2022 Fall Conference

Join Us: October 7-8, 2022

Location: Parker Arts, PACE Center
20000 Pikes Peak Avenue
Parker, CO 80138

View our 2022 Exhibitors

Register:

Online Registration is now closed. Registration will be available onsite only.

Sleeping Rooms

New this year… select the hotel that is right for you! The following are few suggested hotels located near the PACE Center.  All reservations are the responsibility of the attendee.

• Ascent on Main  0 .8 Miles from PACE Center
  https://www.ascentonmain.com/
• Super 8 by Wyndham  1.9 Miles from PACE Center
  https://www.wyndhamhotels.com/super-8/parker-colorado/super-8-parker-se-denver-area/overview
• Springhill Suites by Marriott   2.3 Miles from PACE Center
  https://www.marriott.com/en-us/hotels/denpk-springhill-suites-denver-parker/overview/
• Holiday Inn  2.7 Miles from PACE Center
  https://www.ihg.com/holidayinn/hotels/us/en/parker/denpr/hoteldetail
• Hampton Inn and Suites   2.8 Miles from PACE Center
  https://www.hilton.com/en/hotels/denpahx-hampton-suites-parker/

Presentation

Sessions

Go to Poster Sessions

Friday, October 7

Highlight Presenter:  Brooke Richardson, MS, CCC-SLP

• Zoom Out From the Larynx! Considering the Role of Body Systems in Swallowing
• Expiratory Muscle Training (EMST) for the Treatment of Oropharyngeal Dysphagia

8:30 am – 10:00 am

• S01: CIDE, SWAAAC and AAC: 10 Things You Didn't Know

  Christina Perkins, MA, CCC-SLP, University of Colorado Denver

  Christina Perkins, MA, CCC-SLP/L, is a senior research Instructor and assistive techonlogy specialist with the Center for Inclusive Design and Engineering at the University of Colorado Denver, Anschutz Medical Campus. She works as the coordinator for the Colorado Department of Education’s SWAAAC program, supports the Inclusion and Universal Design Project and provides a variety of clinical services. Christina, received her master’s degree in Speech-Language Pathology from the University of Northern Colorado and worked in a variety of settings including acute healthcare, rehabilitation, private practice and early childhood prior to joining CIDE.  Christina specializes in augmentative alternative communication and educational assistive technologies.

  Abstract
  The fields of assistive technology and augmentative alternative communication (AAC) evolve as quickly as your cell phone.  Are you burning the midnight oil trying to provide high quality AAC services that align with best practices? The Center for Inclusive Design and Engineering offers a wide variety of services and resources to support you and your clients including Tech for Tykes (birth-3),  the Colorado Department of Education’s SWAAAC program, an outpatient specialty clinic and more… Let’s talk AAC, best practices and resources you may not be aware of.

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

  • List four CIDE community based programs to support children with complex communication needs.
  • List three CIDE/SWAAAC resources available to the public to support AAC intervention services.
  • List three resources to support best practices in AAC.

  Level of Learning: Introductory   |  Track: Education

• S02: Zoom Out From the Larynx! Considering the Role of Body Systems in Swallowing

  Brooke Richardson, MS, CCC-SLP, The Modern MedSLP

  Brooke Richardson, MS, CCC-SLP, is a medical speech-language pathologist in the United States. She has been treating adults with complex medical needs in the acute and outpatient settings since 2009. Brooke values exceptional-quality continuing education for other MedSLPs and seeks to improve our patient care by emphasizing the importance of understanding a patient’s whole medical picture when evaluating and treating swallowing and communication disorders. Brooke is a graduate of the Medical Speech-Language Pathology program at the University of Washington and is the founder of The Modern MedSLP.

  Abstract
  As Medical Speech-Language Pathologists, it’s imperative that we have an understanding of the influences of the body systems on swallowing… and the potential influences our recommendations might have on our patients’ body systems.  Adopting this whole-body approach will improve your practice as a MedSLP, by giving you tools to provide individualized, wholistic patient care. This process is directly applicable no matter how new or experienced a clinician is, and now matter the setting an SLP is working in. This unique course teaches SLPs the why’s and how’s of incorporating a body systems approach to caring for patients with suspected dysphagia. Participants will learn essential knowledge for the SLP, how body systems function and interact, and how to incorporate this knowledge into patient care.

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

  • Identify three considerations of body systems in swallowing assessment and management.
  • State two effects of dysphagia and/or dysphagia management on body systems.
  • List three components of essential knowledge for the medical SLP.

  Level of Learning: Introductory   |  Track: Medical

• S03: Ultrasound Biofeedback: Clinical Applications for Speech Sound Disorders and Vocal Training

  Caitlin Raaz, PhD, CCC-SLP, University of Northern Colorado; Kristen Smith, MA, CCC-SLP

  Caitlin Raaz, PhD, CCC-SLP, is an assistant professor of audiology and speech-language sciences at the University of Northern Colorado. Her research interests include evidence-based treatment for children with severe speech sound disorders, genetic etiologies of communication disorders and novel service delivery models for the treatment of speech and voice disorders.

  Kristen Smith, MA, CCC-SLP, is a speech-language pathologist at the Northern Colorado Rehabilitation Hospital, where she works with individuals in the inpatient, outpatient and long-term acute care settings. She has a background in voice and is a classically trained singer. Her clinical interests include the use of biofeedback tools in the treatment of speech-sound, motor speech and voice disorders, as well as the incorporation of voice science into traditional singing pedagogies.

  Abstract
  A growing body of research suggests that ultrasound visual feedback (UVF) may be effective in treating speech sound errors that have not responded to previous intervention (e.g., Adler-Bock et al., 2007; Modha et al., 2008; Preston et al., 2014, 2018; Preston & Leece, 2017). UVF uses reflected high-frequency sound waves to generate mid-sagittal or coronal images of the tongue. Using a probe placed below the chin, this technology allows clinicians to provide explicit articulatory cues as they are viewing tongue movement in real-time (Preston et al., 2017). UVF can enable speech-language pathologists to better understand each movement required for the production of challenging speech sounds and allow them to tailor their cues to the tongue movement of each individual client. Although not extensively researched, UVF can also be used to provide real-time, objective information of a singer’s performance. As tongue movement contributes to diction, vowel modification and changing vocal timbre to match a different singing style, such as opera or musical theatre, UVF may help to clarify terminology voice teachers’ use in singing lessons. In this session, we will provide a basic overview of using UVF in clinical practice with a focus on the remediation of speech sound disorders and the use of UVF in teaching various singing styles. We will review specific treatment strategies and case study examples. The results of a recent research study investigating voice teachers’ perceptions of the usefulness of UVF in singing instruction will also be discussed.

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

  • Describe the current evidence base for utilizing ultrasound visual feedback as a component of treatment for speech sound disorders.
  • Describe the purpose of applying ultrasound visual biofeedback to singing instruction.
  • Evaluate cuing strategies for the remediation of speech sound errors utilizing ultrasound visual biofeedback.

  Level of Learning: Intermediate   |  Track: Multi-Interest

10:30 am – 12:00 pm

• S04: Speech Therapy Techniques Specific to Toddlers/Preschoolers With Cleft Palate

  Theresa M. Snelling, MA, CCC-SLP, Theresa M. Snelling and Associates, Inc, University of Northern Colorado

  Theresa Snelling, MA, CCC-SLP, is a speech-language pathologist in private practice in Lakewood, specialized in cleft palate. As an adjunct instructor at the University of Northern Colorado she has taught the cleft/resonance portion of the voice class for 14 years.  An intensive two-week cleft speech therapy mission to the Philippines is her passion in which she hopes to return to in 2023. She is a member of ASHA Sig 5 and ACPA.

