Convention 2026

Opening Keynote Address

Speech–language pathologists face a confusing landscape of employment structures—W2 versus 1099, salaried versus per-visit, and productivity requirements that may be mathematically impossible to meet ethically. These aren't just HR details; they directly impact clinical decision-making, burnout rates, and patient outcomes. This session breaks down how SLP compensation actually works, from reimbursement systems to contract fine print, and examines the ethical tensions created when pay structures incentivize quantity over quality. Attendees will leave with practical knowledge to evaluate contracts, recognize wage theft, and advocate for sustainable working conditions.

Instructional Level: Introductory

Learning Outcomes

1. Identify at least three key differences between W2 and 1099 employment classifications and their implications for SLP practice and income.
2. List at three common indicators of wage theft in SLP contracts.
3. Explain how reimbursement systems (Medicare, Medicaid, insurance) influence SLP compensation structures and caseload demands.
4. Evaluate contract terms for potential ethical conflicts between productivity requirements and evidence-based care.
5. Compare the financial and professional tradeoffs of salaried, hourly, and per-visit payment models.
6. List common pitfalls and strategies to succeed during wage and contract negotiations in the SLP’s own employment setting.

Author Biographical Sketch

Meredith Harold, PhD, is a science communicator, speech-language pathologist, and entrepreneur dedicated to making research truly usable for clinicians. She founded The Informed SLP, an evidence-synthesis and continuing education platform that translates emerging science into practical guidance for everyday practice. She is also founder/CEO of Informed Jobs, a transparent jobs board for SLPs. Meredith previously worked as an assistant professor and pediatric clinician and now focuses on advancing evidence-based practice through writing, teaching, and speaking internationally.

Speaker Disclosure

Meredith Harold is the founder of The Informed SLP and Informed Jobs. There are no other relevant financial or non-financial relationships to disclose.

Children’s storytelling skills develop along predictable developmental pathways, yet clinicians often struggle to determine whether a child’s narrative is age-appropriate or a sign of language-based difficulty. This session will guide participants through common story types observed from preschool through early elementary years, highlighting key features of typical narrative development and developmental red flags. Through real-world examples and interactive activities, attendees will learn to identify narrative forms, evaluate developmental appropriateness, and apply this knowledge to clinical assessment and decision-making in educational and clinical settings.

Instructional Level: Introductory

Learning Outcomes

1. Identify common types of stories produced by children from preschool through early elementary grades (e.g., descriptive, sequential, script-based, and true narratives).
2. Describe key developmental features that distinguish age-appropriate narratives from those that may indicate risk for language-based learning difficulties.
3. Determine whether a child’s narrative is developmentally appropriate based on the child’s age and the structural features of the story.
4. Apply knowledge of narrative development to inform clinical decision-making related to assessment and referral in educational and clinical settings.

Author Biographical Sketch

Dr. Megan Israelsen-Augenstein is an Assistant Professor in the Communication Sciences and Disorders Division at West Virginia University and a licensed speech-language pathologist. Her research and clinical work focus on developmental language disorder, narrative language development, and school-based narrative interventions. She has led and collaborated on state- and federally funded projects examining how narrative instruction supports language and literacy outcomes for children in early elementary grades. Dr. Israelsen-Augenstein regularly presents nationally and internationally on narrative assessment and intervention.

Tracy Toman is an Assistant Professor at West Virginia University and an ASHA-certified speech-language pathologist. She has provided in-person and telepractice services for WV public schools for eight years. She has partnered with Integrated Speech Solutions for five years to provide virtual, research-based services for school-age students with speech sounds disorders and language disorders in West Virginia.

Franchesca Sulli is an undergraduate research assistant studying Communication Sciences & Disorders at West Virginia University. She is actively engaged in providing language-based teletherapy to elementary aged students, collecting and analyzing data for classroom narrative-based intervention, and utilizing the Systematic Analysis of Language Transcripts to evaluate linguistic abilities in children. Her research interests include reading disorders, Developmental Language Disorder, cleft palate and craniofacial research, and speech and language intervention for children and adults. Franchesca is expected to graduate with her Bachelor’s in May 2026.

Hannah Gain is a first-year Speech Language Pathology Masters student at West Virginia University. She serves as a Graduate Research Assistant in her university’s Speech, Language, and Phonological Awareness Skills Lab as well as works as a zipline instructor. Her research and interests involve narrative intervention, language sample analysis, and bridging the gap between research and practice. Hannah is expected to graduate with her Master’s degree in May 2027.

Speaker Disclosure

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

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

Franchesa Sulli and Hannah Gain are students at WVU. There are no other relevant financial or non-financial relationships to disclose.

Speech-language pathologists face growing system-level challenges that affect access to care, income, and professional well-being. Many clinicians recognize these issues but feel uncertain about how to engage in advocacy or assume it requires formal leadership roles or additional credentials. This session reframes advocacy as a natural extension of clinical practice. Participants will explore how understanding personal strengths can help them choose advocacy approaches that fit their communication style, values, and comfort with risk. Through a case-based narrative, the presenter shares her transition from clinician to national advocate and offers practical strategies clinicians can use to integrate advocacy into their existing professional roles in sustainable and meaningful ways.

Instructional Level: Introductory

Learning Outcomes

1. Identify their personal professional strengths using at least one validated framework and explain how those strengths influence their communication style, decision-making, and tolerance for advocacy-related risk.
2. Analyze how individual strengths can be strategically applied to advocacy efforts within speech-language pathology, including workplace, state, or systems-level change, without requiring formal leadership roles or additional credentials.
3. Evaluate the effectiveness and sustainability of strengths-based advocacy engagement within speech-language pathology.

Author Biographical Sketch

Jeanette Benigas, PhD, SLP is a nationally recognized medical speech-language pathologist, educator, author, and healthcare reform advocate. She is the founder and CEO of Fix SLP, a grassroots advocacy movement working to modernize speech-language pathology by addressing unnecessary barriers to practice and empowering clinicians to take action on issues they care about. Through state-level advocacy and employer education, Fix SLP has directly influenced Medicaid credentialing reform and employment practices across multiple states. Dr. Benigas’ research focuses on adult neurology and dysphagia, with interdisciplinary training in aging. She is an experienced endoscopist, owner of a mobile FEES practice, podcast host, national speaker, and continuing education provider focused on clinician autonomy and access to care.

Speaker Disclosure

Jeanette Benigas is the founder and CEO of Fix SLP. There are no other relevant financial or non-financial relationships to disclose.

