Convention 2018

Supervisors and students in the UC Cohort will discuss supervision questions and concerns, clinical educator and graduate student issues. They will also get an Overview of Feeding/Swallowing, but Dr. Lisa Kelchner and Dr. Lesley Raisor-Becker, from UC, including a review of the basics, school guidelines for WV, and procedure guidelines for SNF setting. They will have a hands-on session with beside swallow evaluation and therapeutic strategies with Dr. Kelchner, Dr. Raisor-Becker and Jane Slijepcevic.

WVDE Sponsored Session. Lunch provided and organized by WVDE

Learning Outcomes

1. Participants will understand basics of feeding/swallowing.
2. Participants will understand the guidelines for doing feeding/swallowing in WV schools.
3. Participants will know the procedures for completing a bedside swallowing evaluation.

Speaker Qualifications

Lee Ann Brammer, MA, CCC-SLP, 35 years experience as an speech-language pathologist and coordinator at WVDE. Facilitate the discussion on MOU, travel, etc.

Lisa Kelchner, PhD, CCC/SLP, BRS-S, academic, research and clinical interest include swallowing, voice, complex airway conditions and neurogenic speech and language disorders. She is affiliated with the Department of Speech-Language Pathology at UC, the Communication Sciences and Research Center at Cincinnati Children’s Hospital, and Cincinnati Veteran’s Administration Medical Center.

Lesley Raisor-Becker, Ph.D, CCC/SLP, Assistant Professor, UC

Jane Slijepcevic, MS, CCC/SLP – Over 30 years’ experience working in SNFs and doing beside feeding and swallowing evaluations

Lesley Raisor-Becker is an assistant professor at the University of Cincinnati. There are no other financial or non-financial relationships to disclose.

This hands-on, practical, therapy-rich presentation will focus on strategies for therapists that facilitate verbal communication for children with apraxia of speech. An overview of evaluation considerations and how they relate to therapy decision-making will be presented. The majority of the presentation will be intervention-based, with a wide range of therapy ideas described. A multi-sensory approach to therapy will be detailed. Extensive videos of children in therapy will be used to highlight strategies and suggestions for parent/caregiver carryover outside of the therapy setting.

CEUs: 0.325 (3.25 hrs)

Learning Outcomes

1. List key differential diagnostic features for childhood apraxia of speech.
2. List effective multi-sensory therapy strategies for children with CAS.
3. Outline therapy activities for repetitive practice.
4. Describe how to enhance parent/teacher involvement home carryover.

Speaker Qualifications

Dave is the Vice President of Programs for the Childhood Apraxia of Speech Association of North America (CASANA). Prior to this position, Dave had 35 years of pediatric clinical experience at Children’s Hospital of Pittsburgh, PA with specialty interests in childhood apraxia of speech and speech sound disorders. He has been invited to present over 200 workshops on childhood apraxia and speech sound disorders throughout the United States, Canada, and Australia.

Dave was a member of the ASHA AdHoc committee on childhood apraxia of speech.

David Hammer is the Director of Professional Development and Speech Services for the Childhood Apraxia of Speech Association of North America (CASANA). He is the author of the SLPs Guide to Childhood Apraxia of Speech. There are no other financial or non-financial relationships to disclose.

The course will provide an overview of typical and atypical feeding and swallowing disorders in infants and children. We will look at the red flags of feeding difficulties, evaluation of both infant and children with feeding difficulties and different treatment strategies that can be used with both of these populations.

CEUs: 0.325 (3.25 hrs)

Learning Outcomes

1. Be able to describe typical and atypical feeding development.
2. Be able to describe how to complete a feeding evaluation on infants and young children.
3. For the learner to describe the 3 primary treatment strategies used with children who have feeding difficulties.

Speaker Qualifications

Bryn Brown is an evidence based pediatric speech-language pathologist who has been practicing for over 17 years and specializes in pediatric feeding disorders. She has dedicated her career to helping those with medical, motor, behavioral, and sensory feeding deficits.

Bryn has attended courses by Krisi Bracket, Kay Toomey (SOS Approach), Melanie Potock, Debra Beckman, and Autumn Henning. She has attended a host of other trainings focused on feeding and swallowing disorders in children.

Bryn has presented on the topic of Feeding Disorders at WVSHA, Celebrating Connections, and at the WV Board of Occupational Therapy Conference. She continues to provide online trainings through WV Birth to Three (BTT) Webinars.

Bryn also enjoys supervising master’s level student clinicians who are interested in pediatrics. She has also recently served on WV BTT Training Committee – Authentic Assessment.