  Abstract
  Early introduction of oral airflow, specific sound imitation and sound play/awareness can promote early oral sound development for children with cleft palate enrolled in early intervention and preschool programs. It is important for the speech-language pathologist working with these young children and their families to be aware of compensatory speech articulation errors and avoid teaching these errors while the child is developing sounds.  Compensatory articulation errors and typical cleft palate sound substitutions will be reviewed with the emphasis on why they occur and how to facilitate more accurate placement of production. Attendees will be presented with strategies for developing specific sound targets for the infant, toddler, preschooler with cleft palate and ways to support these targets with a home program.  The progression of imitation skills (motor, gestures, sounds, facial expressions) will be reviewed as a way to develop high-pressure speech sounds and oral resonance with infants and toddlers with cleft and resonance concerns. Attendees will leave with specific skills they can immediately integrate with their current intervention approach with young children, with a better understanding of the specific speech and resonance needs of children with cleft palate.

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

  • Identify what phonemes to target in therapy related to cleft palate that promote early speech and oral resonance development.
  • Identify the compensatory articulation placement errors specific to cleft palate and specify two ways to avoid teaching them in therapy.
  • Identify a child’s mastery of non-verbal and verbal imitation skills and how to use that skill level to promote sound development and expressive language in young children with cleft palate.

  Level of Learning: Intermediate   |  Track: Multi-Interest

• S05: Dysphagia Diagnostics Utilizing FEES and Treatment Outcomes

  Emily Nelson, MA, CCC-SLP, Kaitlyn Santillana, MA, CCC-SLP, from Nelson Mobile FEES

  Emily Nelson, MA, CCC-SLP, is the owner and president of Nelson Mobile FEES. She completed her bachelor’s degree in speech-language pathology from Kansas State University and master’s degree in speech-language pathology from Wichita State University. Over the last 10 years, Emily has worked in skilled nursing facilities and hospitals in Kansas and Colorado. She is dedicated to providing the most innovative therapy to the dysphagia and voice population and is a member of the Dysphagia Research Society. In addition, Emily enjoys providing competency training in FEES for Speech-Language Pathologist’s who are pursing a career where FEES is utilized. Emily will provide one on one competency training in Denver, CO. Contact her for more information.

  Kaitlyn Santillana, MA, CCC-SLP, completed her bachelor’s and master’s degrees in Communicative Sciences and Disorders from the University of Central Florida. Over the last decade, Kaitlyn has worked in skilled nursing facilities as a Senior Therapist and Director of Rehabilitation, providing dysphagia, voice, and cognitive therapy to the geriatric population. Kaitlyn completed her FEES training in 2013 and began focusing her career on improving the quality of life for the dysphagia population. Kaitlyn has been an employee with Nelson Mobile FEES since January 2017.

  Abstract
  This session will provide education on swallow diagnostics, treatment options and outcomes with several case studies and interesting findings in the field of mobile FEES (Fiberoptic Endoscopic Evaluation of Swallowing). FEES is an instrumental swallowing assessment becoming more widely available in all medical settings, including acute, sub-acute and outpatient clinics which allows more accessibility for previously underserved populations, most specifically because of its mobile form. Now considered a gold standard in swallow diagnostics, FEES allows improved therapeutic treatment protocols and outcomes, allowing clinicians to provide patient specific diet recommendations, treatment options, biofeedback for patients and compensatory strategies as objectively obtained through instrumentation utilizing FEES.

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

  • Describe the anatomy and physiology of swallow function.
  • Explain the importance of dysphagia diagnostics.
  • Develop individualized patient treatment plan.
  • Identify treatment options and indications.

  Level of Learning: Intermediate   |  Track: Medical

• S06: Maximizing Outcomes Through Meaningful Touchpoints Along the Continuum

  Kat Buczek, MA, CCC-SLP; Mark Petty, MA, CCC-SLP, from HealthPRO Heritage

  Kat Buczek, MA, CCC-SLP is an employee of HealthPRO Heritage.
  Mark Petty is an employee of HealthPRO Heritage.

  Abstract
  This interactive session will dive into the impact that speech therapy has to proactively mitigate and manage habilitative and rehabilitative speech disorders.  Infused throughout this session, participants will learn how to incorporate proactive wellness measures and approaches, leverage technology/telehealth, and incorporate families and caregivers into the habilitative and rehabilitative journey to maximize outcomes.  In addition, the speakers will also share strategies to enhance the patient experience amidst industry and regulatory changes and challenges, inclusive of payer dynamics, episodic care and social determinants of health.

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

  • Proactively mitigate and manage habilitative and rehabilitative speech disorders.
  • Describe how to incorporate proactive wellness measures, approaches and leverage technology/telehealth.
  • Incorporate families and caregivers into the habilitative and rehabilitative journey to maximize outcomes.

  Level of Learning: Advanced   |  Track: Multi-Interest

1:00 pm – 2:30 pm

• S07: Decisions, Decisions: Is It a Speech Impairment or Learning Disability?

  Laura Stevenson, MS, CCC-SLP, Western Psychological Services

  Laura Stevenson, MS, CCC-SLP, is an assessment consultant with Western Psychological Services (WPS). Her professional practice of more than 20 years has primarily been in the public school setting (Pre-K – High School). She also has experience supervising SLPAs, graduate students and private clinic staff, working in home health with infants through adults and skilled nursing facilities. Her passions are assessments, supervision and training.

  Abstract
  Individualized educational program (IEP) teams are often faced with a conundrum in deciding between speech-language impairment or a specific learning disability in listening comprehension/oral expression. This session will provide a platform for understanding the scope of language and its importance to academic success. Participants will review a variety of formal assessment measures, as well as learn about the redundancy in testing between IEP team members. Participants will leave with explicit interventions and accommodations for these students, as well as other resources that can be implemented in the classroom tomorrow. The role that multi-tiered system of support and progress monitoring plays in this decision will also be explored.

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

  • Describe the importance of language and its interconnectedness to academic success.
  • Identify a student’s strengths and weaknesses in the constructs of oral expression and listening comprehension using a variety of different formal assessment measures.
  • Identify redundancy in assessment measures of different evaluation personnel.
  • Summarize interventions and accommodations for students with either speech language Impairment or specific learning disability in listening comprehension/oral expression.

  Level of Learning: Intermediate   |  Track: Education

• S08: Expiratory Muscle Training (EMT) for the Treatment of Oropharyngeal Dysphagia

  Brooke Richardson, MS, CCC-SLP, The Modern MedSLP

  Brooke Richardson, MS, CCC-SLP, is a medical speech-language pathologist in the United States. She has been treating adults with complex medical needs in the acute and outpatient settings since 2009. She has been instrumental in establishing Respiratory Muscle Training (RMT) programs in multiple hospitals and other healthcare settings, and has spoken internationally on RMT. Brooke values exceptional-quality continuing education for other MedSLPs, and seeks to improve our patient care by emphasizing the importance of understanding a patient’s whole medical picture when evaluating and treating swallowing and communication disorders. Brooke is a graduate of the Medical Speech-Language Pathology program at the University of Washington, and is the founder of The Modern MedSLP.

  Abstract
  Expiratory muscle training (EMT/EMST) is a device-driven therapy used for the treatment of oropharyngeal dysphagia. In order to provide evidence-based therapy as part of a dysphagia rehabilitation program, the speech-language pathologist must know the pathophysiology of a patient’s swallowing in addition to understanding the therapeutic targets for this therapy. This session will provide the learner a strong foundation for providing EMT for their patients with dysphagia, including a background on research, effects of EMT on swallowing function, and device selection.

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

  • List two indications for EMT in people with dysphagia.
  • Differentiate between two types of currently available therapy devices.
  • Describe the effects of EMT on submental musculature.

