightened!
Learner Outcomes: At the conclusion of this session, participants will be able to, identify literacy skills such as phonological awareness, print awareness, phoneme isolation, phoneme identity, phoneme categorization, phoneme segmentation, phoneme blending, decoding, encoding and silent letters, describe the roles of the four reading/writing processors within the brain, outline the suggested “letters-to-literacy” natural step progression, explain the rationale for introducing orthographic instruction (printed cues) into therapy and classroom activities.
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1:30 pm - 3:00 pm
Session 13
The World is Not Flat: Preparing Speech-Language Pathologists to Serve Culturally and Linguistically DiverseClients at Home and in the World, Dolores Battle, PhD, CCC-SLP, Buffalo State College
(Instructional Level- Intermediate)
The changing world economy and political realities have made us all aware of the inter-connectedness of all persons with disabilities.  Because of changing demographics and an influx of children and adults from many parts of the world, the local community is now an international community. Cultural attitudes, health concerns and understanding of rehabilitation and education are culturally based.  Cultural and linguistic diversity requires all speech language pathologists to be familiar with the many ramifications of an increasingly diverse world. This session will provide an over view of the world health issues that impact on persons with communication disorders around the world and in our communities at home and how these issues manifest in programs for persons with speech language and hearing impairments.  Issues from the World Health Organization International Classification of Functioning and case studies will be presented.
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1:30 pm - 3:00 pm
Session 14
Whole Body Connected: Take a Look - Part 1, Sarah McCulloh, MSP, CCC-SLP, McCulloh Therapeutic Solutions; Nikki Reid, MSR, OTR/L, McCulloh Therapeutic Solutions; Erin Meece, MSP, CCC-SLP, McCulloh Therapeutic Solutions
This session will provide clinicians with in-depth knowledge and skills in the use of sensory integration techniques and how it relates to and should be implemented into speech therapy sessions. Sensory integration disorders are usually treated by occupational therapist, but they often co-occur with speech and language impairments, so speech language pathologists should frequently be involved in treating children with sensory integration issues. Sensory techniques are key to any speech session whether the patient has a diagnosis of sensory integration disorder or not. All of the seven senses are involved in the production and understanding of speech and language and should, therefore, be used in treating children with speech and language delays.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify how all seven senses are related to speech and language development, identify and implement sensory techniques into all necessary therapy sessions. Analyze and Identify patients/children that would benefit Occupational therapy and or PT, explain and use the evidence based research in treating using the whole child approach.
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2:00 pm - 3:00 pm
Session 15
Using the iPad as a Clinical and Educational Tool, Jamy Claire Archer, MS, CCC-SLP, University of South Carolina
(Instructional Level- Beginner)
The 21st century brought a wave of new technologies in addition to savvy toddlers more capable of using them than their parents!  It seems every month there’s a new app for that (trademark Apple).  Most recently, Apple has developed the iPad; an immediate technological sensation with uses ranging from phonemic awareness to supplemental AAC! Indeed, this technology can be a phenomenal resource for our patients of all ages, but how do we harness the power to be more efficient and effective clinicians?  The goal of this session is to reduce the intimidation of iPad technology and help clinicians learn to “work smarter not harder” utilizing the technology in the areas of data reporting, patient education, participation, motivation, attention, self-monitoring and overall progress. Selection of apps will be discussed with provision of recommended apps list.  Certain apps will be demonstrated as well as utilization of applications in the above-mentioned areas.  Navigating the ever-changing highway of technology can seem daunting; but with the right tools certain technologies such as the iPad can increase the efficiency and effectiveness of our therapy.  The method of communication in our world is changing and we, as communication specialists, must adapt to better facilitate the communication of our patients with the world around them.
Learner Outcomes: At the conclusion of this session, participants will be able to, select appropriate iPad apps for specific disorders, identify therapeutic objectives through use of iPad applications, implement iPad applications in therapeutic planning.
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3:30 pm - 5:00 pm
Session 16
Counseling: Communicating With Families, Sue Hale, MS, CCC-SLP, Vanderbilt University
(Instructional Level- Beginner)
Family members of individuals with communication challenges have specific counseling needs based on their roles within the family constellation. Participants will learn how to meet family members at their level of need in regard to support, understanding, and information-sharing as they partner to assist the family in coping with the speech, language or hearing problems of a loved one.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify roles/relationships of family members in dealing with a family member with a communication disorder, compare/contrast the relative value of family-centered counseling vs. treating the client with the communication disorder in isolation, develop appropriate strategies for addressing emotional reactions from patients or family members.
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3:30 pm - 5:00 pm
Session 17
Getting Services Covered - The Changing Faces of Reimbursement, Laurie Alban Havens, MA, CCC-SLP, American Speech-Language-Hearing Association
(Instructional Level- Intermediate)
This comprehensive session will provide information about recent reimbursement changes that are important to how speech-language pathology and audiology services are billed and provided.  Included in the session are recent changes to third party payers, in light of some of the new Affordable Care Act (ACA) initiatives e.g., bundled provider payment, health insurance exchanges, new terminology, and essential health benefits. Special emphasis will be on South Carolina's changes to the Medicaid program with suggestions and discussion on negotiating with payers.
Learner Outcomes: At the conclusion of this session, participants will be able to, define at least three of the newer terms used in discussing health care reimbursement, such as health care exchanges, essential health benefits; identify at least three negotiating strategies; identify at least two state specific resources for reimbursement in South Carolina.
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3:30 pm - 5:00 pm
Session 18
Merging Phonemic Awareness and Phonics Within the RtI Instruction Model, Nancy Telian, MS, CCC-SLP, Reading with TLC
(Instructional Level- Beginner)
Within all three tiers of the response to intervention model of instruction, speech-language pathologists can be critical members of the literacy team. Over the years, SLPs have been involved with providing phonemic awareness training- many using auditory only techniques, however research clearly shows that when letter sounds are taught and letters are used within phonemic awareness activities, students achieve higher gains in reading and spelling. After providing information from the research in the areas of literacy and Response to Intervention, participants will learn how to efficiently merge phonemic awareness and phonics instruction. Efficacy data and practical implementation instructions from the Lively Letters program will also be provided. Learn to utilize oral kinesthetic cueing, mnemonically embedded letter pictures, hand / body cues, imagery, and music to simultaneously train phonemic awareness, speech production skills, and phonics, as is strongly recommended in the research.  Participants will be given practical instructions in how to use clinically proven intersensory techniques for training difficult letter sounds, and will be shown how to use mnemonic letter pictures within manipulation tasks to train sound blending and segmenting, as well as decoding and encoding of printed words for improved reading and spelling. Walk away with skills to put students on a trajectory for success.
Learner Outcomes: At the conclusion of this session, participants will be able to, describe the links between oral and written language development and the relationship between phonemic awareness and phonics, explain how to simultaneously implement research-based instruction in phonemic awareness and phonics within all three tiers of the Response to Intervention Model, including the "push-in" instructional / coaching model within the regular education classroom, demonstrate how to train acquisition of difficult letter sounds using a combination of cueing techniques, including oral kinesthetic cues, imagery, mnemonics, comical stories, hand/body cues, and music, demonstrate how to train sound blending, segmentation, and manipulation skills necessary for reading and spelling, while combining training in phonetic decoding (reading) and encoding (spelling) of various length words.
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3:30 pm - 5:00 pm
Session 19
Whole Body Connected: Take a Look - Part 1, Sarah McCulloh, MSP, CCC-SLP, McCulloh Therapeutic Solutions; Nikki Reid, MSR, OTR/L, McCulloh Therapeutic Solutions; Erin Meece, MSP, CCC-SLP, McCulloh Therapeutic Solutions
This session will provide clinicians with in-depth knowledge and skills in the use of sensory integration techniques and how it relates to and should be implemented into speech therapy sessions. Sensory integration disorders are usually treated by occupational therapist, but they often co-occur with speech and language impairments, so speech language pathologists should frequently be involved in treating children with sensory integration issues. Sensory techniques are key to any speech session whether the patient has a diagnosis of sensory integration disorder or not. All of the seven senses are involved in the production and understanding of speech and language and should, therefore, be used in treating children with speech and language delays.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify how all seven senses are related to speech and language development, identify and implement sensory techniques into all necessary therapy sessions. Analyze and Identify patients/children that would benefit Occupational therapy and or PT, understand and use the evidence based research in treating using the whole child approach.
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4:00 pm - 5:00 pm
Session 20
5-Minute Kids: A Drill Based Program for Students With Speech Sound Disorders, Susan Sexton, MA, CCC-SLP
(Instructional Level- Intermediate)
5-Minute Kids™ is an alternative program for delivering services to students with speech sound disorders through short, individual drill sessions. The program requires little planning for the professional and minimal time out of the classroom for the student. Documented results of the program will be shared.
Learner Outcomes: At the conclusion of this session, participants will be able to, implement the 5-Minute Kids program, which includes writing IEP information, scheduling students and conducting a therapy session, organize and assemble folders for recording student data and attendance, create simple activities for the sessions which address specific goals and objectives.
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Friday, February 17
8:00 am - 9:30 am
Session 21
End of Life: Peg Tube Decisions, Denise Dougherty, MA, CCC-SLP, MFT, American Academy of Private Practice in Speech Pathology and Audiology
(Instructional Level- Intermediate)
End of Life decisions are not cut and dry, black and white. There are many concerns regarding use of PEG or alternative hydration/nutrition systems.  It is a difficult decision for families and Speech Pathologists should assist in the education about benefits and burdens.  This session will touch on the education process and identify numerous decision making tools that can help determine the course of action.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify resources for families who are faced with the decision of offering alternative forms of nutrition/hydration, discuss differences between palliative care, hospice and comfort measures, identify benefits and burdens based on their patients' situation, identify cultural issues that could complicate the decision making process.