Bryn has recently opened her own LLC, Simply Feeding, and serves patients with WV Birth to Three. She continues to contract with Linguacare Associates, Inc. serving pediatric patients at St. Mary’s Medical Center, Outpatient Rehab.

Bryn graduated from Marshall University in 2000 with a Master of Arts Degree in Communication Disorders. She is licensed by the WV Board of Examiner’s for Speech-Language Pathologists and Audiologists and maintains her Certificate of Clinical Competence through the American Speech-Language Hearing Association. She has been providing services in WV since 2004.

Bryn Brown is the owner of Simply Feeding, LLC and provides services for WV Birth to Three, Linguacare Associates, Inc., and St. Mary’s Medical Center. There are no other financial or non-financial relationships to disclose.

This session will cover current initiatives in the WVDE as well as issues/initiatives directly related to speech-language pathology services in the schools. The updates to the Speech-Language Pathology: Services in WV Schools Guidance for West Virginia Schools and Districts will be provided. The need for educational relevancy when considering eligibility for special education services will be reviewed including the plan for moving forward. Professional Development Survey results will be shown as well as an overview of upcoming professional development opportunities.

CEUs: 0.175 (1.75 hrs)

Learning Outcomes

1. Participants will be able to name at least four components of a comprehensive evaluation.
2. Participants will be able to name at least three factors to consider when determining eligibility related to educational relevance.
3. Participants will know where to locate the protocol for doing feeding and swallowing services in WV schools.

Speaker Qualifications

Thirty-five years' experience providing speech service in the schools in Kanawha County. Advanced training in augmentative communication, autism and apraxia of speech. Coordinator at the WVDE since September 2016.

Lee Ann Brammer is employed by the WVDE. There are no other financial or non-financial relationships to disclose.

The purpose of this presentation is to enhance participants’ knowledge in the area of augmentative and alternative communication (AAC) and aphasia with particular emphasis on recent advancements in this area.

CEUs: 0.275 (2.75 hrs)

Learning Outcomes

Participant will be able to:

1. Describe various no, low, and high technology AAC options appropriate for people with aphasia.
2. Describe a multimodal intervention program for people with aphasia

Speaker Qualifications

Sarah E. Wallace PhD, CCC-SLP is an Associate Professor and Program Director for the Adult Language and Cognition clinic in the Speech-Language Pathology Department at Duquesne University in Pittsburgh, Pennsylvania. Dr. Wallace also directs the Communication and Cognition Lab (https://www.facebook.com/CommunicationAndCognitionLab).

Dr. Wallace is a speech-language pathologist with clinical experience providing services to individuals with acquired communication disorders. At Duquesne University, she teaches graduate courses related to the following topics: Aphasia, Neurocognitive Communication Disorders, Augmentative and Alternative Communication, and Evidence-Based Practice.

Dr. Wallace conducts clinical research aimed at improving the quality of life for individuals with communication impairments following traumatic brain injury and aphasia. Her active research program is currently focused on the following objectives:

1. Develop a multimodal intervention program for people with neurogenic communication disorders.
2. Develop compensatory strategies that support reading and auditory comprehension in people with aphasia
3. Explore integration of technology into provision of clinical services.
4. Investigate strategies for implementing interprofessional education activities.

Sarah Wallace is employed by Duquesne University. There are no other financial or non-financial relationships to disclose.

The lead speech-language pathologists in the county schools will have the opportunity to have a question and answer period on Medicaid (Terry Riley) and the Online IEP (Michael Knighton). They will have training on how to deal with problem behaviors as well as how to use visual supports that assist with the learning of students and behavior control. (Diana Whitlock, Autism Coordinator). The therapists will have a session on ethics.

In the afternoon, Pam Holland, MS, CCC-SLP, from Marshall University and co-presenters will discuss the WV School Feeding and Swallowing protocol, recommended by the WVDE. Lee Ann Brammer and the lead SLPs who participated in the WVDE Speech-Language Pathology: Services in Schools, Guidance for West Virginia Schools and Districts will provide an overview of the changes.

WVDE Sponsored Session

CEUs: 0.275 (2.75 hrs)

Learning Outcomes

1. Participants will describe at least 3 strategies to deal with problem behaviors.
2. Participants will describe about at least 3 visual supports to use with students who have problem behaviors.
3. Participants will describe the protocol for providing feeding and swallowing services in WV schools.

