NYSSLHA 2024 Convention
Saturday, May 4
Session 30 - American Speech-Language-Hearing Association: Positioned for a Bright Future
Janice Trent, AuD, Audiology Practice, ASHA
The American Speech-Language-Hearing Association (ASHA) has been the leader in our professions for over 99 years having initiated the development of national standards for audiologists and speech language pathologists for certification. This standard has remained the hallmark throughout the country.
In 2024, ASHA continues to lead the professions in strategic excellence with a focus on advocacy, professional development, the use of high-level resources and a community of peers for consultation and collaboration.
This session will discuss ASHA’s mission to empower and support speech-language pathologists, audiologists, speech, language and hearing scientists throughout their professional careers through creative resources and a bright envisioned future.
Learner Outcomes: At the end of this session, participants will be able to:
- Explain and gain knowledge about the ASHA Strategic Pathway to Excellence.
- Identify key strategies for effective professional advocacy.
- Explain the available ASHA resources for professional development.
- List opportunities for professional community growth.
Instructional Level: Intermediate | Track: Student/Professional Resources
Session 31 - AAC in the Preschool Classroom: Providing Accessible Communication Supports
Melissa Friscia, MS, CCC-SLP, Alternatives for Children
For preschool-aged children who require assistive technology (AT) to effectively communicate with others, the available commercial and custom-made AT options may seem endless! In this session, we will discuss what AT for communication may look like for a preschooler. We will discover how all members of a student’s IEP team can provide support in the journey towards obtaining appropriate AT for communication. This journey includes identifying the different pathways for AAC device funding and selecting the most appropriate option for the student and their family.
Then, we will review a systematic, student-centered approach towards assessing the need for augmentative and alternative communication (AAC) systems. We will discuss inclusive practices for providing all preschool students with accessible communication supports and will learn to identify when a student may need more support than the available classroom communication systems.
We will explore considerations for determining the most appropriate AAC features and tools for a preschool-aged student, which inherently leads us to a discussion about IEP documentation and IDEA services as they relate to preschoolers using AAC. Finally, we will address challenges towards effectively implementing AAC systems in the classroom and home environments, along with potential solutions.
By the end of the session, participants will leave prepared to apply strategies that promote more frequent and accessible AAC use in the classroom. Participants will also be prepared to dispel AAC myths and misconceptions with confidence as they advocate for their students’ right to have access to a reliable communication system.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the features of various augmentative/ alternative communication (AAC) systems, tools and devices that are available to support preschool-aged students.
- Identify several different funding pathways for obtaining AAC systems for preschool-aged students.
- Describe the assistive technology (AT) evaluation process, as it relates to educationally-based AAC services and devices.
- List several barriers and potential solutions towards implementing AAC services and devices in the preschool setting.
Instructional Level: Appropriate for all levels of background/skill | Track: Accessible Communication
Session 32 - Foundations in Dysphagia Treatment: A Path for Decision Making
Ed M. Bice, MEd, CCC-SLP, IOPI Medical, LLC
The understanding of swallowing and swallowing disorders is a relatively young area of practice. The science is rapidly evolving often leaving clinicians confused. The session will examine principles of treatment and provide a method for evaluating existing and emerging interventions.
Learner Outcomes: At the end of this session, participants will be able to:
- List three areas of science that can used to assess dysphagia interventions.
- Describe how to assess the credibility of research.
- Describe how to apply principles as a filter in assessing dysphagia interventions.
Time-Ordered Agenda:
5 Minutes: Introduction to Environmental Design
10 Minutes: Evidence for Supportive Therapeutic Room Planning
15 Minutes: Assumptions on Sensory Awareness
15 Minutes: Patient /Family Centric Care
10 Minutes: Utilization Outcomes
5 Minutes: Wrap Up and QuestionsInstructional Level: Intermediate | Track: Diagnostic and Therapeutic Advancements
Session 33 - Fostering Successful Breastfeeding in Medically Complex Infants With Disordered Bottle Feeding
Jenna Capozzi, MS, CCC-SLP, St. Mary’s Hospital for Children; Stephanie Waters, MS, CCC-SLP; St. Mary’s Hospital for Children
The process of oral feeding is a complex task for infants, especially preterm infants that often have cardiopulmonary compromise and experience a variety of life-sustaining medical interventions. Medically complex and preterm infants may experience complications when transitioning from non-oral means of alimentation to breast or bottle-feeding. Some of the barriers to successful oral feeding include difficulty with state regulation, endurance, differences in muscle tone and trouble with the suck-swallow-breathe coordination necessary for bottle-feeding and breastfeeding. Current evidence suggests preterm infants that are breastfed have improved oxygen saturation and coordination of their suck, swallow and breathe while orally feeding compared to those that are bottle-fed. Research also indicates bottle-fed preterm infants demonstrate higher levels of stress compared to breastfed preterm infants.
