Convention 2024

This session is for SLPs designated as Lead Therapists in their county school system or LEA (local education agency). Participants will review and discuss current topics in WV schools and have an opportunity to share and collaborate with others.

Instructional Level: Intermediate

Learning Outcomes

1. Discuss current topics and barriers facing SLPs in WV schools
2. Participants will be able to apply knowledge and ideas obtained during the session to issues in their specific LEAs

Author Biographical Sketch

Heather Waselchalk, M.S., CCC-SLP, is a speech-language pathologist currently employed as the Coordinator of Speech-Language Impairment, Assistive Technology, AEM, and Occupational/Physical Therapy in the Office of Special Education at the West Virginia Department of Education. She worked as a school SLP for 24 years in Virginia and West Virginia. Heather is a graduate of Concord College and Radford University, and she has a certification in autism from Regent University. She is a board member of the West Virginia Board of Examiners for Speech-Language Pathology and Audiology and is also a member of the State Education Agencies Communication Disabilities Council, State Leaders of Assistive Technology in Education, and the West Virginia Assistive Technology Systems Advisory Council.

Speaker Disclosure

Heather Waselchalk is employed by the West Virginia Department of Education and serves on the WV Board of Examiners for Speech Language Pathology and Audiology and is on the W Assistive Technology Systems Council. There are no other relevant financial or non-financial relationships to disclose.

During this presentation, Heather Waselchalk 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

1. Participants will be able to describe two WVDE updates
2. Participants will be able to list two changes that have occurred in the last year in WV schools
3. Participants will be able to list two WVDE professional development activities planned for the upcoming school year

Author Biographical Sketch

Heather Waselchalk, M.S., CCC-SLP, is a speech-language pathologist currently employed as the Coordinator of Speech-Language Impairment, Assistive Technology, AEM, and Occupational/Physical Therapy in the Office of Special Education at the West Virginia Department of Education. She worked as a school SLP for 24 years in Virginia and West Virginia. Heather is a graduate of Concord College and Radford University, and she has a certification in autism from Regent University. She is a board member of the West Virginia Board of Examiners for Speech-Language Pathology and Audiology and is also a member of the State Education Agencies Communication Disabilities Council, State Leaders of Assistive Technology in Education, and the West Virginia Assistive Technology Systems Advisory Council.

Speaker Disclosure

Heather Waselchalk is employed by the West Virginia Department of Education and serves on the WV Board of Examiners for Speech Language Pathology and Audiology and is on the W Assistive Technology Systems Council. There are no other relevant financial or non-financial relationships to disclose.

This presentation will discuss the current status of individuals with cognitive and communication disorders' involvement with the U.S. "criminal justice" system. Within this presentation, the presenter will engage in interactive dialogue with the audience about the CSD clinician's role in combating the pipeline (how we contribute, how we can make changes). Lastly, the presenter will discuss and provide active solutions and suggestions for the audience on being proactive and making effective change in the lives of people with disabilities they treat.

Instructional Level: Intermediate

Learning Outcomes

1. Discuss how your practice intersects with the legal system
2. Demonstrate how to effectively identify areas of CSD need that may increase involvement with the system
3. Identify and apply practices presented during your clinical practice

Author Biographical Sketch

Dr. Shameka Stewart is an Associate Professor of Communication Sciences and Disorders and the Juvenile Forensic Speech-LanguagePathologist(r). Dr. Stewart is also a special education advocate trained by the Wright's Law training center. She has a Ph.D. in Communication Sciences and Disorders, and a Juris Doctorate of Law. Dr. Stewart’s clinical and scholarly work specializes in Juvenile Forensics, Law Enforcement Interaction with youth with CD, child language disorders and augmentative and alternative communication (AAC). Her primary research focuses on the Confluence and Impact of cognitive and communication disorders on the school-to-confinement pipeline, status offenses, involvement with the criminal justice system, law enforcement interaction, and criminal recidivism in youth placed at-risk for delinquency and crime (especially Black and Brown youth from under-resourced areas). Dr. Stewart is also a clinically certified and licensed speech-language pathologist and is licensed to practice in Maryland, Washington, D.C, and multiple other states. Through her work, Dr. Stewart has created cutting edge social justice and juvenile justice specialty courses for graduate CSD students, nationally known training programs for law enforcement and legal counsel, and national and international CE workshops and training for licensed SLP clinicians, students, and families of children with special needs.