Speaker Qualifications

Michael Knighton, WVDE, Coordinator, Online IEP
Terry Riley, WVDE, Coordinator, Medicaid
Diana Whitlock, WVDE, Coordinator, Autism
Pam Holland, MS, CCC-SLP, Marshall University
Lee Ann Brammer, MA, CCC-SLP, WVDE Coordinator, Speech-Language Impaired

Michael Knighton is employed by the WV Department of Education. There are no other financial or non-financial relationships to disclose.
Terry Riley is employed by the WV Department of Education. There are no other financial or non-financial relationships to disclose.
Diana Whitlock is employed by the WV Department of Education. There are no other financial or non-financial relationships to disclose.
Pam Holland is employed by Marshall University. There are no other financial or non-financial relationships to disclose.
Lee Ann Brammer is employed by the WVDE. There are no other financial or non-financial relationships to disclose.

The hopes to provide an overview of this speaker’s experiences collaborating in classrooms from grades K-8 over the last 14+ years. Will present what has worked and what has not worked based on personal experience and observations of others. Will provide ideas for making classroom collaboration meaningful for the teacher, the students and their goals, as well as for the SLP.

CEUs: 0.275 (2.75 hrs)

Learning Outcomes

1. Learner will identify meaningful classroom collaboration expanding on the teaching targets while meeting the needs and goal objectives of students on IEPs.

Speaker Qualifications

Kelley Anderson has been an SLP working in schools for 14+ years. She has worked in three different states, including Colorado, where she currently resides. She has collaborated in a variety of classroom settings which includes math, science, art, PE, as well as the more traditional language arts, social studies, and special education classroom settings. She has written her own lessons for grammar min-lessons for collaboration with K-3 teachers.

Kelley Anderson is employed in the Colorado Public Schools. There are no other financial or non-financial relationships to disclose.

Prenatal drug and alcohol exposure is a serious public health concern in the United States. In this session, we will discuss the potential effects of prenatal exposure to alcohol, opiates, cannabis, methamphetamines, and cocaine on on a child’s cognitive and language development. Further, we will highlight evidence-based intervention strategies to address common executive functioning and language issues in children who have been prenatally exposed to harmful substances.

CEUs: 0.275 (2.75 hrs)

Learning Outcomes

1. Identify common developmental effects of prenatal exposure to alcohol, tobacco, marijuana, stimulants, and opiates.
2. Discuss and implement three evidence-based interventions to address speech/language, regulation, and executive function issues in children who have been exposed to drugs and alcohol prenatally.
3. List two strategies to involve parents, relatives, and/or foster parents in intervention

Speaker Qualifications

Lesley Raisor-Becker, PhD, is a researcher, teacher, and practicing clinician specializing in the language and literacy development of infants, toddlers, and preschoolers. Her research interests include: the effects of prenatal drug/alcohol exposure on development, social skill and executive function in children, and pedagogy/supervision.

She is also interested in the use of integrative health practices in allied health disciplines. She has taught numerous online and face-to-face courses and has presented numerous times at the national, state, and local levels.

Lesley Raisor-Becker is an assistant professor at the University of Cincinnati. There are no other financial or non-financial relationships to disclose.

Patient abandonment and social media are noteworthy topics in the professions of speech-language pathology and audiology, often generating much discussion over the ethical considerations when navigating situations. This presentation will provide an overview on patient abandonment and social media in the context of resolving ethical dilemmas that practitioners may experience.

The presentation will use real scenarios to illustrate various dilemmas and how the application of an ethical decision making process can be an effective tool to resolve ethical issues that can impact our patients/clients receiving services. The presentation is designed to be engaging with the use of interactive clickers that allow participants to decide whether an ethical dilemma exists and review of an appropriate course of action.

Lunch will be available from the Bridgeport Conference Center during this event. See the registration form for details.

CEUs: 0.2 (2 hrs)

Learning Outcomes

1. Name/describe patient/client abandonment and ethical issues that practitioners encounter in the area of patient/client abandonment.
2. Name/describe social media and ethical issues that practitioners encounter when using social media with patients/clients.
3. State ethical requirements adopted by the American Speech-Language Hearing Association (ASHA), related to patient abandonment and social media.
4. Describe how to recognize and appropriately respond to an ethical dilemma.
5. Describe how to implement and follow an ethical decision-making process to effectively resolve an ethical dilemma.
6. List other resources/strategies for following best practices to resolve ethical concerns.

