Convention 2020

ACES (Adverse Childhood Experiences) is a term to describe stressful events a child experiences. These experiences can then be scored, of which a higher score correlates to poor adult health. We also know that during times of brain development, a child is more prone to trauma having a negative impact on their development and future resiliency. In this course, we will discuss how children in WV are at higher risk of having stressful events in childhood, which can then lead to poor adult health. However, with appropriate support systems aimed at brain resiliency, we can reduce these effects and hopefully create stronger adults.

Instructional Level: Intermediate

Learning Outcomes

What the audience will take away from the presentation:

1. Definition of Adverse Childhood Events and how the ACE’s score is calculated.
2. Correlation of high ACE’s score with certain adult diseases. Will also discuss comorbid factors and socio-economic factors as a role.
3. Impact of childhood trauma on brain development and especially fragility of brain during developmental critical periods.
4. Resiliency: how the brain, individuals, and communities can recover from trauma and improve as a result.

Speaker Qualifications

Mary "Mitzi" Payne is a Professor of Pediatric Neurology at Marshall University. Her interests include epilepsy, concussion and brain trauma as it relates to brain development. She is the medical director of a multidisciplinary neurodevelopmental clinic at Project Hope and director of a graduate clinic at Lily's Place, both in Huntington, WV. She also serves on the Governor's Early Childhood Advocacy Committee as the health-care appointee and is the Health Committee co-chair for ACES workplan.

Speaker Disclosure

Autism spectrum disorder (ASD) is defined by two domains of symptoms: a presence of repetitive, restrictive patterns of behavior, interests, or activities, and impaired social communication. This presentation will focus on the social communication domain providing an overview of skills that develop during the first two years of life. Video examples will be used to differentiate between typical and atypical social communication development in young children. This knowledge is essential for identifying children with red-flags for ASD early and beginning intervention for ASD specific deficits. Free internet-based tools that can be used clinically and shared with families will be demonstrated.

Instructional Level: Introductory

Learning Outcomes

After attending this presentation, participants will be able to:

1. Identify and describe five social communication milestones that typically develop during the first two years of life.
2. Describe the role emotional regulation plays in social communication.
3. Observe and identify coordinated communication in toddlers.
4. Reference social communication milestones to recognize children who are displaying delayed/atypical social communication development.

Speaker Qualifications

Janine Schmedding-Bartley is an assistant professor in the Department of Communication Sciences and Disorders at the University of Kentucky. She has expertise in early identification of children with autism spectrum disorder (ASD) and parent-implemented early interventions for young children with ASD. Her research focuses on developing the capacity of clinicians to identify and treat individuals with ASD, pre-professional clinical training, and multicultural issues in CSD.

In this session, participants will have an opportunity to network with other SLPs working in the schools. There will be four 20-minute table sessions. At the conclusion of each table session, participants will move to the next designated topic table. During registration, participants will choose six topics of interest from a list provided.

Instructional Level: Introductory

Learning Outcomes

Participants will be able to:

1. List two new resources for information regarding two topics of interest.
2. List two new strategies they will try as the result of this session.
3. Name two speech language pathologists they met for future reference.

In this course participants will gain a deeper understanding of what self-regulation is and how it differs from self-control. In addition, the course will examine how closely communication and self-regulation skills are connected. The course will discuss strategies to teach self-regulation. These strategies will be taught through the lens and understanding of co-regulation. These strategies can be used with all children, from preschool to high school.

Instructional Level: Intermediate

Learning Outcomes

1. At completion of the course participants will have a deeper understanding of what self-regulation is, how it is achieved, how it differs from self-control, and why so many of our clients/students are presenting in states of dysregulation.
2. At completion of the course participants will understand what co-regulation is and how to implement co-regulation strategies into their therapy.

Speaker Qualifications

Amy Carlson, Ed.D. CCC/SLP, is a speech-language pathologist who works as the WV Early Childhood PBIS Coordinator at the WV Autism Training Center at Marshall University. For the past fifteen years her work has focused on working with children with a variety of communication disorders. Her current research focuses on the connection between social/emotional development, language development, and toxic stress.

This course will provide an overview of sensory processing and modulation as it pertains to the early intervention population. The functions of each sensory system will be described with examples of dysfunctions within them. How to maximize participation in intervention through use of sensory strategies, setting up intervention space, and caregiver involvement/education.

Instructional Level: Introductory

Learning Outcomes

After attending this presentation, participants will be able to:

1. Identify sensory systems and their function.
2. Identify types of modulation difficulties and how these impact development.
3. Demonstrate basic understanding to provide continuous flow of sensory input to promote best participation in early intervention.
4. Demonstrate basic understanding of first/then sensory schedule.
5. Identify need to refer for Occupational Therapy services to address sensory concerns.
6. Utilize resources for caregiver education and initial identification of sensory difficulties.