This session aims to further explore medically complex and preterm infants’ success with breastfeeding during periods of maladaptive bottle-feeding observations. This session will highlight the benefit of breastfeeding or combination feeding by looking at the current research and using case studies of medically complex infants. We also aim to explore the variation in oral motor sucking patterns needed for successful bottle-feeding in comparison to breast feeding in infants and how these established patterns lead to various outcomes in terms of oral feeding acceptance. In line with the conference theme of ‘communication’, this session will also discuss the importance of communication with the family regarding their wishes for their child’s feeding journey while ensuring the child’s nutrition/hydration needs are being met for adequate weight gain and development.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify the differences between the oral motor pattern and swallow sequence needed for efficient breast and bottle-feeding.
- Apply counseling to caregivers regarding combination feeding practices.
- Explain suck reflex integration in infants that experience volume driven feeding practices and importance of cue-based feeding intervention.
- Analyze case studies of medically complex and preterm infants’ success with breastfeeding compared to bottle feeding outcomes in the same infants.
Instructional Level: Intermediate | Track: Diagnostic and Therapeutic Advancements
Session 34 - Perceptions of SLP Value and Their Role in Healthcare Settings
Rosangela Catalano, SLPD, CCC-SLP, Kean University
This study explores speech-language pathologists’ (SLPs’) and interprofessional team members’ perceptions of the SLP value along with knowledge of the SLP scope of practice. Interprofessional collaboration is beneficial in healthcare settings (McCutcheon et al., 2020; Morey et al., 2002; West et al., 2006). Prior research reveals that interprofessional team members perceive SLPs as valuable in interprofessional teams; however, there continues to be a lack of understanding of the SLP scope of practice in medical settings (Insalaco et al., 2007; Alhamidi et al., 2021). To be effective interprofessional team members, we must understand our own value and scope of practice, along with those of other team members (Interprofessional Collaborative Practice, 2016). Therefore, this present study aims to investigate the perceptions of the SLP’s value within teams in medical settings, compare/contrast perceptions of SLP value across professions and discover what knowledge interprofessional team members have regarding SLP’s in healthcare.
To investigate this, participants completed a survey that gathered demographics, questions regarding how SLP’s are valued in various settings and scenario-based questions that gather information on knowledge of the SLP scope of practice. An ANOVA was run to compare differences in the means for perceptions of SLP value and knowledge of the SLP scope of practice, by profession. Data analyses revealed statistical significance between groups when comparing both knowledge of the SLP scope of practice and perceptions of SLP value. This research informs our understanding of the SLPs role within interprofessional teams and will add to the literature supporting improvements within interprofessional collaboration.
Learner Outcomes: At the end of this session, participants will be able to:
- Formulate knowledge regarding how interprofessional team members perceive the role of Speech-Language Pathologist’s healthcare settings.
- Identify how the results of this research can impact the SLP’s role in interprofessional teams, in healthcare settings.
- Identify how SLP’s perceive their own value, in healthcare settings.
Instructional Level: Intermediate | Track: Multidisciplinary Collaboration
Session 35 - The Key to Maximizing Auditory Access in the Educational Setting - Practical Demo
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: | Track: Audiology
Session 36 - “Say it With Me”: Using DTTC to Treat Childhood Apraxia of Speech
Nicole Caballero, MS, CCC-SLP, Syracuse University; Kerry McNamara, MS, CCC-SLP; Syracuse University
Dynamic Temporal and Tactile Cueing (DTTC) is a motor-based intervention for children with childhood apraxia of speech (CAS). This session will provide an overview of the key features of DTTC and discuss how to incorporate the principles of motor learning into treatment. Audio and video examples of DTTC will be shown to discuss clinical decision making.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the levels of the DTTC hierarchy.
- List three ways to incorporate the principles of motor learning into DTTC.
- Describe two challenges clinicians may encounter when implementing DTTC and strategies for overcoming these challenges.
Instructional Level: Intermediate | Track: Diagnostic and Therapeutic Advancements
Session 37 - Hearing Loops, Telecoils and other Assistive Listening Devices: Beyond the Hearing Aid
Zhanneta Shapiro, AuD, CCC-A, Audiology Island
Assistive listening devices – hearing loops, neckloops, FM/IR and wireless systems – when used with or without hearing aids, greatly enhance the personal listening experience at home and in public places such as banks, meeting rooms, cinemas, houses of worship, etc. To access most of this technology, the user has access to a telecoil either inside the hearing aid or in an accessory. This session will cover telecoil basics; how orientation and T-coil programming affect performance, how to order, program, verify and validate telecoils to improve fitting outcomes.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe telecoil orientation in custom and behind the ear hearing instruments.