Speaker Disclosure

Shameka Standford Stewart is employed by Howard University. There are no other relevant financial or non-financial relationships to disclose.

This course will discuss what you need to know as a member of the IEP team about Special Education Law, Guidelines, Requirements and rights. The workshop will discuss the history and research of Special Education Law, key information related to IEPS, meetings, violations, laws, and ethics. As well as, knowing your clinical and ethical rights as the clinician and the student's rights as the special education recipient.

Instructional Level: Intermediate

Learning Outcomes

1. Identify the aligned special education laws, ethics, and requirements when there is an active IEP
2. Incorporate rights, guidelines, and awareness of regulations into their clinical practice
3. Provide appropriate, ethical, and compliant special education services that protect the rights and needs of the students on their caseload

Author Biographical Sketch

Dr. Shameka Stewart is an Associate Professor of Communication Sciences and Disorders and the Juvenile Forensic Speech-LanguagePathologist(r). Dr. Stewart is also a special education advocate trained by the Wright's Law training center. She has a Ph.D. in Communication Sciences and Disorders, and a Juris Doctorate of Law. Dr. Stewart’s clinical and scholarly work specializes in Juvenile Forensics, Law Enforcement Interaction with youth with CD, child language disorders and augmentative and alternative communication (AAC). Her primary research focuses on the Confluence and Impact of cognitive and communication disorders on the school-to-confinement pipeline, status offenses, involvement with the criminal justice system, law enforcement interaction, and criminal recidivism in youth placed at-risk for delinquency and crime (especially Black and Brown youth from under-resourced areas). Dr. Stewart is also a clinically certified and licensed speech-language pathologist and is licensed to practice in Maryland, Washington, D.C, and multiple other states. Through her work, Dr. Stewart has created cutting edge social justice and juvenile justice specialty courses for graduate CSD students, nationally known training programs for law enforcement and legal counsel, and national and international CE workshops and training for licensed SLP clinicians, students, and families of children with special needs.

Speaker Disclosure

Shameka Standford Stewart is employed by Howard University. There are no other relevant financial or non-financial relationships to disclose.

This session will include a brief review of research defining the importance and relationship between joint attention, imitation, gestures and early language development. Strategies to implement joint attention, imitation and gestures in your early intervention and clinical practice will be provided and discussed.

Instructional Level: Intermediate

Learning Outcomes

1. Discuss the importance of joint attention, imitation and gestures in language development
2. List 3 strategies for incorporating work on joint attention, imitation and gestures during therapy sessions
3. Apply knowledge for the use of pre-language skills in the treatment of early language learners

Author Biographical Sketch

Carol Zombotti has been a practicing SLP for 30 years. She is currently an Assistant Professor and the Director of Clinical Education at West Liberty University. Prior to her move to higher education, Carol worked as a public school SLP for 25 years and has worked in WVBTT for 20 years. She holds a BS and MS from WVU, a graduate degree in ABA from Penn State University, and a Clinical Doctorate in SLP from RMUoHP. Carol is a dually certified SLP and Board Certified Behavior Analyst. Her areas of clinical expertise include early intervention, speech sound disorders, social communication disorders and autism.

Speaker Disclosure

Carol Zombotti is employed by West Liberty University. There are no other relevant financial or non-financial relationships to disclose.

If I asked you to create a reading passage about airplanes, a CVC word list, a list of 10 possible speech therapy summer camp themes, and an email to a nurse about the importance of oral care, how long would it take you? To meet the needs of our clients and workplaces, speech language pathologists are continually generating novel materials without time to accomplish these tasks. With artificial intelligence, such as ChatGPT, all of the above listed tasks could be completed in under 5 minutes. This course will teach you how to utilize artificial intelligence to make you a more efficient clinician.

Instructional Level: Intermediate

Learning Outcomes

1. Attendees will successfully utilize chat bots such as Chat GPT to generate novel information
2. Attendees will identify 3 ways in which they can use artificial intelligence to improve the efficiency of their speech therapy planning
3. Attendees will explain the limitations of chat bots such as Chat GPT in creation of speech therapy materials

Author Biographical Sketch

Sarah Clemins M.S., CCC-SLP, is an Associate Professor and the current Director of Clinical Education in the Communication Disorders Department at Marshall University. Prior to joining the department, she worked as a speech language pathologist in skilled nursing and home health settings. In addition to organizing on and off campus clinical experiences at Marshall, she also teaches undergraduate classes and supervises students within the clinic. In 2018, she founded the Marshall University Multidisciplinary ALS Clinic and currently serves as the clinical coordinator and speech language pathologist. Her clinical interests include voice and swallowing with a special interest in vocal cord dysfunction.

