Convention 2021

This presentation will share a personal journey to leadership with a focus on skill development in advocacy, leadership, and volunteerism related to the professions of speech-language pathology and audiology. Strategies for successful advocacy, opportunities to lead, and ways to get involved will be discussed.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Describe 3 reasons why it is important to advocate
2. Identify up to 3 skills acquired through ASHA’s Leadership Academy
3. Identify 3 reasons why members choose not to volunteer

Speaker Qualifications

A. Lynn Williams, Ph.D., CCC-SLP is Associate Dean for Academic Affairs in the College of Clinical and Rehabilitative Health Sciences and Professor in the Department of Audiology and Speech-Language Pathology at East Tennessee State University.

Dr. Williams provides oversight and curriculum development for a number of allied health professions within her college. She has a strong interest in the impact of communication disorders as examined through the International Classification of Functioning, Disability, and Health (ICF) of the World Health Organization (WHO) and advocates for the value of our professions in improving population health.

Her research focuses on models of assessment and intervention of communication disorders in children, and she is in interested in translational research and implementation science. As an international expert on intervention for speech sound disorders in children, her intervention and translational research has been funded through NIH.

Dr. Williams has a strong track record of over 175 publications and presentations. 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 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 has co-edited a book on Interventions for Speech Sound Disorders in Children that was published in 2010 by Brookes Publishing. The second edition of this book was released in Nov 2020.

Dr. Williams recently served as the ASHA Vice-President for Academic Affairs in Speech-Language Pathology (2016-2018), chaired the ASHA Ad Hoc Committee on Graduate Education in SLP (2018-2019), and has served as an associate editor for LSHSS and AJSLP. Dr. Williams was selected to participate in the inaugural IPEC Interprofessional Deans Leadership Program held in 2017 and is the first ASHA member to be an invited speaker for the IPEC Faculty Institute (May 2019). She is a Distinguished Fellow of the National Academy of Practice, an ASHA Fellow, was inducted into the WVU College of Human Resources and Education Hall of Fame in 2004, and was an Erskine Fellow at the University of Canterbury in Christchurch, New Zealand in 2011.

Dr. Williams is the 2021 ASHA President.

This presentation outlines ways to prevent and manage problem behaviors so that online speech sessions will be optimally productive and fun. Participants will learn about the basic functions of behavior, ways to prevent problems before they arrive, and how to maximize learning time in sessions. Strategies covered will be a low effort but yield high impact results.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Identify antecedents to problem behavior
2. Identify the functions of problem behavior
3. Identify useful replacement behaviors based on function

Speaker Qualifications

DeAnna has worked in the field of Behavior Analysis since 2002.

She earned her Master's Degree in Education, Children's Mental Health and Applied Behavior Analysis from Johnson State College in her home state of Vermont.

Since becoming Board Certified in 2006, DeAnna has overseen behavioral programming in non-public schools, provided extensive training and consultation to large groups of special educators, has supported intensive in-home programs, and spent 10 years mentoring and supervising a large group of Behavior Analysts within a private ABA Company.

DeAnna is passionate about helping students learn in the least restrictive environment and also supporting special educators and behavior technicians with developing an understanding of behavior so they may be more successful in their work.

Educators and supervisors in the field of Speech-Language Pathology set the stage for self-reflective practices for the next generation of SLPs. These reflective practices are essential tools for informing change in our field, improving practice, and developing professional leaders as clinicians. An overview of the current self-reflective practices being utilized in our field will be reviewed, as well as strategies for clinicians, instructors, supervisors, and students to identify the best reflective practices for their lifelong work.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Summarize current reflective practices being used in our field, as well as other healthcare-related professions
2. Describe the potential benefits of using self-reflective practices
3. Establish their "WHY"
4. Compare their own self-reflective practices to other optional exercises and activities
5. Develop a plan to implement a self-reflective practice that meets the needs of their clients and/or work setting

Speaker Qualifications

Tori Gilbert M.S., CCC-SLP, is a Teaching Assistant Professor and SLP Externship Coordinator in the Department of Communication Sciences & Disorders at West Virginia University.

Her current research focuses on self-reflective interventions and practices in healthcare professional education; specifically questioning which practices are being utilized and the impact such interventions have on informed practice, education, and supervision.

