Convention 2023

During this presentation, Lee Ann Brammer will highlight goals and activities planned by the West Virginia Department of Education, including those specifically for speech-language pathologists.

Instructional Level: Introductory

Learning Outcomes

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

1. Describe two updates with the WVDE.
2. List two changes that have occurred in the last year in WV schools.
3. List two WVDE professional development activities planned for the upcoming 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 26 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.

Speaker Disclosure

Lee Ann Brammer is employed by the West Virginia Department of Education. There are no other relevant financial or non-financial relationships to disclose.

Join Eric and Lori on their personal journey with ALS and frontal temporal dementia. Learn from their perspective how speech therapy played a key role in their success as caregivers and in their careers. Join them in talking about how speech therapists can utilize this information to make a difference in their own careers and in their personal lives.

Instructional Level: Introductory

Learning Outcomes
Participants will be able to:

1. Describe how caregivers can be impacted by speech therapy.
2. Identify ways to utilize multiple perspectives in their current treatment planning.
3. Analyze how their career can make a difference in the lives of others.

Author Biographical Sketch

Lori Jude is a Kentucky-based writer and editor-in-chief of Bridges Magazine––a long-standing lifestyle magazine that circulates throughout the Kentucky, West Virginia and Ohio Tri-state area. To date, her writings have been featured in publications more than 20 times. Lori is a 2011 graduate of Morehead State University and is currently completing her Master’s in Teaching through the University of the Cumberlands. In addition to her work as editor, Lori continues to write on the popular blog www.themessybeautiful.org which she established in 2016 in order to document her now deceased husband’s journey with ALS. Lori has also authored the popular e-book Red Lipstick Days: Encouragement for Caregivers of All Kinds and is currently working on a memoir manuscript. Lori, her two children and their two dogs currently reside in Ashland, Kentucky.

Speaker Disclosure

Lori Jude is the editor-in-chief of Bridges Magazine, writer on the blog www.themessybeautiful.org, and the author of Red Lipstick Days. There are no other relevant financial or non-financial relationships to disclose.

Course Description: FEES has been in use as an instrumental assessment tool for people with dysphagia for over 30 years. The "FEES Principles of Care" course will orient us to FEES and describe a practical application to patients with dysphagia. The instructor will also introduce strategies to support the patient with dysphagia throughout the continuum of care, navigate patterns seen with FEES and describe how to use FEES as a collaborative assessment tool. This course will provide a didactic learning experience with the use of case studies with the goal of promoting collaborative, patient-centered, evidence-based approaches to FEES and dysphagia management.

Instructional Level: Intermediate

Learning Outcomes

1. Apply the use of FEES to patients with dysphagia in different care settings.
2. Contrast observations seen during FEES with functional outcomes.
3. Identify dysphagia treatment, management, and other medical referrals that are supported following the completion of a FEES.

Author Biographical Sketch

Kristin Sears-Kopp, MA/CCC-SLP is the current Director of Clinical Services with Carolina Speech Pathology. She has been a practicing medical SLP since 2002. She has served as a clinician, instructor, guest speaker and committee member throughout her career.
Catherine Taylor Fravel, MA/CCC-SLP is currently an endoscopist SLP with Carolina Speech Pathology. She has been a practicing medical SLP since 1995. She has worked with adults across settings ranging from acute care to home health. She has also served as a guest lecturer and as an adjunct professor at Butler University.

Speaker Disclosure

Kristin Sears-Kopp is employed by Carolina Speech Pathology. There are no other relevant financial or non-financial relationships to disclose.

Catherine Taylor Fravel is employed by Carolina Speech Pathology. There are no other relevant financial or non-financial relationships to disclose.