- Describe how to measure and validate telecoil performance using current ANSI standards.
- Describe how to program the telecoil and the appropriate use for each program.
Instructional Level: | Track: Audiology
Session 38 - Aspiration, Pneumonia and Diets: Protecting Your License
Ed M. Bice, MEd, CCC-SLP, IOPI Medical, LLC
Interacting with people who have dysphagia elevates the stakes. Clinicians are often concerned. Common thoughts may include “What if my patient aspirates and gets pneumonia?”, “The patient needs to consume the safest diet.”, “The patient is non-compliant” and “I am concerned about my license.” With all the fear and concern, there is a real legal and ethical method for clinicians to employ. This session will explore the ethical and legal path concerning how to navigate aspiration, pneumonia and diets.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the ethical standard for dysphagia treatment.
- Describe the legal standard for dysphagia treatment.
- List components of documenting informed consent.
Instructional Level: Intermediate | Track: Diagnostic and Therapeutic Advancements
Session 39 - Implementing AAC With Deaf Students
Quinn Kelly, MS, CCC-SLP, TheSigningSLP, New York School for the Deaf
This session will discuss the “Determining Candidacy for an Augmentative and Alternative Communication (AAC) Device*” resource and how to match candidates to the most supportive AAC application. The resource was created by three American Sign Language (ASL) -fluent speech-language pathologists (SLPs) with extensive experience working at schools for the deaf. This screening tool can help broadly determine whether a signing deaf child is a candidate for an AAC device. Many deaf children who communicate using ASL are also encouraged to use AAC devices when they are not candidates and likely would not benefit from them. This tool can help providers minimize those occurrences. Once the individual is identified as a candidate, what are the next steps? The participants will then learn about different deaf-friendly AAC features in a variety of applications. They will also further understand the app trialing process and how to navigate the journey of selecting an app that best fits the communicator while continuing to support the individual’s signing.
Learner Outcomes: At the end of this session, participants will be able to:
- Explain how to navigate the “AAC Candidacy Resource.”
- Identify different Deaf-Friendly AAC features in a variety of applications.
- Describe how to select which application best suits the communicator.
Instructional Level: Introductory | Track: Accessible Communication
*Informal AAC Assessment
Session 40 - The Benefit of a Standard In-Service on Individuals With Laryngectomy (IWL) for RNs in the Acute Care Setting
Gina Palma, MS, CCC-SLP, BCS-S, Montefiore Medical Center; Laurie Wennerholm, MA, CCC-SLP, BCS-S, NYU Langone Health
This session will discuss the benefit of a standard in-service on individuals with laryngectomy for registered nurses (RNs) in the acute care setting. There is a knowledge gap in the training of medical professionals regarding differences between airway needs of patients with tracheostomies and those with laryngectomies, often leading to confusion, negative outcomes and a compromised patient experience. Prior studies have shown the benefit of a standard in-service for medical professionals. This session will review data obtained from a project completed on 40 acute care RNs in the medical ICU. The RNs were given an 8-question questionnaire on IWL, then provided with a 10 minutes in-service by the speech-language pathologists (SLPs), then they were asked to retake the questionnaire upon completion of the in-service. We will discuss our findings, the in-service utilized and the clear benefit of a basic 10-minute in-service that can positively impact the outcomes of the IWL in the acute care setting. In addition, we will discuss future work and the importance of consistent signage and airway alerts for these patients in the acute care setting.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify the knowledge gap of medical professionals regarding individuals with laryngectomy.
- Identify the needs of the IWL in the acute care setting.
- Forumlate ways to feel impowered to help improve outcomes of IWL via a basic in-service.
Instructional Level: Introductory | Track: Research and Innovation
Knowledge Bowl - Student Praxis Challenge
Cassandra Natali, MS, CCC-SLP, Binghamton University, Moderator
- List pertinent practice concepts related to the fields of speech-language pathology and audiology.
- Demonstrate knowledge of a broad range of concepts and skills related to their field of practice.
- Identify areas for professional growth through analysis of identified areas of weakness.
Session 41 - Creating an Optimal Framework of Care for the SLP Management of Individuals With Laryngectomy - It's about D%$m Time!