She will graduate in March 2021 with her SLPD from Northwestern University.

She is a member of the American Speech-Language-Hearing Association and the West Virginia Speech-Language-Hearing Association.

We all learned AAC stands for Augmentative and Alternative Communication, but it doesn’t stop there. Our real goal is to achieve authentic communication with our clients. This session will include tips for how to move beyond requesting and what to do as the communication partner. Participants will learn about the importance of creating communication opportunities, via the environment and partner. Participants will have hands-on experience using several tools to help clients achieve authentic communication. *While strategies covered in this session will be applicable to all AAC systems, video examples provided will be shown using PRC-Saltillo devices.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Identify 3 ways to modify an environment to create communication opportunities
2. Examine communication opportunities for authenticity
3. Describe 2 strategies used by effective communication partners

Speaker Qualifications

Teresa has been a practicing speech-language pathologist since 1999.

She earned an undergraduate degree in Management Science from Virginia Tech, a master’s degree in Speech-Language Pathology from the University of Virginia, and a second master’s in Assistive Technology from George Mason University.

Teresa served as a school-based speech-language pathologist for over 14 years before joining ATW, Inc as a regional AAC consultant.

Teresa has presented at numerous conferences and regularly conducts training on the use of assistive technology.

Occasionally, the SLP completing an MBS study is confronted with something that he or she may not have seen before. Using videos clips of studies obtained in the course of work with a mobile MBS provider, this course intends to familiarize SLPs with unusual and interesting presentations in the oral, pharyngeal and esophageal phases of swallowing. Discussion on etiologies and appropriate referrals for each example will accompany each video.

Learning Outcomes

At the conclusion of the program, attendees will be able to:

1. Identify five normal structures and functions of the swallowing mechanism.
2. Name one potential abnormality of structure each for the oral phase and pharyngeal phase that may be seen during a Modified Barium Swallow Study.
3. Identify an appropriate referral that should be made for one abnormality of structure each of the oral phase of the swallow and the pharyngeal phase of the swallow.

Speaker Qualifications

Caroline Brindo is the Director of Clinical Services and Education with MBS Envision.

She is a Board-Certified Specialist in Swallowing and Swallowing Disorders, with over 20 years’ experience in dysphagia assessment and treatment.

She has presented on dysphagia at courses throughout Ohio, Michigan, and Illinois, at multiple state conventions as well as the 2016 ASHA National convention.

She has written for the Ohio association’s peer-reviewed journal and served on the 2017 ASHA Convention Topic committee for Dysphagia.

She has worked in multiple acute care hospitals, in skilled nursing, in-home health, and in outpatient settings.

The decline in the number of speech-language pathologists who hold a Ph.D. has the potential to negatively impact graduate clinical training in speech-language pathology as well as inhibit the expansion of knowledge in the field. Lack of awareness of the multiple career tracks available to those with a Ph.D. is one of the reasons that may be contributing to the shortage, among several others. This presentation will provide reasons for pursuing a Ph.D., describe what's involved in research doctoral training, and will highlight the various career opportunities available after obtaining a research doctorate in speech-language pathology or related field.

Learning Outcomes

At the conclusion of the program, 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 Ph.D. 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, Ph.D., 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 Ph.D. 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, Ph.D., CCC-SLP is an Associate Professor and the Associate Chair of Communication Sciences & Disorders at West Virginia University. She completed her Ph.D. 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, Ph.D., 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, Ph.D., 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.

Voice is an integral part of one's identity. For gender diverse individuals, vocal quality can be one of the most affirming attributes of identity. SLPs can work with transgender and/or non-binary people, providing services to help modify voice and communication patterns that are congruent with their identity. This course will cover terminology, aspects of voice and communication, and examples of therapeutic techniques used in gender-affirming voice and communication services.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Define gender diversity terminology
2. Discuss ways to support gender diverse individuals in therapy
3. Identify components of gender-affirming voice therapy
4. Identify components of gender-affirming communication training

Speaker Qualifications

John C. Fredeking, II, M.S., CCC-SLP is a Speech-Language Pathologist at Cincinnati Children’s Hospital Medical Center. He has been with the Division of Speech-Language Pathology since 2013.