Speaker Qualifications

Misty Chandler, MOTR/L, is an outpatient Pediatric Occupational Therapist with Hoops Family Children's Hospital at Cabell Huntington Hospital. She also is of the multidisciplinary team with the Autism Spectrum Disorder Diagnostic and Assessment Clinic, a collaborative of WVATC, Marshall University, and Cabell Huntington Hospital. She is also a certified handwriting specialist accredited with the Learning Without Tears program. Her primary focus is on the impact of underlying sensory dysfunction on behavior and strategies to facilitate best functioning. She utilizes the Brainworks by Sensational Brain to develop caregiver friendly sensory “diets” appropriate across multiple environments.

During this presentation, Lee Ann will highlight goals and activities planned by the West Virginia Department of Education, including those specifically for speech-language pathologists. Participants will receive information on the newly updated guidance documents for SLP’s and SLPA’s working in the schools, future professional development training, websites for resources through Office 365, assistive technology and the role of school-based SLP’s in determining and delivering educationally relevant speech therapy services according to IDEA 2004 mandates. There will be opportunities for participants to ask questions.

Instructional Level: Introductory

Learning Outcomes

After attending this presentation, participants will be able to:

1. Describe the role of the SLP working in WV schools.
2. List two changes in the Guidance Document for SLPs Working in the Schools.
3. List two changes in the Guidance Document for SLPAs Working in the Schools.
4. List two WVDE professional development activities planned for 2020-2021 school year.

Speaker Qualifications

Lee Ann Brammer is a speech-language pathologist currently serving as the West Virginia Department of Education Coordinator for Speech-Language Impaired, Assistive Technology and AEM. Her BA and MA in speech-language pathology were earned at Marshall University. She worked for 34 years as a speech-language pathologist in Kanawha County Schools. For the past twenty-six years, Lee Ann has pursued specialized and advanced training in the areas of augmentative communication, autism and childhood apraxia. Lee Ann is a member of the national State Education Agencies Communication Disabilities Council, the West Virginia Assistive Technology Systems Advisory Council and the PATHS Advisory Board. She holds her Certificate of Clinical Competence from the American Speech and Hearing Association and is licensed by the West Virginia Board of Examiners for Speech Language Pathology and Audiology.

This course will provide an overview of Orofacial Myofunctional Disorders (OMD) and Tethered Oral Tissues (TOTs). We will discuss what OMD and TOTs are, as well as the impact of these areas on feeding and speech development in the pediatric population. An overview of the multidisciplinary approach to evaluation and the SLPs role in evaluation will be provided.

Instructional Level: Introductory

Learning Outcomes

1. Participants will understand the basic concept of Orofacial Myofunctional Disorders.
2. Participants will understand the different types of Tethered Oral Tissues and how they negatively impact feeding and/or speech development.
3. Participants will be able to identify the signs/symptoms associated with feeding difficulties in infants and children.
4. Participants will be able to identify signs/symptoms of oral restrictions associated with speech difficulties.
5. Participants will understand the basic protocol used within WV for oral restrictions, release protocol and the multidisciplinary approach.

Speaker Qualifications

Bryn Brown, M.A., CCC-SLP, is an evidence based pediatric speech-language pathologist and Clinical Assistant Professor in the department of Communication Disorders at Marshall University. Professor Brown graduated from Marshall University in 2000 with a M.A. Degree in Communication Disorders, and she is the owner of Simply Feeding, LLC. She is proficient and highly trained with children who have difficulties/delays in feeding, speech and language, as well as in the identification and pre/post treatment of Tethered Oral Tissues. She has received specialty training with Beckman Oral Motor Protocol (Debra Beckman), Sequential Oral Sensory (SOS) Approach via Dr. Kay Toomey, Tethered Oral Tissues (TOTS) trained (Autumn Henning), and is on track to obtain her certification in Orofacial Myofunctional Disorders following training by Kristie Gatto, M.A., CCC/SLP, COM. She has also attended training courses by Krisi Brackett, Melanie Potock, and many others. 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. Professor Brown is also a member of the International Association of Orofacial Myology. When not at work, Professor Brown enjoys spending time with her husband, Matt and their two active children, Brayleigh and Brogan and chocolate lab, Chaco.

Modeling is a dynamic part of learning an augmentative and alternative communication system for both the clinician and student. During this course, learn the basics of modeling and aided language stimulation to engage and immerse your student in their language system. Experience at least three hands-on modeling opportunities using low-tech core communication boards. Implement in your school and clinic tomorrow!