Laurie Wennerholm, MA, CCC-SLP, BCS-S, NYU Langone Health, The University of Queensland, NYU Steinhardt School of Education
This session reviews findings from three studies aimed to explore the current care pathway of IWL within a health system in New York. Study one used a patient journey mapping (PJM) methodology to analyze service data from the EMR combined with qualitative data from the patient experience. Studies two and three employed concept mapping to examine the perceptions of (1) patients and (2) MDT professionals, respectively, regarding the current care pathway and identify and prioritize actionable items for change.
Collective data analysis in the PJM study revealed that participants attended a high number of allied health visits, saw many different professionals and travelled to many locations for care within the first year alone post-operatively. Overall, participants rated their experience as positive. Results of concept mapping revealed that the highest rated areas for change for patients was in education and direct access to the MDT. The highest rated areas for change by professionals was the provision of materials, access to and communication amongst MDT professionals.
A wide range of MDT services is required to support recovery for IWL and their care pathway is often fragmented. Patients and MDT professionals were able to identify and prioritize actionable items for change in laryngectomy care.
Learner Outcomes: At the end of this session, participants will be able to:
- Explain the patient journey mapping approach and how it was applied to IWL.
- Explain data revealed from patient journey mapping and how this revealed complexity of care.
- Explain concept mapping and its application with patients and healthcare professionals.
- Explain the results of the two concept mapping studies and the needs revealed therein.
Instructional Level: Intermediate | Track: Research and Innovation
Session 42 - Maximizing Communication and Connection in Neurogenic Communication Disorders
Antonella DeNunzio, MS, CCC-SLP, NYU Langone Health
Communicative access is the ability of people with communication challenges to gain barrier-free access to services, participate in communicative events, give and get information and make informed decisions (Simmons-Mackie et al., 2007). Persons with neurogenic communication disorders such as aphasia or dysarthria often experience significant difficulty communicating which has far expanding social and psychological implications such as social isolation and increased risk of depression, respectively. Specifically, 20 percent of persons with aphasia report having no friends at 6 months post stroke (Simmons-Mackie, 2018).
Several strategies and approaches such as conversational partner training (e.g., Supported Conversation for Aphasia ™ developed by Kagan and colleagues), implementing a life participation approach (Holland & Elman, 2020) and AAC can offset these difficulties and enhance patients’ social communication and overall quality of life. Regarding conversational partner training, there is strong evidence that trained conversation partners may produce greater improvements in social communication than un-trained conversation partners (Kagan et al., 2001). These findings transcend diverse cultural and linguistic groups (Pak-Hin Hong et al., 2021).
AAC can take the form of speech-generating devices, low technology communication boards, gestures, drawings and writing. Dynamic assessment to determine patients’ most effective mode of communication is essential in delivering patient centered care while considering patients’ beliefs, support system and cultural and linguistic background. Ultimately, considering patients’ receptive and expressive language strengths and difficulties, delivering conversational partner training, advocating for accommodations, educating the public and providing accessible communication maximizes social connection to all those we serve.
Learner Outcomes: At the end of this session, participants will be able to:
- Describe the importance of conversational partner training to maximize communication and facilitate connection.
- Describe how to use AAC and other technological platforms in conversational contexts.
- Explain the benefits of the life participation approach and how to incorporate it into clinical practice.
- Exlain the importance of social communication and its emotional and psychological impact on persons with communication difficulties.
Instructional Level: Introductory | Track: Accessible Communication
Session 43 - NY State and Federal Law, Regulations and Professional Conduct for Hearing Aid Dispensing
Zhanneta Shapiro, AuD, CCC-A, Audiology Island
This session provides a review and discussion of Federal and State regulation pertaining to hearing aid dispensing in the state of New York.
Learner Outcomes: At the end of this session, participants will be able to:
- Define requirements for initial registration and renewal as a Hearing Aid Dispenser in NY including those for Continuing Education.
- Explain the requirement for a medical evaluation and clearance for the purchase of a hearing aid in NY state, in light of federal regulations.
- Describe the requirements regarding copies of audiograms and information that must be disclosed to the patient regarding hearing aids as well as information that must be included in the Hearing Aid Purchase Agreement in New York State.
Instructional Level: | Track: Audiology
Session 44 - The CF Experience: Information for Clinical Fellows and Supervisors
Marisa Mooney, MS, CCC-SLP; Cassandra Natali, MS, CCC-SLP; Binghamton University
The clinical fellowship (CF) experience is an important step clinicians must take to scaffold their way to being confident and independent clinicians. This session is designed to empower both clinical fellows and supervisors with knowledge to build a successful CF experience for all involved. The session will focus on important information for both future clinical fellows and supervisors including paperwork requirements, billing and the importance of a strong supervisory relationship between the clinical fellow and supervisor. Information about responsibilities of a clinical fellow supervisor set forth by ASHA and New York State will also be highlighted to ensure that both supervisors and clinical fellows understand the level of support that is expected during this timeframe. Some information will be specific to New York state requirements, however, graduate students seeking a clinical fellowship outside of New York state will also benefit.