Poster: Speech Language Pathologist Perspective on Accessibility of Additional Augmentative and Alternative Communication (AAC) Training and Education
Presenter: Shelby Ferrell

This poster presents findings from a mixed-methods study examining speech-language pathologists’ perspectives on the accessibility of additional augmentative and alternative communication (AAC) training and education in professional settings. Practicing speech-language pathologists in the Ohio Valley tri-state area completed a survey addressing perceived confidence in AAC implementation, access to training opportunities, awareness of AAC certifications, and workplace support. Quantitative and Qualitative results highlight discrepancies between the perceived value of AAC training and actual access to formal professional education. Implications for professional development, institutional support, and advocacy are discussed to promote best practices in AAC service delivery.

Learning Outcomes:

1. Describe speech language pathologists’ reported confidence levels and access to additional AAC training and education.
2. Identify common barriers to formal AAC training, including limited workplace support and certification awareness.
3. Explain implications for improving professional development and institutional support related to AAC service delivery across domains.

Presenter Biographical Sketch

Shelby Ferrell is a second-year graduate student in the Master of Science program in speech-language pathology at West Liberty University. Her clinical interests include special populations, augmentative and alternative communication (AAC) and literacy integration across educational service delivery. Her research interests include AAC, access to continuing education, and professional support for clinicians serving individuals with complex communication needs. This poster is based on her graduate Capstone research examining speech-language pathologist perspectives on the accessibility of additional AAC training and education in the Ohio Valley region.

Attendees may earn only .05 ASHA CEUs (30 minutes) for this poster session.

Poster: Differences in Auditory Temporal Processing Between Heavy and Light Music Listeners
Presenters: Haley Shumate, Eric M. Johnson, Au.D., Ph.D., CCC-A, Haley Holdren

Across various peer-reviewed studies, musicians have been shown to have superior temporal processing skills compared to non-musicians. However, this research often overlooks variability in the amount of time non-musicians spend listening to music, and how differences in listening exposure alone may influence temporal processing. This study investigates the differences in temporal processing between heavy music listeners (HMLs) and light music listeners (LMLs). Both groups consisted of 10 participants each. Detection/discrimination thresholds for spectrotemporal modulation, silent gaps, duration, and frequency modulation were obtained. The results revealed statistically significant differences between HMLs and LMLs in terms of their temporal processing abilities.

Learning Outcomes:

1. After viewing this poster presentation, attendees will be able to describe differences in temporal processing abilities between heavy and light music listeners.

Presenter Biographical Sketch

Haley Shumate is an undergraduate student at West Virginia University majoring in Communication Sciences and Disorders and minoring in Photography. She will be pursuing a doctorate in audiology after her graduation in May 2026. She has a specific interest in the neuroscience and auditory processing aspects of audiology.

Attendees may earn only .05 ASHA CEUs (30 minutes) for this poster session.

Poster: Predictors of Success in Whole-Classroom Narrative Interventions for Elementary School Children
Presenters: Megan Israelsen, Franchesca Sulli, Hannah Gain, Tracy Toman, Malia Sayavong, Allison Rosborough

Whole-classroom narrative interventions have demonstrated promise for improving language and literacy outcomes in elementary school children; however, substantial variability exists in student response. This poster examines child- and classroom-level predictors of response to a whole-classroom narrative intervention implemented across multiple elementary schools. Data were drawn from 309 first-, second-, and third-grade students who participated in classroom-based narrative instruction. We evaluated whether baseline language skills, grade level, and socioeconomic indicators predicted gains in narrative macrostructure and microstructure. Results identify factors associated with differential response to intervention and provide insight into which students may benefit most from whole-classroom narrative approaches, informing data-based instructional and intervention planning in elementary school settings.

Learning Outcomes:

1. Describe child- and classroom-level factors that predict response to whole-classroom narrative interventions in first-, second-, and third-grade students.
2. Identify baseline language and demographic characteristics associated with differential gains in narrative macrostructure and microstructure.
3. Interpret how variability in response to intervention can inform instructional decision-making and tiered supports in elementary classrooms.
4. Apply findings from predictor analyses to consider which students may require additional or adapted narrative supports within whole-classroom instruction.

Presenter Biographical Sketch

Dr. Megan Israelsen-Augenstein is an Assistant Professor in the Communication Sciences and Disorders Division at West Virginia University. She is a licensed speech-language pathologist with extensive experience in early intervention and school-based settings. Her research focuses on developmental language disorder, narrative language development, and the effects of whole-classroom and targeted narrative interventions on student outcomes. Dr. Israelsen-Augenstein’s work emphasizes implementation science, scalability of evidence-based practices, and supporting children in rural and underserved communities. She regularly collaborates with educators, clinicians, and researchers on state- and federally funded projects and presents nationally and internationally on narrative assessment and intervention.

Attendees may earn only .05 ASHA CEUs (30 minutes) for this poster session.

Poster: Early Development of Narrative Macrostructure in Kindergarten through Second Grade in Appalachian Schools
Presenters: Megan Israelsen-Augenstein, Franchesca Sulli, Ryan Sainsbury, MS, CCC-SLP, Tracy Toman, MS, CCC-SLP, Almara Hutchinson, MS, CCC-SLP, Allison Rosborough, MS, CCC-SLP, Anna Coy, PhD, CCC-SLP, Kimberly Meigh, PhD, CCC-SLP

Narrative macrostructure is a foundational skill supporting later language, literacy, and academic success, yet little is known about how these skills develop during the earliest years of formal schooling. This poster examines the early development of narrative macrostructure in children attending Appalachian schools across kindergarten, first grade, and second grade. Using cross-sectional and within-year data, we describe developmental patterns in core story grammar elements and examine variability across grade levels. Findings provide insight into early narrative growth within a historically underserved region and have implications for early identification, classroom instruction, and intervention planning for children at risk for language-based learning difficulties.

Learning Outcomes:

1. Describe typical patterns of narrative macrostructure development in children from kindergarten through second grade in Appalachian school settings.
2. Identify grade-level differences and variability in core story grammar elements across early elementary years.
3. Explain how early narrative macrostructure development can inform early identification of children at risk for language-based learning difficulties.
4. Apply findings to support classroom instruction and intervention planning within early elementary and MTSS frameworks.

Presenter Biographical Sketch

Dr. Megan Israelsen-Augenstein is an Assistant Professor in the Communication Sciences and Disorders Division at West Virginia University. She is a licensed speech-language pathologist with extensive experience in early intervention and school-based settings. Her research focuses on developmental language disorder, narrative language development, and the effects of whole-classroom and targeted narrative interventions on student outcomes. Dr. Israelsen-Augenstein’s work emphasizes implementation science, scalability of evidence-based practices, and supporting children in rural and underserved communities. She regularly collaborates with educators, clinicians, and researchers on state- and federally funded projects and presents nationally and internationally on narrative assessment and intervention.