Instructional Level: Introductory

Learning Outcomes

After attending this presentation, participants will be able to:

1. Describe modeling and aided language stimulation.
2. List vocabulary to model and implement in multiple communication environments and opportunities.
3. Identify best practice, examples and participate in aided language stimulation.

Speaker Qualifications

Katherine Dally, M.S., CCC-SLP, ATP, has served as the SLP on an ALS clinic focusing AAC evaluations, voice banking and no-tech/low tech communication. She then worked for Tobii Dynavox as a solutions consultant, traveling the West side of Ohio. Currently, she works as an assistive technology consultant through an educational service center, practices in adult neuro home health, and presents at local and state conferences.

Although moderate to severe traumatic brain injury (TBI) leads to facial affect recognition impairments in up to 39% of individuals, protective and risk factors for these deficits are unknown. The aim of the current study was to examine the effect of sex on emotion recognition abilities following TBI. We administered two separate emotion recognition tests (one static and one dynamic) to 53 individuals with moderate to severe TBI (females = 28) and 49 demographically matched comparisons (females = 22). We then investigated the presence of a sex-by-group interaction in emotion recognition accuracy. In the comparison group, there were no sex differences. In the TBI group, however, females significantly outperformed males in the dynamic (but not the static) task. Moreover, males (but not females) with TBI performed significantly worse than comparison participants in the dynamic task. Further analysis revealed that sex differences in emotion recognition abilities within the TBI group could not be explained by lesion location, TBI severity, or other neuropsychological variables. These findings suggest that sex may serve as a protective factor for social impairment following TBI and inform clinicians working with TBI as well as research on the neurophysiological correlates of sex differences in social functioning.

Instructional Level: Introductory

Learning Outcomes

After attending this presentation, participants will be able to:

1. Define social deficits following traumatic brain injury.
2. Describe sex differences in social outcome following traumatic brain injury.

Speaker Qualifications

Arianna Rigon, Ph.D., is an Assistant Professor in the Department of Communication Disorders. She received her Ph.D. in Neuroscience in 2017 from the University of Iowa, and completed a postdoctoral fellowship at Vanderbilt University Medical Center in 2019. Her research interests include traumatic brain injury, social cognition, and neuroimaging.

One size does not fit all when creating low-tech augmentative and alternative communication (AAC) for adults! This course will guide you through the varieties of AAC and several access methods focusing on the adult neuro population. Discuss benefits and challenges when implementing low-tech AAC and goals for a person-centered approach. Participate in adult case studies for problem solving and review creative access methods and low-tech AAC examples.

Instructional Level: Introductory

Learning Outcomes

After attending this presentation, participants will be able to:

1. Describe the levels and types of Augmentative and Alternative Communication (AAC)
2. Review benefits and challenges when implementing AAC in the adult neuro population
3. Apply learned problem-solving skills utilizing case studies and multiple low-tech AAC examples

Speaker Qualifications

Katherine Dally, M.S., CCC-SLP, ATP, has served as the SLP on an ALS clinic focusing AAC evaluations, voice banking and no-tech/low tech communication. She then worked for Tobii Dynavox as a solutions consultant, traveling the West side of Ohio. Currently, she works as an assistive technology consultant through an educational service center, practices in adult neuro home health, and presents at local and state conferences.

This seminar addresses how SLPs can employ meaning-based literacy activities to simultaneously address literacy and socialization objectives in therapeutic contexts with school-age children with ASD. Relevant literature from both typically developing children and children with ASD will be reviewed. Video clips of group therapy using literacy, particularly writing, as a vehicle for social action will be used to demonstrate concepts and strategies.

Instructional Level: Introductory

Learning Outcomes

After attending this presentation, participants will be able to:

1. Describe a general framework for implementing group social/literacy-based interventions.
2. Explain how writing is a social tool for use in social action
3. Discuss 3 ways that utilizing a meaning-based group writing approach can facilitate socialization among peers with ASD.

Speaker Qualifications

Jamie Maxwell, Ph.D., CCC-SLP is an assistant professor in the Department of Communication Disorders at Marshall University. She received both her M.S. degree in Speech-Language Pathology and her Ph.D. in Applied Language and Speech Sciences at University of Louisiana at Lafayette. She has experience working with primarily pediatric populations in the birth-three, and private practice settings. Her research interests include language and literacy, fluency, socialization, learning theory and pedagogy, and qualitative research methodologies.