Speaker Qualifications

In March 2009 Gregg B. Thornton was appointed as the Executive Director of the Ohio Board of Speech-Language Pathology & Audiology, and manages board operations and licensure requirements for over 9,000 practitioners. Mr. Thornton is a licensed attorney with over twenty five years of experience in state government. Mr. Thornton received a B.A. in political science from Howard University and his J.D. from Case Western Reserve University School of Law.

Mr. Thornton has addressed a wide range of issues involving ethical dilemmas and ethical violations. He was responsible for implementing the Ohio Board’s two hour ethics continuing education requirement which took effect in 2015. He frequently presents and has co-authored on the topic of ethics and resolving ethical dilemmas related to speech-language pathology and audiology.

Gregg Thornton is the Executive Director of the Ohio Board of Speech Language Pathology and Audiology. There are no other financial or non-financial relationships to disclose.

Childhood is a critical period for the development of executive function skills. Given the established positive relationship between executive functioning and later academic achievement, it is important to have tools and contextualized assessment practices for children. The purpose of this session is to highlight important executive function milestones in children. Additionally, authentic assessment methods for identifying functional intervention targets.

CEUs: 0.225 (2.25 hrs)

Learning Outcomes

1. Discuss executive function skill development in children.
2. Discuss common executive function difficulties that impact children’s academic achievement.
3. Utilize assessment methods for identifying functional intervention targets for executive functioning.

Speaker Qualifications

Lesley Raisor-Becker, PhD, is a researcher, teacher, and practicing clinician specializing in the language and literacy development of infants, toddlers, and preschoolers. Her research interests include: the effects of prenatal drug/alcohol exposure on development, social skill and executive function in children, and pedagogy/supervision.

She is also interested in the use of integrative health practices in allied health disciplines. She has taught numerous online and face-to-face courses and has presented numerous times at the national, state, and local levels.

Lesley Raisor-Becker is an assistant professor at the University of Cincinnati. There are no other financial or non-financial relationships to disclose.

An increasing number of investigators are conducting research aimed at identifying neuroimaging biomarkers that could be helpful in predicting recovery from aphasia. Although the clinical use of these biomarkers in determining the prognosis for language recovery has been proposed, there has been little discussion in the literature of how a prognosis would be accomplished.

The purpose of this presentation is to provide an overview of neuroimaging methods and how they are being used to predict recovery in aphasia. In addition, the current limitations of the neuroimaging approaches, suggestions for addressing these limitations, and the potential positive and negative effects on patient care of using neuroimaging to predict speech and language recovery will be discussed.

CEUs: 0.225 (2.25 hrs)

Learning Outcomes

1. The learner will describe neuroimaging methods and their limitations.
2. The learner will describe how neuroimaging is being used to predict recovery in aphasia.
3. The learner will describe important considerations for using neuroimaging clinically, as a medical test, for predicting recovery in aphasia.
4. The learner will describe non-invasive brain stimulation techniques for treating aphasia.
5. The learner will describe the potential positive and negative effects on patient care of using neuroimaging to predict recovery in aphasia.

Speaker Qualifications

Linda Shuster is Professor in the Department of Speech, Language, and Hearing Sciences and the Interdisciplinary Health Sciences Ph.D. Program at Western Michigan University. She has over 25 years of experience in teaching and research in neurogenic communication disorders and the neurobiology of speech production and has earned teaching and research awards.

Dr. Shuster is President-Elect of the Academy of Neurogenic Communication Sciences and Disorders. She is an ASHA Fellow.

Linda Shuster is employed by West Virginia University and Western Michigan University. She is the President Elect of the Academy of Neurogenic Communication and Sciences and Disorders. There are no other financial or non-financial relationships to disclose.

The lead speech-language pathologists in the county schools will have the opportunity to have a question and answer period on Medicaid (Terry Riley) and the Online IEP (Michael Knighton). They will have training on how to deal with problem behaviors as well as how to use visual supports that assist with the learning of students and behavior control. (Diana Whitlock, Autism Coordinator). The therapists will have a session on ethics.

In the afternoon, Pam Holland, MS, CCC-SLP, from Marshall University and co-presenters will discuss the WV School Feeding and Swallowing protocol, recommended by the WVDE. Lee Ann Brammer and the lead SLPs who participated in the WVDE Speech-Language Pathology: Services in Schools, Guidance for West Virginia Schools and Districts will provide an overview of the changes.

WVDE Sponsored Session

CEUs: 0.225 (2.25 hrs)

strong>Learning Outcomes

1. Participants will describe at least 3 strategies to deal with problem behaviors.
2. Participants will describe about at least 3 visual supports to use with students who have problem behaviors.
3. Participants will describe the protocol for providing feeding and swallowing services in WV schools.

