NYSSLHA 2024 Convention
Friday, May 3
Session 3 - AAC in Practice: From Goal Writing to Implementation
Stefanie Blanco, SLPD, CCC-SLP, New York Medical College; Marnina Allis, MS, CCC-SLP, Blythedale Children’s Hospital
Do you have students who use AAC on your caseload and do not know where to start? Having a hard time writing goals and formulating a treatment plan? Need fun and motivating activity ideas? This session will take you through the implementation process from goal writing to practical application. Areas of communicative competence will be discussed, including operational, linguistic, social and strategic competencies. Given an example case study, time will be spent generating goals in each of the aforementioned competency areas. Specific implementation strategies and activities to target these goals will then be explored, including but not limited to aided language stimulation, ways to build initiation and descriptive teaching.
Learner Outcomes: At the end of this session, participants will be able to:
- Compare the areas of communicative competence.
- List appropriate goals for AAC program development.
- Describe AAC implementation strategies including: aided language stimulation, ways to build initiation and descriptive teaching.
Instructional Level: Appropriate for all levels of background/skill | Track: Accessible Communication
Session 4 - Empowering People With Aphasia With Education and Community Engagement
Elizabeth Galetta, PhD, CCC-SLP, NYU Langone; Bernadine Gagnon, MS, CCC-SLP, Teachers College, Columbia University
Aphasia is “an acquired neurogenic language disorder” that occurs as the result of a brain injury (e.g., stroke, brain tumor, traumatic brain injury, etc.) (American Speech-Language Hearing Association, n.d.). According to the National Institute on Deafness and other Communication Disorders (NIDCD), aphasia can affect both the production and comprehension of spoken and written language. About two million people in the United States currently have aphasia and nearly 180,000 Americans acquire it each year. Language and communication intervention for people with chronic aphasia is commonly available in both individual and group format; traditional treatments in individual format have focused on impairment based training such as improving word retrieval or enhancing reading comprehension, with aphasia groups targeting both restorative treatments as well as improvements in use of functional communicative competence in alignment with the Life Participation Approach to Aphasia (LPAA). Living with chronic aphasia can be an isolating experience and impact social relationships (Armour et al., 2019). A highly supportive environment can lessen the consequences of aphasia in one’s life, regardless of the level of language impairment. LPAA focuses on reengagement in life activities and places the person with aphasia (PWA) at the center of all decision-making. Similarly, aphasia group participation, incorporating LPAA values, has been associated with improvements in functional communication such as conversation (Leaman & Edmonds, 2021) and social relationships. PWA further report that making friends and feeling more confident (Kagan et al., 2001) following group participation have an overall positive impact. The primary purpose of this session is to describe how speech-language pathologists define aphasia and aphasia rehabilitation options for PWA in the context of the LPAA.
The secondary purpose is to demonstrate the engagement of PWA in the process of education and empowerment through education and community engagement. Individual and group skilled intervention, intensive comprehensive aphasia programs and community groups as well as the use of technology such as transcranial direct current stimulation alongside behavioral treatment, will be discussed.
This session presents the importance of developing aphasia programs in alignment with the LPAA. It further highlights the significance of including both restorative and compensatory treatments throughout the continuum of care for PWA.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe The Life Participation Approach to Aphasia across the continuum of care.
- Describe how to develop community aphasia programs.
- Describe individual and group skilled intervention as stand alone treatment options as well as in the context of an Intensive Comprehensive Aphasia Program (ICAP).
- Describe the use of technology including transcranial direct current stimulation (tDCS) in the context of an ICAP.
Instructional Level: Intermediate | Track: Research and Innovation
Session 5 ETHICS - How ASHA’s Code of Ethics Supports Culturally-Responsive Practice in Diagnostic Evaluations
Catherine Crowley, PhD, CCC-SLP, BRS-CL; Lorena Diaz, MA, CCC-SLP, Teachers College Columbia University
This session is designed to meet the American Speech-Language-Hearing Association’s (ASHA) professional development requirements for CCC holders in the area of ethics and ethical decision-making. Focusing on current research on ethical, evidence-based and culturally and linguistically appropriate speech-language disability evaluations birth through 21, the session focuses on ASHA’s four ethical principles and how speech-language pathologists (SLPs) can use the principles to engage in ethical decision-making, especially as they relate to culturally and linguistically appropriate evaluations. Actual case studies of SLPs, supervisors and administrators who have addressed these issues in their work place to implement culturally and linguistically appropriate practices.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe how the ASHA Code of Ethics relates to the federal law re appropriate disability evaluations.