John’s clinical interests include evaluating and treating voice disorders; and gender-affirming voice and communication training.

He has presented on gender-affirming voice at the national and state levels.

He is an active clinician in the Center for Pediatric Voice Disorders. He established the Gender Spectrum Voice Clinic in 2017.

Join us as we discuss implementation strategies to support functional communication and learning for symbol-based augmentative and alternative communication (AAC) communicators. We will explore features of a robust communication system to support a variety of communication functions and to also support behavior for optimized learning. We will also explore valuable resources for writing goals to increase functional communication beyond basic requesting.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Describe three characteristics of symbol-based communicators
2. Identify three features of a robust communication system
3. List four intervention strategies to promote communication for symbolic communicators

Speaker Qualifications

Lisa M. Geary, MS, CCC-SLP has over 25 years’ experience in speech-language therapy, teaching, and supervision.

She previously served as Clinical Assistant Professor in a university setting where she taught clinical and didactic courses including the graduate augmentative and alternative communication (AAC) class.

Lisa also worked for many years in the public school, private practice, and outpatient rehabilitation settings.

Lisa is currently a member of the Tobii Dynavox Learning Team where she develops and conducts trainings for professionals and customers.

Start a private practice without the overwhelm! This course guides you through the first steps to beginning your own practice, from business licensure to HIPAA compliance. It also includes basic information on free and paid options to market your new practice, as well as how to set up a budget and choose the best assessments for your specific ideal clients, be they in person or via teletherapy.

Learning Outcomes

At the conclusion of the program, attendees will be able to:

1. List 5 steps that must be taken to begin a private practice
2. Calculate a workable budget for their specific private practice goals
3. Compare 3 different free or paid marketing methods for private practices

Speaker Qualifications

Jill Shook, MS, CCC-SLP is an ASHA certified speech-language pathologist who has provided speech-language therapy services in schools, clinics, and early intervention settings since 2011.

She began her private practice, Jill Shook Therapy, in 2015.

Jill developed an online course for SLPs interested in starting a private practice which is currently published on the Northern Speech Services site and for which she receives a small royalty, and also serves as an independent consultant for Simple Practice EMR, for which she is compensated.

She received her BS in Exercise Science from the University of South Carolina, then her Masters in Speech-Language Pathology from Vanderbilt University.

This course focuses on the management of dysphagia with critical patients in the intensive care setting. The presentation spotlights the distinctive characteristics of the ICU environment. Additionally, it addresses the impact of critical illness on the swallowing mechanism as well as the skills needed for working with this medically complex patient population.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Have a basic understanding of the ICU environment
2. Understand the potential impact of intubation on the swallowing mechanism
3. Discuss important factors to consider when evaluating and treating critically ill patients with dysphagia

Speaker Qualifications

Jennifer Hill, MA, CCC-SLP, is a Speech-Language Pathologist at Cabell Huntington Hospital (CHH) in Huntington, WV.

She has worked in the acute care setting for over 22 years, with a primary interest in dysphagia and critical care.

She led the implementation of the International Dysphagia Diet Standardisation Initiative (IDDSI) at CHH and serves as a member of the United States & Territories IDDSI Reference Group.

She is also a member of Sig 13. Ms. Hill has received three ACE awards for her dedication to continuing education.

School SLPs today juggle many responsibilities; this course will share ways to make the load a little lighter by offering ideas and resources to get organized and save time.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Identify at least two online tools to organize the day-to-day responsibilities of a school SLP
2. Make a list of at least three ways to streamline their paperwork and therapy planning
3. Enlist an online tool to assist in collaboration with other school professionals

Speaker Qualifications

Natalie Snyders, MS, CCC-SLP has been a school-based speech-language pathologist since 2009.

She has a passion for creating therapy materials and making the lives of other busy school SLPs easier and a bit more beautiful every day, and shares ideas on her website www.slpnataliesnyders.com.

She is the president of Snyders Publishing and has authored over 140 best-selling resources on Teachers Pay Teachers.

She is a founding member of the Speech Retreat and has presented to SLPs around the country.