Attendees may earn only .05 ASHA CEUs (30 minutes) for this poster session.

Poster Speaker Disclosures

Franchesa Sulli, Hannah Gain, Shelby Ferrell, Haley Shumate, Haley Holdren, Ryan Sainsbury, and Malia Sayavong are students at WVU. There are no other relevant financial or non-financial relationships to disclose.

Eric Johnson is employed by the WVU School of Medicine. There are no other relevant financial or non-financial relationships to disclose.

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

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

Allison Rosborough is employed by Linguacare Associates. There are no other relevant financial or non-financial relationships to disclose.

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

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

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

This session supports both Clinical Fellows and CFY supervisors as they navigate the growth, uncertainty, and confidence-building that define the fellowship year. Participants will explore practical strategies for effective supervision, meaningful feedback, ethical decision-making, and building clinical independence. Grounded in a strengths-based, collaborative approach, this course provides realistic tools to help fellows move from self-doubt to professional confidence while equipping supervisors to foster supportive, high-quality learning experiences that benefit clinicians, teams, and the clients they serve.

Instructional Level: Introductory

Learning Outcomes

1. Identify key roles, expectations, and ethical responsibilities of both Clinical Fellows and CFY supervisors to promote a supportive and effective fellowship experience.
2. Apply practical strategies for feedback, supervision, and clinical decision-making that help fellows build confidence and progress toward independent practice.
3. Develop strengths-based approaches to navigating common CFY challenges, fostering professional growth, collaboration, and positive outcomes for clients and teams.

Author Biographical Sketch

Kerry earned her bachelor’s degree in communication sciences & Disorders from West Virginia University and her master’s degree in Speech-Language Pathology at Indiana University of Pennsylvania. Now completing her Clinical Fellowship, Kerry is committed to providing person-centered, evidence-based care to individuals of all ages & backgrounds. She is currently working at Chatter & Chalk full-time and is also a PRN SLP at Encompass Health Rehabilitation Hospital. She has a unique perspective as an early graduate with experience across the lifespan.

Dr. Tori Gilbert graduated with her Master of Science in Communication Sciences and Disorders from WVU in 2014 and completed her Doctor of Speech-Language Pathology degree from Northwestern University in 2021. Her doctoral work supported her passion for education and mentorship within the field of speech-language pathology. She is the owner of Chatter & Chalk in Morgantown, WV, where she runs her own private practice and language-based pre-k. She currently serves as the President for the West Virginia Speech-Language-Hearing Association and is on the Board of Trustees for the West Virginia Speech-Language-Hearing Foundation.

Speaker Disclosure

Kerry Carpenter is employed by Chatter & Chalk and Encompass Health Rehabilitation. There are no other relevant financial or non-financial relationships to disclose.

Tori Gilbert is the owner of Chatter & Chalk. There are no other relevant financial or non-financial relationships to disclose.

This intermediate-level session builds on foundational concepts of brain change in dementia to support communication-focused advocacy for individuals living with dementia and their care partners. Following a brief interactive review of dementia-related neurological, visual, and emotional changes, participants will apply Positive Approach to Care® principles within a CSD framework. Emphasis will be placed on analyzing situational contexts, identifying care partner needs, and advocating for effective communication through positive physical approaches and positive action starters. Case-based discussion and guided breakout activities will support translation of theory into functional, person-centered solutions across care settings.

Instructional Level: Intermediate

Learning Outcomes

1. Identify key neurobehavioral changes in dementia that influence communication and care interactions.
2. Analyze situational factors affecting care partner communication challenges within CSD practice contexts.
3. Select and apply positive physical approaches and positive action starters to support effective, person-centered communication in dementia care scenarios.

Author Biographical Sketch

Sara J. Alig, PhD, CCC-SLP, CDP, is an associate professor in Communication Sciences and Disorders at West Liberty University and an adjunct faculty member at Carlow University. She practices as a PRN medical speech-language pathologist and facilitates a monthly support group for individuals living with dementia-related brain change and their care partners. Dr. Alig holds a PhD in Communication Studies with a focus on health communication and dementia caregiving. She is a Certified Dementia Care Practitioner and a Certified Consultant with Teepa Snow’s Positive Approach to Care®, with over 24 years of clinical experience across medical settings.

Speaker Disclosure

Sara Alig is is employed by West Liberty University and Carlow University. There are no other relevant financial or non-financial relationships to disclose.

Navigating educational law can be confusing and overwhelming, yet effective advocacy for students with dyslexia requires a clear understanding of their legal rights. This course examines key federal and state laws related to dyslexia, including West Virginia’s most recent legislation, the Third Grade Success Act. Participants will explore the qualification process and development of Individualized Education Plans and Section 504 accommodation plans as well as learn practical strategies for advocating within the public school system to ensure students with dyslexia receive appropriate support and protections.

Instructional Level: Introductory

Learning Outcomes

1. Participants will be able to identify key federal and state laws that apply to students with dyslexia.
2. Participants will be able to differentiate between Individualized Education Plans (IEPs) and 504 accommodation plans, including their purposes and eligibility criteria.
3. articipants will be able to list advocacy strategies to effectively address and resolve common challenges faced by students with dyslexia within the public school system.

Author Biographical Sketch

Jaimee Szymanski, PhD, CCC-SLP, is an award-winning speech-language pathologist and the owner of Dynamic Dyslexia and Speech in Weirton, WV. She has earned a PhD in Education with a concentration in Educational Law. Jaimee is a member of the West Virginia Assistive Technology Systems (WVATS) Advisory Council and the Bright Solutions for Dyslexia Professional Referral List and Speaker’s Bureau. Jaimee's impactful work and commitment to excellence have been recognized by local, state, and national organizations.

Katherine Szymanski is a dyslexia tutor and licensed occupational therapist with a Master’s degree from West Virginia University. Drawing on her experience in public schools as an occupational therapist and her personal experience with dyslexia, she provides informed, empathetic, and effective support to learners with dyslexia, as well as advocacy services to help students and families navigate educational systems.

Speaker Disclosure

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

This session explores how intentional play and open‑ended materials can be used to strengthen language, early literacy, and self‑regulation skills in young children. Drawing from real classroom examples, participants will learn how educators and speech‑language pathologists can collaborate to embed rich language models, regulation supports, and narrative‑building opportunities into everyday play. Attendees will leave with actionable strategies, developmental considerations, and practical tools for creating language‑rich, inclusive play environments in early childhood settings.