Speaker Disclosure

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

Digital applications and tools are used every day to help people access communication, entertainment, and knowledge. This session will review digital applications that can be used by speech language pathologists and audiologists by considering what is already in your phone that can be assistive? As well as how to work with Alexa in auditory threapy.

Instructional Level: Introductory

Learning Outcomes

1. Participants will be able to explain ASHA's policy on using applications
2. Participants will be able to list applications that can be used during therapy or patient counseling
3. Participants will be able to explain ways to work with employers using applications

Author Biographical Sketch

LizEllen Snyder is an audiologist with 32 years of experience with the Kentucky Office of Children with Special Health Care Needs. As such, she has experience in hearing testing, hearing conservation, hearing aid fittings, and programming for cochlear implants.

Speaker Disclosure

LizEllen Snyder is employed by the Kentucky Office of Children with Special Health Care Needs. There are no other relevant financial or non-financial relationships to disclose.

This round table session will discuss the current assistive technology supports available, the process for acquiring these tools and the collaborations occuring throughout the state. Dialougue between professionals will allow for problem solving of common difficulties and sharing successes while planning for future collaborations that will support the accessibility of asssitive technology in West Virginia.

Instructional Level: Introductory

Learning Outcomes

1. Identify the assistive technology supports available in WV
2. Identify new supports and collaborations in the area of assistive technology
3. Problem solve common barriers to access of assistive technology

Author Biographical Sketches

Doug Cumpston, MBA, ATP, is the WVATS Program Manager and Principal Investigator of the WV State Assistive Technology program. Doug completed a master’s degree in Business Administration from West Virginia University and a bachelor’s degree in Administration of Justice from California University of Pennsylvania. He has been a RESNA Certified Assistive Technology Professional (ATP) since 2022 and has 7 years of experience in working with supportive employment and matching individuals with assistive technology. Doug has been presented at conferences of AT topics for 7 years.

Alexandria Saweikis received a bachelor's degree in Exercise Physiology with a minor in Disability Studies and a master’s degree in Multi-Categorical Special Education from West Virginia University. Allie currently works at the Center for Excellence in Disabilities with the West Virginia Assistive Technology program as an Assistive Technology Specialist. As an Assistive Technology Specialist, she is able to connect people with devices and resources to help support them to reach their goals. She specializes in AT for school, birth to three, and young children.

Speaker Disclosures

Doug Cumpston and Alexandria Saweikis are employed by the WV Assistive Technology Program by the Centers for Disabilities. There are no other relevant financial or non-financial relationships to disclose.

Lunch will be served buffet style in the lobby area from 11:45-12:45 pm with seating available in the ballroom. The keynote session will start at 12:45, so we encourge all attendees to finish their lunch and find a seat in the ballroom before the 12:45 session begins.

Through storytelling and visuals, this 60-minute live keynote will discuss the Event Speakers lived experience as a nonspeaking autistic educator and advocate. They will discuss how ableist beliefs contribute to low expectations, challenges with accessing effective communication, the words we use, how to show up for others in community,
and suggestions for ensuring all people, regardless of communication access needs, experience success. Time will be allotted for whole group questions.

Instructional Level: Introductory

Learning Outcomes

1. Apply the speakers lived experience related to ableist beliefs to improve access to communication
2. Identify ways to personally apply suggestions to improve access to communication for those on your caseload

Author Biographical Sketch

Jordyn Zimmerman is a passionate educator and disability advocate. After being diagnosed as autistic at a young age, she did not receive access to augmentative communication until the age of 18. That arduous journey fuels her beliefs around leveraging tools and supports to drive change. She now thrives on boldly showing up and redefining what is possible in learning spaces and throughout the broader community — and has personal experience challenging the status quo, which is featured in the 2021 documentary, This Is Not About Me.