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8:00 am - 9:30 am
Session 22
Strategic Interventions for Auditory Memory Training, Client Johnson , MA, CCC-SLP, Super Duper® Publications
(Instructional Level- 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 presenter will review  several learning strategies for successful memory training. A direct, systematic software program for auditory memory training is demonstrated.  Note: This presentation includes a description of educational software for memory training. Direct sale will not occur in conjunction with the presentation.
Learner Outcomes: At the conclusion 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. Identify learning strategies that ensure successful memory training; explain a direct, systematic approach using software for auditory memory training.
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8:00 am - 9:30 am
Session 23
What the Rwandan Genocide, Holocaust and Natural Disasters have Taught the World about Persons with Disabilities, Dolores Battle, PhD, CCC-SLP, Buffalo State College
(Instructional Level- Intermediate)
This session will provide an historical overview of cultural attitudes concerning disability in the world including the German Holocaust the 1994 genocide in Rwanda, the earthquake in Haiti, the tsunami in Japan, the drought in Somalia and internal conflict in other countries and how they define and re-define cultural attitudes toward persons with disability.  The first World Report on Disability from the World Health Organization as well as video clips from persons with disabilities from developing countries will be presented.  The session will include opportunities for questions and discussion by participants.
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8:30 am - 9:30 am
Session 24
A Work in Progress: Treatment of Primary Progressive Aphasia, Charley Adams, PhD, CCC-SLP, University of South Carolina
(Instructional Level- Intermediate)
Work with two very different patients diagnosed with Primary Progressive Aphasia (PPA) will be discussed.  The first patient was still working as a college professor when I was contacted, but had apparently been symptomatic for some time.  He was getting complaints from some students and concerns from colleagues because he was taking very long to get his thoughts across, and was occasionally unsuccessful.  This patient was resistant to augmentative communication, but responded fairly well to a conversational coaching approach. The second patient had lost her job as a sales clerk because of her increasing difficulty with the physical tasks associated with working in retail, as well as her increased problems with communication.  We were able to include her in an aphasia reading group, as well as a 6-week course of intensive therapy.  Her treatment focused on improving her naming ability, and training her to use both high-tech (ipod-based) and low-tech (communication booklet) alternative communication systems to prepare her for when her verbal skills became less functional.  Pre- and post-testing revealed improved naming skills (with improved scores on the Western Aphasia Battery), and improved quality of life measures.  Similarities and differences, successes and failures between patients and treatments will be discussed, as well as the role of caregivers and support systems. 
Learner Outcomes: At the conclusion of this session, participants will be able to, describe different types of Primary Progressive Aphasia, discuss treatment options for Primary Progressive Aphasia, recognize the challenges for caregivers of patients with PPA, and describe their role in the treatment process.
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8:30 am – 9:30 am
Session 25
Advocating for the Professions – Strategies for Member Success, Theresa H. Rodgers, MA, EdSP, L-SLP, CCC-SLP, Ascension Parish School System
(Instructional Level-Intermediate)
This session will focus on skill development in advocacy related to speech/language/hearing regulatory issues. A member of the ASHA Board of Directors will discuss issues targeted by ASHA Public Policy Agenda (PPA) and how speech-language pathologists and audiologists can get involved in legislative and regulatory advocacy efforts related to: promoting financial aid and research funding opportunities to support recruitment and retention of master’s and doctoral level students and clinicians in education and health care settings; promotion of the autonomy of audiologists through direct patient access and comprehensive coverage of audiology services; support of increased funding of IDEA to establish effective service delivery and manageable caseloads; increase participation in early intervening and access to early intervention services and monitoring of effective utilization of federal stimulus funds for education.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify and describe three the legislative and/or regulatory issues associated with the practice of speech-language pathology and audiology, describe strategies for advocating at the federal, state, and local level.
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10:00 am - 11:30 am
Session 26
Early Intervention: Oral Placement Therapy for Children With Down Syndrome, Sara Rosenfeld-Johnson, MS, CCC-SLP, TalkTools
(Instructional Level- Intermediate)
This session will discuss the importance of a prescribed therapeutic oral phase feeding program used in conjunction with addressing language development for the infant population with Down syndrome.  It will provide information to clinicians not trained in therapeutic feeding who are required to feed infants as part of their “Birth to Three” responsibilities.  These intervention strategies target feeding placements similar to placements used in speech sound production. It is recognized that speech and feeding movements have discreet motor plans.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify characteristics of motorically untreated children with DS, discuss feeding methods used in Oral Placement Therapy, discuss outcomes of treatment vs. non-treatment.
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10:00 am - 11:30 am
Session 27
Medicaid and Supervision in the Public Schools,Karen V. Senior, MS, CCC-SLP, EdD, Orangeburg Consolidated School District 3
(Instructional Level- Beginner)
The challenges facing the public school therapist and pathologist in terms of Medicaid billing and supervision can be overwhelming.  The Medicaid regulations on the federal level are specific regarding billing but not necessarily the supervision aspect.  This workshop will differentiate the myths from the necessity of supervising non-qualified therapists.   The success of Medicaid supervision lies in the paradigm shift of the therapists and the supervisors to ensure compliance for the rules and regulations are succinct and that the needs of the children we serve are appropriate and not compromised.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify state, federal and ASHA qualification requirements for providing supervision for speech-language services that are supervised and billed for Medicaid reimbursement, examine ASHA recommendations for supervising non-qualified personnel for the purposes of billing Medicaid, identify situations that may pose ethical and legal challenges associated with supervising non-qualified personnel for the billing of Medicaid services, examine advocacy strengths and opportunities for improving your school district's perception of the issues and requirements needed to support workload and supervision adjustments and changes.
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10:00 am - 11:30 am
Session 28
Expanding Expression: A Multi-sensory Tool for Improved Oral and Written Language, Sara Smith, MS, CCC-SLP, Expanding Expression
(Instructional Level- Beginner)
Obtaining detailed oral or written descriptions from our students or clients can be challenging. This session will highlight the norms for describing and will walk participants through the current understanding of the brain while examining why multisensory instruction is vital for classroom success. Explore how to improve expression, as well as comprehension, with a fun, easy to implement multisensory approach. This strategy is now being used in over 6,500 classrooms across 35 states. Participants will learn how to motivate students to clearly define vocabulary, write informational reports, and improve understanding of curriculum material. Activities for therapy and classroom lessons will be shared to build the following skills: categorization, similarities and differences, functions of objects, associations and more. The session is rich with student samples ranging from preschool through high school in both general and special education settings. Hands- on activities and ways to optimize your therapy time are part of the session. You will leave with a new approach and the knowledge of how to move students toward academic and language success.
Learner Outcomes: At the conclusion of this session, participants will be able to explain how to use a multisensory approach to target the following areas: categorization, function, appearance, composition, associated parts, location, and similarities and differences; explain how to collect baseline data and monitor progress using a multi-sensory treatment approach; teach students/clients a multi-sensory approach for including more details in their definitions and descriptions.
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10:00 am - 11:30 am
Session 29
Biotechnology in the Treatment of Hearing Loss: Stem Cell and Gene Therapy - Part 1, Mark Parker, PhD, CCC-A, Harvard Medical School
(Instructional Level- Beginner)
This session will argue for a biological approach to the treatment of hearing loss. A new generation of research has emerged that uses biological tools, such as stem cell therapy and gene therapy, for the treatment of hearing loss in mammals. The current literature concerning the therapeutic application of stem cell and gene therapy for the treatment of hearing loss will be reviewed.  The ethical and clinical implications will be discussed.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify one gene crucial in hair cell genesis, describe the most plausible use of stem cell therapy.
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10:30 am - 11:30 am
Session 30
Many Approaches, One Goal: Planning for Different Modes of Communication, Jamy Claire Archer, MS, CCC-SLP, University of South Carolina
(Instructional Level- Beginner)
”All roads lead to Rome” or for hearing impairment “all MODES lead to Rome!” Our ultimate goal is communication; but determining the right path is challenging.  Which mode is appropriate and how do I plan for it?  This session will discuss adapting therapeutic plans for varying modes of communication. Thanks to increased awareness and audiology-related legislation, we’re treating younger children with hearing loss; however, some children are still identified later.  Because of advances in hearing technology most children with hearing impairment gain access to sound.  The struggle for communication professionals is using this sound effectively for communication. Despite technological advances, every child is unique with a different hearing impairment, history and communicative strengths and needs.  It’s our professional responsibility to address the communicative needs of each child individually in the method chosen by the family.  This can be a difficult task; however, the basic framework of treatment for children with hearing impairment is the same.  Despite the mode chosen, an SLP must still address the same five areas: audition, expressive language, receptive language, cognition, and literacy.  Additionally, a theme-based approach is effective and versatile in structuring these sessions.  A “theme of the week” can be an efficient way of planning for varying modes of communication.  Minor changes are necessary (as in all therapeutic intervention) to adapt the theme to address the child’s goals; however, the goal areas are often intermingled.  Thus minor adaptations of treatment to suit each child’s needs can scaffold the child toward developmentally appropriate language and progress.
Learner Outcomes: At the conclusion of this session, participants will be able to, name the five target areas of intervention for children with hearing impairment, identify therapeutic objectives through use of varying modes of communication, implement objective modifications to accommodate varying modes.
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2:00 pm - 3:30 pm
Session 31
Building the Bridge Between Accent Modification Training and Public Speaking: Overlapping Training for the SLP, Cathy Runnels, MS, CCC-SLP, Accent On Speech, LLC
(Instructional Level- Intermediate)