Instructional Level: Introductory

Learning Outcomes

1. Identify the roles and responsibilities of educators and SLPs within collaborative early childhood teams.
2. Describe how collaborative planning enhances language‑rich learning opportunities in early childhood classrooms.
3. Demonstrate how to integrate SLP‑recommended language strategies into daily routines and play‑based activities.

Author Biographical Sketch

Dr. Patricia Arias Hunt is an Assistant Professor in the Department of Communication Disorders at Marshall University. She earned both her M.S. in Speech-Language Pathology and Ph.D. in Applied Language and Speech Sciences from the University of Louisiana at Lafayette. Her research focuses on community-based approaches to language and literacy education, with an emphasis on pedagogy, qualitative inquiry, and strengths-based frameworks that recognize and build upon the knowledge and capacities of local communities. Clinically, Dr. Arias Hunt specializes in child language, social communication in group settings, and bilingual language intervention. Her work has been featured at national and international conferences (e.g., ASHA, LSHA, CORK) and in academic publications, including a co-authored book chapter on literacy and communication disorders. Committed to bridging research and practice, she seeks to advance inclusive, community-engaged scholarship that supports equitable language development.

Elizabeth Crawford serves as the Outreach Coordinator at the June Harless Center for Rural Educational Research and Development. She holds a Bachelor of Arts in Elementary Education with a specialization in Early Childhood and a Master of Arts in School Counseling, both from Marshall University. She is also certified as an Elementary Math Specialist. Elizabeth began her journey with the Harless Center in 2012 as a graduate intern, collaborating with lead teachers and fellow interns at the Marshall University Early Education STEAM Center in Huntington, WV. Her passion for early childhood education led her to participate in two study tours to Reggio Emilia, Italy, where she studied the internationally acclaimed early childhood approach that continues to inform and inspire her work. Since that time, Elizabeth has served as a STEAM Outreach Educator, supporting early learning programs across West Virginia. She is committed to promoting developmentally appropriate practices grounded in the Reggio Emilia philosophy and integrating them into STEAM-rich experiences for young learners. In her current role, Elizabeth coordinates professional learning for the Harless Center, specializing in early childhood best practices, collaborative planning, and STEAM project implementation. She works with both pre‑service and in‑service educators and partners with school systems statewide to strengthen early education through responsive, developmentally thoughtful practice.

Speaker Disclosure

Patricia Arias-Hunt is employed by Marshall University. There are no other relevant financial or non-financial relationships to disclose.

Elizabeth Crawford is employed by the June Harless Center for Rural Educational Research and Development. There are no other relevant financial or non-financial relationships to disclose.

Traditional therapy research has emphasized technique—exercises, protocols, delivery models, dosage, and session structure—often assuming outcomes are driven primarily by what clinicians do. Yet outcomes remain remarkably similar across approaches, raising a critical question: what is the true active ingredient of therapy? Emerging evidence points to the clinician. This one-hour presentation introduces Meta-Therapy (MT), the nuanced relational dialogue that facilitates effective behavioral change. MT represents the “how” of therapy—soft skills that shape learning, self-efficacy, affect, and engagement. Through theory, research, and clinical examples, this session reframes Meta-Therapy as a foundational, teachable, and measurable clinical skill across voice, stuttering, dysphagia, and cognitive communication treatment.

Instructional Level: Introductory

Learning Outcomes

1. Define Meta-Therapy (MT) and explain its role as a foundational, cross-cutting clinical dialogue strategy that facilitates effective behavioral change across speech-language pathology treatment domains.
2. Identify and describe key Meta-Therapy dialogue elements that influence patient cognition, self-efficacy, affect, and engagement, distinguishing the “how” of therapy from technique-specific interventions.
3. Apply Meta-Therapy principles by selecting and implementing practical clinical scripts and analogies to intentionally support learning, empowerment, and carryover in voice and related therapy contexts.

Author Biographical Sketch

Jackie Gartner-Schmidt, PhD, CCC-SLP, ASHA Fellow, is a clinician, clinical researcher, and educator specializing in voice and upper airway disorders. She is a Professor in the Department of Speech-Language Pathology at Carlow University in Pittsburgh, Pennsylvania. Dr. Gartner-Schmidt previously served for 20 years as Co-Director of the University of Pittsburgh Voice Center and Director of the Speech-Language Pathology–Voice Division at UPMC. With over 30 years of clinical and research experience, she has participated in numerous NIH-funded studies, published extensively, and delivered more than 500 national and international presentations. She is also a TEDx speaker and founder of Voice Now, LLC.

Speaker Disclosure

Jacqueline Gartner-Schmidt is employed by Carlow University and is the founder of Voice Now LLC. There are no other relevant financial or non-financial relationships to disclose.

This session provides an overview of evidence-based intervention approaches for speech sound disorders (SSD) across etiologies, with an emphasis on differential treatment planning. Participants will review foundational principles of traditional articulation therapy, motor-based approaches for childhood apraxia of speech (CAS), and phonological intervention frameworks. Specific approaches highlighted include traditional articulation therapy, Dynamic Temporal and Tactile Cueing (DTTC), PROMPT, the Cycles Approach, and Lindamood Phoneme Sequencing (LiPS). Through case-based discussion and comparison of treatment rationales, attendees will develop clinical decision-making skills to align intervention strategies with underlying speech profiles, promoting more targeted and effective therapy outcomes.

Instructional Level: Introductory

Learning Outcomes

1. Differentiate between articulation disorders, phonological disorders, and childhood apraxia of speech (CAS) based on key speech characteristics and error patterns.
2. Compare traditional articulation, motor-based (DTTC, PROMPT), and phonological (Cycles, LiPS) intervention approaches in terms of underlying principles and treatment targets.
3. Select appropriate intervention approaches based on a child’s speech profile, including consideration of motor vs. linguistic deficits.
4. Apply clinical reasoning to case examples to justify treatment selection and identify initial therapy targets.

Author Biographical Sketch

Dr. Tori Gilbert graduated with her Master of Science in Communication Sciences and Disorders from WVU in 2014 and completed her Doctor of Speech-Language Pathology degree from Northwestern University in 2021. Her doctoral work supported her passion for education and mentorship within the field of speech-language pathology. She is the owner of Chatter & Chalk in Morgantown, WV, where she runs her own private practice and language-based pre-k. She currently serves as the President for the West Virginia Speech-Language-Hearing Association and is on the Board of Trustees for the West Virginia Speech-Language-Hearing Foundation.

Tracy Toman is an Assistant Professor at West Virginia University and an ASHA-certified speech-language pathologist. She has provided in-person and telepractice services for WV public schools for eight years. She has partnered with Integrated Speech Solutions for five years to provide virtual, research-based services for school-age students with speech sounds disorders and language disorders in West Virginia.