The Neurodiversity (ND) movement promotes a focus on differences rather than deficits: “there is no one right way of thinking, learning, and behaving" (Baumer & Frueh, 2021; Rosqvist et al., 2020 ). This movement is motivating a paradigm shift in what and how speech-language pathologists (SLPs) provide services for individuals diagnosed with autism, stuttering, hearing impairment and most recently, developmental language disorder (DLD). This presentation will describe the evidence-base for the ND movement and its importance in assessment and treatment of DLD. Participants will be invited to use a growth mindset in applying practices for serving children with DLD and their families.

Instructional Level: Introductory

Learning Outcomes

1. After this course, participants will be able to describe the Neurodiversity Movement as it relates to Developmental Language Disorders.
2. After this course, participants will be able to apply Neurodiversity-affirming practices in writing strengths-based assessments.
3. After this course, participants will be able to plan and implement Neurodiversity-affirming practices in strengths-based interventions.

Author Biographical Sketch

Samantha M Dudding M.S., CCC-SLP. Samantha is a current doctoral student and clinical educator at James Madison University. Her research interests include parent involvement in school-based speech and language services, specifically for children who are suspected of having a developmental language disorder. Samantha holds a master’s degree in Communication Sciences and Disorders from JMU and practiced clinically as a school-based SLP for 4 years before beginning her doctoral program.

Speaker Disclosure

Samantha Dudding is employed by James Madison University. There are no other relevant financial or non-financial relationships to disclose.

No amount of education could prepare someone for when their child gets diagnosed with a disability. Parents are left to navigate an unknown system all while experiencing grief or fear of a potential lifelong neurological disability diagnosis. With a lesser known and understood disorder like childhood apraxia of speech, parents are also left with a general lack of knowledge and awareness amongst even professionals. In this presentation, participants will gain more knowledge around the parent experience from diagnosis through treatment and leave with tips and on how to support not only the child but the family as well.

Instructional Level: Intermediate

Learning Outcomes

1. Explain the parent perspective and experience when receiving a diagnosis of CAS.
2. List ways to write a strength based report.
3. Identify at least 3 different areas in which a diagnosis of apraxia will impact the family.

Author Biographical Sketch

Laura Baskall Smith is an experienced speech-language pathologist specializing in the assessment and treatment of children with motor speech disorders. She has worked as a school based SLP, private practitioner, consultant, and supervisor. Laura is the recipient of the 2016 American Speech Language Hearing Media Award for garnering nationwide awareness for Childhood Apraxia of Speech (CAS). Her passion for the field gained new heights when her daughter was diagnosed with CAS at the age of three. Laura is a highly sought-after presenter on the topic of CAS and enjoys sharing her unique knowledge and perspective as both an SLP and parent to a child with multiple speech and language disorders. She is the author of Overcoming Apraxia (Bowker, 2019), a memoir on the family experience when a child has CAS.

Speaker Disclosure

Laura Smith is the author of Overcoming Apraxia. There are no other relevant financial or non-financial relationships to disclose.

This Lunch and Learn Ethics session will guide participants in the use of an approach for resolving and preventing ethical challenges. This approach relies on gathering sufficient information about the situation, reviewing ethical and legal standards, and consulting a variety of personal and research-based resources. These actions will enable participants to brainstorm a variety of potential vehicles for resolving and/or preventing an ethical dilemma. Participants will engage in table-top discussions of a variety of cases drawn from school and health care settings.

Instructional Level: Intermediate

Learning Outcomes

1. Participants will identify 3 steps to follow when faced with an ethical challenge.
2. Participants will list principles and rules from the ASHA Code of Ethics that are implicated by ethical scenarios.
3. Participants will identify information and resources to gather to resolve or prevent an illustrative ethical dilemma.

Author Biographical Sketch

Lissa Power-deFur, Ph.D., CCC-SLP, BCS-CL, ASHA-F is Professor Emeritus at Longwood University, where she served as program director, chair, and interim dean. Previously, she served as an administrator at the Virginia Department of Education and as a clinician in education, early intervention, and rehabilitation settings. She has offered over 200 presentations and over 35 publications. Lissa is an active volunteer – serving on various committees and boards at both the state and national level, including ASHA’s Board of Ethics and Board of Directors. She is honored to receive teaching and service awards from various organizations.