- Identify the roles evaluator and their supervisor in writing evaluations that are ethical and nondiscriminatory.
- Describe ethical issues related to the current clinical practice and evidence-based practice in disability evaluations.
Time-Ordered Agenda:
20 Minutes – Review of the ASHA Code of Ethics as it relates to evidence-based assessments consistent with the federal law
15 minutes – Ethical concerns with the ongoing use of certain assessment materials that have been shown in the research to be biased against certain racial/cultural/linguistic groups
20 minutes – Case Studies of how to move assessment practices to be consistent with the ASHA Code of Ethics
5-Minutes – Question and AnswerInstructional Level: Appropriate for all levels of background/skill | Track: Student/Professional Resources
Session 6 - Multidisciplinary, Interdisciplinary, Transdisciplinary? How to Get It Right
Robert Shprintzen, PhD, The Virtual Center for Velo-Cardio-Facial Syndrome, Inc.
Too often, “multidisciplinary” teams simply mean putting a bunch of people in one place to evaluate cases and to devise a treatment plan. Teams are usually used in academic or hospital settings with teams drawing from the departments at that institution. There is often a leader, someone who might have a strong reputation and a strong personality who assembles the team and may also lead it. In health care settings, such teams often function as a “clinic.” The presenter of this session has been invited to visit more than 100 interdisciplinary teams, 60 in the United States (US) and 42 in five overseas continents. The variations in team function is astounding, but in some of them, “team” and “interdisciplinary” did not seem like apt descriptions. The presenter has directed three different large teams, two at academic medical centers and one global team online spanning his 50-year career which is still active. He has also helped establish or restructure teams in the US, Europe and Asia. His experience provides conclusions regarding team mechanisms that succeed and how these mechanisms affect treatment outcomes. How to select team members, how to survive the loss of key personnel and how to implement quality control and maintain successful outcomes will be discussed, as will ways to make teams financially viable and administratively simple. Practical examples of the differences between multidisciplinary, interdisciplinary and transdisciplinary will be presented. Emphasis will be on the image of communication disorders specialists when surrounded by physicians and other highly paid specialists.
Learner Outcomes: At the end of this session, participants will be able to:
- Idenitfy if a team is multidisciplinary, interdisciplinary or transdisciplinary.
- Identify the qualities of a team leader.
- Explain how information from a team evaluation should be transmitted to those seeking assistance.
- Explain how to implement constant oversight of outcomes that demonstrate benefit to its clients/patients.
Instructional Level: Appropriate for all levels of background/skill | Track: Multidisciplinary Collaboration
Session 7 - Toward Holistic Care in Audiology: Helping Individuals With Hearing Loss Successfully Age
Brian Taylor, AuD, Signia
More than a decade of science tells us that hearing loss does not occur in isolation. Vision, cognition, mood and mobility interact with hearing to affect multiple functional domains (physical, psychological and social). This session draws on the latest science demonstrating an interaction between these domains, discusses how these domains can be assessed in the clinic and finally concludes with why audiologists must reframe hearing care in a more holistic manner.
Learner Outcomes: At the end of this session, participants will be able to:
- Define successful aging.
- Define holistic hearing care.
- Describe how intervention strategies affect successful aging.
Instructional Level: Appropriate for all levels of background/skill | Track: Audiology
Session 8 DEI - Culturally-Sensitive Home-Based Simulation Rooms: Fostering Understanding and Acceptance
Leslie Grubler, EdD, CCC-SLP, Lehman College
This fall, the Lehman College Speech and Hearing Center (SHC) debuted five culturally sensitive home-based intervention environments. The goal of these new spaces; which highlight Hispanic, Caribbean, African, Asian and the Bronx culture; is to foster a deeper understanding between clinician and patient, enable client self-empowerment, inspire progress and lead to increased enrollment.
To better serve our clients and achieve optimal treatment outcomes through raised consciousness and understanding of diversity and inclusion, each room is adorned with décor and artifacts reflecting each culture and serves to naturally immerse faculty, students and clients in cultural customs.