Frequently, professional adults seeking accent modification services do so in order to improve overall public speaking and delivery impact for career-related presentations. The SLP seeking to support these clients must utilize principles of accent modification and public speaking/vocal delivery in order to effectively assure carryover of desired behaviors. This session will address the key elements involved in training for accent modification and vocal delivery/presentation skills, and how combining elements of each will optimize supports for professional adults seeking accent modification services.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify three main training elements for accent modification training, identify areas to address when conducting presentation skills/public speaking training, identify ways to combine elements of accent modification and public speaking/voice, beginning with their existing knowledge of speech-language pathology principles.
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2:00 pm - 3:30 pm
Session 32
A Team Approach to Therapy in Post- Acute Care, Amber Heape, MCD, CCC-SLP, United Rehab; Margaret Tyner, OTR/L, United Rehab
(Instructional Level- Beginner)
This session will address building a multi-disciplinary team (OT, PT and SLP) within a Post-Acute Care setting. Common terminology and treatments among PT and OT will be reviewed.  Team goal-making, planning, and clinical treatment within Medicare guidelines will be a focus of the presentation.  Group participation will be utilized to encourage innovative clinical activities.
Learner Outcomes: At the conclusion of this session, participants will be able to, list three common goals of a multi-disciplinary team, identify common abbreviations utilized by a multi-disciplinary team, perform therapeutic activities while utilizing multi-disciplinary goals.
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2:00 pm - 3:30 pm
Session 33
Biotechnology in the Treatment of Hearing Loss: Stem Cell and Gene Therapy - Part 2, Mark Parker, PhD, CCC-A, Harvard Medical School
(Instructional Level- Beginner)
This session will argue for a biological approach to the treatment of hearing loss. A new generation of research has emerged that uses biological tools, such as stem cell therapy and gene therapy, for the treatment of hearing loss in mammals. The current literature concerning the therapeutic application of stem cell and gene therapy for the treatment of hearing loss will be reviewed.  The ethical and clinical implications will be discussed.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify one gene crucial in hair cell genesis, describe the most plausible use of stem cell therapy.
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2:00 pm - 3:30 pm
Session 34
Intervention for Speech Sound Disorders: Beyond the Basics - Part 1, Carol Koch, EdD, CCC-SLP, Rockhurst University
(Instructional Level- Intermediate)
Children with speech sound disorders (SSDs) comprise a large portion of the caseloads for speech-language pathologists working with pre-school and school-age children. Intervention for speech sound disorders is designed to improve effective communication and to reduce the impact of the disorder on a child’s academic performance and social skill development (McCormack, McLeod, McAllister, & Harrison, 2009). Effective intervention strategies can be implemented to enhance communication skills, and provide children with an opportunity to achieve to their full potential. Speech-language pathologists must determine the most effective and efficient intervention approach from a wide array of available approaches. The challenge is to balance the best available evidence from research literature with the clinical expertise of the clinician to make intervention decisions designed to achieve the best outcomes for all children. This two-part presentation will explore a variety of intervention approaches and considerations for how to best design an intervention plan.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify features of phonetic approaches to speech sound disorders in children, identify features of phonemic approaches to speech sound disorders in children, design intervention plans specific to the approaches presented.
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2:00 pm - 3:30 pm
Session 35
Johnny Reads CVC Words: Now What? Advanced Word Reading and Spelling, Nancy Telian, MS, CCC-SLP, Reading with TLC
(Instructional Level- Intermediate)
As experts in phonology and language, SLPs can contribute in a number of ways, directly or indirectly, to help struggling readers quickly close achievement gaps by going beyond phonemic awareness and CVC words.  A review of the research will be followed by practical, “take-away” methods proven to be effective, including several from the Lively Letters program. Participants will learn methods for helping students read and spell words containing difficult letter sounds such as short vowels, vowel digraphs, and r-controlled vowels.  The six syllable types will be also discussed. Strategies for decoding words with consonant blends, with specific training preventing sequencing errors, will be demonstrated. Participants will also learn proven ways for reading and spelling words with multiple syllables and morphological endings. Structural analysis techniques for simultaneously teaching reading, spelling, and meaning of multisyllable words consisting of prefix, stems, and suffixes will also be addressed.  In addition, participants will be presented with proven strategies for teaching semantically abstract and phonetically irregular sight words. They will also be exposed to methods for improving spelling skills using a variety of clinically proven methods, including those that address phonemic awareness and phonetic spelling, orthographic spelling, and the use of the English spelling rules, such as when to use ‘c,’ ‘k,’ or ‘ck.’ . Finally, several techniques will be shared for promoting word reading automaticity and oral reading fluency, particularly for those with rapid naming weaknesses. Efficacy data from the research in the field of reading, and from Lively Letters, will be shared.
Learner Outcomes: At the conclusion of this session, participants will be able to, describe how to utilize imagery, hand cues, mnemonic stories, and visualization to train upper level letter sounds, including vowel combinations and r-controlled vowels; demonstrate how to train decoding of one syllable words containing consonant blends in the initial and final position, using specific strategies to prevent sequencing production errors; demonstrate how to apply the English language syllable division rules involving open and closed syllables in order to correctly divide and decode multisyllable words; describe methods for addressing spelling weaknesses, including techniques for training phonemic awareness and phonetic spelling, orthographic awareness in words with infrequent or irregular letter patters, and the use of the spelling rules of our language.
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4:00 pm - 5:00 pm
Session 36
Apps and the SLP: Assessment and Intervention, Client Johnson , MA, CCC-SLP, Super Duper® Publications
(Instructional Level- Beginner)
This session reviews the effective use of Apps in the assessment and treatment of communication deficits. The instructor discusses how to use smartphones, tablets, and e-readers. Apps that are currently available on the market are demonstrated and ways to adapt commercially available apps will be discussed. Note: This presentation includes a description of Apps designed to meet a variety of educational needs. Direct sale will not occur in conjunction with the presentation.
Learner Outcomes: At the conclusion of this session, participants will be able to, state five ways to use apps effectively to assess and treat communication deficits, discuss how to use smartphones, tablets, and e-readers for assessment and intervention, list apps that are currently available on the market, review how to adapt commercially available apps.
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4:00 pm - 5:00 pm
Session 37
Stop the Screaming! Therapy Ideas for Toddlers & Preschoolers With Autism, Sally Asquith, MS, CCC-SLP, Carolina Speech & Language Center, Inc.
(Instructional Level- Beginner)
Working with very young autistic children is challenging if not daunting! The job demands high levels of energy, creativity and persistence. In addition to modifying therapy plans, adjusting expectations, and educating families, we must incorporate best practice and current research. This session will address the attentional, cognitive, symbolic, and sensory challenges of young children with ASD. Whether they have received a formal diagnosis, or one is pending, we are still charged with maximizing communication potential (make them talk!). Practical ideas and solutions will be discussed to facilitate fun, effective, functional, and mutually enjoyable interactions.
Learner Outcomes: At the conclusion of this session, participants will be able to, recognize basic signs/symptoms of ASD to make appropriate referrals, understand the basic cognitive style and understanding of young children with ASD, identify the importance and utility of visual supports for young children with ASD.
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4:00 pm - 5:00 pm
Session 38
Cultural Competency in SLP: Through Their Eyes, Gina Crosby-Quinatoa, MSP, CCC-SLP, University of South Carolina
(Instructional Level- Intermediate)
This session will present components of cultural competence, with emphasis on the responsibility of speech-language pathologist to engage in individual cultural and linguistic competence self-reflection. Benefits of providing a language and learning environment that reflects cultural and linguistic competence will be explored.  The foundations of cultural and linguistic competence will be discussed and interviews with families of diverse heritage will be utilized to facilitate cultural awareness. Participants will gain insight into cultural and linguistic awareness, and approaches to implement when they return to their practices. Speech language pathologist will be able to describe cultural and linguistic competence in terms of how it relates to the work they do with families and children.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify four components of cultural and linguistic competence, discuss at least three benefits associated with providing cultural and linguistic competent practices when working with families and children, discuss the steps necessary to develop cultural and linguistic strategies to apply in their own practice or educational setting.
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4:00 pm - 5:30 pm
Session 39
Intervention for Speech Sound Disorders: Beyond the Basics - Part 2, Carol Koch, EdD, CCC-SLP, Rockhurst University
(Instructional Level- Intermediate)
Children with speech sound disorders (SSDs) comprise a large portion of the caseloads for speech-language pathologists working with pre-school and school-age children. Intervention for speech sound disorders is designed to improve effective communication and to reduce the impact of the disorder on a child’s academic performance and social skill development (McCormack, McLeod, McAllister, & Harrison, 2009). Effective intervention strategies can be implemented to enhance communication skills, and provide children with an opportunity to achieve to their full potential. Speech-language pathologists must determine the most effective and efficient intervention approach from a wide array of available approaches. The challenge is to balance the best available evidence from research literature with the clinical expertise of the clinician to make intervention decisions designed to achieve the best outcomes for all children. This two-part presentation will explore a variety of intervention approaches and considerations for how to best design an intervention plan.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify features of phonetic approaches to speech sound disorders in children, identify features of phonemic approaches to speech sound disorders in children, design intervention plans specific to the approaches presented.
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4:00 pm - 5:30 pm
Session 40
Educationally Relevant Service Delivery: Tying SLP Services to the Core Content Standards, Perry Flynn, MEd, CCC-SLP, North Carolina Department of Public Instruction
(Instructional Level- Beginner)
This session will focus on providing school-based services in the Least Restrictive Environment (LRE). It will help SLPs connect speech-language intervention to curriculum in order to achieve functional, educationally relevant outcomes for students.
Learner Outcomes: At the conclusion of this session, participants will be able to identify a variety of service delivery options while considering least restrictive environment for each student, tie student goals to functional and educationally relevant academic standards, plan a classroom based therapy session in collaboration with teachers to target individual speech-language goals in the context of curriculum and classroom themes/ routines.
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Saturday, February 18