Speaker Disclosure

Jordyn Zimmerman is an educator and disability advocate who is a published author and serves on the board of Communication First. There are no other relevant financial or non-financial relationships to disclose.

Instructional Level: Introductory

Speaker Disclosures

Learning Outcomes

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

Teagan Bietzel and Lauren Downing are students at Marshall University. There are no other relevant financial or non-financial relationships to disclose.

Instructional Level: Introductory

Speaker Disclosure

Learning Outcomes

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

Macy McKnight is a student at Marshall University. There are no other relevant financial or non-financial relationships to disclose.

Join me for an engaging session where we delve into the world of narrative language analysis. In this interactive workshop, clinicians will explore the Monitoring Indicators of Scholarly Language Rubric, gaining insights into narrative development. We'll delve into the art of scoring, offering hands-on practice to enhance your skills. Additionally, we'll discuss the exciting prospects of machine learning in narrative scoring.

Instructional Level: Intermediate

Learning Outcomes

1. Comprehensive Understanding: Gain a thorough comprehension of narrative development in language samples
2. Skill Enhancement: Develop the ability to effectively analyze narrative language using the Monitoring Indicators of Scholarly Language Rubric
3. Hands-on Practice: Acquire practical experience through guided scoring sessions to refine your scoring skills
4. Future Insight: Explore the potential of machine learning in narrative scoring, understanding its implications for the future of clinical practice
5. Professional Growth: Elevate your proficiency in assessing narrative language samples, enhancing your capabilities as a clinician

Author Biographical Sketch

Megan Israelsen-Augenstein, Ph.D., CCC-SLP is an Assistant Professor at West Virginia University. She teaches courses in speech and language assessment and intervention. Her research investigates improving language and literacy abilities for school-age students who are at-risk for or who demonstrate developmental language disorders with a specific focus on students with developmental disabilities.

Speaker Disclosure

Megan Israelsen is employed by West Virginia University. There are no other relevant financial or non-financial relationships to disclose.

A MASTER PAL, or “skilled partner” engages in authentic and meaningful interactions. Model as a MASTER PAL is a framework and compilation of resources that focus on supporting communication partners of AAC learners by highlighting behaviors and belief systems that shape quality exchanges for engaged and respectful communicative experiences. Model as a MASTER PAL consists of readily available resources that have been used by this presenter in school-based and EI settings with teachers, paraprofessionals, SLPs and families; but the content and structure are flexible and relevant across environments where AAC communication partners require support to be a MASTER PAL.

Instructional Level: Intermediate

Learning Outcomes

1. List 5 interaction behaviors of communication partners that foster meaningful and effective AAC implementation
2. Identify 3 ways language development is our guide when teaching AAC
3. Differentiate between the different types of motivation and identify which is most meaningful in AAC skill development

Author Biographical Sketch

Tabi Jones-Wohleber is an AAC-focused SLP supporting families through WV Birth to Three. She previously worked as a school-based Assistive Technology Team leader for 17 years. Tabi created the widely shared Model as a MASTER PAL training series, and co-developed Stepping Into AAC to support families of AAC learners on their journey. She has authored chapters on AAC implementations in various texts. Tabi has worked with Angelman Syndrome family organizations in multiple countries, and presents on AAC-related topics at state, national, and international conferences.

Speaker Disclosure

Tabi Jones-Wohleber is employed by WV Birth to Three and is the developer of Master Pal. There are no other relevant financial or non-financial relationships to disclose.

This course will review current recommendations and protocols for the administration of educational audiology services in educational systems in West Virginia and how inter-professional communication between school-based speech-language pathologists and audiologists is crucial to maintaining a high standard of care for hearing impaired students.

Instructional Level: Intermediate

Learning Outcomes

1. Learner will be able to explain proper referral protocols following hearing screenings
2. Learner will be able to make referral decisions regarding central auditory processing
3. Learner will be able to understand considerations for FM and other hearing technologies

Author Biographical Sketch

Dr. Michael Squires is co-owner and audiologist at Audiology Services of West Virginia. He started his business with his wife and business partner in 2014 following completion of his doctoral work and residency at the Northeast Ohio AuD Consortium and The Cleveland Clinic, respectively. Starting his practice, Dr. Squires has been involved in the expansion of educational audiology services in West Virginia. He and his wife have also expanded services for cochlear implants and vestibular testing in the Mid-Ohio Valley region. Dr. Squires currently lives on his hobby farm in Mineral Wells, WV with his wife and three children; Lenen, Olive, and Annora.