This fall semester, faculty and students reported that the rooms provide a safe, warm and welcoming space for caregivers to openly discuss client care and progress. Adding that the inspiring décor provides for conversation-starters that establish trusting relationships, enhance communication effectiveness, client acceptance and collaboration in the development of treatment goals.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the impact that the decor of therapeutic spaces has on the therapeutic process.
- Discuss infusing culturally-sensitive customs in therapeutic spaces.
- Identify the cultures they serve and how a culturally sensitive suite may facilitate enhance motivation and progress.
Instructional Level: Intermediate | Track: Research and Innovation
Session 9 - Functional Cognitive Intervention in the Inpatient Rehab Setting
Liat Rabinowitz, MS, CCC-SLP, NYU Langone Health Rusk Rehabilitation; Colleen Frayne, MS, CCC-SLP, BCS-S; NYU Langone
Functional cognitive strategies and ideas will be reviewed focusing on therapy ideas for memory impairments and deficits in executive functioning/problem solving for patients with acquired brain injuries. Therapy ideas will be linked to evidence based treatment approaches with practical examples provided.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe evidence based strategy for severe memory impairments.
- Explain functional therapy intervention to address executive dysfunction.
- Describe evidence based strategy for mild-moderate memory impairments.
Instructional Level: Intermediate | Track: Diagnostic and Therapeutic Advancements
Session 10 ETHICS - Evidence-Based Approaches for Culturally Responsive and Ethical Diagnostic Evaluations Birth-21
Catherine Crowley, PhD, CCC-SLP, BRS-CL, Teachers College, Columbia University
Lorena Diaz, MA, CCC-SLP, Bilingual Extension Institute Teachers College Columbia UniversityThis session is designed to meet the American Speech-Language-Hearing Association’s (ASHA) professional development requirements for CCC holders in the area of DEI and culturally-responsive practices. This session focuses on current research on ethical, evidence-based and culturally and linguistically appropriate speech-language disability evaluations birth through 21. The session focuses on what the research tells us about how to ensure that speech-language evaluations lead to accurate diagnostic outcomes for all children and adolescents no matter what their cultural, linguistic or socio-economic backgrounds. Includes actual case studies of SLPs, supervisors and administrators who have addressed these issues in their work place to implement culturally and linguistically appropriate practices.
Learner Outcomes: At the end of this session, participants will be able to:
- List three issues identified in the research with using standardized tests to identify language disabilties.
- Identify three approaches to evidence-based and culturally appropriate disability evaluations.
- Describe how to advocate for more appropriate evaluations in your workplace.
Time-Ordered Agenda:
20 minutes: Current clinical practice in disability evaluations based on the research
20 minutes: Introduction to current research in culturally and linguistically appropriate assessment.
15 minutes: NYSED and IDEA 2004 regulations and law on appropriate disability evaluations
30 minutes What the research tells us about evidence-based and culturally responsive evaluations. How clinicians, lead SLPs, and administrators are working to effect change and move the clinical practice to culturally and linguistically appropriate disability evaluations.
25 minutes: Case studies. How it works.
10 minutes: Q&AInstructional Level: Appropriate for all levels of background/skill | Track: Student/Professional Resources
Session 11 - Cutting Edge Updates in Dysphagia Management: Important Foundations
Sonja Molfenter, PhD, CCC-SLP, New York University; Luis F Riquelme, PhD, CCC-SLP,BCS-S, Maimonides Health, Teachers College, Columbia University; Michelle Troche, PhD, CCC-SLP, Teachers College, Columbia University
During this session, Drs Molfenter, Riquelme and Troche will collaboratively share updates from recent research (from their labs and others) regarding the management of dysphagia in adult populations. Specific topics to be covered include proactive exercise in older adults, dysphagia management in patients with dementia and cough evaluation and treatment. These three talks will be followed by an interactive Q and A and will also inform the affiliated afternoon session entitled, “Cutting Edge Updates in Dysphagia Assessment Management: Flash Talks.”
Learner Outcomes: At the end of this session, participants will be able to:
- Explain the potential impact of pharyngeal sarcopenia on swallowing outcomes in older adults.
- Explain the importance of cough evaluation and treatment in patients with dysphagia.