Speaker Disclosure

Tori Gilbert is the owner of Chatter & Chalk. There are no other relevant financial or non-financial relationships to disclose.

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

Gestalt language processing has become a popular topic in the field of Speech-Language Pathology. This presentation will begin with the history - how echolalia was once considered “meaningless” to being the building blocks for self-generated language. This presentation will compare analytic and gestalt language processing. We will discuss gestalt language processing in the pediatric population including the stages, treatment, and sample goals for each stage. Finally, we’ll explore how to best support this population using a child led and neuro-affirming approach during therapeutic sessions and in the classroom.

Instructional Level: Intermediate

Learning Outcomes

1. The participant will be able to describe the 6 stages of gestalt language development.
2. The participant will be able to develop therapeutic goals as it relates to gestalt language processing.
3. The participant will be able to identify at least two strategies to utilize to support a gestalt language processor.
4. The participant will be able to describe characteristics of child led speech therapy.

Author Biographical Sketch

Lauren Schofield is a Speech-Language Pathologist with 5 years of pediatric experience. Lauren is currently serving on the OSLHA board as Co-Director of Student Affairs and Clinical Education. She currently serves as adjunct faculty at the University of Cincinnati, where she works in both supervisory and instructional roles. Lauren supervised graduate students in the Head Start program and teaches the undergraduate course: Phonological Awareness and Phonics. She works clinically with adults in acute care and inpatient rehabilitation. Lauren has presented about Gestalt Language Processing at Dayton Children’s hospital, to graduate students at UC, and for OSSPEAC at the 2025 convention.

Speaker Disclosure

Lauren Schofield is employed by the University of Cincinnati. There are no other relevant financial or non-financial relationships to disclose.

An informative session covering the common barriers to effective implementation of AAC in the general education classroom and basic strategies to overcome these barriers. In this session, you will learn about the common barriers that general education teachers and school based SLP's face when trying to implement AAC use in the classroom setting. Additionally, the session will discuss and demonstrate basic strategies to help overcome these barriers.

Instructional Level: Introductory

Learning Outcomes

1. Participants will be able to discuss the common barriers to AAC implementation in the general education classroom.
2. Participants will be able to utilize basic strategies to help with the effective implementation of AAC.

Author Biographical Sketch

Molly Abitbol is an ASHA-certified speech-language pathologist licensed in West Virginia with over 20 years of diverse experience in the field. Throughout her career, she has worked across a range of settings, including schools and medical daycare centers, gaining extensive hands-on expertise. Currently, Molly serves as an Assistant Professor at West Virginia University, where she is also an active supervisor and service provider. Her professional focus and research interests center on Augmentative and Alternative Communication (AAC) and pediatric feeding disorders, fields in which she is deeply committed to advancing both clinical practice and academic understanding.

Speaker Disclosure

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

Treatment of voice, speech, articulation, and swallowing is often less about what clinicians teach and more about how they teach. Grounded in perceptual–sensory–motor learning theory, this session explores therapy as an adaptive skill-learning process rather than repetition of idealized targets. Aerodigestive tract functions integrate perception, sensation, and motor control, requiring patients to detect inefficiency and correct it in real time. Through intentional exploration of ineffective patterns, patients strengthen error detection and rapid recovery—key drivers of motor adaptation. This presentation emphasizes learning in the space between “right” and “wrong,” fostering resilience, flexibility, and individualized solution spaces for lasting change under real-world demands.

Instructional Level: Introductory

Learning Outcomes

1. Describe perceptual–sensory–motor learning principles.
2. Explain the role of error and negative practice in enhancing motor learning, adaptation, and real-time self-correction.
3. Apply strategies that promote rapid recovery and flexible motor control, helping patients develop individualized solution spaces for functional communication.

Author Biographical Sketch

Jackie Gartner-Schmidt, PhD, CCC-SLP, ASHA Fellow, is a clinician, clinical researcher, and educator specializing in voice and upper airway disorders. She is a Professor in the Department of Speech-Language Pathology at Carlow University in Pittsburgh, Pennsylvania. Dr. Gartner-Schmidt previously served for 20 years as Co-Director of the University of Pittsburgh Voice Center and Director of the Speech-Language Pathology–Voice Division at UPMC. With over 30 years of clinical and research experience, she has participated in numerous NIH-funded studies, published extensively, and delivered more than 500 national and international presentations. She is also a TEDx speaker and founder of Voice Now, LLC.

Speaker Disclosure

Jacqueline Gartner-Schmidt is employed by Carlow University and is the founder of Voice Now LLC. There are no other relevant financial or non-financial relationships to disclose.

Advocacy is a critical component of effective AAC service delivery and extends far beyond device access. This intermediate-level session examines advocacy across the AAC ecosystem, including clinician advocacy within systems, family and caregiver support, educational collaboration, healthcare communication access, and teaching self-advocacy to AAC users. Through case-based examples and practical frameworks, participants will analyze common advocacy breakdowns and apply strategies that promote communication access, credibility, and autonomy for AAC users. Emphasis is placed on empowering all stakeholders to ensure AAC users are heard, believed, and supported across settings.

Instructional Level: Intermediate

Learning Outcomes

1. Differentiate advocacy roles across AAC stakeholders (SLPs, families, educators, healthcare providers, and AAC users) and describe how these roles interact across systems.
2. Analyze systemic and attitudinal barriers that limit AAC access and credibility in educational, healthcare, and community settings, including bias related to competence and communication mode.
3. Apply advocacy strategies to real-world AAC scenarios, including device access, service delivery, educational accommodations, and medical decision-making.
4. Evaluate communication access practices in healthcare settings and identify advocacy actions that support AAC users’ autonomy, credibility, and right to be believed.
5. Integrate self-advocacy instruction into AAC intervention by teaching users language and strategies to express needs, preferences, and communication rights across contexts.

Author Biographical Sketch

Christine Lepore, M.A., CCC-SLP, BCS-AAC, is Clinical Director of the ICAN Talk Clinic at the AAC Institute (PA). She specializes in AAC across the lifespan and has led AAC initiatives in clinical, school, and community settings. Christine presents and trains professionals, families, and caregivers in evidence-based AAC implementation and advocacy. Her work focuses on ensuring equitable access to communication supports and empowering AAC users to participate meaningfully in all aspects of life. Christine runs an annual AAC Camp, bringing together AAC users, families, and SLP volunteers from around the world.

Speaker Disclosure

Christine Lepore is employed by the ICAN Talk Clinic at the AAC Institute. There are no other relevant financial or non-financial relationships to disclose.