Speaker Disclosure

Michael Squires is the co-owner of Audiology Services of WV. There are no other relevant financial or non-financial relationships to disclose.

Heavy hors' devours and cash bar

This presentation provides an overview of cleft palate errors and treatment approaches that target those errors. Specific techniques will be demonstrated for learners and practiced by participants during this session. Additional resources will also be provided. This session is targeted at school-based SLPs but can be helpful for clinicians working in any setting with this population.

Instructional Level: Intermediate

Learning Outcomes

1. Participants will be able to distinguish between between different cleft palate errors
2. Participants will be able to demonstrate three different treatment techniques to treat cleft palate errors
3. Participants will be able to state three treatment approaches that could be used in treating cleft palate errors

Author Biographical Sketch

Kimberly Meigh is an associate professor in the Division of Communication Disorders at West Virginia University (WVU). She teaches speech science and neurobiology at the undergraduate level, as well as neurobiology, acquired language disorders, acquired motor disorders, and voice disorders at the graduate level. Clinically, she is the coordinator of the WVU Speech Language Hearing Clinic at WVU. She also participates in several multidisciplinary teams at WVU Medicine, including the Cleft Palate Team. Her clinical expertise includes cleft palate, childhood apraxia of speech, acquired apraxia of speech, aphasia, cognitive-communication disorders (RHD, TBI, dementia), voice disorders, gender-affirming voice care, and dysarthria.

Speaker Disclosure

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

Reduced childhood hearing has affects on language development and acquisition. This session will include a brief overview on the following: the audiogram, causes of reduced hearing, hearing technology both personal and hearing assistive technology for classrooms, the effects of language deprivation, intervention strategies, and use of AAC in this population.

Instructional Level: Intermediate

Learning Outcomes

1. Make basic predictions based on student’s audiogram
2. Identify causes of reduced hearing
3. Describe how hearing technology and hearing assistive technology can provide access to academic instruction
4. Identify the effects of language deprivation
5. List possible intervention strategies
6. Identify deaf and hard of hearing students who are candidates for AAC

Author Biographical Sketches

Dr. Ashworth received her bachelor’s degree in speech-language pathology and audiology in May 1990, her master’s degree in audiology in December 1991, and her clinical doctorate in audiology in August of 2007. She became the staff audiologist at West Virginia Schools for the Deaf and the Blind (WVSDB) in March 1992. Since then, she has provided pediatric and educational audiology services to deaf & hard-of-hearing children, their families, and their educators/service providers in WV. She is nationally certified through the American Speech-Language-Hearing Association (ASHA) and holds an audiology license through the West Virginia Board of Examiners for Speech-Language Pathology and Audiology (WVBESLPA). She has served on the Executive Boards of both the West Virginia Speech-Language Hearing Association (WVSHA) and the West Virginia Audiology Association (WVAA) and as the Educational Audiology Association’s West Virginia state representative. Dr. Ashworth helped to write and lobby for universal newborn hearing screening in WV and has served on the Newborn Hearing Screening Advisory committee. She has performed numerous presentations at Celebrating Connections, WVSDB and WVOCDB conferences and Lunch & Learns, and for Hands & Voices WV chapter family events.

Ashley Suddath is a native West Virginian who has been a speech-language pathologist at the West Virginia School for the Deaf and the Blind for over 17 years. She graduated with her bachelor’s degree in 2004 and her master’s degree in 2006; both of which were earned at West Virginia University. Mrs. Suddath is nationally certified by the American Speech Language Hearing Association and holds a speech-language pathology license through the West Virginia Board of Examiners for Speech-Language Pathology and Audiology. In addition, she is a certified See-the-Sound: Visual Phonics trainer. She has trained numerous West Virginia professionals and parents on the use of this tool to teach phonics. Mrs. Suddath is currently serving on the West Virginia Deaf/Hard of Hearing Advisory Committee.

Speaker Disclosures

Melanie Ashworth and Ashley Suddath are employed by WV School for the Deaf and Blind. There are no other relevant financial or non-financial relationships to disclose.