8:30 am - 10:00 am
Session 41
Aphasia Advocacy: Tools for Community Outreach, Education and Increased Awareness - Part 1, Ellayne Ganzfried, MS, CCC-SLP, National Aphasia Association
(Instructional Level- Intermediate)
There are more than one million people with aphasia in the U.S. yet the lack of awareness and information about aphasia is as devastating as the disorder itself.  A critical goal is to encourage the development of community resources, advocacy strategies and support networks.  Increased awareness and advocacy tools need to be incorporated into the assessment and intervention process; ideas for unique programs and implementation of community education tools will be addressed.  Future implications for helping people with aphasia move forward with their lives and suggestions for local initiatives will be discussed. Participants will have the opportunity to share ideas.
Learner Outcomes: At the conclusion of this session, participants will be able to, describe programs and identify resources available for people with aphasia and their families through the National Aphasia Association, list advocacy strategies and community outreach initiatives to increase awareness of aphasia, explain the four major domains of the Living with Aphasia: Framework for Outcome Measurement (A-FROM) model (Kagan et al, 2008), create aphasia coalitions/programs at the local level and discuss results of a needs assessment conducted by the NAA.
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8:30 am - 10:00 am
Short Course 1- Part 1
Identifying and Assessing Infants and Toddlers At-Risk for Autism Spectrum Disorders - Part 1, Elizabeth Crais, PhD, CCC-SLP, University of North Carolina at Chapel Hill
(Instructional Level- Intermediate)
Recent evidence indicates that behavioral characteristics of ASD can be seen in children as young as 12-15 months of age.  This short course will highlight the research findings and implications for practice of efforts to identify infants, toddlers, and preschoolers with or at-risk for ASD.  The focus will be on: research in support of early screening, tools and issues related to early screening and diagnosis, and working closely with families and other caregivers in early identification.  Videos and participant activities will be used.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify symptoms of ASD in infants, toddlers, and preschoolers; choose appropriate tools for screening, diagnosis and assessment of infants, toddlers, and preschoolers being evaluated for ASD; describe strategies for collaborating with parents and other caregivers in assessment with this population.
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9:00 am - 10:30 am
Session 42
Pediatric Dysphagia and Feeding Disorders: A New Role for the School-Based SLP, Kelly Hall, PhD, CCC-SLP, University of North Carolina Greensboro
(Instructional Level- Beginner)
There is an increasing number of students with complicated medical histories that requires dysphagia management in the school setting.   Although services for health-related disorders that affect the ability of the student to access educational programs and participate fully are mandated by IDEA and the Rehabilitation Act, there remains an uncertainty about the educational relevance of dysphagia management.  The purpose of this session is to address the issues, models, and procedures for managing students with swallowing and feeding disorders in the schools.
Learner Outcomes: At the conclusion of this session, participants will be able to, present arguments that support the educational relevance of addressing swallowing and feeding at school, explore factors in developing a successful interdisciplinary team approach to the management of swallowing/feeding disorders in students, examine a service delivery model that addresses the needs of the students with dysphagia.