Speaker Disclosure

Lissa Power-deFur is professor emeritus at Longwood University. There are no other relevant financial or non-financial relationships to disclose.

Diagnosis and treatment of childhood apraxia of speech can be challenging for even experienced speech/language pathologists. However, accurate diagnosis is essential because diagnosis drives treatment. In this presentation, participants will gain more knowledge from diagnosis through treatment along with learning the most evidence-based approaches and techniques to ensure optimal outcomes in speech therapy. Video examples will be provided along with practical and fun activities to implement the next day into your therapy practice.

Instructional Level: Intermediate

Learning Outcomes

1. Analyze assessment data to inform treatment goals.
2. Identify evidence based approaches and techniques in the treatment of CAS.
3. List therapy activities for getting repetitive practice.

Author Biographical Sketch

Laura Baskall Smith is an experienced speech-language pathologist specializing in the assessment and treatment of children with motor speech disorders. She has worked as a school based SLP, private practitioner, consultant, and supervisor. Laura is the recipient of the 2016 American Speech Language Hearing Media Award for garnering nationwide awareness for Childhood Apraxia of Speech (CAS). Her passion for the field gained new heights when her daughter was diagnosed with CAS at the age of three. Laura is a highly sought-after presenter on the topic of CAS and enjoys sharing her unique knowledge and perspective as both an SLP and parent to a child with multiple speech and language disorders. She is the author of Overcoming Apraxia (Bowker, 2019), a memoir on the family experience when a child has CAS.

Speaker Disclosure

Laura Smith is the author of Overcoming Apraxia. There are no other relevant financial or non-financial relationships to disclose.

Course Description:
Part 1: Alzheimer’s and other Dementias 2:30-3:45
Part 2: ALS 3:45-5:00

This course offers insight into the many resources available to persons living with a diagnosis of Alzheimer's, dementia, and ALS. It will also provide information and resources to caregivers or professionals working with someone with a diagnosis. This course will look at available on-line resources and material important when navigating Alzheimer's, dementias and ALS.

Instructional Level: Introductory

Learning Outcomes
At the conclusion of this program, the participant will be able to:

1. 1. Find online resources related to Alzheimer's, dementias, and ALS
2. 2. Direct individuals to available resources related to Alzheimer's, dementias, and ALS

Author Biographical Sketch

Teresa Morris, MA, CCC-SLP, has been a Speech Language Pathologist for 28 years and has experience mostly in skilled nursing and long-term care. In her current role as the Program Director the Alzheimer's Association, WV Chapter she manages education programs and support groups across West Virginia. Teresa also serves on the WV Ombudsman Advisory Committe, Appalachian Center for Independent Living Board, Dementia Friendly St. Albans Committee, Dementia Friendly Huntington Committee and several other community-based initiatives.

Speaker Disclosure

Teresa Morris is program director for Alzheimer’s Association WV. There are, o other relevant financial or non-financial relationships to disclose.

Response to treatment often varies for clients and sometimes doesn't mirror that which is observed in the research. Recent research indicates that underlying principles related to treatment approaches are not assessed by clinicians to ensure that client progress is a result of treatment. This session will present key concepts associated with treatment fidelity such as the different types of data collected in treatment and teaching episodes. Tools and strategies for integrating these key concepts into daily treatment sessions efficiently and effectively will be presented.

Instructional Level: Intermediate

Learning Outcomes

1. Discuss the concepts of treatment fidelity, teaching episodes, and data collection related to impact on client progress..
2. Identify the key aspects of treatment fidelity for at least one treatment approach.
3. Outline a teaching episode used in one treatment approach.
4. Develop a basic session plan that integrates clear treatment and data collection times..