With recent changes to the ASHA speech language pathology standards, therapists are required to complete 2 hours of continuing education courses related to ethics and 2 hours related to supervision if they plan to supervise a student, CFY applicant, or SLPA. This course will outline the recent changes to the ASHA standards in addition to highlighting ways to support students, CFY applicants, SLPAS, and support personnel. We will also cover ethical dilemmas related to supervision.

Cost of lunch is included with registration

Instructional Level: Introductory

Learning Outcomes

1. Participants will identify 2 changes to the ASHA 2020 standards.
2. Participants will identify 3 ways to support student clinicians.
3. Participants will identify 3 ways to support SLPAs.

Speaker Qualifications

Sarah Clemins MS CCC-SLP is the Director of Clinical Education in the Communication Disorder Department at Marshall University. In addition to teaching, advising, and supervising, Sarah also coordinates the multidisciplinary ALS Clinic. Sarah is the faculty advisor for the Center for Wellness in the Arts, and previous receipt of the Picken’s Queen Teaching Award. She has presented her research at several regional and national academic conferences, and she is the recipient of a "SPEAK Out" grant from the Parkinson Voice project.

The following lecture will discuss dementia, types of dementia and neuropathology of cognitive disorders that cause dysphagia. Practical dysphagia assessment and treatment techniques will be provided to focus on the environment, sensory and motor deficits to improve quality of life and decrease caregiver burden.

Instructional Level: Advanced

Learning Outcomes

After attending this presentation, participants will be able to:

1. Identify the types of dementia.
2. Utilize assessments to stage dementia progression.
3. Develop appropriate treatment plans for patients with dementia.
4. Educate family and caregivers on what to expect.
5. Develop treatment approaches for dysphagia caused by dementia(s).
6. Develop functional treatment strategies addressing cognitive and communication impairments.

Speaker Qualifications

Dr. David T. Hutchings specializes in geriatric neuropathology and Dementia. He practices as the Chief Operations Officer for Spectramed overseeing the company’s clinical and operational quality. Previously he practiced as the Chief Executive Officer for Stonerise Therapy. Dr. Hutchings is also the founder of Dementia and Alzheimer’s Care, LLC a private practice firm focused on the evaluation, treatment and clinical education of all forms of dementia.

Dr. Hutchings graduated with a Bachelors degree from the University of Mississippi with a Masters degree from University of Central Missouri and completed his doctorate from Nova Southeastern University with a specialization of geriatric neuropathology.

Dr. Hutchings has conducted multiple national lectures in geriatrics and dementia. For nearly two decades his clinical practice and research has led to multiple keynote lectures at state and national organizations as well as other venues including Duke University, Vanderbilt University, Northwestern, Auburn University, University of Alabama Birmingham among many others. He also has participated in multiple panel discussions in the areas of geriatrics, clinical outcomes, dementia and neuropathology.

Dr. Hutchings has been published in clinical publications and peer reviewed journals. As a national recognized lecturer, he has conducted multiple key note lectures and in 2013 he developed clinical education articles on Amyotrophic Lateral Sclerosis (ALS) for the CNN network. In 2019, he was featured for the entire month of August on News Channel 5 in Nashville discussing Alzheimer’s and other forms of dementias as well as current research.

In 2018 Dr. Hutchings completed a two-year fellowship with the Aspen Institute which is focused on improving health care globally through policy and practice. The Health Innovators Fellows are an elite group comprised of the top medical practitioners internationally who work to improve healthcare and healthcare delivery.

This presentation will provide an overview of the core features of dyslexia and the roles of SLPs in identification and intervention. Case studies and demonstrations will be used to demonstrate the various aspects of dyslexia identification and intervention. Further, the presenter will provide a description of the assessment techniques and tools to identify individuals with dyslexia, as well as discuss evidence-based intervention techniques and approaches for the management of dyslexia. Finally, the presenter will also discuss the principles and key elements of structured literacy intervention.

Instructional Level: Introductory

Learning Outcomes

After attending this presentation, participants will be able to:

1. describe the core features of dyslexia.
2. Understand the roles of the SLP in identification and intervention.
3. Describe assessment techniques and tools to identify individuals with dyslexia.
4. Describe evidence-based intervention techniques and approaches to manage dyslexia.
5. Discuss the principles and key elements of structured literacy intervention.

Speaker Qualifications

Heather Caska, MS, CCC-SLP is a speech-language pathologist and clinical director for Way to Grow Pediatric Therapy. Heather completed her Masters in Clinical Speech-Language Pathology at Northern Arizona University. She has worked as a speech-language pathologist for 8 years and is passionate about bringing more dyslexia awareness to the SLP community and increasing early identification of dyslexia. Heather is on the Board of Directors for the Arizona Branch of the International Dyslexia Association and is the Professional Development Chair for the Arizona Speech-Language-Hearing Association. Heather lives in Queen Creek, Arizona with her husband and two children.