9:00 am - 10:30 am
Short Course 2- Part 1
Creating Proficient Readers and Comprehenders, Alan Kamhi, PhD, CCC-SLP, University of North Carolina Greensboro
(Instructional Level- Intermediate)
In the first part of this short course, information will be provided about the role and responsibilities of SLPs for working with children with language and reading disabilities.  Information will be provided about the knowledge and processes necessary for becoming proficient readers and comprehenders.   In the second part of the short course, procedures and strategies will be presented to improve word recognition, reading fluency, and listening/reading comprehension abilities in school-age children.
Learner Outcomes: At the conclusion of this session, participants will be able to, understand the roles and responsibilities of SLPs for working with children with reading disabilities, understand the knowledge and processes necessary for fluent reading and understanding of spoken and written language, differentiate children with dyslexia from those with language learning and auditory processing disorders, plan and implement empirically-validated instruction and intervention for improving word recognition, reading fluency, and listening/reading comprehension abilities in school-age children.
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10:15 am - 11:45 am
Session 43
Aphasia Advocacy: Tools for Community Outreach, Education and Increased Awareness - Part 2, Ellayne Ganzfried, MS, CCC-SLP, National Aphasia Association
(Instructional Level- Intermediate)
There are more than one million people with aphasia in the U.S. yet the lack of awareness and information about aphasia is as devastating as the disorder itself.  A critical goal is to encourage the development of community resources, advocacy strategies and support networks.  Increased awareness and advocacy tools need to be incorporated into the assessment and intervention process; ideas for unique programs and implementation of community education tools will be addressed.  Future implications for helping people with aphasia move forward with their lives and suggestions for local initiatives will be discussed. Participants will have the opportunity to share ideas.
Learner Outcomes: At the conclusion of this session, participants will be able to, describe programs and identify resources available for people with aphasia and their families through the National Aphasia Association, list advocacy strategies and community outreach initiatives to increase awareness of aphasia. Explain the four major domains of the Living with Aphasia: Framework for Outcome Measurement (A-FROM) model (Kagan et al, 2008), create aphasia coalitions/programs at the local level and discuss results of a needs assessment conducted by the NAA.
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10:15 am – 11:45 am
Short Course 1- Part 2
Identifying and Assessing Infants and Toddlers At-Risk for Autism Spectrum Disorders - Part 2 , Elizabeth Crais, PhD, CCC-SLP, University of North Carolina at Chapel Hill
(Instructional Level- Intermediate)
Recent evidence indicates that behavioral characteristics of ASD can be seen in children as young as 12-15 months of age.  This short course will highlight the research findings and implications for practice of efforts to identify infants, toddlers, and preschoolers with or at-risk for ASD.  The focus will be on: research in support of early screening, tools and issues related to early screening and diagnosis, and working closely with families and other caregivers in early identification.  Videos and participant activities will be used.
Learner Outcomes: At the conclusion of this session, participants will be able to, identify symptoms of ASD in infants, toddlers, and preschoolers; choose appropriate tools for screening, diagnosis and assessment of infants, toddlers, and preschoolers being evaluated for ASD; describe strategies for collaborating with parents and other caregivers in assessment with this population.