Author Biographical Sketch

Jayne Brandel is Chair of the Communication Sciences and Disorders Division and Associate Professor at West Virginia University. Her research examines current practices regarding school-based services, with an emphasis on those related to students with or at-risk of language-based disorders.

Speaker Disclosure

Jayne Brandel is employed by WVU. There are no other relevant financial or non-financial relationships to disclose.

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 posters.
2. List two ways to implement information learned in their practice.

Speaker Disclosure

Sarah Clemins is employed by Marshall University. There are no other relevant financial or non-financial relationships to disclose.

Eligibility for speech-language services in schools must adhere to the federal special education requirements. This session begins with an explanation of IDEA requirements, including eligibility criteria, use of standardized/non-standardized assessments and classroom observations, and team decision-making. As students from certain racial-ethnic groups have been disproportionately represented in special education, the session will include strategies to prevent disproportionality. The session will also address eligibility concerns related to unique populations, such as students with severe disabilities and students with pediatric feeding disorders. As eligibility decisions are made by an interprofessional team, tips for enhancing the team’s deliberations will be included.

Instructional Level: Intermediate

Learning Outcomes

1. Participants will select and administer assessments that will lead to more informed eligibility decisions.
2. Participants will connect assessment data with education standards to document adverse educational impact.
3. Participants will explain potential causes of disproportionate eligibility determination of students from diverse racial ethnic background.
4. Participants will list 3 strategies to use when planning for dismissal.

Author Biographical Sketch

Lissa Power-deFur, Ph.D., CCC-SLP, BCS-CL, ASHA-F is Professor Emeritus at Longwood University, where she served as program director, chair, and interim dean. Previously, she served as an administrator at the Virginia Department of Education and as a clinician in education, early intervention, and rehabilitation settings. She has offered over 200 presentations and over 35 publications. Lissa is an active volunteer – serving on various committees and boards at both the state and national level, including ASHA’s Board of Ethics and Board of Directors. She is honored to receive teaching and service awards from various organizations.

Speaker Disclosure

Lissa Power-deFur is professor emeritus at Longwood University. There are no other relevant financial or non-financial relationships to disclose.

Join high tech speech generating device companies to learn about their current devices and updates. Take time to trial devices and ask questions.

Instructional Level: Introductory

Learning Outcomes

1. Participants will provide 2 similarities between devices.
2. Participants will list 3 new SGD features they learned.
3. Participants will describe how they could utilize SGD with their current caseload .

Course Description: The goal of family-centered coaching is to build caregiver capacity to support social emotional development and regulation in young children during naturally occurring interactions. In this presentation we will discuss specific coaching strategies within the Pyramid Model framework including Reflexive Discussion and Collaborative Problem Solving. These strategies help to empower caregivers to meet a young child’s social emotional needs and build regulation skills in both children and adults. We will discuss collaborative goal setting, creating a family-centered action plan, and ideas for matching adult learning styles by focusing on small, successive changes to daily interactions in the family.

Instructional Level: Introductory

Learning Outcomes
At the conclusion of this program, the participant will be able to:

1. After this course, participants will be able to name 5 key caregiver practices to support infant- toddler social emotional development.
2. After this course, participants will be able to identify key coaching skills that prompt problem solving and growth in caregivers of young children.
3. After this course, participants will be able to explain how to implement 1-3 coaching techniques.

Author Biographical Sketch

Kate Morris is an Early Childhood Behavior Support Specialist for the WV Autism Training Center’s Behavior/Mental Health Technical Assistance Center at Marshall University. She supports coaches and teachers in addressing challenging behavior and supporting social emotional skill development using the Pyramid Model framework. She has an interest in Practice Based Coaching and how Executive Function skills relate to social emotional and communication development. She holds a B.A. in Communication Disorders from Loyola University in Baltimore and an M.A. in Hearing and Speech Sciences from The University of Maryland. She has spent the past 20 years working with children in a variety of settings including outpatient clinics, public schools, and WV Birth to Three. Kate is a Hanen certified SLP since 2006.