Speaker Qualifications

Michael Knighton, WVDE, Coordinator, Online IEP
Terry Riley, WVDE, Coordinator, Medicaid
Diana Whitlock, WVDE, Coordinator, Autism
Pam Holland, MS, CCC-SLP, Marshall University
Lee Ann Brammer, MA, CCC-SLP, WVDE Coordinator, Speech-Language Impaired

Michael Knighton is employed by the WV Department of Education. There are no other financial or non-financial relationships to disclose.
Terry Riley is employed by the WV Department of Education. There are no other financial or non-financial relationships to disclose.
Diana Whitlock is employed by the WV Department of Education. There are no other financial or non-financial relationships to disclose.
Pam Holland is employed by Marshall University. There are no other financial or non-financial relationships to disclose.
Lee Ann Brammer is employed by the WVDE. There are no other financial or non-financial relationships to disclose.

Eight short presentations on the current evidence for specific treatments targeting speech, language, and/or hearing disorders will be presented by WVU CSD seniors. Each presentation was created as a senior capstone project for graduation, and required students to read and critically analyze systematic reviews on current treatment topics in the field of communication sciences and disorders. Student will present information about the specific treatment, research evidence, as well as a critical analysis of this evidence.

CEUs: 0.225 (2.25 hrs)

strong>Learning Outcomes

1. Participants will be able to identify evidence that promotes the use of current treatments across a variety of communication disorders.
2. Participants will be able to identify evidence that negates the use of current treatments across a variety of communication disorders.
3. Participants will be able to critically assess the evidence presented for use in their own clinical practice.

Speaker Qualifications

Kimberly Meigh is an assistant professor in the Department of Communication Sciences and Disorders (CSD) at West Virginia University. She co-teaches the senior capstone course with her colleague, Dr. Carolyn Atkins, a professor in the CSD department.

Kimberly Meigh is employed by West Virginia University. There are no other financial or non-financial relationships to disclose.

Have you worked with that child who won’t sit for more than 30 seconds no matter what you bribe them with? Are you having a difficult time reaching and connecting on a therapeutic level with these children who have Autism, sensory processing disorders, or ADHD?

The purpose of this workshop is to give a basic understanding of each sensory system and how when dysregulated, that system can affect children in any therapeutic setting. This workshop will also give a basic understanding of how to incorporate effective, evidence-based sensory strategies and motor strategies into speech therapy sessions in order to improve attention, progress, and learning.

This workshop will also teach SLPs how to recognize, identify, and address common sensory processing deficits in order to help children get the most of their speech therapy sessions. Workshop will address common issues in today’s child population, such as a decline in fine and gross motor skills and attention, and an increase in sensory processing deficits and hyperactivity, and how that is affecting pediatric Speech Therapy as a whole.

We will also teach preparatory strategies to use prior to beginning the session in order to increase seated attention and readiness for learning. By the end of this workshop, participants will feel comfortable identifying an over-stimulated child vs. a low arousal child and providing that child with appropriate basic sensory strategies.

CEUs: 0.275 (2.75 hrs)

Learning Outcomes

1. Demonstrate basic understanding of the sensory system.
2. Recognize and Identify sensory processing deficits in early intervention, Pre-K, and school-aged children.
3. Incorporate simple, yet effective, sensory and motor strategies into Speech Therapy sessions.

Speaker Qualifications

Mrs. Adkins and Ms. Lafferty both graduated from West Virginia University with their Masters of Occupational Therapy. Mrs. Adkins provides early intervention services in Hancock, Brooke, Ohio, and Marshall counties. Ms. Lafferty provides school-aged intervention services in Dodridge, Lewis, and Gilmer counties, and also provides early intervention services in Harrison county.

Mrs. Adkins and Ms. Lafferty are currently in the beginning stages of establishing a tele-OT program focusing on universal sensory and motor development for children for Pre-K and school-aged children.

Annika Lafferty provides intervention services in WV. There are no other financial or non-financial relationships to disclose.
Breanna Adkins provides intervention services in WV. There are no other financial or non-financial relationships to disclose.

This course will provide an overview of the Global Deterioration Scale, a tool used to reasonably predict the course of symptomatology of dementia of the Alzheimer’s type. In addition, assessment approaches, caregiver strategies, and treatment options will be discussed for patients who are in the various stages as described on the Global Deterioration Scale.