- Describe at least three differences in the swallow kinematics of persons with dementia compared to healthy aging adults.
Instructional Level: Intermediate | Track: Diagnostic and Therapeutic Advancements
Session 12 - Cochlear Implants: Pushing the Boundaries
William Shapiro, AuD, CCC-A, NYU Grossman School of Medicine; Lisa Goldin, PhD, NYU Langone
Cochlear implants have proven to be an effective treatment for individuals with moderately-severe to profound sensorineural hearing loss. This session will focus on expanded criteria for cochlear implant candidacy including, but not limited to, age of implantation, degree of hearing loss, new surgical techniques as it relates to device programming, Single Sided Deafness (SSD) and Electro-Acoustic Stimulation (EAS). Additional topics will include clinic efficiency and Auditory Brainstem Implants (ABIs). A special emphasis will be placed on case studies. Audience participation is encouraged.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify a suitable candidate for a traditional cochlear implant.
- Explain the difference between a cochlear implant and an auditory brainstem implant (ABI).
- Identify the benefit and clinical implications of hearing preservation in cochlear implant recipients.
Instructional Level: Intermediate | Track: Audiology
Session 13 │ Implementation of and Barriers to Collaboration in Schools
Cassandra Natali, MS, CCC-SLP, Binghamton University
A shift in the role of the speech-language pathologist (SLP) in the school setting has increased the need for collaboration in recent years. This shift includes the reauthorization of IDEA in 2004, changing curriculum standards such as the Next Generation Learning Standards and increased use of multi-tiered system of supports. Evidence-based practice supports collaborative engagement with other educational professionals for improved outcomes for many student populations. A survey was created and approved by the Institutional Review Board to understand how SLPs in New York State Public Schools collaborate and with whom as well as challenges they experience when it comes to implementing collaborative practices. This session will outline the changes in the school system that require more collaboration, evidence behind collaboration and survey results.
Survey results are not yet finalized, but will be completed prior to the session date.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe shifts in educational practices and policies that support the need for increased collaboration.
- Classify evidence that supports collaborative practices in schools.
- Explain current implementation of collaborative practices and challenges faced by New York State school-based speech-language providers.
Instructional Level: Intermediate | Track: Multidisciplinary Collaboration
Session 14 - CUNY's Journey With Interprofessional Education for Health Professions Students
Patricia Simino Boyce, PhD, City University of New York
CUNY adopts the World Health Organization definition of interprofessional education (IPE) and practice as experiences when two or more Health and Human Services (HHS) professions learn with, about and from each other to enable effective collaboration and improve health outcomes.
With CUNY’s uniquely broad and diverse health professions education programs (at the undergraduate and graduate levels) representing 60 disciplines across 25 campuses, we strive to improve health care education and health outcomes by offering an accessible and inclusive approach for IPE through realistic patient scenarios and faculty-trained IPE facilitators to engage students across HHS disciplines in interprofessional learning experiences. We will share CUNY’s journey with IPE for health professions students, focusing on the power of early interprofessional experiences to inform professional identity within the context of collaborative practice.
Learner Outcomes: At the end of this session, participants will be able to:
- Explain the foundations of interprofessional collaboration.
- Assess the impact of early interprofessional experiences on professional identity.
- Formulate practical strategies for implementing early interprofessional experiences.
Instructional Level: Intermediate | Track: Multidisciplinary Collaboration
Session 15 - Cutting Edge Updates in Dysphagia Assessment and Treatment: Flash Talks (Part 1)
Brynn Jones-Rastelli, MS, CCC-SLP, BCS-S, New York University; Justine Dallal-York, PhD, CCC-SLP, BCS-S, Teachers College, Columbia University; Emilie Lowell, MS, CCC-SLP, Teachers College, Columbia University
In this session, trainees from the New York University Swallowing Research Lab and Laboratory for the study of Upper Airway Dysfunction at Teachers College, Columbia University will share ‘flash’ updates from their research and/or work in the respective labs.
These flash talks will focus on dysphagia assessment and will feature the following topics: residue perception on videofluoroscopy (Jones-Rastelli, NYU), assessment in lung transplant/cardiothoracic surgery populations (Dallal-York, Columbia), application of cough evaluation to dysphagia assessments (Lowell, Columbia) and the implementation of pharyngeal manometry (Crossman, NYU). A twenty-minute Q and A panel will follow these talks.