This practical session equips working professionals with strategies to successfully pursue graduate education while maintaining full-time employment. Participants will learn to assess personal and career readiness for graduate school, identify program formats compatible with their work schedules, and apply proven time management techniques to balance competing demands. The session also covers effective approaches for discussing educational goals with employers and securing workplace support. Designed for busy professionals considering graduate education, this course provides actionable guidance for making informed decisions and creating sustainable success plans.

Instructional Level: Introductory

Learning Outcomes

1. Assess whether pursuing graduate education while working full-time aligns with their career and personal goals.
2. Explain how to approach conversations with employers about educational pursuits and potential support options.
3. Describe key considerations when selecting a graduate program compatible with full-time employment.
4. Apply at least three strategies for time management to balance work, coursework, and personal life.

Author Biographical Sketch

Michele George is a speech-language pathologist with 19 years of experience in multiple clinical settings. Currently the Speech Therapy Team Leader at WVU Medicine Camden Clark Medical Center since 2014. She specializes in adult dysphagia, performance improvement and collaborates closely with the palliative care team. Michele earned her degrees in Hearing, Speech and Language Sciences at Ohio University and returns yearly to guest lecture on the SLP role in acute care setting. Passionate about lifelong learning, she is completing her Master of Science in Clinical and Translational Science at WVU this spring.

Speaker Disclosure

Michele George is employed at WVU Medicine Camden Clark Medical Center. There are no other relevant financial or non-financial relationships to disclose.

This practical, hands-on session helps school-based SLPs design clear, measurable, and defensible narrative IEP goals using The Incredibles as a unifying theme. Participants will learn how to translate narrative assessment data into well-written goals targeting macrostructure and microstructure while avoiding common pitfalls such as vague language and activity-based objectives. Through guided examples, goal-writing practice, and discussion, attendees will explore how to align narrative goals with classroom expectations and literacy demands. Emphasis is placed on progress monitoring, generalization, and writing goals that are both developmentally appropriate and implementation-ready for real school settings.

Instructional Level: Intermediate

Learning Outcomes

1. Differentiate narrative macrostructure and microstructure components in school-age students’ stories and identify appropriate targets for IEP goal development based on assessment data.
2. Write clear, measurable, and defensible narrative IEP goals that align with students’ present levels of performance and support generalization to classroom-based narrative and literacy tasks.
3. Revise narrative IEP goals to eliminate common errors (e.g., vague language, activity-based objectives, lack of progress-monitoring criteria) and ensure alignment with best-practice guidelines for school-based speech-language services.
4. Apply a narrative goal-writing framework to case examples using a familiar story context to support efficient, developmentally appropriate, and instructionally relevant IEP planning.

Author Biographical Sketch

Dr. Megan Israelsen-Augenstein is an Assistant Professor in the Communication Sciences and Disorders Division at West Virginia University and a licensed speech-language pathologist. Her research and clinical work focus on developmental language disorder, narrative language development, and school-based narrative interventions. She has led and collaborated on state- and federally funded projects examining how narrative instruction supports language and literacy outcomes for children in early elementary grades. Dr. Israelsen-Augenstein regularly presents nationally and internationally on narrative assessment and intervention.

Tracy Toman is an Assistant Professor at West Virginia University and an ASHA-certified speech-language pathologist. She has provided in-person and telepractice services for WV public schools for eight years. She has partnered with Integrated Speech Solutions for five years to provide virtual, research-based services for school-age students with speech sounds disorders and language disorders in West Virginia.

Franchesca Sulli is an undergraduate research assistant studying Communication Sciences & Disorders at West Virginia University. She is actively engaged in providing language-based teletherapy to elementary aged students, collecting and analyzing data for classroom narrative-based intervention, and utilizing the Systematic Analysis of Language Transcripts to evaluate linguistic abilities in children. Her research interests include reading disorders, Developmental Language Disorder, cleft palate and craniofacial research, and speech and language intervention for children and adults. Franchesca is expected to graduate with her Bachelor’s in May 2026.

Hannah Gain is a first-year Speech Language Pathology Masters student at West Virginia University. She serves as a Graduate Research Assistant in her university’s Speech, Language, and Phonological Awareness Skills Lab as well as works as a zipline instructor. Her research and interests involve narrative intervention, language sample analysis, and bridging the gap between research and practice. Hannah is expected to graduate with her Master’s degree in May 2027.

Speaker Disclosure

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

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

Franchesa Sulli and Hannah Gain are students at WVU. There are no other relevant financial or non-financial relationships to disclose.

AAC is becoming more prevalent in the school setting, with at least 11% of students in special education using AAC. As demand grows, many SLPs report feeling unprepared to identify, evaluate, and secure AAC systems for students. This session will aim to support SLPs with identifying AAC users, conducting evidence-based assessments, obtaining funding, and collaborating with stakeholders in a multifaceted environment which is the public school setting. Attendees will leave with actionable resources and procedures to support effective, school-based AAC evaluations.

Instructional Level: Introductory

Learning Outcomes

1. SLPs will identify three different ways to obtain AAC systems for trialing purposes.
2. SLPs will disprove myths related to AAC assessment in the school setting.
3. SLPs will identify how they can use treatment and consultation time to assist and/or complete AAC trials.
4. SLPs will define feature matching and its value in school-based AAC assessments.
5. SLPs will identify at least two different AAC funding options available as school-based SLPs.
6. SLPs will describe the value of including key stakeholders in AAC assessments.

Author Biographical Sketch

Annie Yost and Jessica Melonas are part of the AAC team in Wood County, WV where they use a coaching-based model to conduct AAC evaluations for students in the school setting. Both have served as school-based SLPs for a combined total of over 20 years. They conduct hands-on AAC trials and evaluations alongside school-based SLPs in Wood County. Annie is currently working on a PhD studying under Dr. John McCarthy at Ohio University, where she focuses on AAC in the school setting.

Speaker Disclosure

Jessica Melonas and Annelise Yost are employed by Wood County Schools, WV. There are no other relevant financial or non-financial relationships to disclose.

Poster: Exploring the Quality of Life Impact of Driving for People with Aphasia
Presenters: Emily Huddleston, B.S., Kaleigh Welch, Kelly Rutherford, Ed.D., CCC-SLP

This study examined the emotional, social, and practical well‑being of individuals with aphasia as they returned to driving. Aphasia, a left‑hemisphere disorder affecting language and cognition, often resulted from brain injury such as stroke and impacted daily activities, including driving. While existing research focused on motor aspects of driving rehabilitation, little was known about the psychological experience of resuming driving with aphasia. Participants with aphasia were interviewed about their driving experiences. This study explored factors such as confidence, self‑perception, community engagement, anxiety, and communication challenges to better understand how returning to driving affected people living with aphasia.