Oftentimes in the communications sciences field, practicing professionals are faced with delivery bad news to patients and clients. In the midst of this delivery, professionals can benefit from understanding basic counseling and response skills. This workshop will offer basic counseling skills based on the counseling theory called Transactional Analysis. Participants will have the opportunity to practice skills learned during the session.

Instructional Level: Introductory

Learning Outcomes

1. Participants will discover basic counseling skills used in communications with patients/clients when delivering news about diagnosis.
2. Participants will be able to associate various verbal and non verbal responses to the ego states defined in Transactional Analysis.
3. Participants will be able to identify their own ego state in relation to their clients and be able to respond more appropriately based on this identification.

Speaker Qualifications

Dr. Christine J. Schimmel is an Associate Professor and Assistant Department Chair in the Department of Counseling, Rehabilitation Counseling and Counseling Psychology at West Virginia University. Dr. Schimmel coordinates the school counseling program as well as serves as field placement coordinator. She specifically focuses her energies working with and training pre-service school counselors. In that role, Dr. Schimmel provides supervision to students in both practicum and internship experiences. A former school counselor herself, Dr. Schimmel has spent the last 20 years providing staff development and conference workshops on topics relevant to both clinical mental health and school counselors. She has presented on topics such as Impact Therapy, creative counseling techniques, counseling theory, dealing with difficult students, and group counseling. Dr. Schimmel has published more than 10 articles, book chapters and monographs on these subjects as well. Along with her colleague, Dr. Ed Jacobs, they have published one of the most widely used Group Counseling textbooks on the market, Group Counseling: Strategies and Skills which is now in its 8th edition. In December of 2018, her newest text book with co-editor Dr. Ann Vernon, Counseling Children & Adolescents was released. It is currently Cognella’s number one selling text book.

Join the West Virginia Speech and Hearing Foundation in a silent auction to support a scholarship fund for future speech language pathologists.

Dinner to be provided. Join WVSHA for their annual member business meeting.

Get ready to build your SLP toolkit during this fun and interactive session! The session will showcase how you can turn everyday items into practical speech and language activities. We will unpack our SLP Toolkit and share seasonal activities that can be used to target a variety of communication goals. The session will end with a make and take where you will create items to add to your own toolkit.

Instructional Level: Intermediate

Learning Outcomes

1. Participants will be able to outline the roles and responsibilities of an SLP on a therapy team.
2. Participants will be able to state the benefit of multi-sensory learning to meet educational and communication needs of students.
3. Participants will be able to create materials to address communication needs in fun and effective ways.

Speaker Qualifications

Ms. Holly Nester is a speech language pathologist who works at Virginia Tech T/TAC where she provides training and support to educators and therapists employed in the public schools. Mrs. Hillary Billings is a speech language pathologist that works in Grayson County Public Schools in Virginia. Both Hillary and Holly have also worked at Radford University where they have served as supervisors in the university clinic and taught classes for the department. They have 20 years of experience in working with communication disorders in a variety of settings and enjoy presenting fun new ideas to fellow educators and therapists.

Speech-language pathologists (SLPs) who hold a research doctorate provide invaluable contributions to the field of communication sciences and disorders. By applying their expertise, professionals with a PhD help prepare future clinicians for the work force and contribute to the growth of the profession by advancing the evidence base. A decline in the number of SLPs who hold a PhD will ultimately impact the number of clinically-prepared SLPs, and will inhibit the expansion of knowledge in the field of communication sciences and disorders.

The doctoral shortage could also result in higher student–faculty ratios and an increased dependence on adjunct lecturers. This has the potential to negatively impact the quality of the programs by creating an academic environment that lacks a strong research base. To date, there continues to be more faculty and research positions open than individuals available to fill them, with the numbers continuing to grow each year. Among the many reasons for the shortage, lack of awareness of the multiple career tracks available to those with a PhD is one that has been cited in the literature.

The purpose of this presentation is to provide reasons for pursuing a PhD and to highlight the various employment options that are available after obtaining a research doctorate in speech-language pathology or related field. This session will use a panel-based format to include what's generally involved in research doctoral training, how to navigate the application process, what career opportunities are available, and other related topics asked by the session participants.