Speaker Disclosure

Kate Morris is employed by the WV Autism Training Center at Marshall University. There are no other relevant financial or non-financial relationships to disclose.

This course focused on a multidisciplinary approach to implementation of IDDSI in an acute care setting. Topics covered were steps to implementation, barriers, testing and education. The interactive portion of the course included testing of liquids and solids.

Instructional Level: Intermediate

Learning Outcomes

1. Explain the rational for utilization of IDDSI.
2. Identify steps to collaborate across professions to implement a facility wide transition.
3. Describe IDDSI liquid and solid levels and identify restrictions.
4. Demonstrate knowledge of IDDSI testing protocols.

Author Biographical Sketch

Jasmin Cummins, M.S., CCC-SLP, BCS-S, is an acute care speech language pathologist at University of Kentucky Healthcare, a level one trauma center and level four NICU in Lexington, Ky. She graduated in 2011 with her Master of Science from University of Kentucky. She worked in an acute care setting since graduation with adults and pediatrics. She received her board certification in swallowing and swallowing disorders in 2018.

Speaker Disclosure

Jasmin Cummins is employed by University of Kentucky Healthcare. There are no other relevant financial or non-financial relationships to disclose.

As students, providers, patient advocates, academicians, and policy-makers rethink ways to achieve health and educational equity, efforts are being made to interrogate systems widening the opportunity gap while producing unfavorable outcomes in marginalized groups. “Inverting the burden” is the process by which we can operationalize efforts to challenge longstanding inequities and hidden racism by upturning the burden from individuals to institutions. This presentation will examine the equity gap in communication sciences and disorders using interactive case study analysis in three areas of practice: clients, students, and professionals. Participants will increase their knowledge of the complex ecosystem of systemic inequalities and techniques that can improve outcomes.

Instructional Level: Intermediate

Learning Outcomes

1. Define the concepts of inverted burden and its applicability to the discipline of communication sciences and disorders.
2. List three strategies to create opportunities for minorities in the discipline of communication sciences and disorders (clients, students and professionals) by equipping them with tools they need to succeed, while removing obstacles in their way.
3. Describe ways to removing barriers by understanding the interconnected complex ecosystem of systemic inequalities health and the safety net of the most vulnerable and neglected populations and the gap in the continuum of care.

Author Biographical Sketch

Sucheta Kamath, founder/CEO of ExQ, is an ed-tech entrepreneur, TEDx speaker, award-winning speech-language pathologist, cognitive-retraining specialist, podcast host, and Mindfulness Meditation Teacher. Sucheta’s mission is to transform education to teach children how to learn to learn and has been leading the way in helping leaders and entrepreneurs build mindful, self-reflective, and inclusive brains, relationships, and workplaces. Lastly, Sucheta serves on many boards including Leadership Atlanta, the National Multi-Faith Initiative to End Mass Incarceration (EMI) and the Brain Aneurysm Foundation and she is involved in many racial equity, justice, and interfaith projects, as well as community programing for the homeless.

Speaker Disclosure

Sucheta Kamath is the CEO and founder of ExQ. There are no other relevant financial or non-financial relationships to disclose.

Demystifying Dyslexia will help you decipher the diagnosis of dyslexia and provide clarity on how treating dyslexia relates to your expertise in the area of language as a speech and language pathologist. It will also provide a framework for diagnosis and treatment using evidence-based strategies that will give you the confidence you need to empower your students for academic success!

Instructional Level: Intermediate

Learning Outcomes
After this course, participants will be able to:

1. Define dyslexia and explain how it relates to our expertise in the area of language.
2. Describe the indicators of dyslexia and the core language deficiencies that make up the dyslexic profile.
3. List assessment tools and techniques (formal and informal) to include in a speech and language evaluation when dyslexia is suspected.
4. Describe evidence-based intervention strategies for students who have been diagnosed with dyslexia.