  Level of Learning: Introductory   |  Track: Medical

• S09: Preparing for Post-Secondary Transition: SLPs Supporting Student Empowermen

  Laura Sibbald, MA, CCC-SLP, Chestnut Hill College, Associate Director Center for Accessibility, Neurodiversity Initiatives

  Laura K. Sibbald, MA, CCC-SLP, ASDCS, CYMHS, is a nationally certified speech-language pathologist (SLP), autism spectrum disorder clinical specialist and certified youth mental health specialist who has extensive experience supporting the social-emotional and pragmatic language needs of students and families. Laura has had over a decade of experience in the public-school setting, working as an SLP and an instructional specialist for special education and autism in the Washington, DC metropolitan region. To further her education and support her students, Laura earned Relationship Development Intervention (RDI) Educator Certification and Administrator Certification in Educational Leadership and Supervision.  Laura is a coauthor of the Trauma-Informed Social-Emotional Toolbox for Children & Adolescents (PESI, 2020) and the Parenting Toolbox (PESI, 2018). Both workbooks provide practical strategies on pragmatic language and executive function skills that can readily transfer into clinical and educational professional practices. Laura graduated from The George Washington University in 2011 with a master’s in speech-language pathology. She currently resides in Philadelphia, Pennsylvania and works as the inaugural associate director of Neurodiversity Initiatives at Chestnut Hill College, continuing to empower the achievement of students who learn differently.

  Abstract
  Transition to adulthood, including attending college or starting employment, is a time of significant change for many individuals. For neurodivergent individuals, excitement and anticipation of this change is frequently coupled with a sense of nervousness about how to manage these next important steps. As members of the student’s educational team, it is critical that speech-language pathologists consider post-secondary transition needs. In this session, the differences in required accommodations and supports within educational and employment settings is reviewed (IDEA vs. ADAAA). This information is used to consider therapeutic outcomes and to support targeted planning and goal setting.  A variety of evidence-based methods for promoting dynamic learning, self-awareness, self-regulation and self-advocacy strategies to build a student’s personal autonomy is discussed. Attendees will be provided with strategies ready for immediate use.

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

  • Differentiate key tenets of IDEA and ADAAA.
  • Identify a variety of potential therapeutic targets that improve student independence and increase preparedness for post-secondary transition.
  • Identify and describe opportunities for dynamic learning and student empowerment within the therapeutic and academic setting.

  Level of Learning: Intermediate   |  Track: Education

3:00 pm – 4:30 pm

• S10: Behavior Management - The Course You Never Had in College

  Leigh Anne Roden, EdD, CCC-SLP, Western Kentucky University

  Leigh Anne Roden, EdD, CCC-SLP, is a clinical associate professor at Western Kentucky University (WKU).  She spent five years in the schools and currently works part-time for Med Center Health, First Steps and Chance Light.  At WKU, she supervises, teaches and advises undergraduates.  She developed a behavior management course taught at the graduate level and has given presentations at the local and state levels covering the topic.  She is also frequently consulted by speech-language pathologists in the region regarding difficult behaviors in clients.  She is a member of the Kentucky Speech-Language-Hearing Association Executive Council, serving as the Scholarship and Grants Chair.

  Abstract
  All behaviors serve a function and for those clients we serve, it is often the inability to communicate efficiently and effectively (and often, appropriately).  The first thing you must do with any client is establish a strong foundation in behavior management.  It does not matter how well or ill-behaved the client is.  This session will allow service provides to identify the role we play in behavior management, understand the needs of our clients, list the three levels of behaviors, and discuss reinforcements and motivators.  Actual videos of the presenter with clients will be shown to demonstrate what to do when managing the various levels of behaviors.  Perhaps the most beneficial outcome for this session is learning the skills needed to be proactive instead of reactive.

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

  • Identify three levels of behavior.
  • Identify the antecedents, behavior and conclusions of behavior.
  • List five reinforcement strategies/motivators.

  Level of Learning: Intermediate   |  Track: Multi-Interest

• S11: Optimizing Care for the Head and Neck Cancer Patient

  Tracy Klugger, MS, CCC-SLP, University of Colorado School of Medicine

  Tracy Klugger, MS, CCC-SLP, is a speech-language pathologist in the Department of Otolaryngology-Head and Neck Surgery at the University of Colorado School Of Medicine. Her clinical expertise is assessment and treatment of dysphagia, dysarthria and alaryngeal voice restoration for persons undergoing treatment for head and neck cancer. Tracy completed her undergraduate schooling at the University of Illinois, Urbana-Champaign and received her graduate degree from Rush University in Chicago, Illinois. Tracy has worked as the inpatient and outpatient speech-language pathologist for her surgery group since moving to the Denver area in 2011. They became head and neck specialists in 2019 at the University of Colorado, where Tracy is now treating patients in the outpatient setting.

  Abstract
  This session is designed to provide information regarding treatments for head and neck cancer patients, as well as their impact on speech and swallowing.  The speech-language pathologist will gain knowledge of our role in providing therapy services for patients after surgery, as they transition to adjuvant radiotherapy, and/or primary radiotherapy. The attendee will also learn where to start in advancing their knowledge base and skill sets for treating patients with head and neck cancer, as well as how to start building a head and neck cancer program.

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

  • Identify the impact on speech and swallowing due head and neck surgeries.
  • Describe treatment intervention options for acute vs. outpatient setting for the head and neck cancer patient.
  • Identify resources to help implement a head and neck cancer program at their institution.

  Level of Learning: Introductory   |  Track: Medical

2:45 pm – 4:45 pm

• S12: Clinical Supervision in Speech-Language Pathology (Supervision)

  Julie Hanks, EdD, CCC-SLP; Nicole Reisfeld, SLPD, CCC-SLP; Tina Farrell, MA, CCC-SLP, from the University of Northern Colorado

  Julie Hanks, EdD, CCC-SLP, is professor and assistant chair of Communication Sciences and Disorders department at the University of Northern Colorado. She has been a certified speech-language pathologist for more than 35 years. Dr. Hanks teaches undergraduate and graduate courses including clinical methods, aural rehabilitation, counseling and application of evidenced-base practice (EBP). Her research interests include integrating EBP into curriculum and clinical training, evidence-based education and cochlear implant rehabilitation for children and adults.

  Nicole Reisfeld, SLPD, CCC-SLP, is an instructor and program coordinator for the graduate speech-language pathologist (SLP) programs of the Communication Sciences and Disorders department at the University of Northern Colorado. She has been a certified speech-language pathologist for more than 35 years. Nicole teaches graduate courses including foundations in speech-Language pathology, application of evidenced-based practice, diagnostics, and professional issues. Her research interests include community engaged teaching and graduate admissions processes. Clinical interests include working with preschoolers and accent reduction therapy.

  Tina Farrell, MA, CCC-SLP, is the clinical director for speech-language pathology at the University of Northern Colorado, as well as an instructor and clinical supervisor. She has been a certified speech-language pathologist for more than 35 years. Tina currently provides clinical coordination for both the on-campus and online programs at University of Northern Colorado (UNC), as well teaching graduate clinical and diagnostic courses, and teaches the undergraduate clinical course. Prior to joining the faculty at UNC, Tina worked with preschool-aged children at Children’s Hospital Colorado as well as at the Tiny Tim Center in Longmont (now the TLC Center), with primary interests in the fields of autism, early language and speech-sound disorders. Tina is currently part of a research team working on a grant to assess the effectiveness of therapeutic horseback riding for autistic children and teens. The funding is an NIH grant through Children’s Hospital and University of Colorado Anschutz Medical Center.

  Abstract
  This two hour session is designed to meet the ASHA requirement for clinical supervision (for both graduate students and clinical fellows). Topics of discussion include levels of supervision and how to navigate between different levels based on each student’s need, the ability to provide feedback in different forms so that students receive the benefit of your mentorship and how to work with students who are not yet meeting clinical expectations.

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

  • Identify the levels of supervision based upon the Anderson model of supervision.
  • Identify at least two methods of providing feedback to students.
  • Identify at least two strategies in how to work with students who are not yet meeting expectations.
  • State at least two ways to engage students in learning opportunities.