Learner Outcomes: At the end of this session, participants will be able to:
- Name documentation requirements for clinical fellows.
- Describe how to accept constructive criticism from other professionals.
- Explain the importance of the supervisory relationship.
Instructional Level: Introductory | Track: Multidisciplinary
Session 45 - TeamSTEPPS: Facilitating Collaborative Care and Interprofessional Communication
Susan Paparella-Pitzel, PT, DPT, Rutgers University
Interprofessional teamwork in a health clinic setting is vital in providing the most comprehensive care for complex patient populations. This is even more integral in the education of future professionals at the graduate level. The Rutgers Rehabilitative and Movement Sciences (RMS) department piloted a RMS collaborative care clinic over the two past years with speech-language therapy (SLP), doctoral occupational therapy (OTD) and doctoral physical therapy (DPT) programs and student participants for a limited eight week IPP/IPE summer clinic experience. The partnering of three disciplines to provide an integrative and cohesive approach for patient care was an ideal opportunity and benefitted from the use of TeamSTEPPS (Team Strategies and Tools to Enhance Patient Performance and Safety) to facilitate a safe and effective collaborative care plan. TeamSTEPPS is an evidence-based framework to optimize team performance across the healthcare delivery system, based on more than 30 years of research and evidence. Team training programs have been shown to improve attitudes, increase knowledge and improve behavioral skills. And based on meta-analysis, team training using TeamSTEPPS results in moderate, positive effects on team outcomes and patient outcomes. (Baker et el, 2017; Salas, et al., 2008) During this piloted IPP/IPE clinic in the summer 2022 and 2023, SLP, OTD and DPT students discussed findings and collaborated to implement a POC based on their individual expertise. With the use of TeamSTEPPS’specific tools such as SBAR, the students and supervisors were able to implement an evidenced-based, safe and collaborative plan of care every week.
Learner Outcomes: At the end of this session, participants will be able to:
- Explain the impact on safety and communication through the use of TeamSTEPPS.
- Integrate collaborative TeamSTEPPS strategies and tools in a clinic setting.
- Integrate TeamSTEPPS team structure principles in future interprofessional clinic development.
Instructional Level: Introductory | Track: Multidisciplinary Collaboration
Session 46 - Auditory Processing Disorders: What SLPs Need to Know
Joanne Crowson, AuD, CCC-A, Binghamton University
According to the American Speech-Language-Hearing Association (ASHA, 2005) CAPD encompasses the perceptible processing of auditory information in the central nervous system and the neurobiological activity that underlies that processing and gives rise to electrophysiological auditory potentials” (ASHA, 2005). In other words, it is the ability of a hearing person to recognize, integrate and discriminate auditory information to make sense of what is heard, especially in difficult listening conditions. Individuals with auditory processing disorders may struggle with listening and understanding what was said, which can affect learning and lead to disabilities in other language areas. Proper testing is needed in order to establish a comprehensive profile and treatment plan that can provide effective and beneficial therapeutic programs and management strategies. Effective intervention can make a positive impact and can result in improved listening, communicating and learning. Speech-language pathologists play an integral role in the assessment and treatment of children who are suspected of having an auditory processing disorder or auditory skill weaknesses.
During this session, I will discuss how auditory processing testing is administered and how to make sense of test results. In addition, I will discuss what tests speech-language pathologists can administer as part of a comprehensive auditory processing test battery. Finally, I will address ways to address auditory processing disorders in speech-language pathology treatment plans with various strategies and activity ideas, tips and tricks.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify at least four behaviors associated with APD.
- List two areas of assessments used to identify APD.
- Describe at least two intervention approaches used to treat APD.
Instructional Level: Introductory | Track: Diagnostic and Therapeutic Advancements
Session 47 - Infection Control in the Audiology Practice
Joseph A Vespe, MS, VespTech Inc.
Potentially harmful organisms can be passed from person to person through direct contact or by indirect contact, that is, by touching contaminated objects or surfaces. In order to reduce the risk of cross contamination, audiologists must follow protocols which take the form of cleaning, disinfecting and sterilizing.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify different modes and routes of disease transmission.