The flash talks will focus on dysphagia treatment and will feature the following topics: an up-to-date scoping review regarding dysphagia treatment (Price, NYU), the use of ratings of perceived effort to guide treatment implementation (Dakin and Veit, Columbia) and a grand rounds style talk regarding integrating cough into the care of patients with dysphagia (Villarreal, Columbia). A Q and A panel will follow these talks.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the trends and gaps in the current dysphagia treatment research.
- Describe recent innovative methods for the comprehensive assessment of dysphagia across populations.
- Describe the use of approaches like ratings of perceived effort to support in-person and telehealth management of dysphagia.
- Describe low tech and cost-effective methods to enhance dysphagia evaluation and treatment implementation.
Instructional Level: Intermediate | Track: Research and Innovation
Session 16 DEI - Spanish in the US: Myths and Realities
Kim Potowski, PhD, University of Illinois at Chicago
The United States (US) has one of the largest populations of Spanish-speakers in the world, yet the varieties of Spanish spoken here suffer from several misconceptions. This session summarizes research on Spanish in the US addressing questions such as these: What are some of the main characteristics of Spanish as it is spoken in the US? What features are also present in Latin America and which features are unique to the US resulting from contact with English, from reduced use of Spanish and from contact between different Spanish dialects? What is “Spanglish”? And what are the best ways to encourage Spanish development among US raised children? Implications for the field of speech, language and hearing will be discussed.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify features of U.S. Spanish.
- Identify the classism, racism and monolingualism in dominant language ideologies.
- Explain some of the challenges facing parents who raise bilingual children in the US.
Time-Ordered Agenda:
5 Minutes: Introduction
15 Minutes: Overview of research of Spanish in the United States
15 Minutes: Explain criteria and questions from the research
15 Minutes: Review the findings
10 Minutes: Wrap Up and QuestionsInstructional Level: Appropriate for all levels of background/skill | Track: Multidisciplinary Collaboration
Session 17 - The Benefits of FEES in the Pediatric Population
Gina Longarzo, MS, CCC-SLP, Blythedale Children’s Hospital
As fiberoptic endoscopic evaluation of swallowing (FEES) becomes more widely utilized in the pediatric setting, education is warranted in regards to the benefits this assessment has on pediatric feeding therapy. The safety of FEES will be reviewed, as well as indications/contraindications and its various benefits, specific to the pediatric population. Participants will be guided through case studies, as well as video case examples to observe the normal swallow, aspiration, initial FEES vs follow-up FEES after therapeutic interventions have been provided and other anomalies that can be noted during a FEES. Through these case analysis and video case examples, participants will identify rationales for intervention strategies that can be utilized in therapeutic feeding sessions, based on findings from a FEES. This session assumes that the participants will have a basic understanding of typical feeding development.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe clinical indications and contraindications for FEES.
- Assess various techniques while performing FEES on pediatric patients.
- List three ways a FEES can help to guide therapeutic feeding therapy.
Instructional Level: Intermediate | Track: Diagnostic and Therapeutic Advancements
Session 18 - The Key to Maximizing Auditory Access in the Educational Setting
Amy Bradbury, AuD, CCC-A, CiTi BOCES; Jessie Bradley, AuD, CCC-A, CiTi BOCES; Diana DeSanto, AuD, CCC-A, Mercy University
This interactive session will increase understanding of the day-to-day challenges children with hearing loss and auditory processing disorder experience in a variety of listening/learning environments. In this session, we will unlock the barriers that impact access to instruction and communication, discuss the role and responsibility of the educational audiologist on the multidisciplinary team and demonstrate evidence-based solutions, as well as best practices, that improve auditory access and maximize communication for children in the educational setting.
Learner Outcomes: At the end of this session, participants will be able to:
- Illistrate the day-to-day challenges children with hearing loss and auditory processing disorder experience in a variety of listening/learning environments.
- Define three evidence based solutions to improve auditory access in a variety of listening/learning settings.
- Identify the value of having an educational audiologist as a member of the educational team and their role and responsibilities, as defined by IDEA.