Learning Outcomes:

1. Learners will be able to describe how aphasia affects the emotional, social, and practical aspects of returning to driving after brain injury.
2. Learners will be able to identify key psychological factors—such as confidence, self‑perception, anxiety, and community engagement—that influence the driving experiences of individuals with aphasia.
3. Learners will be able to explain the importance of understanding communication‑related challenges in driving contexts for people living with aphasia.

Presenter Biographical Sketch

Miss Huddleston recently graduated from Marshall University with a degree in Communication Disorders. During her studies, she developed a strong interest in aphasia care and the lived experiences of individuals with communication challenges. This passion led her to pursue research focused on understanding how people with aphasia navigate meaningful daily activities and regain independence.

Miss Welch is a senior in the Communication Disorders program at Marshall University, where she has developed a growing interest in aphasia rehabilitation and the real‑world challenges faced by individuals with communication disorders. Her coursework and hands‑on experiences motivated her to contribute to research exploring how people with aphasia navigate daily activities and community participation.

Dr. Rutherford is an Associate Professor of Communication Disorders at Marshall University. She teaches courses in neurogenic communication disorders, aphasia, neurology, and anatomy and physiology. Her professional interests include patient‑ and family‑centered care, inclusivity, and the scholarship of teaching and learning. Dr. Rutherford also provides clinical services in the Marshall University Speech and Hearing Center, where she leads the Aphasia Group and supervises assessment and treatment. She is an active researcher and presenter at state and national conferences.

Attendees may earn only .05 ASHA CEUs (30 minutes) for this poster session.

Poster: Narrative Intervention Effects on Complex Syntax in School-Age Children
Presenters: Megan Israelsen-Augenstein, Kalila Hames, Anastin Hornsby, Lily Hamilton

This study investigates the efficacy of a targeted intervention on the production of complex syntax in school-age children. Utilizing a pre-test/post-test experimental design, researchers compared a treatment group receiving narrative-focused instruction against a peer control group. Data were analyzed to determine if the intervention led to a statistically significant increase in the use of subordinate and dependent clauses. Preliminary results offer insights into whether explicit narrative-based instruction facilitates the generalization of complex linguistic structures, providing clinical implications for SLPs targeting advanced language goals in pediatric populations.

Learning Outcomes:

1. Describe the role of narrative-based instruction in supporting the development of complex syntax in school-age children.
2. Interpret differences in subordinate clause production between treatment and control groups following narrative intervention.
3. Identify clinical implications of narrative intervention for targeting complex syntax in school-age children.

Presenter Biographical Sketch

Kalila Hames is an undergraduate research assistant majoring in Communication Sciences and Disorders at West Virginia University. She participates in collecting and analyzing data from narrative-based intervention programs at elementary schools and provides language-based teletherapy to elementary aged students. She is trained on utilizing the Systematic Analysis of Language Transcripts to analyze language samples. Her research interests include narrative-based language intervention and Developmental Language Disorder. Kalila is expected to graduate with her Bachelor’s Degree in May of 2026 and plans to pursue her Master’s Degree in Speech-Language Pathology at West Virginia University.

Anastin Hornsby is an undergraduate student researcher studying Communication Sciences and Disorders at West Virginia University. She is actively engaged in providing language-based teletherapy to elementary aged students, collecting and analyzing data for classroom narrative-based intervention, and utilizing the Systematic Analysis of Language Transcripts to analyze linguistic and narrative-based skills in children. Her research interests include cleft palate and craniofacial research, Developmental Language Disorder, swallowing disorders in children and adults, and neurodegenerative disorders. Anastin is expected to graduate with her Bachelor's in May 2027.

Lily Hamilton is an undergraduate student studying Communication Sciences & Disorders at West Virginia University. She has gained research experience coding and analyzing data on language development and the implementation of evidence-based practices in speech-language pathology. Lily has also observed speech-language pathologists in school, clinic, and rehabilitation settings and volunteered at the WVU Speech, Language, and Hearing Clinic. Her academic and research interests include pediatric and adult communication disorders, neurological disorders, and evidence-based intervention. She is expected to graduate in December 2026.

Attendees may earn only .05 ASHA CEUs (30 minutes) for this poster session.

Poster: Comparing SALT and DSS in Identifying Clausal Structures in Children’s Narratives
Presenters: Megan Israelsen-Augenstein, Katherine West, Madison Burgess, Matalenne Foggin, Emma Walker

Accurate identification of clausal structures is vital for assessing syntactic maturity. This poster presents a comparative analysis of two widely used assessment tools: Systematic Analysis of Language Transcripts (SALT) and Developmental Sentence Scoring (DSS). Using transcripts gathered from narratives elicited across WV elementary students, researchers examined the frequency and specific types of clauses identified by each method to determine consistency across metrics. By evaluating how these tools categorize complex language at the diagnostic baseline, this study highlights potential discrepancies in clinical software and manual scoring, guiding clinicians in selecting the most sensitive measures for initial language evaluations.

Learning Outcomes:

1. Describe differences in how the Systematic Analysis of Language Transcripts (SALT) and Developmental Sentence Scoring (DSS) identify clausal structures in narrative language samples.
2. Compare the types and frequency of clauses identified by SALT and DSS in transcripts from elementary-aged students.
3. Evaluate implications of measurement differences between SALT and DSS for clinical language assessment and diagnostic decision making.

Presenter Biographical Sketch

Katherine West is an undergraduate student studying Communication Sciences and Disorders at West Virginia University. She is trained in standardized assessments and utilizing the systematic Analysis of Language Transcripts to analyze and transcribe. Her interests include focusing on pediatric speech sounds disorders and, Developmental Language Disorders. She has had experience observing SLPs in multiple schools focusing on ages 6-9 and has also observed at Morgantown’s Health Science Center PT clinic with their Parkinson’s movement group. Katherine is expected to graduate with her bachelors in December 2026.

Madison Burgess is an undergraduate studying to get her Masters in Communication Sciences and Disorders at West Virginia University. She is trained on providing standardized assessments and utilizing the Systematic Analysis of Language Transcripts to analyze and transcribe narrative language samples. Her interests include pursuing pediatrics focused on speech sound disorders, language development, and cleft palate research. She has shadowed at Encompass Health Rehabilitation Facility in Morgantown and at Morgantown's Health Science Center PT Clinic regarding their Parkinson’s Movement group. Madison is expected to graduate with her Bachelor’s in December 2026.

Matalenne Foggin is an undergraduate research assistant studying Communication Sciences and Disorders at West Virginia University. She is mainly interested in the Speech-Language Pathology field. Her research has been focused on topics like teletherapy in speech-language treatment and evidence-based practices. Her special interests are working with children and supporting their communication and language development. Matalenne is expected to graduate with her Bachelor's in May 2026.