- Explain how to exercise infection control standard precautions in an audiology setting.
- Define and describe how to apply the concepts of clean, disinfect and sterilize in an audiology setting.
Instructional Level: | Track: Audiology
Session 48 DEI - IPE Course: Culturally Responsive Learning and the Latest IPEC Competencies
Reem Khamis, PhD, CCC-SLP, Long Island University, Brooklyn; Deborah Ambrosio Mawhirter, EdD, Adelphi University
Interprofessional education (IPE) has become increasingly essential in healthcare disciplines, preparing students for collaborative practice (Delawala et al., 2023). Recently, its significance in speech, language and hearing sciences (SLHS) has grown (Goldberg, 2015). In 2017, the Council on Academic Accreditation (CAA) for audiology and speech pathology introduced standards for pre-service professionals related to interprofessional practice. These standards emphasize the need for IPE activities to foster understanding of four key competencies: working in interprofessional teams, effective communication, recognizing roles and responsibilities and applying interprofessional ethics for equitable care. There is limited research exploring the use of IPE and practice to address healthcare inequities (Cahn, 2020). Draft revisions of interprofessional collaborative practice competencies (IPEC, 2023) reflect the increasing demand for competencies centered on health equity, particularly in teamwork, ethics and values. These revisions introduce new values and ethics subcompetencies, such as advocating for social justice and health equity, promoting a just culture and supporting respectful diversity, underscoring the need for IPE programs focusing on social justice.
This session will delve into the updated IPEC competencies, provide insights into IPE reports within SLHS and offer details about an interprofessional course involving students majoring in speech therapy, audiology, nursing and health sciences. The session prioritized ethics and working with diverse populations in alignment with IPEC competencies. Additionally, we will discuss the opportunities and challenges associated with this initiative within broader curricular planning. The aim is to equip future health professionals with the tools to actively reshape their roles in addressing inequities within their field.
Learner Outcomes: At the end of this session, participants will be able to:
- Explain the significance and application of interprofessional education (IPE) within the context of healthcare disciplines, particularly in Speech, Language and Hearing Sciences (SLHS).
- Explain the evolving role of IPE in addressing healthcare inequities, including a critical examination of the potential impact of IPE on healthcare professionals’ abilities to promote social justice and health equity.
- Explain practical strategies for implementing IPE initiatives and courses, with a specific focus on ethics and collaboration when working with diverse populations, aligning with the Interprofessional Collaborative Practice Competencies (IPEC) standards.
Time-Ordered Agenda:
5 Minutes – Welcome and Introduction
5 Minutes – Background Information on IPE/IPP in Speech, Language, and Hearing Sciences Programs
10 Minutes – IPE in the Context of Social Justice and Equity
15 Minutes – IPP in serving diverse population course: Course Planning, Implementation, and Responsiveness
10 Minutes – Discussion: IPP and Anti-Racist Practice as Complementary Goals and The Need to Rethink Medical Frameworks in IPE
15 Minutes – Question and Answer SessionInstructional Level: Introductory | Track: Multidisciplinary Collaboration
Session 49 - Language Chef: A Task-Based Learning Approach for Adults With DLD
Kara Nunn, MS, CCC-SLP, BCS-CL; Cody Dew, MA, CCC-SLP; from Binghamton University
Language Chef is an ongoing research study investigating a novel therapeutic program that incorporates evidence-based practice within a contextually-valid setting to improve the language and social communication abilities of adults with developmental language disorders (DLD).
This session will describe the newly developed task-based language program developed by the first author for Gigi’s Playhouse Southern Tier. Gigi’s Playhouse is an international nonprofit organization which dedicates itself to improving the lives of individuals with developmental language disorders (DLD). To fulfill this goal, they have locations across the world which provide community, education and programming to individuals with DLD and their families. One key program they offer is the Gigi’s Kitchen program which provides adults with DLD life skills in and around the kitchen, as well as provide a space for socialization and community engagement. “Gigi’s Kitchen: Language Chef,” the newly developed program to be discussed during this session, builds upon the organization’s existing program to add opportunities for language, vocabulary and pragmatic development. During the session, participants will learn about the Language Chef program, how task-based learning was implemented into an existing program and how to apply the task-based learning to their own therapeutic programs. The presenters will describe how adaptive materials were designed for the program and the potential innovation it brings to the SLP field of practice. Finally, foundational research related to the program’s effectiveness will be discussed.
Learner Outcomes: At the end of this session, participants will be able to:
- Explain the benefits of Interprofessional Collaboration and education in speech and language therapy programs.
- Identify the current state of research evidence related to speech and language services for adults with DLD.