The purpose of this presentation is to describe the evolution of Memory Books, from Memory wallets to Reminder cards, and the many evidence-based uses of written cues for supporting the cognitive and communication needs of persons with dementia and other neurological conditions. With over 30 years of research evidence to support this intervention approach, Bourgeois will explain the applications of written supports for conversation, specific problem behaviors, safe swallowing, decision-making, and end of life communication. The procedures for evaluating for appropriate size and type of memory aids will be described, as well as the steps recommended for making memory aids. Finally, guidelines for using the memory aids will be discussed. Audience questions will be answered.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Describe 3 different purposes of Memory Books
2. Describe 3 written cueing strategies for various cognitive-communication functions
3. Describe the steps required for making a Memory Book

Speaker Qualifications

Michelle S. Bourgeois, Ph.D., CCC-SLP, ASHA Fellow, GSA Fellow, AAAS Fellow, is a Professor in the Department of Communication Sciences and Disorders, University of South Florida.

She has received numerous grants from the National Institutes of Aging (NIA) and the Alzheimer’s Association to investigate interventions for spousal and nursing home caregivers designed to improve the quality and quantity of communicative interactions with residents with dementia, to evaluate memory aids and interventions for persons with dementia and traumatic brain injury, and to develop training programs for institutional caregivers.

A clinical researcher, Dr. Bourgeois has published numerous research articles, training manuals and CDs, and books.

She was the recipient of the 2007 Barry Reisberg Award for Non-Pharmacologic Research, Theory, and Clinical Practice.

Ninety-seven percent of therapists agree to the importance of Evidence-Based Practice (EBP). However, EBP can be difficult to implement. Obstacles such as limited access to the literature, limited time for reading research, difficulty reading the evidence, and insufficient time for trying new methods leave most SLPs to select treatments based upon tradition or trial and error. Recently, a number of resources have been developed to address the above challenges, making EBP attainable for SLPs across settings. The session will use case examples and hands-on practice to teach the skills needed to access, read, and apply evidence in the clinic.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Discuss the three components of evidence-based decision making
2. List the steps involved in the evidence-based practice process
3. Navigate various platforms and systems in order to access professional literature in an area of interest
4. Describe key issues in the appraisal of evidence
5. Apply evidence to clinical scenarios

Speaker Qualifications

Lisa Fry, Ph.D. is an adjunct professor at Marshall University. She received her doctorate in Rehabilitation Sciences from the University of Kentucky in 2008.

Her research has focused on laryngeal muscle biology, vocal aging, and the effects of voice therapies on voice production.

Her work has been published in several peer-reviewed journals and presented at national and international voice venues.

In 2009, she co-authored Voice Therapy: Clinical Case Studies, 3rd ed. with her mentor, Joseph Stemple.

Currently, Dr. Fry teaches evidence-based practice, participates in departmental research and grant activities, and works to strengthen the research-clinic link in the University’s clinic.

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.

Learning Outcomes

At the conclusion of the program, 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 that have occurred in the last year in WV 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.

Graduate students from West Virginia University and Marshall University will present information related to telehealth. Each presentation will last 10 minutes.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. List two things they recall from the presentations
2. List two new resources they will make as a result of hearing these presentations

As students anticipate graduation, they should know how to obtain the credentials needed to work in West Virginia. Patty Nesbitt will review licensure process.

Learning Outcomes

No CEUs awarded

As students anticipate graduation, they should know how to obtain the credentials needed to work in West Virginia schools. Join Robert Hagerman live to answer questions regarding teaching certification.

Learning Outcomes

No CEUs awarded

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

Learning Outcomes

No CEUs awarded

At the conclusion of the program, participants will be able to:

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

Burnout is a real challenge in the helping professions. This is a course designed to help the SLP or AUD, a professional who helps others get ahead of personal, professional, and general life stress of a pandemic before facing career burnout. You will learn tools to recenter yourself amidst the massive stress that has ensued during working and living condition changes of covid. We will also explore applying these principles to help the families of your clients cope with their own stress of managing a challenging child, a loved one with a disability or chronic illness during this unprecedented time.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Identify the main characteristics of individual constitution types & how this a person's best strategies to manage stress in everyday life
2. Summarize the impact stress has on the autonomic nervous system & ways to help an individual adapt & work through those nervous system changes
3. Formulate a plan for themselves to implement into the daily routine which would improve stress response in the face of changes & pandemic challenges

Speaker Qualifications

Erin Browning is an SLP of 18 years who works part-time in rural healthcare with inpatient & outpatient clients of varying ages.