10:45 am - 12:15 pm
Session 44
Management of Child Voice Disorders, Kelly Hall, PhD, CCC-SLP, University of North Carolina Greensboro
(Instructional Level- Beginner)
Children with voice problems present a particular challenge for the school-based SLP.  They need careful appraisal of the problem, a detailed diagnosis, and a comprehensive treatment plan.  This session will focus on typical problems resulting from phonotrauma as well as other medical conditions that affect vocal production. We will discuss current issues and obstacles of management of voice disorders in school-aged children.
Learner Outcomes: At the conclusion of this session, participants will be able to, conduct a voice screening and non-instrumental voice evaluation, recognize the current etiologies of child voice disorders, perform the current treatment strategies for adolescent voice disorders.
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10:45 am – 12:15 pm
Short Course 2- Part 2
Creating Proficient Readers and Comprehender – Part 2, Alan Kamhi, PhD, CCC-SLP, University of North Carolina Greensboro
(Instructional Level- Intermediate)
In the first part of this short course, information will be provided about the role and responsibilities of SLPs for working with children with language and reading disabilities.  Information will be provided about the knowledge and processes necessary for becoming proficient readers and comprehenders.   In the second part of the short course, procedures and strategies will be presented to improve word recognition, reading fluency, and listening/reading comprehension abilities in school-age children.
Learner Outcomes: At the conclusion of this session, participants will be able to, understand the roles and responsibilities of SLPs for working with children with reading disabilities, understand the knowledge and processes necessary for fluent reading and understanding of spoken and written language, differentiate children with dyslexia from those with language learning and auditory processing disorders, plan and implement empirically-validated instruction and intervention for improving word recognition, reading fluency, and listening/reading comprehension abilities in school-age children.
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SCSHA Poster Sessions
Thursday, February 16
2:00 pm - 4:00 pm