Instructional Level: Intermediate

Learning Outcomes

After attending this presentation, participants will be able to:

1. Compare and contrast research versus clinical doctoral training programs
2. Identify key program features to consider when applying to a PhD program
3. Describe the steps involved in applying to a doctoral program
4. Describe the employment options available after obtaining a PhD

Speaker Qualifications

Melissa Brydon, PhD, CCC-SLP is an Assistant Professor at Clarion University of Pennsylvania where she teaches graduate and undergraduate courses in the Department of Communication Sciences and Disorders. She completed her PhD in Reading Education and her reading specialist certification at the University of Pittsburgh. Dr. Brydon has over 10 years of clinical experience working with children of all ages and needs in outpatient, school-based, and early intervention settings. She is currently a writer for the birth to three and preschool & school-age sections of The Informed SLP. Dr. Brydon‘s research interests focus on vocabulary assessment and instruction, child language disorders, and literacy development and delays.

Michelle W. Moore, PhD, CCC-SLP is an Associate Professor and the Associate Chair of Communication Sciences & Disorders at West Virginia University. She completed her PhD in Communication Sciences and Disorders at the University of Pittsburgh. Dr. Moore is the Director of the Language and Literacy Lab at WVU. Her research focuses on phonological, orthographic, and memory processes in language and literacy for both typical and impaired learning. This work is done with an eye toward finding theoretically-motivated ways to improve the diagnosis and treatment of language and reading impairments in children. Her research program has been strengthened through her years of clinical work as a certified speech-language pathologist in hospital, outpatient, and school settings.

Heather Rusiewicz, PhD, CCC-SLP is an Associate Professor in the Department of Speech-Language Pathology at Duquesne University. She received her bachelor's, master's, and doctoral degrees in Communication Science and Disorders from the University of Pittsburgh. Dr. Rusiewicz's clinical and research experiences are focused on speech production in children and adults. Her areas of interest include gestures, prosody, and the integration of music and speech-language pathology. She is particularly interested in the dynamic entrainment of speech and manual movements. Additionally, Dr. Rusiewicz conducts research on best practices in accent modification and ultrasound visual biofeedback. Dr. Rusiewicz strives to integrate classroom teaching on speech sound disorders with clinical experiences in the Speech Production Clinic that she directs within the Duquesne University Speech Language Hearing Clinic.

Mary Weidner, PhD, CCC-SLP is an Assistant Professor at Edinboro University. She obtained her doctoral degree from West Virginia University in 2016, where she studied stuttering and counseling. Her research focuses on measuring and improving children's attitudes toward peers with communication disorders. Dr. Weidner developed the Attitude Change and Tolerance program, an educational program that teaches children about human differences and how to interact with others who are different.

There have been increasing calls for a shift in the practice patterns of Speech-Language Pathologists who treat dysphagia. This includes demands for greater understanding and clinical application of the fundamentals of normal and disordered swallowing physiology. However, both new and seasoned clinicians report receiving very little training on swallowing physiology and its immediate clinical application. This course will “jump-start” clinician knowledge of swallowing physiology and its application to dysphagia diagnosis and treatment. Attendees will leave with the ability to create swallowing impairment-based treatment plans that can be objectively tracked and clearly documented.

Instructional Level: Intermediate

Learning Outcomes

After attending this presentation, participants will be able to:

1. Identify inconsistencies in clinical decision making for traditional and emerging treatment techniques.
2. Differentially diagnose normal versus abnormal swallowing physiological events.
3. Derive physiologically based treatments to address several of the most common challenging swallowing pathophysiologies.
4. Create and use a physiologically guided therapy plans to incorporate into your everyday practice with clear documentation.

Speaker Qualifications

Dr. Ianessa Humbert is an Associate Professor at the University of Iowa in the Department of Communication Sciences & Disorders. She has expertise in swallowing and swallowing disorders. Dr. Humbert’s research program is focused on the physiological mechanisms of swallowing disorders and the development of rehabilitation strategies for dysfunction. Her interests center on the peripheral and central control of swallowing in normal and impaired function. More recently, a major interest of her research program has been to understand the neural mechanisms underlying normal and disordered swallowing and how principles of motor learning can be applied to examine these as well as swallowing interventions.

Part I of this CEU will be similar to 2019’s presentation. A few things done well in schools go a long way in helping kids read. Unfortunately, great ideas in literacy and great ideas in response to intervention programs quickly become bad ideas because of poor implementation plans, sowing confusion and limiting meaningful results. This extended session will take a close look at evidenced based reading practices in schools. We’ll cover the entire gamut of literacy, from phonemic awareness, reading decoding, vocab, comprehension, and universal screenings to RTI systems, evaluations and tricky diagnoses like dyslexia and executive functioning issues. The best part is Steve will involve the SLP the entire way and show them how to use their expertise on multiple levels in multiple ways to contribute to the overall academic success of students and better align themselves to school, district and state initiatives.