  Time Ordered Agenda

  2:45-2:55: Introduction & Disclosures (Tina; each one does their own disclosure)

  1. Why do we do clinical supervision?
  2. How does this contribute to the field of Speech-Language Pathology?

  2:55-3:20: Models of Supervision (all 3)

  3. Anderson Model of Supervision (Tina)
  4. Critical Thinking (Supervisors & Students) (Nicole)
  5. Self-Efficacy (Julie)

  3:20-3:35: ASHA 13 Tasks of Supervision (Julie)

  3:35-3:45: ASHA Requirements for Supervision (Tina)

  3:45-4:15: Issues related to Productivity during Clinical Supervision (Nicole)

  4:15-4:40: Student Engagement (break into small groups for discussion) (Nicole -all 3)

  6. Incongruent Expectations between students & supervisors
  7. Strategies when struggling with clinical supervision
  8. Process and supports available to the clinical supervisor

  4:40-4:45: Wrap-Up / Time for Questions (Julie/Word Cloud – all 3)

   

  Level of Learning: Introductory   |  Track: Multi-Interest

4:30 pm – 5:30 pm: Poster Presentations (Go to Posters Sessions)
4:30 pm – 6:00 pm: Happy Hour 

Saturday, October 8

Highlight Presenters:  Jessie Ginsburg, MS, CCC-SLP and Chris Wenger, MS, CCC-SLP

• Neurodiversity Affirming Ways to Inspire and Engage Your Autistic Students

8:00 am – 9:30 am

• S13: Neurodiversity Affirming Ways to Inspire and Engage Your Autistic Students, Part 1

  Jessie Ginsburg, MS, CCC-SLP, Pediatric Therapy Playhouse; Chris Wenger, MS, CCC-SLP, Chaffey Joint Union High School District

  Jessie Ginsburg, MS, CCC-SLP, is a sensory integration trained speech-language pathologist and CEO of Pediatric Therapy Playhouse, a top-rated clinic in Los Angeles. Through her international publications and talks, and her global Inside Out Sensory Certificate Program, Jessie inspires a new way of thinking about the speech-language pathologist’s role in supporting autistic children.

  Chris Wenger, MS, CCC-SLP, is an enthusiastic school-based speech-language pathologist, internationally-acclaimed presenter and creator of the Dynamic Assessment of Social Emotional Learning. A prominent thought leader in the field of speech pathology, and known on social media as “Speech Dude,” Chris motivates and entertains fellow educators and clinicians through his humorous and inspiring posts and videos.

  Abstract
  As speech-language pathologists (SLPs) working with autistic students, our role can go far beyond the basics of targeting speech and language. If we move from the traditional structured approach to therapy and instead focus on the whole child, we can help our students become more independent, confident and fulfilled. In this session, the presenters will discuss how SLPs can use neurodiversity affirming, strengths-based approaches in sessions in order to promote development of social learning, sensory and emotional regulation, and self-advocacy skills.

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

  • Describe the neurodiversity paradigm and the importance of using neurodiversity affirming techniques in therapy sessions.
  • Explain and discuss how regulation affects communication and two methods for improving regulation.
  • Describe how to use strengths and interests to facilitate social connection and learning.

  Level of Learning: Intermediate   |  Track: Education

• S14: Practical Guidance for SLP's Working in Geriatrics

  Jessica Schell, MS, CCC-SLP; Samantha Ginsburg, MA, CCC-SLP

  Jessica Schell, MS, CCC-SLP, has worked in the skilled facility nursing setting for 16 years. She also works with adults in the home health setting and provides internships with students from University of Northern Colorado as well as other universities.

  Samantha Ginsburg, MA, CCC-SLP, has experience treating in a variety of settings including critical care in hospitals, acute and subacute rehabilitation, nursing homes and home health. Samantha also began working in early intervention in 2019.

  Abstract
  This session will address the unique obstacles speech-language pathologists face when working with the geriatric population.

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

  • Develop and describe daily roles of speech-language in the SNF setting.
  • Identify advocacy efforts for the patient in skilled nursing, quantity vs quality of life.
  • Identify and explain the Importance of acute vs maintenance therapy.

  Level of Learning: Introductory   |  Track: Medical

• S15: Turn Your Passion Into Your Profession

  Dusty Jessen, AuD, CCC-A, 5 Keys Communication/Columbine Hearing Care

  Dusty Jessen, AuD, CCC-A, has been practicing audiology in Colorado for 20 years.  She is the owner of Columbine Hearing Care in Littleton, the creator of the 5 Keys Communication auditory rehabilitation program and a founding member of the non-profit organization, Hearing the Call – Colorado.

  Abstract
  Professional burnout occurs in any field and speech-language pathologists and audiologists are not immune to it. However, our love for the field can be rekindled by stepping out of our comfort zones and following our passions. Thankfully, there are infinite ways that we can contribute to the lives of our patients and the advancement of our profession. This session will take you through the presenter’s personal journey as an audiologist who felt that she could offer more. It will give you a behind-the-scenes look at the creation of an aural rehabilitation program that is now being used around the world, as well as tips for bringing your own ideas to life. It will also introduce you to a non-profit organization that is sharing the gift of hearing with people in need throughout Colorado and around the world. At the same time, it is fulfilling a deep desire to be of service and renewing the passion for audiology for hundreds of providers around the country. This session offers new ideas and a huge dose of inspiration to listen to your heart and follow your passions for the betterment of our great profession.

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

  • Recognize the symptoms of professional burnout.
  • Describe actions that must be taken to launch a novel product or service.
  • Identify the benefits of participating in a non-profit project.

  Level of Learning: Introductory   |  Track: Education

10:00 am – 11:30 am

• S16: Neurodiversity Affirming Ways to Inspire and Engage Your Autistic Students, Part 2

  Jessie Ginsburg, MS, CCC-SLP, Pediatric Therapy Playhouse; Chris Wenger, MS, CCC-SLP, Chaffey Joint Union High School District

  Jessie Ginsburg, MS, CCC-SLP, is a sensory integration trained speech-language pathologist and CEO of Pediatric Therapy Playhouse, a top-rated clinic in Los Angeles. Through her international publications and talks, and her global Inside Out Sensory Certificate Program, Jessie inspires a new way of thinking about the speech-language pathologist’s role in supporting autistic children.

  Chris Wenger, MS, CCC-SLP, is an enthusiastic school-based speech-language pathologist, internationally-acclaimed presenter and creator of the Dynamic Assessment of Social Emotional Learning. A prominent thought leader in the field of speech pathology, and known on social media as “Speech Dude,” Chris motivates and entertains fellow educators and clinicians through his humorous and inspiring posts and videos.

  Abstract
  As speech-language pathologists (SLPs) working with autistic students, our role can go far beyond the basics of targeting speech and language. If we move from the traditional structured approach to therapy and instead focus on the whole child, we can help our students become more independent, confident and fulfilled. In this session, the presenters will discuss how SLPs can use neurodiversity affirming, strengths-based approaches in sessions in order to promote development of social learning, sensory and emotional regulation, and self-advocacy skills.

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

  • Describe the neurodiversity paradigm and the importance of using neurodiversity affirming techniques in therapy sessions.
  • Explain and discuss how regulation affects communication and two methods for improving regulation.
  • Describe how to use strengths and interests to facilitate social connection and learning.

  Level of Learning: Intermediate   |  Track: Education

• S17: Gender-Affirming Voice Care: Safe Spaces for Voice Exploration

  Jen Walentas Lewon, MS, MA, CCC-SLP; Chel Wainscott, BA; From the University of Colorado Speech, Language and Hearing Sciences; Margot Sease, BS

  Jen Walentas Lewon, MS, MA, CCC-SLP (she her) is a speech-language pathologist and clinical educator at the University of Colorado Boulder. Her clinical, educational and research interests include voice and speech disorders, voice and gender expression, instrumental/acoustic measurements of voice and speech, LSVT, educational technology, telepractice service delivery and clinical queries that advance evidence-based practice. At the CU Speech, Language & Hearing Clinic, she loves working with individuals on voice goals related to gender expression.