Using case studies, videos, and outcomes from the West Virginia University Center for Excellence in Disabilities Feeding and Swallowing Clinic, this discussion will focus on the use of advanced clinical reasoning to determine the etiology of pediatric feeding challenges considering the realms of culture, development, sensory, behavior, and medical status. This presentation will engage learners in the implementation of a strengths-based approach to developing an assessment and intervention framework for children and their families. An in-depth review of red flags in feeding development will serve as a foundation to facilitate a deeper understanding of can't versus won't skill development.

Instructional Level: Intermediate

Learning Outcomes

1. Recognize red flags experienced by children with feeding difficulties
2. Synthesize feeding assessment with psychosocial factors, cultural considerations, development, sensory system, behavior, and medical status using a strengths-based approach
3. Identify clinical reasoning strategies to assist in decision-making during the assessment and intervention of pediatric feeding
4. Discuss can’t versus won’t when building the framework of assessment and treatment for children with pediatric feeding challenges

Author Biographical Sketches

Cassaundra Corbett Miller, EdD, MS, CCC/SLP
Dr. Miller has been a practicing SLP for over 15 years and has provided services to children with disabilities for the duration of her career. She is an Assistant Professor in the Division of Disability Services within the WVU School of Medicine, serves as the Director of the WVUCED Feeding and Swallowing Clinic, and is Program Manager and Mentor for the West Virginia Leadership Education in Neurodevelopmental Disabilities (LEND) Program. Dr. Miller’s areas of expertise include feeding, interdisciplinary practice, development, and behavior.

Amy Kurowski-Burt, EdD, MOT, OTR/L
Dr. Burt is an occupational therapist with 20 years of experience working with children with disabilities in early intervention, schools and outpatient settings. She is an Associate Professor in the Division of Disability Services, an occupational therapist at the WVU Center for Excellence in Disabilities, and a Mentor and Training Director for WV LEND. Her areas of expertise include sensory processing, feeding, vision, behavior management, neuromuscular development, and community participation.

Dr. Miller and Dr. Burt provide continuing education locally, nationally, and internationally on pediatric feeding and swallowing including recent presentations at the American Occupational Therapy Association National Conference and the Feeding Matters International Pediatric Feeding Conference.

Madison DeVaughn BS, CSAD
Madison is a first year graduate student studying Speech-Language Pathology at West Virginia University. She is a current LEND Trainee at the WVU Center for Excellence in Disabilities. Upon graduation, Madison hopes to work with the pediatric population, specifically those with feeding and swallowing disorders.

Speaker Disclosures

Cassaundra Miller and Amy Burt are employed by West Virginia University. There are no other relevant financial or non-financial relationships to disclose.

Madison DeVaughn is a student at West Virginia University. There are no other relevant financial or non-financial relationships to disclose.

This event is for WVSHA attendees to buy, sell, swap books, and other therapeutic materials. 25% of material sales made at this event will be donated back to WVSHA. In addition, this event is only for use by independent individuals; no publishers, distributors, or other commercial representatives are permitted. If you are interested in selling materials, please reach out to Tori Gilbert (tori.gilbert@hsc.wvu.edu).

IDEA (2004) requires that students participate in services within the least restrictive environment where progress on target behaviors can be made. However, research indicates that SLP services are predominantly outside of the classroom and once or twice a week for 20 or 30 minutes. Participants will be provided a framework and tools to implement a process for intentional decision-making related to service delivery within the school setting.

Instructional Level: Intermediate

Learning Outcomes

1. Participants will be able to describe their current process for making decisions related to service delivery
2. Participants will be able to evaluate the types of service delivery models currently utilized within their caseload
3. Participants will be able to utilize the tools provided to make a service delivery decision based upon EBP for cases presented

Author Biographical Sketch

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

Speaker Disclosure

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

This session will discuss the WVDE Comprehensive Language Evaluation (CLE) for Deaf and hard of hearing students that is required per WVDE Policy 2419. This session will outline the specific areas for evaluating a DHH student and how evaluating a child with a language delay vs a language disorder is different than those of hearing children. We will also discuss the suggested roles each team member has in the process.