- Describe the Language Chef task-based intervention and the evidence-based practices used to unlock client language potential.
Instructional Level: Appropriate for all levels of background/skill | Track: Research and Innovation
Session 50 - Your Guide to Developing An Infant Transdisciplinary Team Approach
Rachel Best, MS, CCC-SLP; Alyssa Morron, BS; Jamie Smith, OTD, OTR/L; from Small Steps Therapy LLC
This session seeks to identify the unique steps required to develop a transdisciplinary treatment approach for infants and young babies who are struggling with early feeding skills. It seeks to break down the various assessment protocols and tools used by a transdisciplinary team to assess the complex needs of the most vulnerable infant population. Within an outpatient setting the speech-language pathologist, occupational therapist, registered dietitian and lactation consultant work together to assess and treat infants. This session will thoroughly discuss each complex body system and how to assess function and skill, specific tools and protocols to use, strategies to achieve a thorough assessment and how to put the pieces together to form an appropriate treatment plan for each individual patient.
When addressing oral motor skill, feeding challenges, nutritional intake and global body function it is crucial to consider all contributing factors in order to facilitate optimal outcomes. Although as medical providers we specialize in one treatment domain, dysfunction and health do not. Working across discipline lines and within a diverse team allows us to open our clinical eyes and understand how our treatment goals are limited or supported by another body system. Working in a transdisciplinary team setting promotes discussion, understanding and the development of a comprehensive treatment plan that has the potential to more effectively support skill development.
A transdisciplinary team addressing form, function and global health has the potential to more effectively support infants and their families as they work to improve feeding skills and overall development.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify different providers within a transdisciplinary infant feeding team.
- Identify the global body systems necessary to observe and assess during an infant evaluation.
- List potential tools, assessment measures, protocols and strategies to use during assessment and treatment planning.
- Formulate an assessment protocol based on each individual provider’s area of expertise.
Instructional Level: Intermediate | Track: Multidisciplinary Collaboration
Session 51 DEI - Ableism: What SLPs Working With Clients who Stutter Should Know
Cody Dew, MA, CCC-SLP, Binghamton University
This session will provide participants with an overview of the current conversations experts in stuttering are having related to ableism. Ableism is simply defined as discrimination towards anyone who is disabled; however, a deeper conversation is being had amongst experts. This session will begin by providing a detailed review of the current literature describing how people who stutter experience ableism and internalize ableist beliefs towards themselves. Further, results of a recent study investigating ableist beliefs towards people who stutter by those closest to them will be discussed. A hands-on workshop activity will be completed in order for participants to explore conscious and subconscious ableist views. By bringing ableism into the light, SLPS can empower themselves as professions to combat such beliefs in others and within their clients.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify key principles of ableism as it relates to people who stutter.
- Describe recent literature related to ableism and stigmatizing beliefs towards people who stutter.
- Apply in a hands-on workshop activity to identify conscious and unconscious ableist views within themselves and others.
- Integrate the session information with evidenced-based therapeutic approaches for children, adolescents and adults who stutter.
Time-Ordered Agenda:
5 Minutes – Welcome and Introduction
5 Minutes – Background Information on IPE/IPP in Speech, Language, and Hearing Sciences Programs
10 Minutes – IPE in the Context of Social Justice and Equity
15 Minutes – IPP in serving diverse population course: Course Planning, Implementation, and Responsiveness
10 Minutes – Discussion: IPP and Anti-Racist Practice as Complementary Goals and The Need to Rethink Medical Frameworks in IPE
15 Minutes – Question and Answer SessionInstructional Level: Introductory | Track: Research and Innovation
Session 52 - Creation and Implementation of an Infection Control Plan for the Hearing Healthcare Practice
Joseph A Vespe, MS, VespTech Inc.
Advanced session for the step-by-step creation of a custom Infection control plan, including detailed documentation, forms and format. This session is the second in a series and follow-up to Infection Control for Hearing Healthcare Practices.
Learner Outcomes: At the end of this session, participants will be able to:
- Analyze the practice and Infection Control requirements.
- Explain of each of fundamental requirements for the creation of an effective Infection Control Plan.
- Integrate and maintain consistent day-to-day office procedures.
- Formualte an infection control plan for the practice.