  Chel Wainscott, BA (they them) is a graduate student clinician in the MA-SLP program at the University of Colorado Boulder. Their clinical and research interests include voice and gender expression, bilingual speech-language therapy, and speech-language therapy for Deaf and Hard of Hearing individuals. At the CU Speech, Language, and Hearing Clinic, Chel is continuing to work with clients through their last semester in the program. They love working with individuals with goals related to their voice and gender expression.

  Margot Sease, BS, participated in weekly sessions through the course of 2021 fall semester at the University of Colorado Boulder Voice Clinic for Gender Affirming Voice Care. She is a 24 year old musician, artist, and transgender woman. She sought out gender affirming voice lessons as a tool to alleviate gender dysphoria surrounding her voice. Through her voice lessons at the clinic, she gained a comprehensive understanding of her vocal capabilities and how to find the voice that felt most congruent with her sense of self. Since completing her voice training, she implements the vocal exercises learned at the clinic to maintain her voice and uses this voice on a daily basis. She is now a very happy lady who loves to sing from the mountain tops.

  Abstract
  Gender-affirming voice care may be appropriate for any gender-diverse individuals who experience a lower quality of life due to their voice or communication, or those who want to explore their gender expression as it pertains to voice and communication. Speech-language pathologists (SLPs) or other professionals who provide gender-affirming voice care can improve client experiences and outcomes by creating safe, supported spaces for voice exploration and discovery. Voice clinicians should have a good foundation in voice, shaping, strategies and modeling and should take a client-directed approach that prioritizes client goals, perspectives and insights in voice training. Cisgender service providers inherently have limitations that should be acknowledged. Professionals working with gender-diverse clients can benefit from their shared experiences and insights to improve service delivery.

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

  • Identify and discuss preferred practices for creating inclusive spaces for gender-diverse clients.
  • Identify who might benefit from gender-affirming voice training
  • List three potential voice training goals for masculine, feminine and gender nonconforming voice and justify a client-directed approach to goal selection.

  Level of Learning: Intermediate   |  Track: Multi-Interest 

• S18: CO-Hear and CHIP: Early Intervention for Children Who Are Deaf/Hard of Hearing

  Ashley Renslow, MA, CCC-SLP; Kelly Doolittle, MA, from the Colorado School for the Deaf and the Blind

  Ashley Renslow, MA, CCC-SLP, is the early education coordinator at the Colorado School for the Deaf and the Blind in the Outreach Department. She coordinates the statewide birth – eight programs for children who are deaf/ hard of hearing. A speech-language pathologist by background, she has worked in deaf residential Schools for more than 10 years in varying roles and has served local families as a CHIP facilitator (0-3 early interventionist). Outside of work, when she’s not chasing her preschooler and toddler, Ashley enjoys being in the mountains, traveling and lounging with a good book.

  Kelly Doolittle, MA, is the Colorado Hearing Resource Coordinator/CO-Hear for Northern and Eastern Colorado. Prior to this role, she was a teacher for students who are deaf or hard of hearing for the public school systems in both urban and rural areas in the state. She is passionate about her work as CO-Hear supporting and empowering families and collaborating with local and state agencies to support families accessing resources through the early intervention system as well as private entities. Kelly is the mother of two amazing teenagers and she and her husband enjoy spending time together and at all of the events that come along parenting teens!

  Abstract
  Unique to Colorado is the Colorado Home Intervention Program (CHIP) which has a long history of supporting and serving families with newly identified infants and toddlers, who are deaf or hard of Hearing (DHH).  CHIP is a family centered program, provided in collaboration with early intervention Colorado, through the community centered boards to meet the individualized family service pan needs and outcomes through regular visits from a CHIP Facilitator. Eight Colorado Hearing Resource Coordinators (CO-Hears) work through the Outreach Department at the Colorado School for the Deaf and Blind (CSDB) to provide comprehensive support for families statewide. The CO-Hear coordinator has expertise in early intervention for infants and toddlers who are DHH and in-depth knowledge of community resources, specific to the region where they work. From the initial contact with families, CO-Hears share knowledge about specialized services for infants and toddlers who are deaf or hard-of-hearing in their own community, statewide and across the nation. Joining the family on their journey through early intervention, CO-Hears provide support from identification, through intervention services and assist with the transition into Part B services.  Participants can expect to learn about the role of the CO-Hear, including the collaboration with CHIP Facilitator, families and community agencies. Participants will also better understand how the CO-Hear role ensures intervention services remain family-centered, comply with state and federal legislation and offer comprehensive information about all communication opportunities, supporting families in making informed decisions.

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

  • Identify and describe the Colorado Home Intervention Program for children identified as DHH.
  • Describe the role of the CO-Hear in Colorado’s Early Intervention system.
  • Identify information resources to be shared with families.

  Level of Learning: Introductory   |  Track: Multi-Interest

1:00 pm – 2:30 pm

• S19: Group Therapy for Deaf and Hard of Hearing Toddlers and Teenagers

  Katherine Abu-Jaber, MA, CCC-SLP; Allison Tooley, MSP, CCC-SLP;  Lynne Canales, MA, from Children’s Hospital Colorado

  Katherine Abu-Jaber, MA, CCC-SLP, is a speech language pathologist at Children’s Hospital Colorado. She is a member of the deaf and hard of hearing team, cochlear implant team and the microtia multidisciplinary clinic team. Katherine also co-teaches a parent-toddler group for children aged 18-36 months. She has previous experience in early intervention, the Colorado Home Intervention Program, and the schools. Katherine has an undergraduate degree in deaf and hard of hearing education from Radford University and a master’s degree in speech language pathology from the University of Colorado at Boulder.

  Allison Tooley, MSP, CCC-SLP, is a speech language pathologist at Children’s Hospital Colorado. She is a member of the deaf and hard of hearing team, cochlear implant team and the hearing clinic multidisciplinary team. Allison co-teaches a parent-toddler group for children aged 18-36 months as well as self-advocacy groups for the pre-teen and teenage deaf and hard of hearing population. Allison has an undergraduate degree in speech and hearing science from the University of Illinois and a master’s degree in speech-language pathology from the University of South Carolina.

  Lynne Canales, MA, teacher of the deaf is the liaison for families who have a child receiving services through the Bill Daniels Center for Children’s Hearing at Children’s Hospital Colorado and child’s educational placement. She co-teaches the parent-toddler groups and is a member of the deaf and hard of hearing team, cochlear implant team, and hearing clinic multidisciplinary team. Lynne also works in the public schools as a Hearing Itinerant teacher and has worked as a home early interventionist for the Colorado Home Intervention Program. Lynne has an undergraduate degree in early childhood special education from Eastern Illinois University and a master’s degree in Special Education: Deaf/Hard of Hearing from the University of Northern Colorado.

  Abstract:
  Group therapy sessions can be a crucial context for speech-language therapy care, especially for young children and teens with a diagnosed hearing loss. During this presentation, professionals with backgrounds in both educational and outpatient therapy settings will discuss the therapeutic differences between group and individual settings, and why group sessions are integral for connection, social skills, learning readiness, advocacy and carry-over. This session will also cover therapy goals and ideas as they relate to a group setting, challenges and benefits of telehealth and in-person therapy models, research into the importance of peer models and peer connection for the deaf/hard of hearing population and ways group therapy can support the whole family.

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

  • List three possible therapy goals for a deaf/hard of hearing child and a deaf/hard of hearing teen within the context of group therapy.
  • Describe two strengths and two challenges of group therapy as compared to individual therapy sessions for children or teens with a hearing loss.
  • Identify two factors that support the family with carry-over of therapy objectives into daily life and routines.