Infusing Multicultural Content into CSD Curricula: Strategies for Facilitating Student Clinician Competence, Mona Griffer CCC-SLP, EdD, BRCLS, Marywood University
Level of Learning: Intermediate

Cultural competence is currently viewed as an increasingly important characteristic for success in the workplace. Clinicians have     an important responsibility to develop their own cultural competence in order to meet the increasing and ever-changing demands of today's global and diverse workplace. The presenter will suggest ideas for infusing multicultural content into a CSD graduate level counseling course for the purpose of developing culturally competent student-clinicians. Key components to be discussed include an awareness of multiperspective identity, understanding the concepts of privilege and difference, developing one's diversity consciousness, and understanding and respecting the guiding principles of cultural competence that lead to an understanding of others. A sample course outline will be presented. Application to practice will include a multiperspecitve identity activity and a case study.

Learner Outcomes: At the conclusion of this session, participants will be able to, define cultural intelligence, discuss the key components to developing cultural intelligence, explain aspects of their multiperspective identity, discuss characteristics of culturally competent clinicians.

A Survey of Cleft Palate Competencies in School-Based SLPs in South Carolina, DiAndra Duncan, BA, South Carolina State University; Katherine Brouillette, BA, South Carolina State University; Chelsea Korthals, BA, South Carolina State University; Stephen Kneece, BA, South Carolina State University; Amanda Kerrigan, BA, South Carolina State University;  Regina Lemmon, CCC-SLP, PhD; South Carolina State University
Level of Learning: Beginner

The purpose of this survey is to investigate the comfort level of speech language pathologists working in the South Carolina schools in assessing and treating patients with cleft lip and/or palate.  A previous survey (Bedwinek, et al, 2010) found that many speech language pathologists did not feel confident with assessment and treatment of children who had speech issues related to cleft lip and/or palate.  Many of these SLPs felt that they needed more education both during their degree programs as well as part of continuing education.  A survey was distributed to SLPs working in the South Carolina public school system to gather information about their knowledge and comfort level.

Learner Outcomes: At the conclusion of this session, participants will be able to, to identify their own knowledge and skills of assessing a patient with Cleft Palate, assess the need for their own continuing education on Cleft Palate, decide what type continuing education would work best for their specific area of weakness.

S.C. Head Start Centers Speech Therapists and Teacher’s Perceptions,    Magaly Cerda, BA, South Carolina State University; DeAndra Morrison, BA, South Carolina State University; La'Netra Green, BS, South Carolina State University; Anna Player, BA, South Carolina State University; Regina Lemmon, PHD, CCC-SLP; South Carolina State University
Level of Learning: Beginner

The purpose of this experiment is to investigate Head Start programs speech therapists and teacher’s perceptions of literacy based language therapy. Teachers have been known to judge student’s as at-risk for literacy language skills based purely on their oral language skills. False negative and false positive results after formal testing have proved that judgments based on oral language skills can be inaccurate (Williams 2006). Sanger and Shaughnessy (2005) concluded that kindergarten teacher’s understand language and literacy development and are interested in the linguistic growth of students. Teacher’s were judged to be aware of when it is appropriate to seek professional help for children with literacy development problems and aware of the importance of their collaboration with Speech-Language Pathologists.  Thatcher and Fletcher (2008) determined that speech and developmental therapists believe that early intervention in literacy language based therapy is relevant for increasing language. It is also believed that maintaining communication with caregivers about literacy based language therapy is important. Previous research has found that using non-evocative print referencing strategies may be sufficient in stimulating the development of concepts important for literacy acquisition (Lovelace & Stewart 2007). This study examined the responses of Head Start speech therapists and teacher’s years in practice and level of education, level of education and training in literacy based therapy or techniques, level of confidence in their abilities to provide services to students with language impairment, and frequency usage of literacy based language therapy in therapy and classroom settings.

Learner Outcomes: At the conclusion of this session, participants will be able to, identify two intervention strategies that can be used during literacy language therapy, list three reasons for the importance of oral language in development of literacy, describe the importance of providing caregivers with information on oral language and its importance for literacy development.

 

SLP's Perceptions of Service Delivery Models in School-Based Settings, Hilary Frank, BS, South Carolina State University; Lauren Gibbs, BS, South Carolina State University; Jasmine Simpson, BA, South Carolina State University; Regina Lemmon, PhD, CCC-SLP, South Carolina State University; Ashley Hart, BA, South Carolina State University; Jessica Goldfinch, BA, South Carolina State University
Level of Learning: Beginner

This study was conducted to determine what service delivery method school-based SLPs use most often and why. Surveys were completed via email by school-based SLPs in South Carolina. Questions on the survey targeted service delivery models that speech-language pathologists are familiar with, the models that are most frequently used and their reasons for using them. 