Instructional Level: Intermediate

Learning Outcomes

1. Participants will learn the most essential phonemic awareness skills necessary for learning to read and write.
2. Participants will learn how to explain the phonological/phonemic awareness continuum in a meaningful and easy to understand way for classroom teachers.
3. Participants will be able to explain the #1 causes of reading problems and determine appropriate assessments to quantify, identify, and explain these causes to teachers, administrators, and parents.
4. Participants will be able to plan and implement appropriate Tier I and Tier II literacy interventions and consultation methods targeting reading decoding, reading fluency and vocabulary/comprehension deficits.
5. Participants will be able to describe a number of methods and degrees to which the SLP can participate in early literacy intervention and meaningfully contribute to student literacy achievement.

Speaker Qualifications

Steve M. Griffin, M.A. CCC/SLP has worked in the public schools for 21 years and is currently the Literacy Director for Marysville Schools located on the northwest side of Columbus, Ohio. Steve has presented nationwide and in Canada on the topics of early literacy intervention and teaches in the Department of Speech and Hearing Science at The Ohio State University. Steve is the co-author of ReadingResource.net a website dedicated to literacy and has dedicated his career to helping struggling readers and creating school environments that promote best practices in literacy and language. Steve is the recipient of the 2009 Ruth Beckey Irwin Best Clinical Practices Award, awarded by the OSU Dept. of Speech and Hearing Science and the 2012 Ohio School Speech Pathologists and Educational Audiologist Coalition’s Nancy Lee McKinley Leadership Mentoring Award. Steve resides in Lewis Center, Ohio with his wife Angie and three sons Trenton (10) Maxton (9) and Roman (5).

As students anticipate graduation, they should know how to obtain the credentials needed to work in West Virginia. Presenters from various settings will review the license and certification processes.

Instructional Level: Introductory

Learning Outcomes

After attending this presentation, participants will be able to:

1. Describe how to obtain a license to practice in West Virginia.
2. Describe how to become certified through the West Virginia School System.
3. Describe how to become certified to work in West Virginia Birth to Three.

Speaker Qualifications

Erin Browning has been an ASHA credentialed SLP since 2004 and is currently serving as the President of the Board of Examiners for SLP and AUD.

Job opportunities abound in West Virginia! SLPs from various settings will describe their jobs and explain why they enjoy what they do.

Learning Outcomes

After attending this presentation, participants will be able to:

1. List three job opportunities in West Virginia.
2. Describe a setting they had not considered before.

Students from West Virginia University and Marshall University will present posters they have developed in their undergraduate and graduate program.

Learning Outcomes

After attending this presentation, participants will be able to:

1. Name and Describe two informative poster presentations.
2. Name two new resources discovered during the poster session.

Communication is power and we are Superheroes! This event will be hands on, interactive, and fun. It is made for new SLP's who are ready to tackle the SLP world. The session will outline the day in the life of an SLP. We will highlight each area from treatment, organization, to creating new materials for your speech room. The session will end with make and take fun to create your own items!

Instructional Level: Introductory

Learning Outcomes

1. Participants will be able to outline the responsibilities of an SLP on an educational team.
2. Participants will learn effective ways to interact with parents and other professionals.
3. Participants will learn easy and effective ways to collect and organize data.
4. Participants will be able to discuss various service delivery models.
5. Participants will be able to conduct effect articulation and language sessions.

Speaker Qualifications

Ms. Holly Nester is a speech language pathologist who works at Virginia Tech T/TAC where she provides training and support to educators and therapists employed in the public schools. Mrs. Hillary Billings is a speech language pathologist that works in Grayson County Public Schools in Virginia. Both Hillary and Holly have also worked at Radford University where they have served as supervisors in the university clinic and taught classes for the department. They have 20 years of experience in working with communication disorders in a variety of settings and enjoy presenting fun new ideas to fellow educators and therapists.

Speech-language pathologists (SLPs) working in early intervention (EI) are on the frontline in helping families identify developmental needs and receive appropriate services. Such assistance is especially important for families who are economically disadvantaged. According to the Annie E. Casey Foundation’s KIDS COUNT Data Center, 25% percent of children in West Virginia are living below the federal poverty level. This presentation will focus on methods for building relationships and providing participation-based services that optimize EI results for all children and families. Through participation-based services, parents/caregivers are taught instructional strategies to enhance interactions with their children and address outcomes within daily routines/activities.