CEUs: 0.275 (2.75 hrs)

Learning Outcomes

1. Describe the Global Deterioration scale and how it can be applied to understanding the abilities of an individual with dementia.
2. Describe standardized and informal assessment tools to use to when evaluating an individual with dementia.
3. Describe treatment approaches to increase the quality of life for individuals with dementia.
4. Describe caregiver approaches that will aid in reducing catastrophic events and negative patient behaviors.

Speaker Qualifications

Robert is a veteran educator in the area of brain science and dementia. He has presented on these topics in many arenas, including national and state conventions, as well as many dementia symposiums. Within his company, he has been integral in developing dementia educations for speech language pathologists, as well as being the chair for the GRS Dementia Special Interest Group.

He has also been involved in research projects in conjunction with the developers of the Brief Cognitive Assessment Tool (BCAT), a collection of standardized screening tools to help identify individuals with cognitive impairment. Robert also actively provides treatments to patients with dementia, and provides ongoing supervision to Clinical Fellows. His passion is giving back to his profession, and promoting understanding about the impact of dementia on patients and caregivers alike.

Robert Maxwell is employed by Genesis Rehab Services. There are no other financial or non-financial relationships to disclose.

This session will consist of a morning make and take session with the Speech Queens from Virginia who will be making a theme activity materials and discuss how to use them in therapy. There will be time for discussion among the new therapists during lunch to try to establish relationships among the newcomers.

After lunch, Terry Riley will be available to respond to Medicaid questions and Michael Knighton will be available to answer Online IEP questions. Questions regarding speech-language pathology will be answered by Lee Ann Brammer and then there will be a make and take session with the Speech Queens to create interactive and open ended materials and discuss possible uses in therapy.

WVDE Sponsored Session

CEUs: 0.275 (2.75 hrs)

Learning Outcomes

1. Participants will describe Medicaid billing procedures for TCM and completing paperwork for the cost settlement.
2. Participants will describe the Online IEP program for completing IEPs and progress reports.
3. Participants will have at least six therapy materials that can be utilized in therapy with a variety of students.

Speaker Qualifications

Lee Ann Brammer, CCC-SLP, Coordinator, WVDE
Speech Queens
Michael Knighton, WVDE, Coordinator, Online IEP
Terry Riley, WVDE, Coordinator, Medicaid

Lee Ann Brammer is employed by the WVDE. There are no other financial or non-financial relationships to disclose.
Michael Knighton is employed by the WV Department of Education. There are no other financial or non-financial relationships to disclose.
Terry Riley is employed by the WV Department of Education. There are no other financial or non-financial relationships to disclose.

The purpose of this workshop is to discuss evidence-based practices related to the clinical management of speech sound disorders (SSD) in children. Principles of phonological analysis, target selection, and intervention will be presented with emphasis on integrating current research evidence with clinical reasoning to determine the most appropriate approaches to implement with particular subgroups of children with SSD.

Decision trees will be presented for considering which analysis options, target selection approaches, and models of intervention are most appropriate for different characteristics of functional speech disorders in children.

CEUs: 0.275 (2.75 hrs)

Learning Outcomes

At the end of the workshop, participants will be able to:

1. Complete phonological analyses of disordered speech using an error analysis (PVM analysis) and a systemic analysis (SPACS).
2. Apply current research evidence to design and implement an appropriate methodology for a child’s speech sound disorder.
3. Use clinical reasoning to select the most appropriate models for phonological analysis, target selection, and intervention.

Speaker Qualifications
Dr. Lynn Williams is Associate Dean in the College of Clinical and Rehabilitative Health Sciences at East Tennessee State University and Professor in the Department of Audiology & Speech-Language Pathology and an Honorary Professor at the University of Sydney, Australia.

Her research has focused on development of a new model of phonological intervention called multiple oppositions that has been the basis of federally funded intervention studies by the National Institutes of Health (NIH); she has authored several articles in a variety of journals, as well as published several book chapters; developed a phonological intervention software program called Sound Contrasts in Phonology (SCIP) that was funded by NIH; authored a book Speech Disorders Resource Guide for Preschool Children; and served as associate editor of Language, Speech, and Hearing Services in the Schools and is currently the associate editor of the American Journal of Speech-Language Pathology.

She has co-edited a book on Interventions for Speech Sound Disorders in Children that was published in 2010 by Brookes Publishing. Dr. Williams has been a frequent presenter at numerous state, national, and international conferences. She is a Fellow of the American Speech-Language-Hearing Association and Vice President for Academic Affairs in Speech-Language Pathology (ASHA).