Early in her career she developed CE seminars & educated the nation's therapists & educators on topics of cognitive difference & ways to support people with acquired & neurodevelopmental communication disorders.

Erin currently serves as President of the WV Board of Examiners of SLP & Aud as well as the state's SLP representative for ASHA's Committee of Ambassador Program.

While Erin loves being an SLP she has expanded her passion for people's well-being & worked to develop the WV Autism Supportive Center in Elkins, WV where alternative & holistic treatments are provided for neurodiverse people & the community at large.

When Erin is not seeing clients at Davis Memorial Hospital she is building her practice as an Ayurvedic Health Counselor & Breathwork Facilitator working one on one or leading online courses for people dealing with stress or big changes in their daily lives.

Discourse impairments are a common feature following acquired brain injury in adults. However, multiple studies examining the clinical practices of clinicians reported that speech language pathologists do not routinely include discourse elicitation and analyses into their assessment or intervention protocols, even though the recovery of discourse function has been identified to be a critical component to achieving a good quality of life and facilitating community reintegration following brain injury. There are various methods to elicit and analyze discourse that have been well-established in research but not applied in the clinical setting. This presentation will introduce discourse elicitation and analyses measures for adults with communication impairments, as well as discuss treatment protocols to improve discourse production. Attendees will leave the presentation with new tools to use in the assessment and intervention of adults with discourse production impairments following brain injury.

Learning Outcomes

At the conclusion of the program, attendees will be able to:

1. Define discourse and describe the relationship between narrative, procedural and conversational discourse
2. Identify appropriate discourse elicitation tasks
3. State various methods of analyzing discourse production
4. Describe the clinical implications of integrating discourse analysis and treatment into their clinical practice

Speaker Qualifications

Katherine McComas Maddy, Ph.D., CCC-SLP is a clinical speech language pathologist for the University of Kentucky Healthcare enterprise.

Dr. Maddy is a graduate of Marshall University's Communication Disorders undergraduate and graduate programs and received her Doctorate of Philosophy in Rehabilitation Sciences from the University of Kentucky in 2017.

Dr. Maddy has served as a guest lecturer and clinical instructor in the Communication Sciences and Disorders programs at Marshall University and the University of Kentucky.

Dr. Maddy's research interests include the cognitive contributions to discourse production following non-aphasic brain injury.

Dr. Maddy provides clinical services at UK Good Samaritan Hospital and the Speech Language Pathology Outpatient Clinic.

Have you ever had students who demonstrated mastery of a skill in the therapy room but failed to generalize to the classroom? In this course, participants will learn about curriculum-based therapy and how it can facilitate meaningful and functional outcomes for our students. Participants will be presented with tools and strategies to easily implement this type of therapy with their caseloads.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. List three benefits of using curriculum-based therapy
2. Identify the six steps that they can use when implementing curriculum-based therapy
3. Describe three evidence-based strategies that they can use when targeting goals using curriculum-based materials in therapy

Speaker Qualifications

Marisha earned her Master's degree in Speech-Language Pathology from the University of Washington.

She has worked as a school-based SLP and shares therapy ideas and resources on her blog (SLP Now).

Marisha also developed a membership for SLPs that includes digital tools and resources to streamline evidence-based therapy.

Speech Language Pathologists & Audiologists serve a diverse population, but we are not very diverse profession. Only 8.2% of ASHA’s members identify as a member of a racial minority. Given the data indicating people who are served by those of their own racial or ethnic background have better outcomes it is critical that we recognize & examine our own implicit bias as well as how it impacts clinical decision making. While with this one workshop we may not be able to change systemic racism or prejudices that occur against minorities we can certainly examine our own professional ethics, judgements, & begin bringing awareness to our choices & responsibilities as clinicians in rural america.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Identify & define common types of implicit bias
2. Describe how implicit bias can impact a person’s ethical decision making as an SLP or AUD working in a variety of settings
3. Summarize their own personal implicit biases & show examples of ethical dilemmas around diversity or lack thereof
4. Explain intersectionality & instances of encountering intersectionality in the course of their career as a speech/hearing professional

Speaker Qualifications

Erin Browning is an SLP of 18 years who works part-time in rural healthcare with inpatient & outpatient clients of varying ages.