Instructional Level: Intermediate

Learning Outcomes

1. Describe how comprehensive language evaluations are different for Deaf and hard of hearing students
2. List requirements for evaluations for Deaf and hard of hearing students required by WVDE Policy 2419
3. Identify the roles of the audiologist, SLP, and deaf educator when completing a comprehensive language evaluations

Author Biographical Sketch

Nora Stevenson began her teaching career as a music educator. After experiencing a significant hearing loss of her own, she chose to take a different path and began a career as an educator for the Deaf and hard of hearing. Her personal understanding of the needs of those with hearing loss gives her a unique perspective as a DHH teacher. She has been teaching WV students for 28 years. She has worked as an itinerant K12 deaf educator, a presenter, an early interventionist, and an adjunct instructor for Marshall University Graduate College, and is the WVDE TAC: Outreach Center for Deaf and Blind’s statewide K12 Outreach Specialist supporting teachers, families, and students with a hearing loss in WV.

Speaker Disclosure

Nora Stevenson is employed by the WV Department of Education. There are no other relevant financial or non-financial relationships to disclose.

ASHA and the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD) agree that supervision and mentorship is a distinct area of expertise and practice, and that clinical supervisors of student clinicians need to have the requisite knowledge and skills (CAPCSD, 2013) to feel confident in training pre-professional learners. This round table will review helpful tips and tricks to supervision and allow time for trouble shooting case scenarios provided by real supervision stories.

Instructional Level: Introductory

Learning Outcomes

1. Describe 3 helpful tips to successful supervision
2. Utilize provided resources for supervision
3. Identify solutions to common supervisor-supervisee relationship barriers

Author Biographical Sketch

Tori Gilbert is the education coordinator at the West Virginia University Center for Excellence in Disabilities (WVUCED) and an assistant professor in the Disabilities Studies program. She completed her clinical doctorate from Northwestern University and her masters degree in Speech-Language Pathology from West Virginia University. She has clinical expertise in the area of augmentative and alternative communication (AAC) and has an interest in research related to AAC, supervision and mentorship within communication sciences and disorders, and emotional intelligence in pre-professional training.

Speaker Disclosure

Tori Gilbert is employed by West Virginia University. There are no other relevant financial or non-financial relationships to disclose.

Lunch will be provided during the award ceremony and WVSHA Business Meeting.

Instructional Level: Introductory

Participants will be provided an overview of Parkinson Disease and learn about a novel treatment approach in early stages of development: Clear Speech Intervention. Participants will come away from the presentation knowing the basic steps of the intervention approach to implement with patients and learn about preliminary data supporting its efficacy.

Instructional Level: Intermediate

Learning Outcomes

1. Describe the symptoms of Parkinson Disease
2. Identify the steps of the Clear Speech Intervention
3. Explain the importance of feedback in therapeutic intervention in motor speech disorders

Author Biographical Sketches

Anna Gravelin Coy, Ph.D. CCC-SLP is an assistant professor and speech-language pathologist at West Virginia University. Anna specializes in Parkinson Disease and Motor Speech Disorders.

Co-presenters Megan Lloyd, BS and Zachariah Backus, BS, are graduate students in the Communication and Sciences Disorders program at West Virginia University.

Speaker Disclosures

Anna Coy is employed by West Virginia University. There are no other relevant financial or non-financial relationships to disclose.

Megan Lloyd and Zachariah Backus are students at West Virginia University. There are no other relevant financial or non-financial relationships to disclose.

Shortages of school-based speech-language pathologists (SLPs) require SLPs to think creatively to meet the needs their caseload as well as other students due to their expanded role in language and literacy as outlined in ESSA (2015). This presentation will discuss the demographic and geographic obstacles that necessitated a creative collaborative model of narrative instruction with the SKILL curriculum using telepractice and in-person models of delivery.

Instructional Level: Intermediate

Learning Outcomes

1. Describe factors that necessitate the use of classroom-based instruction
2. Analyze the effectiveness of Tier 1 narrative instruction
3. Identify opportunities for creative service delivery to meet the diverse needs of students

Author Biographical Sketches

Megan Israelsen-Augenstein, Ph.D., CCC-SLP is an Assistant Professor at West Virginia University. She teaches courses in speech and language assessment and intervention. Her research investigates improving language and literacy abilities for school-age students who are at-risk for or who demonstrate developmental language disorders with a specific focus on students with developmental disabilities.

Tracy Toman, M.S., CCC-SLP is an Assistant Professor at West Virginia University. She serves as a clinical supervisor for the graduate program and specializes in school-based services through telepractice. She has provided services in West Virginia public schools for eight years. She focuses her research on improving language and literacy abilities for school-age populations in rural areas of West Virginia using telepractice.