Lynn Williams is employed by East Tennessee State University and the University of Sydney in Australia. She has authored numerous articles, books, and software programs. There are no other financial or non-financial relationships to disclose.

Poster Session will be moderated by Jenniene Lafferty.

CEUs: 0.1 (1 hr)

Learning Outcomes

The attendees will:

1. Be able to describe the latest research as presented by students in the communication sciences fields at WVU and Marshall University.

Jenniene Lafferty is employed by Best Life Therapy LLC. There are no other financial or non-financial relationships to disclose.

This presentation will focus on skill development in leadership related to the professions of speech-language pathology and audiology. Opportunities to lead and ways to get involved will be discussed.

Registration is required to attend this event.

CEUs: 0.1 (1 hr)

Learning Outcomes

1. Describe at least 3 traits common to great leaders
2. Identify up to 3 skills acquired through ASHA’s Leadership Academy
3. Identify 3 skills acquired through volunteer leadership that transfer to other settings including work

Speaker Qualifications

Dr. Lynn Williams is ASHA Vice President for Academic Affairs in Speech-Language Pathology (2016-2018). She is the Associate Dean in the College of Clinical and Rehabilitative Health Sciences at East Tennessee State University and Professor in the Department of Audiology & Speech-Language Pathology and an Honorary Professor at the University of Sydney, Australia.

Her research has focused on development of a new model of phonological intervention called multiple oppositions that has been the basis of federally funded intervention studies by the National Institutes of Health (NIH); she has authored several articles in a variety of journals, as well as published several book chapters; developed a phonological intervention software program called Sound Contrasts in Phonology (SCIP) that was funded by NIH; authored a book Speech Disorders Resource Guide for Preschool Children; and served as associate editor of Language, Speech, and Hearing Services in the Schools and is currently the associate editor of the American Journal of Speech-Language Pathology.

She has co-edited a book on Interventions for Speech Sound Disorders in Children that was published in 2010 by Brookes Publishing. Dr. Williams has been a frequent presenter at numerous state, national, and international conferences. She is a Fellow of the American Speech-Language-Hearing Association.

Lynn Williams is employed by East Tennessee State University and the University of Sydney in Australia. She has authored numerous articles, books, and software programs. There are no other financial or non-financial relationships to disclose.

This course will provide an overview of the Global Deterioration Scale, a tool used to reasonably predict the course of symptomatology of dementia of the Alzheimer’s type. In addition, assessment approaches, caregiver strategies, and treatment options will be discussed for patients who are in the various stages as described on the Global Deterioration Scale.

CEUs: 0.325 (3.25 hrs)

Learning Outcomes

1. Describe the Global Deterioration scale and how it can be applied to understanding the abilities of an individual with dementia.
2. Describe standardized and informal assessment tools to use to when evaluating an individual with dementia.
3. Describe treatment approaches to increase the quality of life for individuals with dementia.
4. Describe caregiver approaches that will aid in reducing catastrophic events and negative patient behaviors.

Speaker Qualifications

Robert is a veteran educator in the area of brain science and dementia. He has presented on these topics in many arenas, including national and state conventions, as well as many dementia symposiums. Within his company, he has been integral in developing dementia educations for speech language pathologists, as well as being the chair for the GRS Dementia Special Interest Group.

He has also been involved in research projects in conjunction with the developers of the Brief Cognitive Assessment Tool (BCAT), a collection of standardized screening tools to help identify individuals with cognitive impairment. Robert also actively provides treatments to patients with dementia, and provides ongoing supervision to Clinical Fellows. His passion is giving back to his profession, and promoting understanding about the impact of dementia on patients and caregivers alike.

Robert Maxwell is employed by Genesis Rehab Services. There are no other financial or non-financial relationships to disclose.

This session will consist of a morning make and take session with the Speech Queens from Virginia who will be making a theme activity materials and discuss how to use them in therapy. There will be time for discussion among the new therapists during lunch to try to establish relationships among the newcomers.

After lunch, Terry Riley will be available to respond to Medicaid questions and Michael Knighton will be available to answer Online IEP questions. Questions regarding speech-language pathology will be answered by Lee Ann Brammer and then there will be a make and take session with the Speech Queens to create interactive and open ended materials and discuss possible uses in therapy.

WVDE Sponsored Session

CEUs: 0.325 (3.25 hrs)

Learning Outcomes

1. Participants will describe Medicaid billing procedures for TCM and completing paperwork for the cost settlement.
2. Participants will describe the Online IEP program for completing IEPs and progress reports.
3. Participants will have at least six therapy materials that can be utilized in therapy with a variety of students.