Instructional Level: Intermediate | Track: Audiology
Session 53 - Multidisciplinary Tracheostomy Team
Nicole DePalma, MS, CCC-SLP, NDoscopy Dysphagia Specialists
Multidisciplinary tracheostomy teams have been shown to improve outcomes for patients with tracheostomy. Patients with tracheostomy are at high risk for preventable adverse events as well as short or long term complications. Tracheostomy complications include secondary bacterial infections, bleeding, tracheostomy tube dislodgement or obstruction, tracheomalacia, tracheal stenosis and increased risk of mortality. Tracheostomy teams have reportedly reduced the incidence of adverse events as well as reduced length of stay, improved quality of care and time to decannulation (Norwood et al, 2004; Garruba et al, 2019). Increased speaking valve use has also been reported (Speed, L. 2013; Cameron, T. et al, 2010; LeBlanc et al, 2010). Speech language pathologist play an important role in the multidisciplinary tracheostomy team.
Speech pathologists are involved in the communication needs of patients with tracheostomy which can also allow the patient to be an active participant in their medical care. Swallowing management is another important role of the speech-language pathologist to aid in reducing secretions, assessing for the safety of food/liquid by mouth and assistance with decannulation.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify at least five complications of tracheostomy.
- Identify five benefits of a tracheostomy team.
- Describe at least three different clinician roles for a tracheostomy team.
- Identify at least five steps of a sample workflow for a patient admitted with a tracheostomy.
Instructional Level: Intermediate | Track: Multidisciplinary Collaboration
Session 54 DEI - PFD in Neurodiverse Children With Complex Needs in School: Success Stories and Lessons Learned
Margaryta Kuzmin, MA, CCC-SLP, NYC Department of Education
The prevalence of Pediatric Feeding Disorders (PFD) among children with developmental disorders has been on a rise, estimates ranging from 30 to 80 percent (Vissoker et al., 2015; Arvedson, 2008; Lefton-Greif, 2008). These students exhibit a heightened vulnerability to PFD compared to their typically developing counterparts, yet the origins of these disorders remain multifactorial (Kovacic, K. & et al., 2020; Goday, S. et al., 2019; Linscheid et al., 2003). These students often exhibit a range of swallowing and feeding issues, including inadequate nutrition, food avoidance, swallowing difficulties, inability to develop age appropriate feeding skill and so on (Goday et al., 2019). These struggles, in turn, escalate the risks of choking, aspiration, restricted school engagement, impaired social interactions, compromised nutrition and prolonged school mealtimes.
With over ten years of experience as a speech-language pathologist and a leading role in addressing PFD within a specialized school, it has become evident that tackling this task is highly challenging. Collaborative efforts necessitate the involvement of caregivers, school-based personnel and medical professionals to accurately assess and effectively treat PFD in students (Miller, 2009; Estrem, 2016; Homer & Carbajal, 2015; Homer, 2016; Carpenter & Garfinkel, 2021; Gosa, 2020). Nonetheless, the establishment of such a cohesive team approach within a school setting remains a recurring challenge.
Below is a brief overview of the feeding trajectory for three out of five medically complex case studies that will be shared, encompassing the evaluation process, encountered obstacles, collaborative efforts and treatment outcomes, with a more-in-depth exploration during the session.
Learner Outcomes: At the end of this session, participants will be able to:
- List a minimum of three challenges that SLPs encounter when addressing PFD in neurodiverse children within school settings.
- Analyze three potential hindrances that may impede progress in children with PFD.
- Apply three evidence-based strategies to enhance feeding outcomes in neurodiverse children with PFD within school settings.
- Identify three effective approaches for fostering interdisciplinary collaboration and support within the school team to optimize feeding and swallowing interventions.
Time-Ordered Agenda:
5 min – Introduction
5 min – PFD Prevalence
10 min – PFD & Ethics
25 min – 5 Case Studies (5 min each)
5 min – Reflection/Lessons Learned
10 min – Q & AInstructional Level: Intermediate | Track: Multidisciplinary Collaboration
Session 55 - Script Training for Adults With Aphasia and Apraxia of Speech
Gina Youmans, PhD, CCC-SLP, Long Island University, Brooklyn
Script Training has been used with adults who have an acquired difficulty speaking to help facilitate communication in specific situations. Individuals with non-fluent aphasia and apraxia of speech choose topics or situations that are personally relevant and important and work with clinicians to develop several sentences around these topics. These sentences are then practiced systematically, to train them to the level of being automatically produced in conversationally appropriate situations.
This session will review treatment efficacy, principles of practice and the methodology of script development and script training for clinicians who are interested in using this approach with their clients.
Learner Outcomes: At the end of this session, participants will be able to:
- Identify motor learning principles as they are applied in script acquisition.
- Identify appropriate candidates for script training.
- Explain how to use script training procedures and modify these to fit specific clients.
Instructional Level: Intermediate | Track: Diagnostic and Therapeutic Advancements