Early in her career she developed CE seminars & educated the nation's therapists & educators on topics of cognitive difference & ways to support people with acquired & neurodevelopmental communication disorders.

Erin currently serves as President of the WV Board of Examiners of SLP & Aud as well as the state's SLP representative for ASHA's Committee of Ambassador Program.

While Erin loves being an SLP she has expanded her passion for people's well-being & worked to develop the WV Autism Supportive Center in Elkins, WV where alternative & holistic treatments are provided for neurodiverse people & the community at large.

When Erin is not seeing clients at Davis Memorial Hospital she is building her practice as an Ayurvedic Health Counselor & Breathwork Facilitator working one on one or leading online courses for people dealing with stress or big changes in their daily lives.

Hadiya Coppedge is originally from Virginia, and currently lives in the California area. She also spent several years living & working in Pocahontas Co, WV. She graduated with a Master’s in Communication Science and Disorders from the University of Massachusetts in 2010.

Hadiya has worked in every area of speech pathology including Early Intervention, Public Schools, Hospitals, Nursing Homes, Private Practice, and Teletherapy.

Hadiya fell into speech pathology completely by accident while attending North Carolina A&T State University, but the career has shaped her perspective on the importance of living in the moment, practicing gratitude, and spreading positivity.

Pediatric feeding and swallowing disorders (PFDs) encompass coordination of multiple factors, including medical, nutritional, skills, and psychosocial. If any one area is impacted, a pediatric feeding and/or swallowing disorder may result (Goday et al., 2019). As a speech-language pathologist, we are often the first to consider the multi-faceted development, assessment, and treatment for children with PFDs. This course will focus on completing a comprehensive assessment, including what questions to ask and red flags for referral, how to contact professionals in other disciplines, and first steps for providing treatment, including readiness and immediate take-aways to start implementing with your patients. This course also includes updated research to promote evidence-based practice.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Describe the four main areas of a pediatric feeding disorder
2. Identify signs/symptoms that prioritize referrals to specific disciplines (e.g. ENT, GI)
3. Apply feeding and swallowing strategies for treatment to current caseload

Speaker Qualifications

Brianna Miluk, MC, CCC-SLP, CLC has extensive experience working with infants and children with feeding and swallowing disorders and manages the Pediatric Feeding Mentorship Group.

In 2020, she received two ASHA Awards for Continuing Education and was also awarded Distinguished Early Career Professional by ASHA.

Bri is co-host of The Feeding Pod, a podcast on multidisciplinary care on PFDs, and is a volunteer ambassador with Feeding Matters.

She is also the Founder and President of the Pediatric Feeding Disorders Foundation (feedingsupport.org), a non-profit with a mission to provide financial and educational support to empower families of children with feeding and swallowing disorders.

Students and Faculty from Marshall University and West Virginia University will present their research via poster submission.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. List two things they recall from the the posters
2. List two ways to implement information learned in their practice

Chronic cough has a prevalence of 9-33% in all age groups with co-existing dysphonia about 40% of the time. It can be difficult to diagnosis and treat. Chronic cough can be a symptom of asthma, rhinitis, and GERD/ LPR or may persist without any additional diagnoses often determined to be habitual. SLP intervention including education, counseling, vocal hygiene training, cough suppression strategies, and physiological voice therapy exercises can be successful treatment modalities for habitual cough. This lecture focuses on the understanding and treatment of chronic cough and irritable larynx syndrome. Case studies and demonstrations of therapy techniques will be provided.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Demonstrate an understanding of etiology and pathophysiology for chronic cough and irritable larynx syndrome
2. Recognize common symptoms for chronic cough and irritable larynx syndrome
3. Identify and practice appropriate voice therapy technique for treating patients with chronic cough and irritable larynx syndrome

Speaker Qualifications

Dr. Sloggy received a Bachelor’s Degree in Music from Methodist University, a Master’s Degree in Communication Sciences and Disorders from the University of Memphis, and a Doctorate Degree in Rehabilitation Sciences from the University of Kentucky.