Instructional Level: Appropriate for all levels of background/skill | Track: Audiology
Session 19 - Update on Statutory, Regulatory and Professional Licensing Issues
Kellie Murphy
The State Board will provide a general update on current laws and regulations, as well as matters concerning professional licensing. Questions and discussion are welcome.
Learner Outcomes: At the end of this session, participants will be able to:
- Explain the licensing process.
- Explain the regulatory environment.
- Recognize issues currently before the state board.
Instructional Level: Appropriate for all levels of background/skill | Track: Student/Professional Resources
Session 20 DEI - Advancing Understanding of Neurodivergent College Students: An Innovative College and Me Program
Leslie Grubler, EdD, CCC-SLP, Lehman College CUNY
College and Me is an innovative collaboration between the Speech and Hearing Center and the Office of Disability Services at Lehman College.
Four to six neurodivergent Lehman College students meet weekly with two to four student clinicians to work on strength-based goals using the AFFIRM framework. The goals of the program include: 1. For student clinicians to provide program participants with meaningful strength-based opportunities to engage socially in a way that is comfortable for them, 2. To facilitate the development of the participants’ empowered voices and foster the participants’ self-determination skills, 3. For the student clinicians to develop a foundational understanding of neurodivergence and the many assets that the College and Me neurodivergent students offer and 4. To provide an opportunity for graduate student clinicians to supplement their income and reduce outside employment through this grant-funded opportunity.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the difference between neurodiversity and neurodivergence.
- Assess the necessity to unlearn former interventions used with neurodivergent adults.
- Identify familiarity with the AFFIRM framework.
Time-Ordered Agenda:
5 Minutes: Introduction and Evolution of THE College and Me (CAM) Program
10 Minutes: Raising Awareness on Neurodivergence
15 Minutes: Addressing Life Goals and Self-Determination
15 Minutes: Assumptions and Ableism
10 Minutes: Shifting Perspectives
5 Minutes: Wrap Up and QuestionsInstructional Level: Intermediate | Track: Research and Innovation
Session 21 - Cutting Edge Updates in Dysphagia Assessment and Treatment: Flash Talks (Part 2)
Claire Crossman, MS, CCC-SLP, NYU Langone Health; D’manda Price, MS, CCC-SLP, New York University
In this session, trainees from the New York University Swallowing Research Lab and Laboratory for the study of Upper Airway Dysfunction at Teachers College, Columbia University will share ‘flash’ updates from their research and/or work in the respective labs.
These flash talks will focus on dysphagia assessment and will feature the following topics: residue perception on videofluoroscopy (Jones-Rastelli, NYU), assessment in lung transplant/cardiothoracic surgery populations (Dallal-York, Columbia), application of cough evaluation to dysphagia assessments (Lowell, Columbia) and the implementation of pharyngeal manometry (Crossman, NYU). A twenty-minute Q and A panel will follow these talks.
The flash talks will focus on dysphagia treatment and will feature the following topics: an up-to-date scoping review regarding dysphagia treatment (Price, NYU), the use of ratings of perceived effort to guide treatment implementation (Dakin and Veit, Columbia) and a grand rounds style talk regarding integrating cough into the care of patients with dysphagia (Villarreal, Columbia). A Q and A panel will follow these talks.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the trends and gaps in the current dysphagia treatment research.
- Describe recent innovative methods for the comprehensive assessment of dysphagia across populations.
- Describe the use of approaches like ratings of perceived effort to support in-person and telehealth management of dysphagia.
- Describe low tech and cost-effective methods to enhance dysphagia evaluation and treatment implementation.
Instructional Level: Intermediate | Track: Research and Innovation
Session 22 - Learning AAC in Adulthood: SLP and AAC User Perspectives
Catherine Brumback, MA, CCC-SLP, PRC-Saltillo; Charles Fleisch, AAC User
Best practice for augmentative alternative communication (AAC) includes introducing AAC as early as possible for the best possible outcomes. If a young child does not develop verbal speech, we hope that they are assigned an speech-language pathologist (SLP) or assistive technology professional (ATP) who can help them find what they need. However, not all individuals who need AAC receive it and many people enter adulthood without the AAC they need or develop a new need for AAC in adulthood.
This session will focus on different vocabulary options for adult AAC users, including spelling and core word AAC options. The presenters will discuss the benefits of each type of system as well as thier limitations.