  Level of Learning: Introductory   |  Track: Multi-Interest

• S20: Voice Disorders and Task Specificity: Improving Patient Compliance and Carryover

  Nora Whittaker Jones, MA, CCC-SLP, University Colorado Health Outpatient Rehabilitation

  Nora Whittaker Jones, MA, CCC-SLP, is a speech pathologist, singing teacher and musician whose performance experience includes opening for Bruce Springsteen, playing at the All-Good Music Festival and at WXPN’s Xpontential Music Festival. Nora’s vocals have been featured on Philadelphia local hip-hop albums and a Coke Zero commercial with G-Love and Special Sauce. Nora also performed in and wrote for the Philadelphia-based hip hop/singer-songwriter hybrid group, “The Hustle”. Alongside performing as a professional singer/keyboardist, Nora has taught singing lessons for more than 20 years.  Nora received a Masters from Temple University in Speech Language Pathology with the intent to gain more knowledge about voice science. Since then, Nora has co-taught a course in voice disorders in professional voice users at Temple University and currently teaches the Voice and Airway Disorders class in the speech pathology master’s program at Salus University in Pennsylvania. Nora works full time as a speech pathologist with University of Colorado Health Outpatient Rehabilitation in Colorado Springs, while completing voice coaching and singing lessons via private practice.  Previous work included working at Jefferson Hospital Outpatient in Philadelphia, Pennsylvania.  Certifications include: head and neck lymphedema diagnosis and treatment through the Norton School, LSVT, SpeakOUT, MDTP, FEES.  Lectures on the voice include presentations to groups such as SAG (Screen Actors Guild Voice Over division), area recreational singers, high school musical theater groups, and a TedX talk.

  Abstract
  Despite the high incidence and prevalence of voice disorders in professional voice users, non compliance with voice therapy recommendations remains high.  With populations suffering from overuse and muscle tension injuries/disorders (i.e. MTD, vocal fold nodules, etc.) ; considering motor learning principles such as task specificity remain crucial to improved patient motivation for change, and subsequently, improved therapeutic outcomes.  This session will focus on strategies to encourage carryover of improved voice function to functional patient tasks using fictional case studies.

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

  • Identify and describe common diagnoses experienced by professional/high volume voice users.
  • Demonstrate understanding of motor learning terminology such as task specificity.
  • Define the differences between habilitation versus rehabilitation.
  • Apply knowledge to fictional case studies.

  Level of Learning: Intermediate   |  Track: Medical

• S21:Components of Therapeutic Change: The Clients Perspective

  Patty Walton, MA, CCC-SLP, Emily Figliomeni, MA, CCC-SLP, Meghan Walton, MA, CCC-SLP, Center for Stuttering Therapy

  Patty Walton, MA, CCC-SLP, BCS-F, received her master’s degree from the University of Colorado at Boulder in 1985 and is a board certified specialist in Fluency Disorders. She opened her private practice, the Center for Stuttering Therapy (Denver), in 1992, where she has focused her full-time clinical work in the diagnosis and treatment of stuttering in children and adults. Patty is adjunct faculty at the University of Northern Colorado where she teaches the on-campus and online graduate classes in fluency disorders and provides clinical education for students working with clients who stutter. She is also a clinical educator at the University of Colorado at Boulder, where she provides clinical education for the stuttering diagnostic practicum. Patty co-authored Fun with Fluency for the Young Child (1998) and authored Fun with Fluency for the School-Age Child (2013). Patty has presented on the local, state, national and international levels on topics related to stuttering and has provided in-depth trainings to speech and language therapists in Ireland.

  Emily Figliomeni, MA, CCC-SLP, received her master’s degree from the University of Toledo in 2015. She has presented research at ASHA conferences, exploring quality of life issues in adults who stutter. Emily enjoys supervising students and clinical fellows in school placements, graduate practicums and pediatric home health positions. Emily previously worked in pediatric home health treating children with complex feeding, language and speech delays. She currently works at the Center for Stuttering Therapy in Denver, treating adults and children with fluency disorders. She also co-facilitates the adult stuttering support Group. Emily is adjunct faculty at the University of Northern Colorado and provides supervision to graduate students in the clinic.

  Meghan Walton, MA, CCC-SLP, completed her graduate degree at the University of Northern Colorado in 2019. She currently works at the Center for Stuttering Therapy in Denver where she treats children and teens who stutter and co-facilitates the adult stuttering support group. Meghan also works in the adult home health field treating adults with acquired cognitive, communication and swallowing disorders. Meghan has attended more than 20 Friends Conventions and has extensive experience in facilitating workshops on stuttering at the annual conventions.

  Abstract
  Stuttering is a complex disorder which requires a multidimensional treatment approach which targets the cognitive, emotional and physiological aspects which are idiosyncratic to the client. A panel of teens and adults who stutter will discuss their experiences living with stuttering and their individual journeys with therapy. Aspects of cognitive behavioral therapy (CBT), acceptance and commitment therapy (ACT), stuttering modification principles and the use of fluency shaping strategies will be highlighted. Discussion will focus on the use of mindfulness in therapy, the goal of acceptance, the importance of speech change and the role of group therapy with an emphasis on the importance of client driven therapy.

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

  • Identify and describe at least one concept and role of acceptance.
  • Create an individualized multi-dimensional treatment plan for adults who stutter.
  • Describe the importance of speech change in the treatment of stuttering in older clients.

  Level of Learning: Intermediate   |  Track: Multi-Interest 

2:45 pm – 4:15 pm

• S22: Support Personnel: Training, Trends and Regulation

  Eileen Crowe, Director, ASHA State Association Relations

  Eileen Crowe, Director, ASHA State Association Relations, has presented at many state conference, providing current information on state and national regulations pertaining to the fields of speech pathology and audiology.

  Abstract
  This session will examine the history of assistants and ASHA and the ASHA assistant certification program.  Additionally the presenter will explore trends in the states relating to the laws and regulations governing support personnel, their evolving role and on-line resources available on the roles and supervision of both audiology and speech-language pathology support personnel. Through scenarios, attendees will explore the impact of support personnel in various practice settings.

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

  Describe the ASHA audiology and speech-language pathology assistant certification programs.

  • Describe support personnel initiatives in states for audiology and speech-language pathology assistants.
  • Identify support personnel trends for audiology and speech-language pathology assistants and ASHA resources available on support personnel.

  Level of Learning: Intermediate   |  Track: Multi-Interest

Poster Sessions

Go to Sessions

Friday, October 7

4:30 pm – 5:30 pm

• Poster 01: Adolescents With Complex Communication Needs: AAC Intervention and Family Training

  Sherri Tennant, MS, CCC-SLP; Christine Brennan, PhD, CCC-SLP; Maddie Chavez, BS; Kiara Johnson, BS; Rhonda Patrom, BS; Erika Soderholm, BS, from Colorado University-Boulder

  Sherri Tennant, MS, CCC-SLP, is a clinical faculty member in the Speech Language Hearing Sciences Department at the University of Colorado-Boulder (CU). She has 28 years of experience as a speech-language pathologist and augmentative and alternative communication specialist in a variety of settings in four different states, including public school systems, private practices non-profit rehabilitation clinics and in universities.

  Christine Brennan, PhD, CCC-SLP, is an assistant professor at the University of Colorado Boulder in the department of Speech, Language, and Hearing Sciences and is a member of the University of Colorado(UC) Institute of Cognitive Science and the CU Intermountain Neuroimaging Consortium (INC).

  Maddie Chavez, BS, is a current graduate student in the clinical speech-language pathology at the University of Colorado Boulder. She was involved in the University of Colorado augmentative and alternative communication outreach program during the 2022 spring semester.

  Kiara Johnson, BS, is a current graduate student in the clinical speech-language pathology at the University of Colorado Boulder. She was involved in the University of Colorado augmentative and alternative communication outreach program during the 2022 spring semester.

  Rhonda Patrom, BS,  is a current graduate student in the clinical speech-language pathology at the University of Colorado Boulder. She was involved in the University of Colorado augmentative and alternative communication outreach program during the 2022 spring semester.

  Erika Soderholm, BS, is a current graduate student in the clinical speech-language pathology at the University of Colorado Boulder. She was involved in the University of Colorado augmentative and alternative communication outreach program during the 2022 spring semester.