She is a provider at the University of Kentucky Voice & Swallow Clinic where she is a member of the voice care team and serves as the Singing Voice Specialist.

Dr. Sloggy provides assessment and intervention for general and professional voice disorders, aging voice, behavioral disorders of the upper airway including vocal cord dysfunction and chronic cough.

Childhood Apraxia of Speech can be an elusive diagnosis in young children. How can you differentially diagnose if the child is minimally verbal? What can you do in therapy to start working on speech when the child won’t try to imitate words? What evidence based therapy programs are appropriate for young children? How can parents help? What else should you be aware of that will help the child? Come find the answer to these questions and more!

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. List 3 markers research has shown indicate a high risk for CAS in very young children
2. Describe informal tasks to differentially diagnose CAS
3. Describe one evidence based therapy protocol appropriate for young children
4. List 6 strategies to incorporate into therapy to improve speech sound production and phonological awareness

Speaker Qualifications

Laura Moorer has been a SLP for more than 35 years working in public schools, ECI, and at Texas Woman’s University teaching, providing clinical supervision and as the program director for the SLP graduate program.

Over the past 10 years, Laura has developed a passion and expertise for helping children who have Childhood Apraxia of Speech (CAS).

She has presented multiple seminars to SLPs on evaluation and treatment of CAS at local, state, national and international venues.

She currently is the VP of Programs with the Apraxia Kids, a national organization dedicated to supporting professionals and families dealing with CAS.

The College Program (est. 2002) provides individualized skill building and therapeutic supports to degree seeking students with Autism Spectrum Disorder through a mentored environment while navigating a college experience at Marshall University. Speakers will provide an overview of the services offered by the program and discuss the transition from high school to college.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Describe the services provided by the College Program
2. Describe the application process for interested students
3. List transitional supports utilized by program staff

Speaker Qualifications

Bianca Bragg, Zach Bailey and Brent Fragnoli are Student Support Specialists with the College Program for Students with Autism Spectrum Disorder at Marshall University.

They each specialize in using a person-centered approach to serving college students with Autism Spectrum Disorder and providing students with individualized supports in the areas of academics, socialization, and independent living.

Psychologist Jean Piaget noted “play is the work of childhood.” Through this work children develop language skills, fine motor skills, problem solving abilities, and conflict resolution. However, it can be challenging at times for speech language pathologists to use the work of children to achieve very specific language targets. In this session participants will learn specific strategies to elicit language by using the best toys of 2021.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. List at least 3 toys to elicit language
2. List at least 3 strategies to evoke language with a specific toy
3. Describe why using toys can promote greater progress in therapy

Speaker Qualifications

Shae Dean, M.A., CCC-SLP, is a Clinical Assistant Professor in the Department of Communication Disorders. She received her B.A. and M.A. in Communication Disorders from Marshall University, and joined the department of Communication Disorders in August 2015.

Prior to that, she acquired 15 years of clinical experience in public schools, acute, skilled nursing, long term care, and home health settings.

Professor Dean’s clinical focus includes preschool and school age population, in particular expressive and receptive language disorders, speech sound disorders, and genetic and/or craniofacial abnormalities.

In addition, Professor Dean participates as a member of a multidisciplinary team housed in Marshall University Speech and Hearing Center that serves to evaluate children with suspected autism spectrum disorders.

She also provides supervision at off campus practicum sites, including River Park Hospital and school-based services in Cabell County, WV.

Learning Outcomes

At the conclusion of the program, participants will be able to:

1. Describe three technology tools to meet the needs of social-emotional learning for older students
2. Discuss three practical ways to use technology in order to support the needs of students with social and emotional learning needs
3. Explain three resources to easily search for appropriate lessons for high school students

Speaker Qualifications

Chris Wenger is an enthusiastic school-based SLP and nationally-acclaimed presenter who loves to share the most current technology trends to help older students with social learning needs.

He is the author of "Speech-Language Technologists: What’s New in Technology to Save Time and Accelerate Therapy Outcomes, an extensive resource handbook".

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.

You will walk away from Chris’s lively presentation with new ideas that will help others build a powerful SLP tech toolkit.