Instructional Level: Introductory

Learning Outcomes

After attending this presentation, participants will be able to:

1. Describe ways to build positive relationships with families who are economically disadvantaged.
2. Identify 3 strategies for supporting parents/caregivers in embedding child specific goals within family routines.
3. Identify 3 modifications to common household materials in order to create toys/materials that can be used for child and parent/caregiver interaction.

Speaker Qualifications

Dr. Jade Robinson is an Assistant Professor in the Communication Disorders Program at Eastern Kentucky University. Jade received her Ph.D. in Communication Disorders from Florida State University. She is a licensed and certified speech-language pathologist and has enjoyed serving a diverse population of children and families in her 20 years of clinical experience. Her primary teaching and research interests include early intervention and parent-implemented strategies that facilitate language development. She teaches a variety of courses, including language development, language assessment, diagnostics in communication disorders, school-based services, and augmentative & alternative communication.

There have been increasing calls for a shift in the practice patterns of Speech-Language Pathologists who treat dysphagia. This includes demands for greater understanding and clinical application of the fundamentals of normal and disordered swallowing physiology. However, both new and seasoned clinicians report receiving very little training on swallowing physiology and its immediate clinical application. This course will “jump-start” clinician knowledge of swallowing physiology and its application to dysphagia diagnosis and treatment. Attendees will leave with the ability to create swallowing impairment-based treatment plans that can be objectively tracked and clearly documented.

Instructional Level: Intermediate

Learning Outcomes

After attending this presentation, participants will be able to:

1. Identify inconsistencies in clinical decision making for traditional and emerging treatment techniques.
2. Differentially diagnose normal versus abnormal swallowing physiological events.
3. Derive physiologically based treatments to address several of the most common challenging swallowing pathophysiologies.
4. Create and use a physiologically guided therapy plans to incorporate into your everyday practice with clear documentation.

Speaker Qualifications

Dr. Ianessa Humbert is an Associate Professor at the University of Iowa in the Department of Communication Sciences & Disorders. She has expertise in swallowing and swallowing disorders. Dr. Humbert’s research program is focused on the physiological mechanisms of swallowing disorders and the development of rehabilitation strategies for dysfunction. Her interests center on the peripheral and central control of swallowing in normal and impaired function. More recently, a major interest of her research program has been to understand the neural mechanisms underlying normal and disordered swallowing and how principles of motor learning can be applied to examine these as well as swallowing interventions.

Part 2 of this CEU will detail new information from 2019. A few things done well in schools go a long way in helping kids read. Unfortunately, great ideas in literacy and great ideas in response to intervention programs quickly become bad ideas because of poor implementation plans, sowing confusion and limiting meaningful results. This extended session will take a close look at evidenced based reading practices in schools. We’ll cover the entire gamut of literacy, from phonemic awareness, reading decoding, vocab, comprehension, and universal screenings to RTI systems, evaluations and tricky diagnoses like dyslexia and executive functioning issues. The best part is Steve will involve the SLP the entire way and show them how to use their expertise on multiple levels in multiple ways to contribute to the overall academic success of students and better align themselves to school, district and state initiatives.

Instructional Level: Intermediate

Learning Outcomes

After attending this presentation, participants will be able to:

1. Participants will learn the most essential phonemic awareness skills necessary for learning to read and write.
2. Participants will learn how to explain the phonological/phonemic awareness continuum in a meaningful and easy to understand way for classroom teachers.
3. Participants will be able to explain the #1 causes of reading problems and determine appropriate assessments to quantify, identify, and explain these causes to teachers, administrators, and parents.
4. Participants will be able to plan and implement appropriate Tier I and Tier II literacy interventions and consultation methods targeting reading decoding, reading fluency and vocabulary/comprehension deficits.
5. Participants will be able to describe a number of methods and degrees to which the SLP can participate in early literacy intervention and meaningfully contribute to student literacy achievement.

Speaker Qualifications

Steve M. Griffin, M.A. CCC/SLP has worked in the public schools for 21 years and is currently the Literacy Director for Marysville Schools located on the northwest side of Columbus, Ohio. Steve has presented nationwide and in Canada on the topics of early literacy intervention and teaches in the Department of Speech and Hearing Science at The Ohio State University. Steve is the co-author of ReadingResource.net a website dedicated to literacy and has dedicated his career to helping struggling readers and creating school environments that promote best practices in literacy and language. Steve is the recipient of the 2009 Ruth Beckey Irwin Best Clinical Practices Award, awarded by the OSU Dept. of Speech and Hearing Science and the 2012 Ohio School Speech Pathologists and Educational Audiologist Coalition’s Nancy Lee McKinley Leadership Mentoring Award. Steve resides in Lewis Center, Ohio with his wife Angie and three sons Trenton (10) Maxton (9) and Roman (5).