  Abstract
  This augmentative and alternative communication (AAC) outreach project was collaboration between the University of Colorado Boulder, Department of Speech, Language and Hearing Sciences and the Denver School of Science and Technology (DSST) instructional teams. While the use of AAC is common among adolescents with complex communication needs (CCN), many SLPs, educators and families/caregivers are unfamiliar with evidence-based AAC strategies. This program aimed to improve AAC services through educator/family training and direct AAC assessments/intervention. Use of AAC by adolescents with CCN improves communication and behavior, and removes barriers to forming relationships, accessing education, and participating in daily activities (Beukelman & Mirenda, 2013). Adolescents at DSST include students with CCN from economically disadvantaged and culturally-linguistically diverse backgrounds. These eight students had different underlying medical conditions, including, cerebral palsy, Angelman’s Syndrome, intellectual disability, schizencephaly, sensorineural hearing loss, cortical visual impairment and orthopedic impairment. Prior to this outreach project, these DSST students did not have AAC systems. Speech-language-hearing sciences clinical faculty and graduate student clinicians provided AAC assessments for these DSST students. Assessments were followed by AAC device trials, device procurement (through Medicaid funding) and AAC intervention. Outcomes that included improved communicative competency and language-literacy skills among DSST students will be shared. Finally, links to online multimedia AAC training modules will be provided to all participants.

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

  • Describe the phases and components of evidence-based AAC assessments for adolescents/teens with complex communication needs (CCN) and provide examples of students who obtained their first AAC systems after participating in an AAC assessment at their schools with educator and family involvement.
  • Identify at least three different evidence-based AAC and literacy intervention strategies that can be implemented with adolescents/teens, who have complex communication needs (CCN), and describe outcomes as they relate to students’ behaviors, communicative competence and developmental writing skills.
  • State specific strategies for family education to facilitate team collaboration in supporting students with disabilities who utilize AAC systems.

  Level of Learning: Intermediate   |  Track: Education

• Poster 02: The Role of Speech-Language Pathologists in Trauma-Informed Practices

  Kallie Haritopoulos, MA, Weld-RE4 School District

  Kallie Haritopoulos, MA,  is a preschool speech-language pathologist (SLP) clinical fellow in Weld-RE4 school district in Northern Colorado. She completed her master’s thesis project on the role of SLPs in trauma-informed practices and is an active advocate for the use of trauma-informed practices.

  Abstract
  This poster will present the results of and discuss the implications of a qualitative study conducted on the role of speech-language pathologists in trauma-informed practices. Children who experience trauma are seven times more likely to receive speech and language services; therefore, it is important to explore the implications of trauma-informed practices in our work, current educational policies and the sparse literature base. This session will serve as a beginning to the ever-important discussion of integrating trauma-informed principles into present evaluation and intervention practices.

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

  • Analyze the trauma-informed practices currently utilized by school speech-language pathologists in Colorado.
  • Break down the foundational triad of trauma-informed practices (i.e., safety, trust, connection) and their role in student success.
  • Identify the implications of the research results for the field of speech-language pathology, policy makers, and future research.

  Level of Learning: Introductory   |  Track: Education

• Poster 03: Evaluation of Speech Disorders Associated With Cleft Palate and Velopharyngeal Dysfunction

  Theresa M. Snelling, MA, CCC-SLP, University of Northern Colorado

  Theresa M. Snelling, MA, CCC-SLP, is a member of ASHA Sig 5 and ACPA. She has specialized in Cleft Palate in her private practice, was a clinical coordinator of a local cleft palate team for 17 years and teaches the cleft and resonance portion of the voice class at the University of Northern Colorado.

  Abstract
  ASHA Special Interest Group 5, Craniofacial and Velopharyngeal Disorders, Professional Development Committee offers this poster as a practical review of assessment and management approaches for speech disorders associated with cleft palate and/or velopharyngeal dysfunction (VPD). Differential diagnosis, management and collaboration between the speech-language pathologist and the cleft palate team are emphasized. The poster includes an overview of VPD, including types (VP insufficiency, VP incompetency, and VP mislearning) and various etiologies of VPD. Speech disorders associated with VPD are presented with associated definitions and descriptions including resonance disorders, audible nasal emission, and articulation disorders. Obligatory features of VPD are outlined and compensatory articulation errors are described in great details with associated figures depicting these productions (e.g., glottal stops, posterior nasal fricatives, pharyngeal fricatives, mid-dorsum palatal stops). The poster includes a section on assessment with examples of stimuli and techniques for perceptual judgments of resonance and nasal emission, and articulation testing. Lastly, evidence-based speech therapy, prosthetic and surgical treatment options are reviewed.  A treatment decision-making algorithm is presented to assist with clinical management.

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

  • Identify and describe the three types of velopharyngeal dysfunction (VP insufficiency, VP incompetency, and VP mislearning).
  • Describe the obligatory speech features of VPD and differentiate these from compensatory articulation errors associated with VPD.
  • Describe two specific evaluation techniques for assessing resonance.

  Level of Learning: Introductory   |  Track: Multi-Interest

• Poster 04: Therapy Techniques for Speech Sound Disorders Associated With Repaired Cleft Palate

  Theresa M. Snelling, MA, CCC-SLP, University of Northern Colorado

  Theresa M. Snelling, MA, CCC-SLP, is a member of ASHA Sig 5 and ACPA. She has specialized in Cleft Palate in her private practice, was a clinical coordinator of a local cleft palate team for 17 years and teaches the cleft and resonance portion of the voice class at the University of Northern Colorado.

  ASHA Special Interest Group 5, Craniofacial and Velopharyngeal Disorders, Professional Development Committee offers this poster as a practical guide for therapeutic management of school-aged children with speech disorders associated with cleft palate and/or velopharyngeal dysfunction (VPD). Appropriate referral to a craniofacial team and evidence-based treatment techniques are emphasized. General goals and therapy guidelines for children with cleft palate speech or VPD are outlined. Compensatory articulation errors are described in great detail with associated figures depicting these productions (e.g., glottal stops, pharyngeal fricatives, mid-dorsum palatal stops).  Lastly, evidence-based speech therapy techniques specific to each compensatory articulation error are described, including implementation of specific visual, tactile and physical prompts to achieve correct articulatory placement. Demands of school- based speech pathologists are acknowledged with solutions to increase effectiveness of treatment and speech sound generalization for the child with cleft palate and/or VPD.

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

  • Describe the obligatory speech features of VPD and differentiate these from compensatory articulation errors associated with VPD to determine an appropriate referral to a craniofacial team.
  • Describe three types of speech treatment strategies to address compensatory articulation errors in children with repaired cleft palate or VPD.
  • Describe three solutions to increase effectiveness of treatment and increase generalization of learned skills across environments.

  Level of Learning: Introductory   |  Track: Multi-Interest

• Poster 05: Overview on Feeding an Infant With a Cleft Palate

  Theresa M. Snelling, MA, CCC-SLP, University of Northern Colorado

  Theresa M. Snelling, MA, CCC-SLP, is a member of ASHA Sig 5 and ACPA. She has specialized in Cleft Palate in her private practice, was a clinical coordinator of a local cleft palate team for 17 years and teaches the cleft and resonance portion of the voice class at the University of Northern Colorado.

  Abstract
  ASHA Special Interest Group 5, Craniofacial and Velopharyngeal Disorders, Professional Development Committee offers this poster as a review of available evidence and expert opinion to report current feeding guidelines for infants with cleft palate with or without cleft lip.  Strategies to facilitate feeding success and optimize growth and development are emphasized. It is well established that infants with isolated cleft palate, with or without cleft lip, have feeding difficulties that require modifications and/or compensations (Reid et al., 2007).  Some infants with cleft lip and/or palate experience only mild difficulties, while others may have more significant feeding difficulties (Masarei et al., 2007). The impact of cleft palate on feeding, cleft palate anatomy, and feeding difficulties related to cleft palate are outlined. Team care to support appropriate growth and development is emphasized (e.g., team professionals that assist in the feeding process). Feeding assessment is described in great detail with an associated flow chart representing observations of structure and function, in addition to the assessment of bottles and usage. Compensatory feeding strategies (i.e., adaptive bottles; facilitative techniques; and nutrition support/counseling) are presented and supported by evidence-based practice. Lastly, feeding changes after surgery, in addition to feeding management and decision making are considered.