Speaker Disclosures

Megan Israelsen is employed by West Virginia University. There are no other relevant financial or non-financial relationships to disclose.

This session will be high energy and interactive! The language skills that can be targeted through play are endless and what a better way to get young children involved and motivated to learn. We will share and demonstrate activities that can be used in both whole group and small group using a multi sensory approach to therapy. This session will also include a make and take. Each participant will walk away with ready to use, practical materials to add to their SLP Toolkit!

Instructional Level: Intermediate

Learning Outcomes

1. Participants will build a resource bank to assist in the delivery of play based therapy
2. Participants will list at least 3 multisensory activities to engage all learners
3. Participants will identify evidence based practices to support play based learning

Author Biographical Sketches

Holly Love is an ASHA certified speech language pathologist and a RESNA certified Assistive Technology Professional. She is the Coordinator of Communication for VDOE’s Technical and Training Assistance Center at Virginia Tech.

Hillary Billings is also an ASHA certified speech language pathologist currently working in Grayson County Public schools. The each have over 20 years of experience serving students age birth-22 with a wide range of communication needs.

Speaker Disclosures

Holly Love is employed by the Virginia Department of Education. There are no other relevant financial or non-financial relationships to disclose.

Hillary Billings is employed by Grayson County Public Schools. There are no other relevant financial or non-financial relationships to disclose.

Do you have what it takes to save a child with dyslexia? SLPs are often the first professionals who interact with children with dyslexia. Learn the impact of illiteracy, debunk the biggest myths (hint – it’s not reading backward), recognize the most common signs and symptoms, and discover how to help those with dyslexia.

Instructional Level: Intermediate

Learning Outcomes

1. Summarize the effects of illiteracy
2. List the signs and symptoms of dyslexia
3. Describe various ways in which SLPs can help those with dyslexia
4. Demonstrate understanding of how to find a competent dyslexia diagnostician

Author Biographical Sketch

Jaimee is the founder and owner of Dynamic Dyslexia and Speech in Weirton, WV. Her interest in dyslexia began when her younger sister was diagnosed with dyslexia in 2008. She earned her master’s degree in Speech-Language Pathology from West Virginia University and has received specialized training on dyslexia through the University of San Diego. She is working toward a PhD in Education with a concentration in Educational Law. Jaimee is a member of the Bright Solutions for Dyslexia Professional Referral List and Speaker’s Bureau. She has been selected for numerous awards, including an Innovator in her field by ASHA.

Speaker Disclosure

Jaimee Szymanski is the owner of Dynamic Dyslexia and Speech. There are no other relevant financial or non-financial relationships to disclose.

Do your student's struggle with staying engaged? Maybe they have trouble staying on topic? Maybe they blurt out answers? Do they follow the classroom routines? This session focuses on social emotional learning for students in the pre-k through early elementary setting. Since COVID, students have struggled more with staying engaged, sitting in their seats, following classroom routines, etc. At Wetzel County Schools, speech language pathologists have pushed into the classroom to teach weekly social skill lessons. Tools to teach social skills range from using the social learning platform "Everyday Speech," social stories, calming corners, blurt cards and calming strategies. Lessons range from following school rules, to being kind, showing respect, demonstrating mindfulness, problem solving, interpreting nonverbal communication, and much more. The results of the social lessons have not gone unnoticed. Students appear to be more engaged and are teaching each other appropriate social norms in a positive environment.

Instructional Level: Intermediate

Learning Outcomes

1. Provide definition of social-emotional learning and its counterparts
2. Explore strategies to help students develop social skills
3. Explore ideas/strategies to help students smoothly transition to various social settings

Author Biographical Sketch

Candace McBee is a certified Speech-Language Pathologist from Morgantown, WV. She graduated from West Virginia University in 2002 with a Bachelor of Science in Speech-Language Pathology and again in 2004 with a Master of Science in Speech Language Pathology. Upon graduation, she worked in a hospital setting for ten years. She currently works for Marshall County Schools. She has worked in the school system for the last 8 years where she has worked with a variety of students with articulation, language and social deficits.

Speaker Disclosure

Candice McBee is employed by Marshall County Schools. There are no other relevant financial or non-financial relationships to disclose.