Emma Walker is an undergraduate research assistant studying Communication Sciences & Disorders at West Virginia University. She participates in transcribing, scoring and analyzing data for whole classroom interventions for narratives using the Systematic Analysis of Language Transcripts program. Her research interests include language disorders, autism spectrum disorder, augmentative and alternative communication, and narrative interventions for children. Emma is expected to graduate with her Bachelor’s in May of 2026.

Attendees may earn only .05 ASHA CEUs (30 minutes) for this poster session.

Poster: Exploring the Relationship Between Maternal PPD & Early Language Development
Presenter: Kara Kapiskosky

This poster presents findings from a mixed-methods study examining the potential relationship between maternal postpartum depression (PPD) and early language development in children between the ages of one and three. Mothers completed an anonymous online survey that explored experiences with postpartum depression, observations of their child’s early language milestones, parenting stress, and access to support resources.

Quantitative and qualitative results highlight patterns suggesting that increased maternal stress, reduced caregiver responsiveness, and limited verbal interaction may influence the early language-learning environment. Implications for early identification, family-centered intervention, and interdisciplinary collaboration between speech-language pathologists and maternal mental health professionals are discussed.

Learning Outcomes:

1. Describe the potential relationship between maternal postpartum depression and early language development in children ages one to three.
2. Identify environmental and interaction-based factors that may influence language development in families experiencing postpartum depression.
3. Explain implications for speech-language pathologists regarding early identification, caregiver support, and interdisciplinary collaboration.

Presenter Biographical Sketch

Kara Kapiskosky is a second-year graduate student in the Master of Science program in speech-language pathology at West Liberty University. Her clinical interests include early language development, caregiver-child interaction, and family-centered intervention in pediatric populations. Her research interests include the relationship between caregiver mental health and child communication outcomes. This poster is based on her graduate research examining the potential impact of maternal postpartum depression on early language development in children ages one to three.

Attendees may earn only .05 ASHA CEUs (30 minutes) for this poster session.

Poster Speaker Disclosures

Emily Huddleston and Kaleigh Welch are students at Marshall University. There are no other relevant financial or non-financial relationships to disclose.

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

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

Kalila Hames, Anastin Hornsby, Katherine West, Madison Burgess, Matalenne Foggin, Emma Walker, and Lily Hamilton are students at WVU. There are no other relevant financial or non-financial relationships to disclose.

Kara Kapiskosky is a student at West Liberty University. There are no other relevant financial or non-financial relationships to disclose.

Speech-language pathologists (SLPs) in West Virginia are increasingly serving bilingual and emergent multilingual clients within service delivery systems historically designed for monolingual English speakers. Approximately 5.6% of the state’s population was identified as belonging to diverse cultural and linguistic groups (U.S. Census Bureau, 2023), including Hispanic and Asian populations, indicating a growing need for professional development opportunities for monolingual SLPs.

This session will examine service delivery considerations for monolingual SLPs working with bilingual clients within the framework of the Individuals with Disabilities Education Act and WVBE Policy 2419. Participants will be introduced to translanguaging as a framework for understanding bilingual language use and will learn how to apply this concept to clinical practice. Evidence-based strategies will be presented, including dynamic assessment, cross-linguistic data collection, and caregiver collaboration to support linguistically and culturally responsive service delivery.

Instructional Level: Intermediate

Learning Outcomes

1. Describe how the Individuals with Disabilities Education Act and WVBE Policy 2419 inform eligibility determination and service delivery for bilingual students.
2. Differentiate between language differences and communication disorders in bilingual clients using policy-aligned criteria and clinical indicators.
3. Incorporate principles of translanguaging into clinical decision-making to support linguistically responsive service delivery.

Author Biographical Sketch

Dr. Patricia Arias Hunt is an Assistant Professor in the Department of Communication Disorders at Marshall University. She earned both her M.S. in Speech-Language Pathology and Ph.D. in Applied Language and Speech Sciences from the University of Louisiana at Lafayette. Her research focuses on community-based approaches to language and literacy education, with an emphasis on pedagogy, qualitative inquiry, and strengths-based frameworks that recognize and build upon the knowledge and capacities of local communities. Clinically, Dr. Arias Hunt specializes in child language, social communication in group settings, and bilingual language intervention. Her work has been featured at national and international conferences (e.g., ASHA, LSHA, CORK) and in academic publications, including a co-authored book chapter on literacy and communication disorders. Committed to bridging research and practice, she seeks to advance inclusive, community-engaged scholarship that supports equitable language development.

Speaker Disclosure

Patricia Arias-Hunt is employed by Marshall University. There are no other relevant financial or non-financial relationships to disclose.

This session is not offered for CEUs.

Augmentative and Alternative Communication (AAC) devices are typically recommended after a thorough evaluation, often including trials to determine the best fit. Over time, AAC users may work with multiple therapy teams, each with different comfort levels with the recommended system. When a system feels unfamiliar, teams may be tempted to change it, but unnecessary overhauls can disrupt language development. This session focuses on honoring the AAC systems users already know while learning how to explore features, make thoughtful adjustments, and support progress, featuring PRC-Saltillo systems. We will also discuss what to do when a device truly isn’t the right fit.

Instructional Level: Intermediate

Learning Outcomes

1. Explain the value of maintaining familiar AAC systems and how it supports user autonomy and success.
2. Identify strategies for customizing vocabulary, layout, and access methods to better align with a user’s current abilities, preferences, and goals.
3. Identify options on what to do if data proves that the AAC system needs to be changed to best support the user.

Author Biographical Sketch

Lucy Iannamorelli, M.S., CCC‑SLP, is an AAC Consultant with PRC-Saltillo who previously worked as a speech-language pathologist with extensive experience supporting students with complex communication needs.

Darlette Navrotski, M.A., CCC‑SLP, served as a PRC-Saltillo regional consultant for 37 years, providing AAC education and training across Western Pennsylvania and West Virginia, building on her background in linguistics and university teaching.

Deborah Witkowski, M.A., CCC‑SLP, brings 35 years of experience as an SLP, AT consultant, and former content developer for Semantic Compaction Systems, where she helped create Unidad. She now works with the Minspeak Academy on training, implementation, and content development.

Speaker Disclosure

Lucy Iannamorelli and Darlette Navrotski are employed by PRC-Saltillo. There are no other relevant financial or non-financial relationships to disclose.

Deborah Witkowski is employed by MinSpeak Academy. There are no other relevant financial or non-financial relationships to disclose.