Instructional methods for implementing AAC with adults will be discussed, particularly differences between adult and pediatric implementation. Practical examples will be used throughout the class.
An adult AAC user (co-presenter Charles Fleisch) will discuss his journey of starting use of high-tech AAC as an adult and the strengths and limitations of his current communication system.
Learner Outcomes: At the end of this session, participants will be able to:
- Assess appropriate AAC communication systems for a variety of adult clients.
- Describe teaching methods for adult AAC users.
- Explain a perspective from an AAC user who learned systems in adulthood.
Instructional Level: Appropriate for all levels of background/skill | Track: Accessible Communication
Session 23 - Phonetics: Use It or Lose It. And How to Use It!
Patti Bottino Bravo, MS, CCC-SLP, Sounds Good Communication, LLC
Phonetics is a fundamental skill for speech language pathologists. This session is usually taught on the undergraduate level, in the first semesters of study in the field and is rarely revisited during graduate study. In addition, clinicians find they don’t use phonetic transcription regularly and may become rusty or completely forget how to use this foundational skill. Finally, even when the charts and symbols are recalled, an understanding of how to apply the knowledge of phonetics and the International Phonetic Alphabet (IPA) symbols in concrete and functional ways with your speech or language impaired students / clients may be missing. This session is designed to fill those gaps and extend your knowledge toward application to meet your client needs.
Learner Outcomes: At the end of this session, participants will be able to:
- Explain the difference between Phonetics and Phonology.
- Classify and describe how speech sounds are produced and perceived.
- Apply phonetic knowledge and skills in practical ways with children and adults with speech sound production disorders. developing and struggling readers and spellers,,and English language learners (children and adults).
- Identify and transcribe the IPA symbols for the vowels and consonants of American English.
Instructional Level: Intermediate | Track: Diagnostic and Therapeutic Advancements
Session 24 - Partnering for Patient-Centric Care: Cochlear Implants
Molly Koester, PhD, AuD, Cochlear America
Treating hearing loss is a continuum of care. Discuss the treatment pathway from hearing aids to cochlear implants, current indications and candidacy, when to refer patients and matching the benefits of modern cochlear implants to the needs of candidates.
Learner Outcomes: At the end of this session, participants will be able to:
- List the current candidacy and referral criteria for cochlear implants.
- Compare the benefits of modern cochlear implants to the needs of potential candidates and explain these benefits to their patients.
- Utilize effective counseling strategies when talking to patients who may be candidates for cochlear implant technology.
Instructional Level: | Track: Audiology
Session 25 - Exploring ReSound Beyond: Next-Gen Breakthroughs and Auracast broadcast
Megan Quilter, AuD, F-AAA, GN Resound
Delve into the realm of ReSound Beyond, a groundbreaking exploration of next-generation breakthroughs in audio technology. We’ll unravel the mysteries of Auracast, a cutting-edge broadcast platform that redefines the boundaries of audio transmission. Prepare to embark on a journey of discovery as we explore the forefront of audio innovation and the endless possibilities it presents for our end users.
Learner Outcomes: At the end of this session, participants will be able to:
- Explain what is needed to operate Auracast broadcast.
- Explain what Auracast broadcast is.
- List several benefits of Auracast broadcast.
Instructional Level: Introductory | Track: Audiology
Session 26 - Cutting Edge Updates in Dysphagia Assessment and Treatment: Flash Talks (Part 3)
Avery Dakin, MS, CCC-SLP; Katya Villarreal-Cavazos, MS, CCC-SLP, Teachers College, Columbia University
In this session, trainees from the New York University Swallowing Research Lab and Laboratory for the study of Upper Airway Dysfunction at Teachers College, Columbia University will share ‘flash’ updates from their research and/or work in the respective labs.
These flash talks will focus on dysphagia assessment and will feature the following topics: residue perception on videofluoroscopy (Jones-Rastelli, NYU), assessment in lung transplant/cardiothoracic surgery populations (Dallal-York, Columbia), application of cough evaluation to dysphagia assessments (Lowell, Columbia) and the implementation of pharyngeal manometry (Crossman, NYU). A twenty-minute Q and A panel will follow these talks.