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

  • Describe three feeding difficulties related to cleft palate anatomy
  • List three professionals that assist infants with cleft palate in the feeding process.
  • Compare three different compensatory feeding strategies and/or facilitative techniques.

  Level of Learning: Introductory   |  Track: Multi-Interest

• Poster 06: Fundamental Attribution Error and Perceptions of a Person Who Stutters

  David Roney, College of Wooster; University of Colorado

  Abstract
  This study examined attributions of stuttering made by young adults toward a peer who stutters, with specific regard to the fundamental attribution error (FAE) from the discipline of psychology. The fundamental attribution error suggests that people generally underestimate the role of situational factors and overestimate the role of inherent character when attributing cause to others’ behaviors. Results of this investigation indicated an opposition to the FAE. The powers of situational factors affecting stuttering were adequately recognized by study participants when making attributions about an individual who stutters. The results of this study provide a relevant addition to the field of stuttering research, as one major impact of stuttering is fear of judgment from listeners. Increased confidence that peers generally view stuttering as inconsequential to one’s character would surely be beneficial to self-images of people who stutter. Future research will address the specific components of stuttering that contribute to these perceptions.

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

  • Describe and apply the psychological fundamental attribution error to perceptions of the communication disorder of stuttering.
  • Describe the relative lack of current knowledge about perceptions of stuttering.

  Describe how the powers of situational factors affecting stuttering were adequately recognized by the study subjects when making attributions about a person who stutters.

  Instructional Level: Introductory │ Education

• Poster 07: Participation in a Theatre Production for Individuals With Acquired Cognitive-Communication Deficits Delivered by Students in Speech-Language Pathology and Theatre: Effects on the InterprofessionalCollaborative Competency Attainment Survey

  Holly Kleiber, MS, CCC-SLP; Christina M. Riseman, MA, CCC-SLP; Gillian Nogeire, PhD; Oliver Gerland III, PhD, from the University of Colorado Boulder

  Abstract

  Students in the Departments of Speech, Language, and Hearing Sciences and Theatre and Dance at the University of Colorado Boulder collaborated on a project that involved theatrical rehearsals and a live performanceby adults with acquired neurogenic cognitive-communication deficits. Students from each department participated in educational experiences that aimed to provide opportunities for interprofessional collaboration and increased understanding of the other field of study. Following the theatrical performance, students in both disciplines completed the Interprofessional Competency Attainment Survey (ICCAS), which is a retrospective pre/post survey that measures self-perceived abilities in areas of interprofessional education. Results indicated statistically significant increases in self-reported competencies, with large effect sizes for both groups of students. These findings suggest that participation in the collaboration between speech-language pathology and theatre students was associated with an improved sense of interprofessional competency.

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

  • Describe areas in which speech-language pathology students reported increased competency following an interprofessional education experience.
  • Describe areas in which theatre students reported increased competency following an interprofessional education experience.
  • Describe the similarities and differences between speech-language pathology and theatre student reports of increased competency.

  Instructional Level: Introductory │ Multi-Interest

• Poster 08: Music Enjoyment Home Practice Program Used With Bimodal Listening Technology

  McKenna Spence-Olson, BA; Kayla Cormier, AuD, CCC-A; Christine Brennan, PhD, CCC-SLP; Anu Sharma, PhD, CCC-A; Sherri Tennant, MS, CCC-SLP; Pui Fong Kan, PhD, CCC-SLP, from the University of Colorado Boulder

  Abstract
  Music is important for social and personal enjoyment (Gfeller & Knutson, 2003), however previous hearing loss research focused on speech rather than music (Looi et al., 2012). Hearing aids (HA) and cochlear implants (CI) improve speech perception (Gilley et al., 2008), but neither provide full-access to enjoyable music without months of auditory training (Looi et al., 2012). Music interventions typically focus on perception rather than enjoyment, though perceptual skills do not correlate to music enjoyment (Gfeller, 2012). Evidence-based intervention targeting music for individuals using hearing devices is needed (Vaisberg et al., 2019). Music interventions often target perceptual skills (Looi et al., 2012) or teach clients to select music that emphasizes salient characteristics (Gfeller, 2012). Previous studies provide limited evidence that musical training improved CI recipients’ enjoyment of timbre after 3 weeks when paired with clinician feedback (Looi et al., 2012), but consistent repeated exposure to music is needed for improvement in perception (Looi et al., 2012; Veekmans et al., 2009). This case study implemented two 3-week home practice interventions for a musician with a CI and HA. Quantitative measures did not change, but qualitative measures reflect improvement. Cortical auditory evoked potential (CAEP) measures were completed before and after intervention. CAEP measures provide objective information regarding neuroplastic changes in the auditory cortex. This case study revealed improvement in latency of the N1 CAEP peak component, demonstrating neuroplastic brain changes after intervention. There were also improvements in some clinical tests of cognitive processing following the intervention. Methods and clinical implications will be discussed.

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

  • Describe issues related to music perception and enjoyment for individuals who use hearing aids and/or CIs.
  • Describe the home practice program methods used in this case study.
  • Identify the clinical outcomes for this case including changes in the qualitative and quantitative measures pre versus post program.

  Instructional Level: Introductory │ Medical

• Poster 09: Eye-gaze AAC for an Adult With Sanfilippo Syndrome/MPS III

  Abigail Matthews; Christine Brennan, PhD, CCC-SLP;  Catherine O’Hara, from the University of Colorado Boulder

  Abstract
  Introduction: Mucopolysaccharidosis (MPS III) or Sanfilippo Syndrome is a progressive, degenerative disease characterized by a typical developmental period followed by rapid regression. Children with MPS III who learn to use language normally lose speech abilities by age 12 years. Until a cure is found, AAC (augmentative or alternative communication) should be utilized. Case study subject: Jane, a 22-year old female, was diagnosed with MPS III A at age four years. She lost natural speech abilities during adolescence. Prior to this study, Jane used blinking to indicate yes and no, severely limiting communication options. Methods: Under the guidance of a certified Speech-Language Pathologist (SLP) with experience in AAC, Jane’s caregivers introduced an eye-gaze board to Jane. The objective of this study was to (1) describe how the medical diagnosis impacted Jane’s communication abilities and (2) determine if a subject in the late stages of the disease could learn to use a new eye-gaze AAC system. Due to lethargy and health issues, intervention was given in 5-10 minute sessions. Results: Jane successfully used the eye-gaze board to make choices related to outfits, activities, and colors for art projects and to communicate her emotions. In the presentation, tables and graphs will illustrate progress over four-six months for targeted objectives.  Discussion: Despite the progression of MPS III and complicating medical issues, Jane learned to use the eye-gaze board to expand her communication. These results address a gap in the literature related to MPS III and AAC.

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

  • Describe the trajectory of disease progression, including communication loss, in individuals with Sanfilippo Syndrome/MPS III.
  • Describe the AAC approach used in this case study.
  • Identify and duplicate the AAC approach used here with other individuals who have MPS III or other pediatric conditions that result in a regression of communication and motor abilities.

  Instructional Level: Intermediate │ Multi-Interest

Continuing Education

The supervision session (S12) is offered separately for 0.2 ASHA CEUs. (Introductory Level)

The Colorado Speech-Language-Hearing Association is approved by the American Academy of Audiology to offer Academy CEUs for this activity. The program is worth a maximum of 0.60 CEUs. Academy approval of this continuing education activity is based on course content only and does not imply endorsement of course content, specific products, or clinical procedure, or adherence of the event to the Academy’s Code of Ethics. Any views that are presented are those of the presenter/CE Provider and not necessarily of the American Academy of Audiology.

Presenter Disclosures (PDF)