Biographical Sketch

Susan Finney MA, CCC/SLP is a certified Orton-Gilingham dyslexia specialist and a certified structured literacy dyslexia interventionist. Her certifications are endorsed by the International Multisensory Structured Language Education Council, the International Dyslexia Association and the Center for Effective Reading Instruction. Susan graduated with a bachelor's degree and a master's degree in communication disorders from Marshall University. She has worked as a speech and language pathologist for 22 years and has experience working with children with various communication disorders and learning disabilities. Her recent focus of study has been dyslexia. She is excited to bring dyslexia awareness and knowledge to the SLP community in order to encourage early identification and treatment.

Speaker Disclosure

Susan Finney is an Orton Gilingham Specialist and a certified structured literacy dyslexia interventionist. There are no relevant financial or non-financial relationships to disclose.

In recent years, there has been an ongoing debate amongst speech language pathologists and health care professionals regarding the assessment and treatment of tethered oral tissues and pediatric orofacial myofunctional disorders. This session will explore the terminology related to these disorders and update speech language pathologists on the literature to support or oppose this pediatric field of speech language pathology.

Instructional Level: Intermediate

Learning Outcomes
Participants will:

1. Define basic terminology related to tethered oral tissues and orofacial myofunctional disorders.
2. Discuss which areas of orofacial myofunctional disorders and tethered oral tissues have strong support from the literature.
3. Identify at least 2 areas that need increased research related to orofacial myofunctional disorders and tethered oral tissues.

Biographical Sketch

Bryn Brown, M.A., CCC-SLP, is a pediatric speech-language pathologist and Clinical Assistant Professor in the department of Communication Disorders. 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 a certified Orofacial Myologist.

Speaker Disclosure

Bryn Brown is employed by Marshall University. There are no other relevant financial or non-financial relationships to disclose.

Research psychologist, Angela Duckworth, describes grit as "perseverance and passion for long-term goals" and studies show that children and adults who exhibit grit are more engaged, motivated, and take greater responsibility for their own life. Executive Function training centered around explicit teaching of metacognitive processes, growth mindsets, and self-devised strategic thinking catapults individual's personal agency in personal problem solving and decision to serve the future-self. Participants who wear multiple hats as practitioners, educators, or parents will learn practical strategies to not only unleash clients' curiosity but increase the rigor of their own practice, while increasing intrinsic motivation and goal-directed persistence.

Instructional Level: Intermediate

Learning Outcomes

1. Define grit and contextualize perseverance and learning to develop the powerful drive inside ALL learners.
2. Explain the connection between grit, executive function skills, and fostering a growth mindset.
3. Explain ways to integrate these concepts into your practice, classroom and life!

Author Biographical Sketch

Sucheta Kamath, founder/CEO of ExQ, is an ed-tech entrepreneur, TEDx speaker, award-winning speech-language pathologist, cognitive-retraining specialist, podcast host, and Mindfulness Meditation Teacher. Sucheta’s mission is to transform education to teach children how to learn to learn and has been leading the way in helping leaders and entrepreneurs build mindful, self-reflective, and inclusive brains, relationships, and workplaces. Lastly, Sucheta serves on many boards including Leadership Atlanta, the National Multi-Faith Initiative to End Mass Incarceration (EMI) and the Brain Aneurysm Foundation and she is involved in many racial equity, justice, and interfaith projects, as well as community programing for the homeless.

Speaker Disclosure

Sucheta Kamath is the CEO and founder of ExQ. There are no other relevant financial or non-financial relationships to disclose.

In this session, participants will have an opportunity to network with other SLPs across the state of WV. There will be three 20-minute table sessions. At the conclusion of each table session, participants will move to the next designated topic table. Table topics will focus on current challenges in the field of speech language pathology.

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.

Speaker Disclosure

Sarah Clemins is employed by Marshall University. There are no other relevant financial or non-financial relationships to disclose.