The flash talks will focus on dysphagia treatment and will feature the following topics: an up-to-date scoping review regarding dysphagia treatment (Price, NYU), the use of ratings of perceived effort to guide treatment implementation (Dakin and Veit, Columbia) and a grand rounds style talk regarding integrating cough into the care of patients with dysphagia (Villarreal, Columbia). A Q and A panel will follow these talks.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the trends and gaps in the current dysphagia treatment research.
- Describe recent innovative methods for the comprehensive assessment of dysphagia across populations.
- Describe the use of approaches like ratings of perceived effort to support in-person and telehealth management of dysphagia.
- Describe low tech and cost-effective methods to enhance dysphagia evaluation and treatment implementation.
Instructional Level: Intermediate | Track: Research and Innovation
Session 27 ETHICS - Ethical Considerations While Evaluating and Treating Students With CAS
Melissa Taberski, MS, CCC-SLP, Sound Speech Therapy
Ethics play a paramount role in the evaluation and treatment practices within the realm of speech pathology. In evaluation, ethical principles demand that speech pathologists respect client autonomy by providing comprehensive and understandable information about assessments and their implications. During treatment, speech pathologists adhere to evidence-based practices, grounded in research and clinical expertise. This ethical commitment not only ensures the effectiveness of interventions but also safeguards clients from unproven or potentially harmful treatments. This is especially important in the school based setting when speech pathologists are required to be generalist, but are often faced with providing specialized services during evaluation and treatment. This session will explore the ethical considerations of both evaluation and treatment of students with childhood apraxia of speech that providers often face in the schools. It will examine eight different principles of ethics in speech therapy, as well as identify five different ways the considerations of these shape both evaluation and treatment in the school setting.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify eight different principles of ethics in speech pathology.
- Identify five different ways ethical considerations shape evaluation of CAS.
- Identify five different ways ethical considerations shape treatment of CAS.
Time-Ordered Agenda:
5 minutes- Introduction
25 Minutes- Ethical Considerations in Evaluations
20 Minutes- Ethical Considerations in Treatment
10 Minutes- QuestionsInstructional Level: Intermediate | Track: Diagnostic and Therapeutic Advancements
Session 28 - Explaining to Educators and Parents How AAC Can Be Implemented
Daliana De Jesus, MS, CCC-SLP, Private Practice
The use of alternative/augmentative communication (AAC) systems in the school setting has been on the rise. This session will explore how to address educators and parents on the benefits of AAC systems from an AAC evaluator’s experience. Aided language input will be defined and the vital role it plays in the implementation of an AAC system.
Learner Outcomes: At the end of this session, participants will be able to:
- Define Aided Language Input.
- Describe how normal language acquisition assimilate to ALI.
- Identify three strategies that can be used during ALI.
Instructional Level: Introductory | Track: Accessible Communication
Session 29 - Understanding and Promoting Interprofessional Practice and Collaboration
Ellayne Ganzfried, MS, CCC-SLP; Jessica Tosto, MS; Joanne Singleton, PhD; from Pace University
Knowledge of various health care professions is often lacking prior to undertaking interprofessional education and collaborative practice (IPECP) activities. An interprofessional onboarding activity was developed to address this issue. The goals of this activity were: to introduce students to the roles/scope of practice of health care professionals and to increase the level of confidence students have when working with other professions to maintain a climate of mutual respect and shared values. Incoming students to Pace University’s College of Health Professions (CHP) programs in nursing, physician assistants, occupational therapists, nutrition & dietetics and communication sciences & disorders participated in a multi -part activity which included viewing two CHP-created videos; one offering introductions to myriad healthcare professions and the other depicting a simulated interprofessional patient care conference. Students were then assigned to groups to practice collaborating, via Zoom. They responded to relevant case -based questions via discussion boards and IPE faculty facilitators led a debrief. Over 400 students completed pre/post surveys to evaluate their knowledge and perceptions around IPECP. Outcomes, lessons learned and future directions are reported in this session.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify competencies, benefits and challenges of interprofessional education (IPE)/ interprofessional collaborative practice (IPCP).
- Describe details of a multi-part IPE/IPCP onboarding activity for incoming students to the College of Health Professions.
- Explain outcomes , lessons learned and how to implement IPE/IPCP activities in your program.
Instructional Level: Appropriate for all levels of background/skill | Track: Multidisciplinary Collaboration