Learner Outcomes: At the conclusion of this session, participants will be able to, list different types of push-in service delivery models, state two reason's why speech pathologist do not use push-in service delivery model, list two benefits for using push-in service delivery models.

Speech Language Pathologists' Perceptions of Response to Intervention in Schools, Carlaise DeVeaux, BS, South Carolina University; Regina Lemmon, PhD, CCC-SLP, South Carolina State University; Ayanna Smith, BS, BA, South Carolina State University; Lindsay Rosado, BA, South Carolina State University; Chequita Snow, BS, South Carolina State University; Amber Thomas, BA, South Carolina State University
Level of Learning: Beginner

The purpose of this experimental study was to investigate Speech Language Pathologists’ (SLPs) perceptions of the effectiveness and implementation of Response to Intervention (RTI) processes currently used in the Charleston County school district.  Previous research has found that the outlook on RTI and its implementation varies across school districts.  A short survey was emailed to SLPs working in Charleston County to assess their attitudes and feelings on the application of RTI in their district.

Learner Outcomes: At the conclusion of this session, participants will be able to, explain the purpose of Response to Intervention (RTI) programs, explain the implications of RTI in the public school system, explain the potential efficacy of RTI in their school district.

The Difference Between Reality and Perceptions of Cultural Competency in Speech Pathology Students,     Kayla Brunson, BA, South Carolina State University, Samantha Johnson, BA, South Carolina State University; Regina Lemmon, PhD, CCC-SLP, South Carolina State University; Jennifer Loftis, BA, ME, South Carolina State University; Carrie Fisher, BS, South Carolina State University; Danielle Stewart, BA; South Carolina State University
Level of Learning: Beginner

This study surveyed students in undergraduate and graduate speech pathology programs in the state of South Carolina. The participants completed a survey to assess their multicultural competence based on a multicultural questionnaire created by Andrea Moxley. The participants were also asked if they thought they were culturally competent in order to compare their perception of their own cultural competency and their actual cultural competency.

Learner Outcomes: At the conclusion of this session, participants will be able to, state three reasons why graduate and undergraduate students within speech pathology programs from South Carolina are culturally competent, state three reasons why graduate and undergraduate students within speech pathology programs from South Carolina have altered
perceptions of their own cultural competence, list two characteristics of cultural competence according to ASHA’s Code of Ethics.

The Efficacy of Music Intervention on Phonemic Awareness in Literacy, Ebony Glover, BS, South Carolina State University; Stephanie Dawes, BS, South Carolina State University, Hannah Canipe, BA, South Carolina State University; Dahlia Wilson, BA, South Carolina State University, Dr. Regina Lemmon, PhD, South Carolina State University; Eliza Guess, BA, South Carolina State University
Level of Learning: Beginner

This study investigates the effects of a music and kinesthetic program on phonemic awareness skills in kindergarteners. The "Sounds in Motions" program aims to improve phonemic awareness skills, listening habits in the areas of auditory discrimination, auditory memory, and learn placement for correct articulation.  Previous research has shown that music intervention may enhance young children's language and literacy skills.  The strategy of pairing vocalizations with ross-modality movements needs further research, which leads to our analysis.  We conducted an experimental study of two groups of kindergartners to measure the efficacy of the "Sounds in Motion" program in phonemic awareness skills.
 
Learner Outcomes: At the conclusion of this session, participants will be able to, list three phonemic awareness skills that incorporate music and kinesthetics, identify five short vowels and consonants, list two auditory perception/memory skill tasks to enhance early literacy.

The Usage of AAC Devices to Facilitate Language Development in Two Preschool Children that are Non Verbal, Corwyn  Burrer, BS, South Carolina State University; Regina Lemmon, PhD, South Carolina State University; Raashid Hinton, BA, South Carolina State University; Lindsay Winchester, BS, South Carolina State University; Martina Price, BA, University of South Carolina; Robin Newsome, BA, University of South Carolina
Level of Learning: Intermediate

The purpose of our research was to investigate the effective use of Picture Exchange Communication System versus the Voice Output Communication Aid, “Tap to Talk” to develop language skills in two preschool children. Over a five week period the two participants were trained to use PECS and “Tap to Talk” to facilitate spoken language using target words. Both preschoolers have no known etiologies or diagnosis that prevent expressive language development; despite this, neither preschooler have produced utterances by age three. Previous results indicated that participants learned PECS in a relatively short time period. Children that cannot express themselves functionally through spoken language may use augmentative and alternative communication (AAC) systems as a mean by which to communicate with others. This study exposes the two preschoolers to both PECS and Tap to Talk to determine if either device will aid in generating spoken language. As such, this study seeks to determine whether either device is beneficial in generating expressive language skills in two preschoolers that are nonverbal.

Learner Outcomes: At the conclusion of this session, participants will be able to, effectively and comfortably use PECS and “Tap to Talk”, produce spoken language using five target words selected by the researchers, name common nouns through spoken language by using PECS and “Tap to Talk”.

Mentoring our Future by Connecting Theory and Practice, Jill Parmenter, MHS, EBS Healthcare; Susan Loraine, MA, EBS Healthcare
Level of Learning: Beginner

Mentoring is one of the most important services experienced speech-language pathologists can provide to the profession of speech-language pathology. The mentoring we provide today will impact the future of the profession. This session will examine the roles and responsibilities of a mentoring speech-language pathologist, considering the specific needs of a Clinical Fellow (CF) as well as the mentoring needed for professionals throughout their careers.

Learner Outcomes: At the conclusion of this session, participants will be able to, describe the roles and responsibilities of a mentoring speech-language pathologist, explain how a mentoring speech-language pathologist can guide other professionals in the use of evidence based practice in therapy, explain at least two methods that a mentor can use to provide valuable feedback to mentees.