Speaker Qualifications

Lee Ann Brammer, CCC-SLP, Coordinator, WVDE
Speech Queens
Michael Knighton, WVDE, Coordinator, Online IEP
Terry Riley, WVDE, Coordinator, Medicaid

Lee Ann Brammer is employed by the WVDE. There are no other financial or non-financial relationships to disclose.
Michael Knighton is employed by the WV Department of Education. There are no other financial or non-financial relationships to disclose.
Terry Riley is employed by the WV Department of Education. There are no other financial or non-financial relationships to disclose.

The purpose of this workshop is to discuss evidence-based practices related to the clinical management of speech sound disorders (SSD) in children. Principles of phonological analysis, target selection, and intervention will be presented with emphasis on integrating current research evidence with clinical reasoning to determine the most appropriate approaches to implement with particular subgroups of children with SSD.

Decision trees will be presented for considering which analysis options, target selection approaches, and models of intervention are most appropriate for different characteristics of functional speech disorders in children.

CEUs: 0.325 (3.25 hrs)

Learning Outcomes

At the end of the workshop, participants will be able to:

1. Complete phonological analyses of disordered speech using an error analysis (PVM analysis) and a systemic analysis (SPACS).
2. Apply current research evidence to design and implement an appropriate methodology for a child’s speech sound disorder.
3. Use clinical reasoning to select the most appropriate models for phonological analysis, target selection, and intervention.

Speaker Qualifications

Dr. Lynn Williams is Associate Dean in the College of Clinical and Rehabilitative Health Sciences at East Tennessee State University and Professor in the Department of Audiology & Speech-Language Pathology and an Honorary Professor at the University of Sydney, Australia.

Her research has focused on development of a new model of phonological intervention called multiple oppositions that has been the basis of federally funded intervention studies by the National Institutes of Health (NIH); she has authored several articles in a variety of journals, as well as published several book chapters; developed a phonological intervention software program called Sound Contrasts in Phonology (SCIP) that was funded by NIH; authored a book Speech Disorders Resource Guide for Preschool Children; and served as associate editor of Language, Speech, and Hearing Services in the Schools and is currently the associate editor of the American Journal of Speech-Language Pathology.

She has co-edited a book on Interventions for Speech Sound Disorders in Children that was published in 2010 by Brookes Publishing. Dr. Williams has been a frequent presenter at numerous state, national, and international conferences. She is a Fellow of the American Speech-Language-Hearing Association and Vice President for Academic Affairs in Speech-Language Pathology (ASHA).

Lynn Williams is employed by East Tennessee State University and the University of Sydney in Australia. She has authored numerous articles, books, and software programs. There are no other financial or non-financial relationships to disclose.

Overview of the Board’s mission as a regulatory agency and licensing processes from post graduation & beyond. The presentation will also include any updates to the Board’s legislative rules, effective July, 2017.

Learning Outcomes

1. The audience will describe the who, what and why of licensure, as well as the differences between the licensing board and ASHA.

CEUs: 0.125 (1.25 hrs)

Speaker Qualifications

Patty Nesbitt has been the Executive Director for the WV Board of Speech-Language Pathology and Audiology since May, 2010.

Patty Nesbit is employed by the WV Board of Examiners for Speech Language Pathology and Audiology. There are no other financial or non-financial relationships to disclose.

During this session, participants will gain practical information about assessing and treating children who stutter. Clinical treatment activities will be demonstrated and discussed.

Learning Outcomes

1. Participants will be able to assess the behavioral and cognitive-affective components of stuttering
2. Participants will be able to write treatment goals for stuttering
3. Participants will be able to implement various strategies to target the various observable and covert areas of stuttering

CEUs: 0.325 (3.25 hrs)

Speaker Qualifications

Craig Coleman, M.A. CCC-SLP, BCS-F is an Assistant Professor at Marshall University and a Board Certified Specialist in Fluency Disorders. He has worked clinically in the area of stuttering for 18 years and is a former Coordinator of the ASHA Special Interest Group for Fluency Disorders.

Mary Weidner, Ph.D., CCC-SLP is an Assistant Professor at Marshall University. In 2016, she completed her doctoral work at West Virginia University in the area of stuttering. Mary is involved in research in the area of stuttering and improving peer attitudes toward communication disorders.

Craig Coleman is employed by Marshall University. There are no other financial or non-financial relationships to disclose.
Mary Weidner us employed by Marshall University. There are no other financial or non-financial relationships to disclose.